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 system design.
AD  - 711th Human Performance Wing, Air Force Research Laboratory, Wright-Patterson Air Force Base, 45433-7022 USA. justin.estepp@wpafb.af.mil
AN  - 22255837
AU  - Estepp, J. R.
AU  - Christensen, J. C.
DO  - 10.1109/iembs.2011.6091613
DP  - NLM
ET  - 2012/01/19
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - Artificial Intelligence
*Cognition
Data Collection
Electroencephalography/methods
Equipment Design
Ergonomics
Humans
*Man-Machine Systems
Neurosciences/methods
Self-Help Devices
Signal Processing, Computer-Assisted
Time Factors
User-Computer Interface
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1557-170X (Print)
1557-170x
SP  - 6538-41
ST  - Physiological cognitive state assessment: applications for designing effective human-machine systems
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - Physiological cognitive state assessment: applications for designing effective human-machine systems
VL  - 2011
ID  - 204032
ER  - 


TY  - JOUR
AB  - Mindfulness-based curricular interventions can support adolescents who are at risk of school failure as they negotiate the transition from high school into young adulthood. Researchers hypothesized that a 6-week mindfulness-based intervention would lower participants' perceived stress while increasing their reported levels of self-esteem. Participants (N = 23) ranged in age from 17 to 20 years while the majority were male students of color. Pre- and postintervention survey mean responses revealed statistically significant differences on the Single-Item Self-Esteem Scale and 3 items on the Perceived Stress Scale (with small to moderate effect sizes). Postintervention focus group (n = 8) data indicated that the most valued daily practice was the body scan technique. Open coding of the focus group data also revealed several key themes in the form of overarching codes as participants discussed intervention benefits. These included ( a) self-regulation, ( b) attention-awareness, and ( c) positive thinking.
AD  - 1 Seattle University, Seattle, WA, USA.
AN  - 29228794
AU  - Eva, A. L.
AU  - Thayer, N. M.
C2  - Pmc5871269
DA  - Oct
DO  - 10.1177/2156587217696928
DP  - NLM
ET  - 2017/12/13
J2  - Journal of evidence-based complementary & alternative medicine
KW  - Adolescent
Adult
Attention
Awareness
Female
Focus Groups
Humans
Male
*Mindfulness
Pilot Projects
Self Concept
Thinking
Young Adult
*adolescence
*at risk
*emotion
*self-regulation
*stress
interest with respect to the research, authorship, and/or publication of this
article.
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2156-5872 (Print)
2156-5899
SP  - 580-591
ST  - Learning to BREATHE: A Pilot Study of a Mindfulness-Based Intervention to Support Marginalized Youth
T2  - J Evid Based Complementary Altern Med
TI  - Learning to BREATHE: A Pilot Study of a Mindfulness-Based Intervention to Support Marginalized Youth
VL  - 22
ID  - 204472
ER  - 


TY  - JOUR
AB  - In response to the increasing number of young adults with intellectual and development disability (IDD) in inclusive postsecondary settings, a wearable technology application was designed to support students' learning, participation, and independence. This article describes the design research process leading to the development of the technology prototype. An app for a smart watch has been conceptualized, designed, and refined following the two initial phases of the Integrative Learning Design Framework (ILDF; Bannan-Ritland, 2003). The design principles that emerged from the study include multiple prompting and reward systems to encourage students' self-regulation and positive behaviors. The findings identify ways wearable technology can support young adults with IDDs in inclusive college courses without overreliance on the support staff. Having major stakeholders involved in the design research process from the very beginning resulted in high levels of acceptance of the developed technology-based intervention prototype by the target population and by the support staff members. Plans for the next two phases of the ILDF, which are beyond the scope of this publication, are discussed.
AN  - EJ1213666
AU  - Evmenova, Anya S.
AU  - Graff, Heidi J.
AU  - Genaro Motti, Vivian
AU  - Giwa-Lawal, Kudirat
AU  - Zheng, Hui
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Technology Uses in Education
Assistive Technology
Intervention
Young Adults
Intellectual Disability
Developmental Disabilities
Inclusion
Postsecondary Education
Computer Oriented Programs
Design
Self Control
Student Behavior
College Students
Prompting
Computer Mediated Communication
Educational Benefits
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 0162-6434
SP  - 92-105
ST  - Designing a Wearable Technology Intervention to Support Young Adults with Intellectual and Developmental Disabilities in Inclusive Postsecondary Academic Environments
T2  - Journal of Special Education Technology
TI  - Designing a Wearable Technology Intervention to Support Young Adults with Intellectual and Developmental Disabilities in Inclusive Postsecondary Academic Environments
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1213666&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0162643418795833
VL  - 34
ID  - 205146
ER  - 


TY  - JOUR
AB  - There is an increasing interest in the role of peers in facilitating the social interaction skills of pupils with autism spectrum disorder through peer-mediated interventions (PMI). Several reviews provide promising evidence for the effectiveness of this approach; however, there has been limited consideration of the range of outcome foci and methods used to evaluate PMI. The purpose of the current review is to provide an overview of methods used to evaluate the impact of PMI and illuminate key examples of innovative practice. Database and web searches were conducted between July and August 2015 to identify PMI studies published between 2000 and 2015. Ten studies met criteria for inclusion. The review found that although measuring the outcome of PMI at the level of target pupils has been a focus, less attention has been given to exploring the experiences of participants; the impact on peers and the extent to which PMI can truly be implemented within an educational context. Implications for future methods of evaluating PMI are discussed.
AN  - EJ1115234
AU  - Ezzamel, Nadia
AU  - Bond, Caroline
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Interpersonal Competence
Intervention
Foreign Countries
Peer Relationship
Peer Groups
Student Behavior
Elementary School Students
Secondary School Students
Mainstreaming
Mixed Methods Research
Action Research
Research Design
Qualitative Research
Statistical Analysis
United Kingdom
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 0885-6257
SP  - 440-457
ST  - How Have Target Pupil, Peer and School Level Outcomes Related to Peer-Mediated Interventions for Pupils with ASD Been Evaluated?
T2  - European Journal of Special Needs Education
TI  - How Have Target Pupil, Peer and School Level Outcomes Related to Peer-Mediated Interventions for Pupils with ASD Been Evaluated?
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1115234&site=ehost-live&scope=site
http://dx.doi.org/10.1080/08856257.2016.1194568
VL  - 31
ID  - 205227
ER  - 


TY  - JOUR
AB  - IMPORTANCE: There is a lack of agreement on what constitutes successful outcomes for the process of health care transition (HCT) among adolescent and young adults with special health care needs. OBJECTIVE: To present HCT outcomes identified by a Delphi process with an interdisciplinary group of participants. DESIGN, SETTING, AND PARTICIPANTS: A Delphi method involving 3 stages was deployed to refine a list of HCT outcomes. This 18-month study (from January 5, 2013, of stage 1 to July 3, 2014, of stage 3) included an initial literature search, expert interviews, and then 2 waves of a web-based survey. On this survey, 93 participants from outpatient, community-based, and primary care clinics rated the importance of the top HCT outcomes identified by the Delphi process. Analyses were performed from July 5, 2014, to December 5, 2014. EXPOSURES: Health care transition outcomes of adolescents and young adults with special health care needs. MAIN OUTCOMES AND MEASURES: Importance ratings of identified HCT outcomes rated on a Likert scale from 1 (not important) to 9 (very important). RESULTS: The 2 waves of surveys included 117 and 93 participants as the list of outcomes was refined. Transition outcomes were refined by the 3 waves of the Delphi process, with quality of life being the highest-rated outcome with broad agreement. The 10 final outcomes identified included individual outcomes (quality of life, understanding the characteristics of conditions and complications, knowledge of medication, self-management, adherence to medication, and understanding health insurance), health services outcomes (attending medical appointments, having a medical home, and avoidance of unnecessary hospitalization), and a social outcome (having a social network). Participants indicated that different outcomes were likely needed for individuals with cognitive disabilities. CONCLUSIONS AND RELEVANCE: Quality of life is an important construct relevant to HCT. Future research should identify valid measures associated with each outcome and further explore the role that quality of life plays in the HCT process. Achieving consensus is a critical step toward the development of reliable and objective comparisons of HCT outcomes across clinical conditions and care delivery locations.
AD  - Department of Human Service Studies, Elon University, Elon, North Carolina.
End-Stage Kidney Disease Program, University of North Carolina-Chapel Hill.
Medicine-Pediatrics Residency Program, Brigham and Women's and Boston Children's Hospital, Harvard Medical School, Boston, Massachusetts.
Duke University Psychiatry and Behavior Sciences and Pediatrics, Durham, North Carolina.
Pediatric Oncology Branch Center for Cancer Research, National Cancer Institute, Bethesda, Maryland.
Department of Pediatrics, Keck School of Medicine, University of Southern California, Los Angeles.
Department of Psychology, St Jude Children's Research Hospital, Memphis, Tennessee.
Internal Medicine/Pediatrics, Brown University, Providence, Rhode Island9Department of Pediatrics and Medicine, Hasbro Hospitals, Providence, Rhode Island.
Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia.
Transition of Care, Nemours/Alfred I. duPont Hospital for Children, Wilmington, Delaware.
Department of Psychiatry, School of Medicine, Stanford University, Stanford, California.
Division of General Pediatrics, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania.
AN  - 26619178
AU  - Fair, C.
AU  - Cuttance, J.
AU  - Sharma, N.
AU  - Maslow, G.
AU  - Wiener, L.
AU  - Betz, C.
AU  - Porter, J.
AU  - McLaughlin, S.
AU  - Gilleland-Marchak, J.
AU  - Renwick, A.
AU  - Naranjo, D.
AU  - Jan, S.
AU  - Javalkar, K.
AU  - Ferris, M.
C2  - Pmc6345570
C6  - Nihms834969
DA  - Mar
DO  - 10.1001/jamapediatrics.2015.3168
DP  - NLM
ET  - 2015/12/01
J2  - JAMA pediatrics
KW  - Adolescent
Canada
Delphi Technique
Europe
Female
Humans
*Interdisciplinary Communication
*International Cooperation
Male
Outcome Assessment, Health Care/*methods
Quality of Life
Surveys and Questionnaires
Transition to Adult Care/*organization & administration
United States
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2168-6203 (Print)
2168-6203
SP  - 205-11
ST  - International and Interdisciplinary Identification of Health Care Transition Outcomes
T2  - JAMA Pediatr
TI  - International and Interdisciplinary Identification of Health Care Transition Outcomes
VL  - 170
ID  - 204700
ER  - 


TY  - JOUR
AB  - BACKGROUND: Preliminary evidence suggests osteoarthritis is a risk factor for cognitive decline. One potential reason is 87% of adults with osteoarthritis are inactive, and low moderate-to-vigorous physical activity and high sedentary behaviour are each risk factors for cognitive decline. Thus, we investigated whether a community-based intervention to increase moderate-to-vigorous physical activity and reduce sedentary behaviour could improve cognitive function among adults with osteoarthritis. METHODS: This was a secondary analysis of a six month, proof-of-concept randomized controlled trial of a community-based, technology-enabled counselling program to increase moderate-to-vigorous physical activity and reduce sedentary behaviour among adults with knee osteoarthritis. The Immediate Intervention (n = 30) received a Fitbit® Flex™ and four bi-weekly activity counselling sessions; the Delayed Intervention (n = 31) received the same intervention two months later. We assessed episodic memory and working memory using the National Institutes of Health Toolbox Cognition Battery. Between-group differences (Immediate Intervention vs. Delayed Intervention) in cognitive performance were evaluated following the primary intervention (i.e., Baseline - 2 Months) using intention-to-treat. RESULTS: The intervention did not significantly improve cognitive function; however, we estimated small average improvements in episodic memory for the Immediate Intervention vs. Delayed Intervention (estimated mean difference: 1.27; 95% CI [- 9.27, 11.81]; d = 0.10). CONCLUSION: This small study did not show that a short activity promotion intervention improved cognitive health among adults with osteoarthritis. However, the effects of increased moderate-to-vigorous physical activity and reduced sedentary behaviour are likely to be small and thus we recommend subsequent studies use larger sample sizes and measure changes in cognitive function over longer intervals. TRIAL REGISTRATION NUMBER: ClinicalTrials.gov Protocol Registration System: NCT02315664 ; registered 12 December, 2014; https://clinicaltrials.gov/ct2/show/NCT02315664?cond=NCT02315664&rank=1.
AD  - Faculty of Medicine, Aging, Mobility and Cognitive Neuroscience Laboratory, Djavad Mowafaghian Centre for Brain Health, Department of Physical Therapy, University of British Columbia, 212-2177 Wesbrook Mall, Vancouver, BC, V6T 1Z3, Canada.
Faculty of Medicine, Arthritis Research Canada, University of British Columbia, Vancouver, Canada.
Faculty of Medicine, Aging, Mobility and Cognitive Neuroscience Laboratory, Djavad Mowafaghian Centre for Brain Health, Department of Physical Therapy, University of British Columbia, 212-2177 Wesbrook Mall, Vancouver, BC, V6T 1Z3, Canada. teresa.ambrose@ubc.ca.
AN  - 30577819
AU  - Falck, R. S.
AU  - Best, J. R.
AU  - Li, L. C.
AU  - Chan, P. C. Y.
AU  - Feehan, L. M.
AU  - Liu-Ambrose, T.
C2  - Pmc6303889
DA  - Dec 21
DO  - 10.1186/s12891-018-2369-z
DP  - NLM
ET  - 2018/12/24
J2  - BMC musculoskeletal disorders
KW  - Actigraphy/instrumentation
Aged
Biomechanical Phenomena
British Columbia
*Cognition
*Exercise
Exercise Therapy/*methods
Female
Fitness Trackers
Humans
Knee Joint/*physiopathology
Male
Memory, Episodic
Memory, Short-Term
Middle Aged
Neuropsychological Tests
Osteoarthritis, Knee/diagnosis/physiopathology/psychology/*therapy
Proof of Concept Study
Range of Motion, Articular
Recovery of Function
*Sedentary Behavior
Time Factors
Treatment Outcome
Cognitive function
Osteoarthritis
Physical activity
Sedentary behaviour
Coastal Health Research Institute and the University of British Columbia’s Clinical
Research Ethics Board (H14–01762). All participants provided written informed
consent. CONSENT FOR PUBLICATION: Not applicable. 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  - 1471-2474
SP  - 447
ST  - Can we improve cognitive function among adults with osteoarthritis by increasing moderate-to-vigorous physical activity and reducing sedentary behaviour? Secondary analysis of the MONITOR-OA study
T2  - BMC Musculoskelet Disord
TI  - Can we improve cognitive function among adults with osteoarthritis by increasing moderate-to-vigorous physical activity and reducing sedentary behaviour? Secondary analysis of the MONITOR-OA study
VL  - 19
ID  - 204599
ER  - 


TY  - RPRT
AB  - The goal of this study is to understand the effective learning of the iPad and the use of the system to assist elementary-age students with learning. The research literature promotes different types of assistive technology used for learning and suggests a few applications to use for the iPad. Four students with autism learned to use an iPad tablet to learn phonics. An empirical approach was used via teacher action research by collecting observation data on students. The purpose of this research was to evaluate the effectiveness of using the iPad in teaching language arts. The data indicated that all participants began learning more independently after the iPad was introduced. Their performance in communicating and in recognition and identification of letters became apparent. These results are presented in the context of how effective the iPad can aid students who are on the Autism Spectrum.
AU  - Fan, Tin
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Action Research
Autism
Educational Technology
Assistive Technology
Pervasive Developmental Disorders
Computer Uses in Education
Phonics
Teaching Methods
Observation
Instructional Effectiveness
Language Arts
Asperger Syndrome
Genetic Disorders
Sensory Integration
Perceptual Development
Social Development
Language Impairments
Communication Problems
Elementary School Students
Males
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2012
RP  - ERIC EbscoHost Literature Search August 25, 2020
ST  - Enhancing Learning with the Use of Assistive Technology for Children on the Autism Spectrum
TI  - Enhancing Learning with the Use of Assistive Technology for Children on the Autism Spectrum
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED531866&site=ehost-live&scope=site
ID  - 205196
ER  - 


TY  - JOUR
AB  - ACCESSIBLE SUMMARY: What is known on the subject? Difficulties with the recruitment and retention of qualified nursing staff have resulted in nursing shortages worldwide with a consequential impact on the quality of care. It is increasingly recommended that evidence-based staffing levels are central to the development of workforce plans. Due to a paucity of empirical research in mental health and learning disability services the staffing needs and requirements for these settings are undefined and the availability of tools to aid staffing decisions is limited. What this paper adds to existing knowledge? This paper provides a valuable insight into the practical uses of these tools as perceived by staff members with day-to-day experience of the requirements of mental health and learning disability wards. It reveals that while workload measurement tools are considered a valuable aid for the development of workforce plans, they are limited in their ability to capture all aspects of care provision in these settings. It further emphasizes the inapplicability of a one-shoe-fits-all approach for determining nurse staffing levels and the need for individual and customized workforce plans. What are the implications for practice? This study demonstrates that the development of tools for use in mental health and learning disability services is in its infancy, yet no tool that has been validated as such. It highlights the potential for workload measurement tools to aid staffing decisions; however, a more holistic approach that considers additional factors is needed to ensure robust workforce planning models are developed for these services. INTRODUCTION: The critical challenge of determining the correct level and skill mix of nursing staff required to deliver safe and effective health care has become an international concern. It is recommended that evidence-based staffing decisions are central to the development of future workforce plans. Workforce planning in mental health and learning disability nursing is largely under-researched with few tools available to aid the development of evidence-based staffing levels in these environments. AIM: It was the aim of this study to explore the experience of staff using the Safer Nursing Care Tool and the Mental Health and Learning Disability Workload Tool in mental health and learning disability environments. METHOD: Following a 4-week trial period of both tools, a survey was distributed via Qualtrics online survey software to staff members who used the tools during this time. RESULTS: The results of the survey revealed that the tools were considered a useful resource to aid staffing decisions; however, specific criticisms were highlighted regarding their suitability to psychiatric intensive care units and learning disability wards. DISCUSSION: This study highlights that further development of workload measurement tools is required to support the implementation of effective workforce planning strategies within mental health and learning disability services. IMPLICATIONS FOR PRACTICE: With increasing fiscal pressures, the need to provide cost-effective care is paramount within the services of the National Health Service. Evidence-based workforce planning is therefore necessary to ensure that appropriate levels of staff are determined. This is of particular importance within mental health and learning disability services due to the reduction in the number of available beds and an increasing focus on purposeful admission and discharge.
AD  - Research & Innovation, South Staffordshire & Shropshire Healthcare NHS Foundation Trust, Trust Headquarters, Stafford.
South London & Maudsley NHS Foundation Trust, London.
Shropshire Community Health NHS Trust, Shrewsbury, United Kingdom.
AN  - 26608674
AU  - Fanneran, T.
AU  - Brimblecombe, N.
AU  - Bradley, E.
AU  - Gregory, S.
DA  - Dec
DO  - 10.1111/jpm.12263
DP  - NLM
ET  - 2015/11/27
J2  - Journal of psychiatric and mental health nursing
KW  - Adult
Humans
Inpatients
Learning Disabilities/*nursing
Mental Disorders/*nursing
Nursing Staff, Hospital/*statistics & numerical data
Personnel Staffing and Scheduling/*statistics & numerical data
Psychiatric Nursing/*statistics & numerical data
Psychometrics/*instrumentation
Workload/*statistics & numerical data
acute care
evidence-based practice
service management and workforce planning
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1351-0126
SP  - 764-72
ST  - Using workload measurement tools in diverse care contexts: the experience of staff in mental health and learning disability inpatient settings
T2  - J Psychiatr Ment Health Nurs
TI  - Using workload measurement tools in diverse care contexts: the experience of staff in mental health and learning disability inpatient settings
VL  - 22
ID  - 204163
ER  - 


TY  - JOUR
AB  - Research with adults and typically developing children has shown that being able to actively control their learning experience, that is, to decide what to learn, when, and at what pace, can boost learning in a variety of contexts. In particular, previous research has shown a robust advantage of active control for episodic memory as compared with conditions lacking this control. In this article, we explore the potential of active control to improve learning of 6- to 12-year-old children diagnosed with autism spectrum disorder. We presented them with a simple memory game on a touchscreen tablet, in which children were asked to recall as many of the presented objects as possible. For half of the objects, children could decide the order and pacing of study (active condition); for the other half, they passively observed the study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate when children could actively control the order, pace, and frequency of the study experience, even after a week-long delay. We discuss how teachers and educators might promote active learning approaches in educational and pedagogical applications to support inclusive learning.
AD  - Department of Social and Developmental Psychology, Sapienza, University of Rome, Italy.
University of North Carolina at Charlotte, USA.
I.R.C.C.S Ospedale Pediatrico Bambino Gesù, Italy.
Mind and Brain, Humboldt-Universität zu Berlin, Germany.
MPRG iSearch, Max Planck Institute for Human Development, Germany.
AN  - 32579025
AU  - Fantasia, V.
AU  - Markant, D. B.
AU  - Valeri, G.
AU  - Perri, N.
AU  - Ruggeri, A.
DA  - Jun 24
DO  - 10.1177/1362361320931244
DP  - NLM
ET  - 2020/06/25
J2  - Autism : the international journal of research and practice
KW  - active learning
autism spectrum disorder
enactment effect
exploration
recognition memory
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1362-3613
SP  - 1362361320931244
ST  - Memory enhancements from active control of learning in children with autism spectrum disorder
T2  - Autism
TI  - Memory enhancements from active control of learning in children with autism spectrum disorder
ID  - 204774
ER  - 


TY  - JOUR
AB  - BACKGROUND: Type 2 diabetes is almost three times more prevalent in the indigenous people of New Zealand (Māori) than non-Māori. Despite the high rate of diabetes in the Māori population, little is known about their personal understanding or experience of the disease. OBJECTIVES: To engage Māori in a participatory process to develop a culturally relevant diabetes prevention documentary. METHODS: Principles of community-based participatory research (CBPR) were applied to a qualitative research design employing key informant interviews and focus groups to develop a diabetes prevention documentary. CONCLUSIONS: A CBPR approach provides an appropriate model for enacting local action-oriented approaches in the creation of a documentary that reflects Māori cultural beliefs and practices.
AN  - 28230546
AU  - Farmer, A.
AU  - Gage, J.
AU  - Kirk, R.
AU  - Edgar, T.
DO  - 10.1353/cpr.2016.0045
DP  - NLM
ET  - 2017/02/24
J2  - Progress in community health partnerships : research, education, and action
KW  - Adolescent
Adult
Attitude to Health/ethnology
Awareness
*Community-Based Participatory Research
Culturally Competent Care/organization & administration
Diabetes Mellitus, Type 2/epidemiology/*ethnology/*prevention & control
Female
Focus Groups
Health Status Disparities
Humans
Male
*Motion Pictures
New Zealand/epidemiology
*Oceanic Ancestry Group
Patient Acceptance of Health Care/ethnology
Prevalence
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1557-0541 (Print)
1557-0541
SP  - 383-390
ST  - Applying Community-Based Participatory Research to Create a Diabetes Prevention Documentary with New Zealand Māori
T2  - Prog Community Health Partnersh
TI  - Applying Community-Based Participatory Research to Create a Diabetes Prevention Documentary with New Zealand Māori
VL  - 10
ID  - 204027
ER  - 


TY  - JOUR
AB  - While all schools in Washington State have had to deal with shrinking financial resources, small, rural school districts, with fewer than 2,000 students, face unique circumstances that further challenge their ability to meet rising student health needs. This article will explore how small districts utilize the services of the Washington State School Nurse Corps (SNC), an innovative program that supports student health and safety while reducing barriers to learning. Through direct registered nursing services and regional nurse administrative consultation and technical assistance, the SNC strengthens rural school districts' capacity to provide a safe and healthy learning environment. In addition, we will examine current research that links health and learning to discover how the SNC model is successful in addressing health risks as barriers to learning. Lastly, as resources continue to dwindle, partnerships between schools, the SNC, and state and local health and education organizations will be critical in maintaining health services and learning support to small, rural schools.
AD  - Educational Service District 105, Yakima, WA, USA.
AN  - 23724597
AU  - Fast, G. A.
AU  - Gray, L.
AU  - Miles-Koehler, M.
DA  - Jan
DO  - 10.1177/1942602x12456208
DP  - NLM
ET  - 2013/06/04
J2  - NASN school nurse (Print)
KW  - Child
Humans
Learning Disabilities/*nursing
*Models, Organizational
Program Evaluation
School Health Services/*organization & administration
School Nursing/*organization & administration
Schools/*organization & administration
Washington
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1942-602X (Print)
1942-602x
SP  - 28-33
ST  - An innovative program to address learning barriers in small schools: Washington State School Nurse Corps
T2  - NASN Sch Nurse
TI  - An innovative program to address learning barriers in small schools: Washington State School Nurse Corps
VL  - 28
ID  - 204268
ER  - 


TY  - JOUR
AB  - Standardized psychological assessments are extensively used by practitioners to determine rate and level of development in different domains of ability in both typical and atypical children. The younger the children, the more likely the trials will resemble play activities. However, mode of administration, timing and use of objects involved are constrained. The purpose of this study is to explore what kind of play is play in psychological assessments, what are the expectations about children's performance and what are the abilities supporting the test activities. Conversation Analysis (CA) was applied to the videorecording of an interaction between a child and a practitioner during the administration of the Bayley Scale of Infant and Toddler Development, III edition. The analysis focuses on a 2'07″ long sequence relative to the administration of the test item "Find the hidden object" to a 23 months old child with Down syndrome. The analysis of the sequence shows that the assessor promotes the child's engagement by couching the actions required to administer the item in utterances with marked child-directed features. The analysis also shows that the objects constituting the test item did not suggest to the child a unique course of action, leading to the assessor's modeling of the successful sequence. We argue that when a play frame is activated by an interactional partner, the relational aspect of the activity is foregrounded and the co-player becomes a source of cues for ways in which playing can develop. We discuss the assessment interaction as orienting the child toward a right-or-wrong interpretation, leaving the realm of play, which is inherently exploratory and inventive, to enter that of instructional activities. Finally, we argue that the sequential analysis of the interaction and of the mutual sense-making procedures that partners put in place during the administration of an assessment could be used in the design and evaluation of tests for a finer understanding of the abilities involved.
AD  - Department of Psychology, University of Portsmouth Portsmouth, UK.
Autism Interventionist Mumbai, India.
Institute of Criminal Justice Studies, University of Portsmouth Portsmouth, UK.
AN  - 28392771
AU  - Fasulo, A.
AU  - Shukla, J.
AU  - Bennett, S.
C2  - Pmc5364837
DO  - 10.3389/fpsyg.2017.00323
DP  - NLM
ET  - 2017/04/11
J2  - Frontiers in psychology
KW  - conversation analysis
down syndrome
learning disability
play
psychological assessments
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1664-1078 (Print)
1664-1078
SP  - 323
ST  - Find the Hidden Object. Understanding Play in Psychological Assessments
T2  - Front Psychol
TI  - Find the Hidden Object. Understanding Play in Psychological Assessments
VL  - 8
ID  - 204848
ER  - 


TY  - JOUR
AB  - Human immunodeficiency virus (HIV) disease is commonly associated with deficits in prospective memory (PM), which increase the risk of suboptimal health behaviours, like medication non-adherence. This study examined the potential benefits of a brief future visualisation exercise during the encoding stage of a naturalistic PM task in 60 young adults (aged 19-24 years) with HIV disease. Participants were administered a brief clinical neuropsychological assessment, which included a standardised performance-based measure of time- and event-based PM. All participants were also given a naturalistic PM task in which they were asked to complete a mock medication management task when the examiner showed them the Grooved Pegboard Test during their neuropsychological evaluation. Participants were randomised into: (1) a visualisation condition in which they spent 30 sec imagining successfully completing the naturalistic PM task; or (2) a control condition in which they repeated the task instructions. Logistic regression analyses revealed significant interactions between clinical neurocognitive functions and visualisation. HIV positive (HIV+) participants with intact retrospective learning and/or low time-based PM demonstrated observable gains from the visualisation technique, while HIV+ participants with impaired learning and/or intact time-based PM did not evidence gains. Findings indicate that individual differences in neurocognitive ability moderate the response to visualisation in HIV+ young adults. The extent to which such cognitive supports improve health-related PM outcomes (e.g., medication adherence) remains to be determined.
AD  - a Department of Psychology , University of Houston , Houston , TX , USA.
b Joint Doctoral Program in Clinical Psychology , San Diego State University and University of California , San Diego , CA , USA.
c Department of Pediatrics , Wayne State University , Detroit , MI , USA.
d Department of Neurosciences , University of California , San Diego , CA , USA.
e Department of Psychiatry , University of California , San Diego , CA , USA.
AN  - 26690580
AU  - Faytell, M. P.
AU  - Doyle, K. L.
AU  - Naar-King, S.
AU  - Outlaw, A. Y.
AU  - Nichols, S. L.
AU  - Casaletto, K. B.
AU  - Woods, S. P.
C2  - Pmc4916011
C6  - Nihms784491
DA  - Dec
DO  - 10.1080/09602011.2015.1122636
DP  - NLM
ET  - 2015/12/23
J2  - Neuropsychological rehabilitation
KW  - Cohort Studies
Female
HIV Infections/complications/*psychology/*rehabilitation
Humans
*Imagination
Learning
Logistic Models
Male
Memory Disorders/etiology/rehabilitation
*Memory, Episodic
Neurological Rehabilitation
Neuropsychological Tests
Random Allocation
Treatment Outcome
Young Adult
AIDS dementia complex
Episodic memory
Infectious disease
Mental imagery
Neuropsychological rehabilitation
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0960-2011 (Print)
0960-2011
SP  - 1142-1155
ST  - Visualisation of future task performance improves naturalistic prospective memory for some younger adults living with HIV disease
T2  - Neuropsychol Rehabil
TI  - Visualisation of future task performance improves naturalistic prospective memory for some younger adults living with HIV disease
VL  - 27
ID  - 204655
ER  - 


TY  - JOUR
AB  - BACKGROUND: Lack of awareness may be a significant barrier to participation by low- and middle-income seniors in pharmaceutical cost-assistance programs. OBJECTIVE: The goal of this study was to determine whether older adults' awareness of 2 major state and federal pharmaceutical cost-assistance programs was associated with the seniors' ability to access and process information about assistance programs. METHODS: Data were gathered from a cross-sectional study of independently living, English- or Spanish-speaking adults aged > or =60 years. Participants were interviewed in 30 community-based settings (19 apartment complexes and 11 senior centers) in New York, New York. The analysis focused on adults aged > or =65 years who lacked Medicaid coverage. Multivariable logistic regression was used to model program awareness as a function of information access (family/social support, attendance at senior or community centers and places of worship, viewing of live health insurance presentations, instrumental activities of daily living, site of medical care, computer use, and having a proxy decision maker for health insurance matters) and information-processing ability (education level, English proficiency, health literacy, and cognitive function). The main outcome measure was awareness of New York's state pharmaceutical assistance program (Elderly Pharmaceutical Insurance Coverage [EPIC]]) and the federal Medicare Part D low-income subsidy program (Extra Help). RESULTS: A total of 269 patients were enrolled (mean [SD] age, 76.9 [7.5] years; 32.0% male; 39.9% white). Awareness of the programs differed widely: 77.3%) knew of EPIC! and 22.3% knew of Extra Help. In multivariable analysis, study participants were more likely to have heard of the EPIC program if they had attended a live presentation about health insurance issues (adjusted odds ratio [AOR], 3.40; 95% CI, 1.20-9.61) and less likely if they received care in a clinic (AOR, 0.45; 95% CI, 0.23-0.92). Awareness of Extra Help in the multivariable models was more likely among study participants who had viewed a live health insurance presentation (AOR, 3.35; 95% CI, 1.55-7.24) and less likely for those with inadequate health literacy (AOR, 0.15; 95% CI, 0.03-0.74). CONCLUSIONS: Viewing of live health insurance presentations and adequate health literacy were associated with greater awareness of important pharmaceutical cost-assistance programs in this study in low-income, elderly individuals. The findings suggest that use of live presentations, in addition to health literacy materials and messages, may be important strategies in promoting knowledge of and enrollment in state and federal pharmaceutical cost-assistance programs for low-income seniors.
AD  - Division of General Internal Medicine, Mount Sinai School of Medicine, New York, New York, USA. alex.federman@mssm.edu
AN  - 19447364
AU  - Federman, A. D.
AU  - Safran, D. G.
AU  - Keyhani, S.
AU  - Cole, H.
AU  - Halm, E. A.
AU  - Siu, A. L.
C2  - Pmc2739236
C6  - Nihms130485
DA  - Apr
DO  - 10.1016/j.amjopharm.2009.04.003
DP  - NLM
ET  - 2009/05/19
J2  - The American journal of geriatric pharmacotherapy
KW  - Activities of Daily Living
Aged
Aged, 80 and over
Audiovisual Aids
*Awareness
Comprehension
Cost Sharing
Cross-Sectional Studies
*Drug Costs/statistics & numerical data
Educational Status
Female
*Health Knowledge, Attitudes, Practice
Health Services for the Aged/*economics/statistics & numerical data
Humans
Logistic Models
Male
Marketing of Health Services
Medicare Part D/*economics/statistics & numerical data
New York City
*Patient Education as Topic
State Health Plans/*economics/statistics & numerical data
United States
Urban Health Services/*economics/statistics & numerical data
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1543-5946 (Print)
1876-7761
SP  - 117-29
ST  - Awareness of pharmaceutical cost-assistance programs among inner-city seniors
T2  - Am J Geriatr Pharmacother
TI  - Awareness of pharmaceutical cost-assistance programs among inner-city seniors
VL  - 7
ID  - 204258
ER  - 


TY  - JOUR
AB  - Over a lifetime, cortex performs a vast number of different cognitive actions, mostly dependent on experience. Previously it has not been known how such capabilities can be reconciled, even in principle, with the known resource constraints on cortex, such as low connectivity and low average synaptic strength. Here we describe neural circuits and associated algorithms that respect the brain's most basic resource constraints and support the execution of high numbers of cognitive actions when presented with natural inputs. Our circuits simultaneously support a suite of four basic kinds of task, each requiring some circuit modification: hierarchical memory formation, pairwise association, supervised memorization, and inductive learning of threshold functions. The capacity of our circuits is established by experiments in which sequences of several thousand such actions are simulated by computer and the circuits created tested for subsequent efficacy. Our underlying theory is apparently the only biologically plausible systems-level theory of learning and memory in cortex for which such a demonstration has been performed, and we argue that no general theory of information processing in the brain can be considered viable without such a demonstration.
AD  - IBM Almaden Research Center, San Jose, CA 95120, USA. vitaly.edu@gmail.com
AN  - 19635015
AU  - Feldman, V.
AU  - Valiant, L. G.
DA  - Oct
DO  - 10.1162/neco.2009.08-08-851
DP  - NLM
ET  - 2009/07/29
J2  - Neural computation
KW  - Action Potentials/physiology
Algorithms
Animals
Cerebral Cortex/*physiology
Cognition/*physiology
Computer Simulation
Humans
Learning/*physiology
Memory/*physiology
Models, Neurological
Nerve Net/*physiology
*Neural Networks, Computer
Neural Pathways/physiology
Neurons/physiology
Synaptic Transmission/physiology
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0899-7667 (Print)
0899-7667
SP  - 2715-54
ST  - Experience-induced neural circuits that achieve high capacity
T2  - Neural Comput
TI  - Experience-induced neural circuits that achieve high capacity
VL  - 21
ID  - 204383
ER  - 


TY  - JOUR
AB  - Engaging undergraduates in research is essential for teaching them to think like scientists, and it has become a desired component of classroom and laboratory instruction. Research projects that span an entire semester expose students to a variety of concepts and techniques and allow students to use experiments to learn scientific principles, understand why specific techniques are applicable, critically analyze varied data, and examine how experimentation leads to acquiring knowledge. To provide an experience with these features, a semester long research project was integrated into a combined lecture and laboratory course, Molecular Biology. The project utilized the zebrafish model to examine gene expression during embryonic development and required students to develop and test hypotheses about the timing of expression of previously uncharacterized genes. The main goals for the project were to provide opportunities for students to develop critical thinking skills required for conducting research and to support the content goals of the course. To determine whether these goals were met, student performance on the steps of the project and related pre-test and post-test questions was examined. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):565-573, 2016.
AD  - Biology Department, Rockhurst University, Kansas City, Missouri, 64110.
AN  - 27229632
AU  - Felzien, L. K.
DA  - Nov 12
DO  - 10.1002/bmb.20983
DP  - NLM
ET  - 2016/05/28
J2  - Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
KW  - Animals
Biomedical Research/*education
*Comprehension
Curriculum
Educational Measurement
Embryo, Nonmammalian/cytology/metabolism
*Gene Expression Regulation, Developmental
Humans
Image Processing, Computer-Assisted/methods
Laboratories
Microscopy/methods
Models, Biological
Molecular Biology/*education
Problem-Based Learning/*methods
RNA, Messenger/genetics
Real-Time Polymerase Chain Reaction
Research Design
Reverse Transcriptase Polymerase Chain Reaction
Students/psychology
Thinking
Zebrafish/embryology/*genetics
Zebrafish Proteins/*genetics
*gene expression
*integration of research into undergraduate teaching
*molecular biology
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1470-8175
SP  - 565-573
ST  - Integration of a zebrafish research project into a molecular biology course to support critical thinking and course content goals
T2  - Biochem Mol Biol Educ
TI  - Integration of a zebrafish research project into a molecular biology course to support critical thinking and course content goals
VL  - 44
ID  - 204662
ER  - 


TY  - JOUR
AB  - We compared two prompting techniques that are commonly used to teach individuals with autism. In the "most-to-least" (MTL) prompting condition, the therapist initially delivered the most intrusive prompt necessary to achieve a correct response. Prompts were gradually faded across subsequent trials, while errors resulted in the provision of increasingly more intrusive prompts. Prompt fading occurred in the same manner for the "no-no-prompt" (NNP) condition; however, the therapist presented the initial instruction up to two times before delivering a prompt. Four children with autism participated. Rate of skill mastery, frequency of errors, and maintenance of skills under the two prompting conditions were compared via combined multielement and multiple baseline designs. Although the NNP method resulted in faster skill acquisition, MTL prompting was associated with fewer errors for all participants and better performance during 1- and 2-week maintenance probes for 3 of the 4 participants. (Contains 1 table and 2 figures.)
AN  - EJ967232
AU  - Fentress, Genevieve M.
AU  - Lerman, Dorothea C.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Prompting
Basic Skills
Teaching Methods
Comparative Analysis
Academic Accommodations (Disabilities)
Instructional Effectiveness
Response to Intervention
Training Methods
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 1750-9467
SP  - 1083-1090
ST  - A Comparison of Two Prompting Procedures for Teaching Basic Skills to Children with Autism
T2  - Research in Autism Spectrum Disorders
TI  - A Comparison of Two Prompting Procedures for Teaching Basic Skills to Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ967232&site=ehost-live&scope=site
http://dx.doi.org/10.1016/j.rasd.2012.02.006
VL  - 6
ID  - 205074
ER  - 


TY  - JOUR
AB  - Using online measures of familiar word recognition in the looking-while-listening procedure, this prospective longitudinal study revealed robust links between processing efficiency and vocabulary growth from 18 to 30 months in children classified as typically developing (n = 46) and as "late talkers" (n = 36) at 18 months. Those late talkers who were more efficient in word recognition at 18 months were also more likely to "bloom," showing more accelerated vocabulary growth over the following year, compared with late talkers less efficient in early speech processing. Such findings support the emerging view that early differences in processing efficiency evident in infancy have cascading consequences for later learning and may be continuous with individual differences in language proficiency observed in older children and adults.
AD  - Stanford University, Stanford, CA 94305, USA. afernald@stanford.edu
AN  - 22172209
AU  - Fernald, A.
AU  - Marchman, V. A.
C2  - Pmc3266972
C6  - Nihms333662
DA  - Jan-Feb
DO  - 10.1111/j.1467-8624.2011.01692.x
DP  - NLM
ET  - 2011/12/17
J2  - Child development
KW  - Child, Preschool
Comprehension
Female
Fixation, Ocular
Humans
*Individuality
Infant
*Language Development
Language Development Disorders/*diagnosis/psychology
Longitudinal Studies
Male
*Mental Recall
Reaction Time
*Speech Perception
*Vocabulary
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0009-3920 (Print)
0009-3920
SP  - 203-22
ST  - Individual differences in lexical processing at 18 months predict vocabulary growth in typically developing and late-talking toddlers
T2  - Child Dev
TI  - Individual differences in lexical processing at 18 months predict vocabulary growth in typically developing and late-talking toddlers
VL  - 83
ID  - 204577
ER  - 


TY  - JOUR
AB  - The medical literature contains a wide body of evidence supporting genetic involvement in neurodevelopmental disorders. Advances made in genetics and technology have increased the diagnostic cost-effectiveness of current studies from 3-5% to 30-40% in patients with intellectual disability or autism spectrum disorders. In this regard, chromosomal microarray studies display greater diagnostic power than conventional techniques (karyotype, subtelomeric analyses, etc.). The latest protocols in the biomedical field of the genetic study of these disorders cite chromosomal microarrays as the first-line analysis, while also recommending other specific studies depending on the patient's clinical features (fragile X syndrome, PTEN mutation, etc.). In the evaluation of other neurodevelopmental disorders (attention deficit hyperactivity disorder, learning disorders, etc.), the number of genetic tests carried out is limited and conditioned by the clinical characteristics or the patient's familial or personal history. Even in these situations, there are no genetic referral or evaluation protocols.
AD  - Hospital Quiron, Pozuelo de Alarcon, Espana.
AN  - 25252670
AU  - Fernández-Jaén, A.
AU  - Cigudosa, J. C.
AU  - Martín Fernández-Mayoralas, D.
AU  - Suela, J.
AU  - Fernández-Perrone, A. L.
AU  - Calleja-Pérez, B.
AU  - López-Martín, S.
DA  - Feb 24
DP  - NLM
ET  - 2014/09/26
J2  - Revista de neurologia
KW  - Algorithms
Attention Deficit Disorder with Hyperactivity/genetics
Autism Spectrum Disorder/genetics
Child
Comparative Genomic Hybridization
Gene Dosage
Humans
Intellectual Disability/genetics
Karyotyping
Microarray Analysis
Neurodevelopmental Disorders/*genetics
Polymorphism, Single Nucleotide
Symptom Assessment
LA  - spa
N1  - PubMed NLM literature search August 25, 2020
OP  - Genética aplicada a la práctica clínica en trastornos del neurodesarrollo.
PY  - 2014
SN  - 0210-0010
SP  - S65-70
ST  - [Genetics applied to clinical practice in neurodevelopmental disorders]
T2  - Rev Neurol
TI  - [Genetics applied to clinical practice in neurodevelopmental disorders]
VL  - 58 Suppl 1
ID  - 204129
ER  - 


TY  - JOUR
AB  - INTRODUCTION: Research supports the efficacy of both a remedial consent procedure (corrected feedback (CF)) and a motivational consent procedure (incentives) for improving recall of informed consent to research. Although these strategies were statistically superior to standard consent, effects were modest and not clinically significant. This study examines a combined incentivised consent and CF procedure that simplifies the cognitive task and increases motivation to learn consent information. METHODS: We randomly assigned 104 individuals consenting to an unrelated host study to a consent as usual (CAU) condition (n=52) or an incentivised CF (ICF) condition (n=52). All participants were told they would be quizzed on their consent recall following their baseline assessment and at 4 monthly follow-ups. ICF participants were also informed that they would earn $5 for each correct answer and receive CF as needed. RESULTS: Quiz scores in the two conditions did not differ at the first administration (p=0.39, d=0.2); however, ICF scores were significantly higher at each subsequent administration (second: p=0.003, Cohen's d=0.6; third: p<0.0001, d=1.4; fourth: p<0.0001, d=1.6; fifth: p<0.0001, d=1.8). CONCLUSIONS: The ICF procedure increased consent recall from 72% to 83%, compared with the CAU condition in which recall decreased from 69% to 59%. This supports the statistical and clinical utility of a combined remedial and motivational consent procedure for enhancing recall of study information and human research protections.
AD  - Department of Law and Ethics, Treatment Research Institute, , Philadelphia, Pennsylvania, USA.
AN  - 23557912
AU  - Festinger, D. S.
AU  - Dugosh, K. L.
AU  - Marlowe, D. B.
AU  - Clements, N. T.
C2  - Pmc4518552
C6  - Nihms708686
DA  - Apr
DO  - 10.1136/medethics-2012-101124
DP  - NLM
ET  - 2013/04/06
J2  - Journal of medical ethics
KW  - Adult
*Comprehension
Consent Forms
*Feedback, Psychological
Female
Follow-Up Studies
Human Experimentation/*ethics
Humans
Informed Consent/*ethics
*Learning
Male
*Mental Recall
Middle Aged
*Motivation
Research Subjects/*psychology
Time Factors
Informed Consent
Policy Guidelines/Inst. Review Boards/Review Cttes.
Research Ethics
Rights
Substance Abusers/Users of Controlled Substances
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0306-6800 (Print)
0306-6800
SP  - 264-8
ST  - Achieving new levels of recall in consent to research by combining remedial and motivational techniques
T2  - J Med Ethics
TI  - Achieving new levels of recall in consent to research by combining remedial and motivational techniques
VL  - 40
ID  - 204598
ER  - 


TY  - JOUR
AB  - The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of undergraduate medicine at the University of Edinburgh. The supported self-directed approach we have developed makes use of an integrated range of resources, including formal lectures and practical sessions (incorporating gross anatomy specimens, medical imaging technologies, anatomical models, clinical scenarios, and surface anatomy workstations). In practical sessions, students are provided with a custom-made workbook that guides them through each session, with academic staff, postgraduate tutors, and near-peer teaching assistants present to deal with misunderstandings and explain more complicated topics. This approach retains many of the best attributes of didactic teaching but blends them with the advantages associated with self-directed learning approaches. The switch to supported self-directed learning-initially introduced in 2005-resulted in a significant improvement in anatomy examination scores over the subsequent period of five years, manifesting as an increase in the average anatomy practical spot examination mark, less students failing to obtain the pass mark and more students passing with distinction. We conclude that the introduction of supported self-directed learning improved students' engagement, leading to deeper learning and better understanding and knowledge of anatomy.
AD  - School of Biomedical Sciences (Anatomy), University of Edinburgh, Edinburgh, United Kingdom.
AN  - 22223487
AU  - Findlater, G. S.
AU  - Kristmundsdottir, F.
AU  - Parson, S. H.
AU  - Gillingwater, T. H.
DA  - Mar-Apr
DO  - 10.1002/ase.1255
DP  - NLM
ET  - 2012/01/10
J2  - Anatomical sciences education
KW  - Anatomy/*education
Comprehension
Curriculum
Education, Medical, Undergraduate/*methods
Educational Measurement
Humans
*Learning
Program Development
Program Evaluation
Scotland
*Self Efficacy
Universities
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1935-9772
SP  - 114-21
ST  - Development of a supported self-directed learning approach for anatomy education
T2  - Anat Sci Educ
TI  - Development of a supported self-directed learning approach for anatomy education
VL  - 5
ID  - 204449
ER  - 


TY  - JOUR
AB  - A qualitative online focus group methodology was used to investigate the experiences of five elementary school teachers (grades K-5) who had included in their general education classrooms children with autism spectrum disorders (ASD) who required augmentative and alternative communication (AAC). Information was obtained from the participants in the following areas: (a) the benefits of educational inclusion, (b) the negative impacts of educational inclusion, (c) the challenges of educational inclusion, (d) the supports for educational inclusion, and (e) recommendations for other teachers and individuals involved in the inclusion process. Participants primarily chose to focus on inclusion as a beneficial practice for all involved, but did describe a few barriers and challenges of inclusion. The results are discussed as they relate to these themes and with reference to published literature. Recommendations for future directions are also presented.
AD  - The Pennsylvania State University, Philadelphia, USA. erinn.finke@hsc.utah.edu
AN  - 19444682
AU  - Finke, E. H.
AU  - McNaughton, D. B.
AU  - Drager, K. D.
DA  - Jun
DO  - 10.1080/07434610902886206
DP  - NLM
ET  - 2009/05/16
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Adult
*Autistic Disorder
Child
Child, Preschool
Communication Aids for Disabled/*psychology
*Faculty
Female
Focus Groups
Humans
Internet
Parents/psychology
Students/psychology
Surveys and Questionnaires
Teaching/*methods
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0743-4618
SP  - 110-22
ST  - "All children can and should have the opportunity to learn": general education teachers' perspectives on including children with autism spectrum disorder who require AAC
T2  - Augment Altern Commun
TI  - "All children can and should have the opportunity to learn": general education teachers' perspectives on including children with autism spectrum disorder who require AAC
VL  - 25
ID  - 204202
ER  - 


TY  - JOUR
AB  - This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed.
AN  - EJ1059029
AU  - Finn, Lisa
AU  - Ramasamy, Rangasamy
AU  - Dukes, Charles
AU  - Scott, John
DA  - 05/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Time on Task
Autism
Pervasive Developmental Disorders
Intervention
Assistive Technology
Prompting
Elementary School Students
Special Education
Program Effectiveness
Maintenance
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 0162-3257
SP  - 1408-1418
ST  - Using Watchminder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder
T2  - Journal of Autism and Developmental Disorders
TI  - Using Watchminder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1059029&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-014-2300-x
VL  - 45
ID  - 205440
ER  - 


TY  - JOUR
AB  - Background: Mindfulness Based Cognitive Therapy (MBCT) is an 8-week course developed for patients with relapsing depression that integrates mindfulness meditation practices and cognitive theory. Previous studies have demonstrated that non-depressed participants with a history of relapsing depression are protected from relapse by participating in the course. This exploratory study examined the acceptability and effectiveness of MBCT for patients in primary care with active symptoms of depression and anxiety Methods: 13 patients with recurrent depression or recurrent depression and anxiety were recruited to take part in the study. Semi-structured qualitative interviews were conducted three months after completing the MBCT programme. A framework approach was used to analyse the data. Beck depression inventories (BDI-II) and Beck anxiety inventories (BAI) provided quantitative data and were administered before and three months after the intervention. Results: The qualitative data indicated that mindfulness training was both acceptable and beneficial to the majority of patients. For many of the participants, being in a group was an important normalising and validating experience. However most of the group believed the course was too short and thought that some form of follow up was essential. More than half the patients continued to apply mindfulness techniques three months after the course had ended. A minority of patients continued to experience significant levels of psychological distress, particularly anxiety. Statistically significant reductions in mean depression and anxiety scores were observed; the mean pre-course depression score was 35.7 and post-course score was 17.8 (p = 0.001). A similar reduction was noted for anxiety with a mean pre-course anxiety score of 32.0 and mean post course score of 20.5 (p = 0.039). Overall 8/11 (72%) patients showed improvements in BDI and 7/11 (63%) patients showed improvements in BAI. In general the results of the qualitative analysis agreed well with the quantitative changes in depression and anxiety reported. Conclusion: The results of this exploratory mixed methods study suggest that mindfulness based cognitive therapy may have a role to play in treating active depression and anxiety in primary care. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Finucane, Andy, General Practice and Primary Care, Division of Community-based Sciences, University of Glasgow, 1 Horeselethill Road, Glasgow, United Kingdom, G12 9LX
AN  - 2008-10199-001
AU  - Finucane, Andy
AU  - Mercer, Stewart W.
DB  - APA PsycInfo
DO  - 10.1186/1471-244X-6-14
DP  - EBSCOhost
KW  - acceptability
mindfulness
cognitive therapy
active depression
anxiety
primary care
Adult
Anxiety Disorders
Cognition
Depressive Disorder
Female
Humans
Male
Meditation
Middle Aged
Patient Acceptance of Health Care
Pilot Projects
Primary Health Care
Psychiatric Status Rating Scales
Psychological Theory
Psychotherapy, Group
Secondary Prevention
Treatment Outcome
Major Depression
Social Acceptance
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2006
SN  - 1471-244X
ST  - An exploratory mixed methods study of the acceptability and effectiveness of mindfulness-based cognitive therapy for patients with active depression and anxiety in primary care
T2  - BMC Psychiatry
TI  - An exploratory mixed methods study of the acceptability and effectiveness of mindfulness-based cognitive therapy for patients with active depression and anxiety in primary care
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-10199-001&site=ehost-live&scope=site
stewmercer@blueyonder.co.uk
andyfinucaine@btinternet.com
VL  - 6
ID  - 204871
ER  - 


TY  - JOUR
AB  - The purpose of this study was to test the instructional value of adding paper-based metacognitive prompting features to a gamelike environment for learning about electrical circuits, called the Circuit Game. In Experiment 1, students who were prompted during Levels 1 through 9 to direct their attention to the most relevant features of the game and were provided with a list of its underlying prin test ciples to relate to their game actions performed better on an embedded transfer(i.e., Level 10) than those not provided with the intervention (d = 0.77). In Experiment 2, the principles were not explicitly provided; instead, students were asked to fill in the correct features of each principle on a sheet while playing Levels 1 through 9 of the game. Results indicated that this method of prompting improved transfer performance only for learners who could correctly fill in the list of the game's principles (d = 0.53). Overall, paper-based aids for directing students' attention toward the most relevant features of a game and asking them to apply provided principles to solve game-based problems result in a deeper understanding of the game's academic content. (Contains 5 tables and 2 figures.)
AN  - EJ994027
AU  - Fiorella, Logan
AU  - Mayer, Richard E.
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Metacognition
Experiments
Equipment
Games
Computers
Educational Games
Multimedia Instruction
College Students
Higher Education
Psychology
Control Groups
Scores
California
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 0022-0663
SP  - 1074-1082
ST  - Paper-Based Aids for Learning with a Computer-Based Game
T2  - Journal of Educational Psychology
TI  - Paper-Based Aids for Learning with a Computer-Based Game
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ994027&site=ehost-live&scope=site
http://dx.doi.org/10.1037/a0028088
VL  - 104
ID  - 205280
ER  - 


TY  - JOUR
AB  - OBJECTIVES: Multiple early childhood screenings are recommended, but gaps persist in implementation. Our aim for this project was to improve screening, discussion, referral, and follow-up of development, autism spectrum disorder (ASD), maternal depression, and social determinants of health (SDoH) to 90% by July 2018. METHODS: This 1-year national quality improvement collaborative involved 19 pediatric primary care practices. Supported by virtual and in-person learning opportunities, practice teams implemented changes to early childhood screening. Monthly chart reviews were used to assess screening, discussion, referral, and follow-up for development, ASD, maternal depression, and SDoH. Parent surveys were used to assess parent-reported screening and referral and/or resource provision. Practice self-ratings and team surveys were used to assess practice-level changes. RESULTS: Participating practices included independent, academic, hospital-affiliated, and multispecialty group practices and community health centers in 12 states. The collaborative met development and ASD screening goals of >90%. Largest increases in screening occurred for maternal depression (27% to 87%; +222%; P < .001) and SDoH (26% to 76%; +231%; P < .001). Statistically significant increases in discussion of results occurred for all screening areas. For referral, significant increases were seen for development (53% to 86%; P < .001) and maternal depression (23% to 100%; P = .008). Parents also reported increased screening and referral and/or resource provision. Practice-level changes included improved systems to support screening. CONCLUSIONS: Practices successfully implemented multiple screenings and demonstrated improvement in subsequent discussion, referral, and follow-up steps. Continued advocacy for adequate resources to support referral and follow-up is needed to translate increased screening into improved health outcomes.
AD  - Division of General Pediatrics and Adolescent Medicine, Department of Pediatrics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina; kflower@unc.edu.
Population Health Improvement Partners, Cary, North Carolina.
American Academy of Pediatrics, Itasca, Illinois.
Department of Pediatrics, School of Medicine, University of Washington and Seattle Children's Research Institute, Seattle, Washington.
The Children's Clinic, Portland, Oregon.
Division of Developmental-Behavioral Pediatrics, Medical University of South Carolina, Charleston, South Carolina.
Division of Developmental Pediatrics, Department of Pediatrics, The University of Tennessee Health Science Center, Memphis, Tennessee.
Learn the Signs. Act Early Program, Division of Birth Defects, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia; and.
Community Care of North Carolina, Raleigh, North Carolina.
AN  - 32769199
AU  - Flower, K. B.
AU  - Massie, S.
AU  - Janies, K.
AU  - Bassewitz, J. B.
AU  - Coker, T. R.
AU  - Gillespie, R. J.
AU  - Macias, M. M.
AU  - Whitaker, T. M.
AU  - Zubler, J.
AU  - Steinberg, D.
AU  - DeStigter, L.
AU  - Earls, M. F.
DA  - Aug 7
DO  - 10.1542/peds.2019-2328
DP  - NLM
ET  - 2020/08/10
J2  - Pediatrics
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0031-4005
ST  - Increasing Early Childhood Screening in Primary Care Through a Quality Improvement Collaborative
T2  - Pediatrics
TI  - Increasing Early Childhood Screening in Primary Care Through a Quality Improvement Collaborative
ID  - 204760
ER  - 


TY  - JOUR
AB  - BACKGROUND: Considerable effort has recently been made to improve the accurate diagnosis of cerebral palsy (CP) in childhood and to establish early intervention aiming to improve functional outcome. Besides the visible motor impairments, cognitive abilities are frequently affected but might remain unrecognised in children with mild forms. On the other hand, some severely disabled children with presumed intellectual disabilities might demonstrate normal-range reasoning capacities. Most studies on this topic have emphasized a variety of cognitive profiles (cognitive level) related to the type of cerebral palsy and the underlying brain lesions (biological level). However, little is known at the behavioural level, namely learning skills and educational achievement. OBJECTIVE: This narrative review aimed to discuss cognitive and scholastic skills typically affected in children with CP. METHODS: Online literature research for studies of cerebral palsy, cognition and academic achievement, extracting all relevant articles regardless of article type. RESULTS: In children with CP, intellectual disability is frequent and correlated with the degree of motor impairment and early epilepsy. Speech and language problems are prevalent in all forms of CP and might hamper everyday participation on varying levels depending on the degree of motor disability. Most children with CP have neuropsychological deficits affecting predominantly visuospatial functions, attention, and/or executive functions. These problems relate to academic performance and social participation. DISCUSSION: An adequate interdisciplinary follow-up of children with CP requires a sensitization of clinicians to the complex topic of cognitive and academic problems in this population and a better synergy between the medical and educational worlds.
AD  - Pediatric Neurology Unit, Pediatrics Subspecialties Service, Geneva Children's Hospital, 6, rue Willy-Donzé, 1211 Genève 4, Switzerland. Electronic address: joel.fluss@hcuge.ch.
Clinic of Paediatric Medicine, Department of Paediatric Neurology, Development, Rehabilitation, University Children's Hospital Berne, Switzerland.
AN  - 32087307
AU  - Fluss, J.
AU  - Lidzba, K.
DA  - Feb 19
DO  - 10.1016/j.rehab.2020.01.005
DP  - NLM
ET  - 2020/02/23
J2  - Annals of physical and rehabilitation medicine
KW  - Cerebral palsy
Cognition
Intelligence
Learning disabilities
Neuropsychology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1877-0657
ST  - Cognitive and academic profiles in children with cerebral palsy: A narrative review
T2  - Ann Phys Rehabil Med
TI  - Cognitive and academic profiles in children with cerebral palsy: A narrative review
ID  - 204824
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Electroencephalographic (EEG) brain-computer interfaces (BCIs) hold promise in restoring communication for patients with completely locked-in stage amyotrophic lateral sclerosis (ALS). However, these patients cannot use existing EEG-based BCIs, arguably because such systems rely on brain processes that are impaired in the late stages of ALS. In this work, we introduce a novel BCI designed for patients in late stages of ALS based on high-level cognitive processes that are less likely to be affected by ALS. APPROACH: We trained two ALS patients via EEG-based neurofeedback to use self-regulation of theta or gamma oscillations in the precuneus for basic communication. Because there is a tight connection between the precuneus and consciousness, precuneus oscillations are arguably generated by high-level cognitive processes, which are less likely to be affected by ALS than processes linked to the peripheral nervous system. MAIN RESULTS: Both patients learned to self-regulate their precuneus oscillations and achieved stable online decoding accuracy over the course of disease progression. One patient achieved a mean online decoding accuracy in a binary decision task of 70.55% across 26 training sessions, and the other patient achieved 59.44% across 16 training sessions. We provide empirical evidence that these oscillations were cortical in nature and originated from the intersection of the precuneus, cuneus, and posterior cingulate. SIGNIFICANCE: Our results establish that ALS patients can employ self-regulation of precuneus oscillations for communication. Such a BCI is likely to be available to ALS patients as long as their consciousness supports communication.
AD  - Department Empirical Inference, Max Planck Institute for Intelligent Systems, Tübingen, Germany. IMPRS for Cognitive and Systems Neuroscience, University of Tübingen, Tübingen, Germany.
AN  - 27841159
AU  - Fomina, T.
AU  - Lohmann, G.
AU  - Erb, M.
AU  - Ethofer, T.
AU  - Schölkopf, B.
AU  - Grosse-Wentrup, M.
DA  - Dec
DO  - 10.1088/1741-2560/13/6/066021
DP  - NLM
ET  - 2016/11/15
J2  - Journal of neural engineering
KW  - Algorithms
Amyotrophic Lateral Sclerosis/*physiopathology/*rehabilitation
Artifacts
*Brain-Computer Interfaces
Cognition
*Communication Aids for Disabled
*Electroencephalography
Gamma Rhythm
Humans
Magnetic Resonance Imaging
Male
Middle Aged
Neurofeedback
Parietal Lobe/*physiopathology
Psychomotor Performance
Theta Rhythm
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1741-2552
SP  - 066021
ST  - Self-regulation of brain rhythms in the precuneus: a novel BCI paradigm for patients with ALS
T2  - J Neural Eng
TI  - Self-regulation of brain rhythms in the precuneus: a novel BCI paradigm for patients with ALS
VL  - 13
ID  - 204117
ER  - 


TY  - JOUR
AB  - BACKGROUND AND OBJECTIVES: In home-based context-aware monitoring patient's real-time data of multiple vital signs (e.g. heart rate, blood pressure) are continuously generated from wearable sensors. The changes in such vital parameters are highly correlated. They are also patient-centric and can be either recurrent or can fluctuate. The objective of this study is to develop an intelligent method for personalized monitoring and clinical decision support through early estimation of patient-specific vital sign values, and prediction of anomalies using the interrelation among multiple vital signs. METHODS: In this paper, multi-label classification algorithms are applied in classifier design to forecast these values and related abnormalities. We proposed a completely new approach of patient-specific vital sign prediction system using their correlations. The developed technique can guide healthcare professionals to make accurate clinical decisions. Moreover, our model can support many patients with various clinical conditions concurrently by utilizing the power of cloud computing technology. The developed method also reduces the rate of false predictions in remote monitoring centres. RESULTS: In the experimental settings, the statistical features and correlations of six vital signs are formulated as multi-label classification problem. Eight multi-label classification algorithms along with three fundamental machine learning algorithms are used and tested on a public dataset of 85 patients. Different multi-label classification evaluation measures such as Hamming score, F1-micro average, and accuracy are used for interpreting the prediction performance of patient-specific situation classifications. We achieved 90-95% Hamming score values across 24 classifier combinations for 85 different patients used in our experiment. The results are compared with single-label classifiers and without considering the correlations among the vitals. The comparisons show that multi-label method is the best technique for this problem domain. CONCLUSIONS: The evaluation results reveal that multi-label classification techniques using the correlations among multiple vitals are effective ways for early estimation of future values of those vitals. In context-aware remote monitoring this process can greatly help the doctors in quick diagnostic decision making.
AD  - School of Science (Computer Science), RMIT University, Melbourne, Victoria 3001, Australia; National ICT Australia (NICTA), Australia. Electronic address: abdur.forkan@rmit.edu.au.
School of Science (Computer Science), RMIT University, Melbourne, Victoria 3001, Australia; National ICT Australia (NICTA), Australia.
AN  - 28187881
AU  - Forkan, A. R. M.
AU  - Khalil, I.
DA  - Feb
DO  - 10.1016/j.cmpb.2016.10.018
DP  - NLM
ET  - 2017/02/12
J2  - Computer methods and programs in biomedicine
KW  - Algorithms
*Awareness
*Clinical Decision-Making
Humans
*Monitoring, Physiologic
Clinical decision support system
Context-aware monitoring
Multi-label classification
Personalized healthcare
Vital signs
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0169-2607
SP  - 1-16
ST  - A clinical decision-making mechanism for context-aware and patient-specific remote monitoring systems using the correlations of multiple vital signs
T2  - Comput Methods Programs Biomed
TI  - A clinical decision-making mechanism for context-aware and patient-specific remote monitoring systems using the correlations of multiple vital signs
VL  - 139
ID  - 204167
ER  - 


TY  - JOUR
AB  - BACKGROUND: Early development of neurocognitive functions in infants can be compromised by poverty, malnutrition and lack of adequate stimulation. Optimal management of neurodevelopmental problems in infants requires assessment tools that can be used early in life, and are objective and applicable across economic, cultural and educational settings. OBJECTIVE AND DESIGN: The present study examined the feasibility of infrared eye tracking as a novel and highly automated technique for assessing visual-orienting and sequence-learning abilities as well as attention to facial expressions in young (9-month-old) infants. Techniques piloted in a high-resource laboratory setting in Finland (N=39) were subsequently field-tested in a community health centre in rural Malawi (N=40). RESULTS: Parents' perception of the acceptability of the method (Finland 95%, Malawi 92%) and percentages of infants completing the whole eye-tracking test (Finland 95%, Malawi 90%) were high, and percentages of valid test trials (Finland 69-85%, Malawi 68-73%) satisfactory at both sites. Test completion rates were slightly higher for eye tracking (90%) than traditional observational tests (87%) in Malawi. The predicted response pattern indicative of specific cognitive function was replicated in Malawi, but Malawian infants exhibited lower response rates and slower processing speed across tasks. CONCLUSIONS: High test completion rates and the replication of the predicted test patterns in a novel environment in Malawi support the feasibility of eye tracking as a technique for assessing infant development in low-resource setting. Further research is needed to the test-retest stability and predictive validity of the eye-tracking scores in low-income settings.
AD  - Tampere Center for Child Health Research, School of Medicine, University of Tampere, Tampere, Finland.
Department of Paediatrics, Tampere University Hospital, Tampere, Finland.
School of Public Health and Family Medicine, College of Medicine, University of Malawi, Blantyre, Malawi.
AN  - 27551061
AU  - Forssman, L.
AU  - Ashorn, P.
AU  - Ashorn, U.
AU  - Maleta, K.
AU  - Matchado, A.
AU  - Kortekangas, E.
AU  - Leppänen, J. M.
C2  - Pmc5466915
DA  - Apr
DO  - 10.1136/archdischild-2016-310525
DP  - NLM
ET  - 2016/08/24
J2  - Archives of disease in childhood
KW  - Anthropometry
Attitude to Health
Cognition/*physiology
Eye Movement Measurements
Eye Movements/*physiology
Feasibility Studies
Female
Finland
Humans
Infant
Interpersonal Relations
Malawi
Male
Medically Underserved Area
Mothers/psychology
Perception
Socioeconomic Factors
*Neurodevelopment
*cognition
*infant
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0003-9888 (Print)
0003-9888
SP  - 301-302
ST  - Eye-tracking-based assessment of cognitive function in low-resource settings
T2  - Arch Dis Child
TI  - Eye-tracking-based assessment of cognitive function in low-resource settings
VL  - 102
ID  - 204165
ER  - 


TY  - JOUR
AB  - PURPOSE: This study examined the feasibility, safety, and effectiveness of a community-based group fitness program for children with disabilities. METHODS: Twenty-eight children with neuromuscular and developmental disabilities, 6 to 14 years of age, participated. The 16-week community-based program, held twice weekly, consisted of strengthening, aerobic conditioning, and flexibility exercises. A pretest-posttest design was used, and the following outcomes were measured: isometric muscle strength of the knee extensors, hip abductors, and ankle plantarflexors, walking energy expenditure, functional mobility, and fitness. Falls and injury data also were collected. RESULTS: Mean program attendance was 75.3%, and no injuries were reported. Improvements in all clinical outcomes were observed. The most clinically meaningful improvement was in functional mobility with a large effect size (0.87). CONCLUSIONS: Physical therapists partnering with community centers may feasibly and safely shift group fitness programs for school-aged children with disabilities from the medical setting to the community.
AD  - Research Center for Children With Special Needs, Franciscan Hospital for Children, Brighton, Massachusetts, USA.
AN  - 16735864
AU  - Fragala-Pinkham, M. A.
AU  - Haley, S. M.
AU  - Goodgold, S.
DA  - Summer
DO  - 10.1097/01.pep.0000223093.28098.12
DP  - NLM
ET  - 2006/06/01
J2  - Pediatric physical therapy : the official publication of the Section on Pediatrics of the American Physical Therapy Association
KW  - Activities of Daily Living
Adolescent
Child
Developmental Disabilities/*rehabilitation
*Disability Evaluation
Exercise Therapy/*methods
Feasibility Studies
Female
Follow-Up Studies
Humans
Male
Neuromuscular Diseases/*rehabilitation
Physical Fitness/*physiology
*Program Evaluation
Treatment Outcome
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0898-5669 (Print)
0898-5669
SP  - 159-67
ST  - Evaluation of a community-based group fitness program for children with disabilities
T2  - Pediatr Phys Ther
TI  - Evaluation of a community-based group fitness program for children with disabilities
VL  - 18
ID  - 204067
ER  - 


TY  - JOUR
AB  - Actively involving people with intellectual disabilities (ID) in health research, also known as inclusive health research, is increasingly popular. Currently, insight into experiences of this type of research is scarce. To gain insight into this topic, a structured literature review was conducted focussing on (1) existing theories, (2) inclusive methods, (3) added value and (4) barriers and facilitators. Literature published between January 2000 and January 2014 was included covering keywords related to ID and inclusive health research. Searches were performed in Pubmed, CINAHL, PsycINFO, EMBASE and MEDLINE databases, resulting in 26 included papers. Papers were quality assessed and analysed using qualitative data analysis software. Four theories were often simultaneously addressed: participatory research, emancipatory research, inclusive research and Arnstein's ladder. Barriers and facilitators could be divided into preparing, undertaking and finalising phases of research. Authors indicated that their motivation to conduct inclusive health research was based on demands by policy and funding bodies or was based on ethical considerations (i.e., ethical notions and giving people with ID a voice). Upon completion, authors perceived increased quality and validity of their research and several benefits for stakeholders (i.e., people with ID, researchers and healthcare professionals). Overall, there was consistency in their perception of the most important aspects of inclusive health research. Based on the analysis of included papers, four recommendations of inclusive health research with people with ID were found. Inclusive health research should be: (1) tailoring to the specific study; (2) anticipating all stakeholders; (3) considering its added value; and (4) providing insight into its process.
AD  - Radboud university medical center, Department of Primary and Community Care - Intellectual Disabilities and Health, P.O. Box 9101 (route 68), 6500 HB Nijmegen, The Netherlands. Electronic address: tessa.frankena@radboudumc.nl.
Radboud university medical center, Department of Primary and Community Care - Intellectual Disabilities and Health, P.O. Box 9101 (route 68), 6500 HB Nijmegen, The Netherlands. Electronic address: jenneken.naaldenberg@radboudumc.nl.
University of Applied Sciences, Research Centre Innovations in Care, P.O. Box 25035, 3001 HA Rotterdam, The Netherlands. Electronic address: m.cardol@hr.nl.
University College Dublin, School of Psychology, Newman Building, Belfield, Dublin 4, Ireland. Electronic address: christine.linehan@ucd.ie.
Radboud university medical center, Department of Primary and Community Care - Intellectual Disabilities and Health, P.O. Box 9101 (route 68), 6500 HB Nijmegen, The Netherlands. Electronic address: henny.lantman@radboudumc.nl.
AN  - 26280692
AU  - Frankena, T. K.
AU  - Naaldenberg, J.
AU  - Cardol, M.
AU  - Linehan, C.
AU  - van Schrojenstein Lantman-de Valk, H.
DA  - Oct-Nov
DO  - 10.1016/j.ridd.2015.08.004
DP  - NLM
ET  - 2015/08/19
J2  - Research in developmental disabilities
KW  - *Community Participation
*Community-Based Participatory Research
Humans
*Intellectual Disability
Research
Health research
Inclusive research
Intellectual disabilities
Patient participation
Review
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0891-4222
SP  - 271-83
ST  - Active involvement of people with intellectual disabilities in health research - A structured literature review
T2  - Res Dev Disabil
TI  - Active involvement of people with intellectual disabilities in health research - A structured literature review
VL  - 45-46
ID  - 204143
ER  - 


TY  - JOUR
AB  - Actively involving people with intellectual disabilities (ID) in health research, also known as inclusive health research, is increasingly popular. Currently, insight into experiences of this type of research is scarce. To gain insight into this topic, a structured literature review was conducted focussing on (1) existing theories, (2) inclusive methods, (3) added value and (4) barriers and facilitators. Literature published between January 2000 and January 2014 was included covering keywords related to ID and inclusive health research. Searches were performed in Pubmed, CINAHL, PsycINFO, EMBASE and MEDLINE databases, resulting in 26 included papers. Papers were quality assessed and analysed using qualitative data analysis software. Four theories were often simultaneously addressed: participatory research, emancipatory research, inclusive research and Arnstein's ladder. Barriers and facilitators could be divided into preparing, undertaking and finalising phases of research. Authors indicated that their motivation to conduct inclusive health research was based on demands by policy and funding bodies or was based on ethical considerations (i.e., ethical notions and giving people with ID a voice). Upon completion, authors perceived increased quality and validity of their research and several benefits for stakeholders (i.e., people with ID, researchers and healthcare professionals). Overall, there was consistency in their perception of the most important aspects of inclusive health research. Based on the analysis of included papers, four recommendations of inclusive health research with people with ID were found. Inclusive health research should be: (1) tailoring to the specific study; (2) anticipating all stakeholders; (3) considering its added value; and (4) providing insight into its process. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Frankena, Tessa Kim, Radboud University Medical Center, Department of Primary and Community Care-Intellectual Disabilities and Health, P.O. Box 9101 (route 68), 6500 HB, Nijmegen, Netherlands
AN  - 2015-45856-028
AU  - Frankena, Tessa Kim
AU  - Naaldenberg, Jenneken
AU  - Cardol, Mieke
AU  - Linehan, Christine
AU  - van Schrojenstein Lantman-de Valk, Henny
DB  - APA PsycInfo
DO  - 10.1016/j.ridd.2015.08.004
DP  - EBSCOhost
KW  - Intellectual disabilities
Inclusive research
Patient participation
Health research
Review
Public Health
Intellectual Development Disorder
Involvement
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 0891-4222
1873-3379
SP  - 271-283
ST  - Active involvement of people with intellectual disabilities in health research—A structured literature review
T2  - Research in Developmental Disabilities
TI  - Active involvement of people with intellectual disabilities in health research—A structured literature review
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-45856-028&site=ehost-live&scope=site
ORCID: 0000-0003-2675-4516
henny.lantman@radboudumc.nl
christine.linehan@ucd.ie
m.cardol@hr.nl
jenneken.naaldenberg@radboudumc.nl
tessa.frankena@radboudumc.nl
VL  - 45-46
ID  - 204870
ER  - 


TY  - JOUR
AB  - Our use of modern cardiovascular imaging tools has not kept pace with their technological development. Diagnostic errors are common but seldom investigated systematically. Rather than more impressive pictures, our main goal should be more precise tests of function which we select because their appropriate use has therapeutic implications which in turn have a beneficial impact on morbidity or mortality. We should practise analytical thinking, use checklists to avoid diagnostic pitfalls, and apply strategies that will reduce biases and avoid overdiagnosis. We should develop normative databases, so that we can apply diagnostic algorithms that take account of variations with age and risk factors and that allow us to calculate pre-test probability and report the post-test probability of disease. We should report the imprecision of a test, or its confidence limits, so that reference change values can be considered in daily clinical practice. We should develop decision support tools to improve the quality and interpretation of diagnostic imaging, so that we choose the single best test irrespective of modality. New imaging tools should be evaluated rigorously, so that their diagnostic performance is established before they are widely disseminated; this should be a shared responsibility of manufacturers with clinicians, leading to cost-effective implementation. Trials should evaluate diagnostic strategies against independent reference criteria. We should exploit advances in machine learning to analyse digital data sets and identify those features that best predict prognosis or responses to treatment. Addressing these human factors will reap benefit for patients, while technological advances continue unpredictably.
AD  - School of Medicine, Cardiff University, Heath Park, Cardiff CF14 4XN, UK.
Department of Cardiology, University Hospital of Wales, Heath Park, Cardiff CF14 4XW, UK.
Division of Cardiovascular Imaging and Dynamics, Department of Cardiovascular Sciences, KU Leuven, Herestraat 49, 3000 Leuven, Belgium.
AN  - 29029029
AU  - Fraser, A. G.
C2  - Pmc5837338
DA  - Dec 1
DO  - 10.1093/ehjci/jex216
DP  - NLM
ET  - 2017/10/14
J2  - European heart journal cardiovascular Imaging
KW  - Cardiac Imaging Techniques/adverse effects/*methods/*standards
Diagnostic Errors/*prevention & control/statistics & numerical data
Echocardiography/adverse effects/standards
Ergonomics
Europe
Evidence-Based Medicine
Female
Humans
Male
*Practice Guidelines as Topic
*Quality Control
Risk Assessment
Sensitivity and Specificity
cardiovascular imaging
clinical guidelines
diagnostic error
metacognition
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2047-2404 (Print)
2047-2404
SP  - 1311-1321
ST  - A manifesto for cardiovascular imaging: addressing the human factor
T2  - Eur Heart J Cardiovasc Imaging
TI  - A manifesto for cardiovascular imaging: addressing the human factor
VL  - 18
ID  - 204657
ER  - 


TY  - JOUR
AB  - To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.
AD  - Department of Biology, University of Washington, Seattle, WA 98195; and srf991@u.washington.edu.
Department of Biology, University of Washington, Seattle, WA 98195; and.
School of Biology and Ecology, University of Maine, Orono, ME 04469.
AN  - 24821756
AU  - Freeman, S.
AU  - Eddy, S. L.
AU  - McDonough, M.
AU  - Smith, M. K.
AU  - Okoroafor, N.
AU  - Jordt, H.
AU  - Wenderoth, M. P.
C2  - Pmc4060654
DA  - Jun 10
DO  - 10.1073/pnas.1319030111
DP  - NLM
ET  - 2014/05/14
J2  - Proceedings of the National Academy of Sciences of the United States of America
KW  - *Achievement
Comprehension
Engineering/*education
Humans
Mathematics/*education
Mental Competency
Meta-Analysis as Topic
Problem-Based Learning/*methods
Science/*education
Students/*statistics & numerical data
Technology/education
Universities
constructivism
evidence-based teaching
scientific teaching
undergraduate education
LA  - eng
M1  - 23
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0027-8424 (Print)
0027-8424
SP  - 8410-5
ST  - Active learning increases student performance in science, engineering, and mathematics
T2  - Proc Natl Acad Sci U S A
TI  - Active learning increases student performance in science, engineering, and mathematics
VL  - 111
ID  - 203834
ER  - 


TY  - JOUR
AB  - Medicaid Home and Community Based Services (HCBS) waiver programs provide the majority of long-term services and supports for people with intellectual and developmental disabilities (IDD). Relatively new (2014) HCBS rules (CMS 2249-F/2296-F) governing these programs require "meaningful community" integration of people with disabilities who receive services under this Medicaid program. States are required to develop and submit transition plans, which document how their programs will meet the so-called settings rules. Public comment periods provide advocates the opportunity to impact states' rules by ensuring that plans are truly community based. Yet the lengthy and technical description of the rules may be inaccessible for people with disabilities and their allies. Because knowledge of the HCBS settings rules can be crucial for people with IDD to enable them to access their rights, the aim of this study was to explore HCBS settings rules knowledge of people with IDD and key stakeholders. Our findings confirmed that there is a need to make the HCBS settings rules more accessible to those most affected by the changes--people with IDD and family members of people with IDD. Doing so is a necessary first step to promote advocacy regarding its implementation.
AN  - EJ1169039
AU  - Friedman, Carli
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Stakeholders
Intellectual Disability
Developmental Disabilities
Community Services
Health Insurance
Family (Sociological Unit)
Family Relationship
Surveys
Statistical Analysis
Illinois
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1540-7969
SP  - 54-61
ST  - Stakeholders' Home and Community Based Services Settings Rule Knowledge
T2  - Research and Practice for Persons with Severe Disabilities
TI  - Stakeholders' Home and Community Based Services Settings Rule Knowledge
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1169039&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1540796917743210
VL  - 43
ID  - 205324
ER  - 


TY  - JOUR
AB  - While the number of available caregivers for people with intellectual and developmental disabilities (I/DD) is reducing, the number of people who need care and support is steadily increasing, effectively creating a vacuum of care. In response to this increasing problem, and as a result of advances in technology, telecare, and remote monitoring in the long‐term support of people who are aging or have I/DD are becoming more prominent. Despite noted benefits, telecare and other forms of technological surveillance are relatively new for caregivers in service to people with I/DD. Medicaid Home and Community Based Services (HCBS) Section 1915(c) waivers are a critical funding stream for people with I/DDs and long‐term support needs in the United States. In order to examine the implementation of electronic monitoring technology for people with I/DD, we examined which HCBS waivers were providing electronic monitoring services and how they were doing so. Ninety‐nine I/DD‐related HCBS 1915(c) waivers (44 states and the District of Columbia) were collected for fiscal year (FY) 2013 from the U. S. CMS Medicaid.gov website. We then examined this data to determine, if applicable, the electronic monitoring services provided, the projected number of users, and the average cost of each unit of service. We also examined the electronic monitoring service definitions to determine themes across services. We found seven out of the 99 HCBS FY 2013 waivers (7.1%) provided electronic monitoring services through nine different services. Moreover, very little funding was allocated for these services. Our findings highlight that electronic monitoring services are largely not being utilized for the more than 600,000 people with I/DD on Medicaid HCBS waivers. As HCBS waivers look to reduce costs and continue to support people with I/DD we believe more states will consider these technologies. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Friedman, Carli, Council on Quality and Leadership (CQL), 100 West Road, Suite 300, Towson, MD, US, 21204
AN  - 2017-57546-001
AU  - Friedman, Carli
AU  - Rizzolo, Mary C.
DB  - APA PsycInfo
DO  - 10.1111/jppi.12222
DP  - EBSCOhost
KW  - electronic monitoring
intellectual and developmental disabilities
Medicaid Home and Community Based Services
telecare
telehealth
mental retardation
Community Services
Funding
Home Care
Medicaid
Intellectual Development Disorder
Digital Video
Monitoring
Telemedicine
Test Construction
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1741-1122
1741-1130
SP  - 279-284
ST  - Electronic video monitoring in Medicaid home and community‐based services waivers for people with intellectual and developmental disabilities
T2  - Journal of Policy and Practice in Intellectual Disabilities
TI  - Electronic video monitoring in Medicaid home and community‐based services waivers for people with intellectual and developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-57546-001&site=ehost-live&scope=site
cfriedman@thecouncil.org
VL  - 14
ID  - 204925
ER  - 


TY  - JOUR
AB  - Neocortical interactions with the dorsal striatum support many motor and executive functions, and such underlying functional networks are particularly vulnerable to a variety of developmental, neurological, and psychiatric brain disorders, including autism spectrum disorders, Parkinson's disease, and Huntington's disease. Relatively little is known about the development of functional corticostriatal interactions, and in particular, virtually nothing is known of the molecular mechanisms that control generation of prefrontal cortex-striatal circuits. Here, we used regional and cellular in situ hybridization techniques coupled with neuronal tract tracing to show that Cadherin-8 (Cdh8), a homophilic adhesion protein encoded by a gene associated with autism spectrum disorders and learning disability susceptibility, is enriched within striatal projection neurons in the medial prefrontal cortex and in striatal medium spiny neurons forming the direct or indirect pathways. Developmental analysis of quantitative real-time polymerase chain reaction and western blot data show that Cdh8 expression peaks in the prefrontal cortex and striatum at P10, when cortical projections start to form synapses in the striatum. High-resolution immunoelectron microscopy shows that Cdh8 is concentrated at excitatory synapses in the dorsal striatum, and Cdh8 knockdown in cortical neurons impairs dendritic arborization and dendrite self-avoidance. Taken together, our findings indicate that Cdh8 delineates developing corticostriatal circuits where it is a strong candidate for regulating the generation of normal cortical projections, neuronal morphology, and corticostriatal synapses.
AD  - Fishberg Department of Neuroscience, Friedman Brain Institute and The Graduate School of Biomedical Sciences, Icahn School of Medicine at Mount Sinai, New York, New York, 10029.
AN  - 25158904
AU  - Friedman, L. G.
AU  - Riemslagh, F. W.
AU  - Sullivan, J. M.
AU  - Mesias, R.
AU  - Williams, F. M.
AU  - Huntley, G. W.
AU  - Benson, D. L.
C2  - Pmc4232472
C6  - Nihms623600
DA  - Jan 1
DO  - 10.1002/cne.23666
DP  - NLM
ET  - 2014/08/28
J2  - The Journal of comparative neurology
KW  - Animals
Cadherins/*metabolism
Cells, Cultured
Corpus Striatum/cytology/growth & development/*metabolism
Dendrites/physiology
Female
Glutamic Acid/metabolism
HEK293 Cells
Humans
Male
Mice, Inbred C57BL
Neural Pathways/cytology/growth & development/metabolism
Neurons/cytology/physiology
Prefrontal Cortex/cytology/growth & development/*metabolism
RNA, Messenger/metabolism
Rats, Sprague-Dawley
Synapses/*metabolism
cadherin
cell adhesion molecules
immunogold
prefrontal cortex
striatum
synapse
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0021-9967 (Print)
0021-9967
SP  - 75-92
ST  - Cadherin-8 expression, synaptic localization, and molecular control of neuronal form in prefrontal corticostriatal circuits
T2  - J Comp Neurol
TI  - Cadherin-8 expression, synaptic localization, and molecular control of neuronal form in prefrontal corticostriatal circuits
VL  - 523
ID  - 204718
ER  - 


TY  - JOUR
AB  - A number of studies have found that robots can contribute to engagement and motivation in educational settings. We wanted to explore the possibilities and challenges of using a social robot as an assistive tool for learning and training of basic concepts and words. Robots are considered promising tools in language training because they can contribute to systematic interaction and repetition. A prototype was developed using an Aldebaran NAO robot combined with pictures that could be presented on a tablet, PC or on the wall using a projector. The prototype was piloted in two pre-projects with different groups of children learning Norwegian. One project targeted second language learners in a kindergarten and the other targeted young primary school pupils with autism spectrum disorder. Both of these groups need more systematic training than they usually get during the normal kindergarten and school schedule. We wanted to study whether and how the use of a social robot could contribute to more systematic training, increased learning intensity, more repetitions and ultimately more effective language learning. In this paper we present experiences from developing, implementing and using the prototype in the two different settings. The prototype is described, as well as the pedagogical settings of the two pilots. We present results from observations of the children and interviews with teachers and supporting personnel. We discuss differences between the two cases and methodological limitations. Finally, we discuss possibilities and challenges of using robots in language learning and training of children.
AD  - Norwegian Computing Center.
AN  - 30371501
AU  - Fuglerud, K. S.
AU  - Solheim, I.
DP  - NLM
ET  - 2018/10/30
J2  - Studies in health technology and informatics
KW  - *Autism Spectrum Disorder/therapy
Child
Humans
*Language Therapy
Learning
Schools
Social robots
child-robot interaction
language training
second language training
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0926-9630
SP  - 401-408
ST  - The Use of Social Robots for Supporting Language Training of Children
T2  - Stud Health Technol Inform
TI  - The Use of Social Robots for Supporting Language Training of Children
VL  - 256
ID  - 204051
ER  - 


TY  - JOUR
AB  - This short article details the initial findings from a 3-month conversation between 21 male activists who work to prevent violence against women. Using Participatory Action Research methodology, this research project investigates what men who do this work would like to learn from other men who do this work. To date, no research has been done that examines what it is that motivates and sustains men who work, as their primary effort, to prevent men's violence against women. This article examines some of the initial findings from this research, and examines the implications for engaging and mobilizing other men to prevent men's violence against women. This article begins with a description of the research project, followed by an overview of the findings, continues with a discussion of the implications from these initial findings for preventing men's violence against women, and ends with some lessons learned from the process of this research project and a brief overview of the next step of this conversation.
AD  - MENSWORK: eliminating violence against women, inc, USA. rus@rusfunk.com
AN  - 19042469
AU  - Funk, R. E.
DO  - 10.1080/10852350802022456
DP  - NLM
ET  - 2008/12/02
J2  - Journal of prevention & intervention in the community
KW  - Adolescent
Adult
*Awareness
Community Participation
Data Collection
Female
Humans
Interviews as Topic
Male
Middle Aged
*Peer Group
Pilot Projects
*Prejudice
Program Development
Program Evaluation
Rape/*prevention & control
*Social Justice
*Social Responsibility
Violence/*prevention & control
Young Adult
LA  - eng
M1  - 1-2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1085-2352 (Print)
1085-2352
SP  - 155-71
ST  - Men's work: men's voices and actions against sexism and violence
T2  - J Prev Interv Community
TI  - Men's work: men's voices and actions against sexism and violence
VL  - 36
ID  - 204646
ER  - 


TY  - JOUR
AB  - This article addresses the art lessons of a young artist with Asperger Syndrome (AS). It discusses the interpersonal relationship between the author, an art teacher, and this young art student with an Autism Spectrum Disorder (ASD). It also describes some of the behavior modification techniques the author used during art lessons to instruct the young artist. It describes artmaking in terms of subject matter, art materials, and the environment. The author acted as curator of this young artist's first solo art exhibit at Macy Gallery, Teachers College, Columbia University. The author discusses how working in these areas of great interest for the young artist with AS contributed to advance his artistic talents and acquisition of skills. In addition, this work may have impacted his interpersonal skills and social communication skills, including his use of social language. (Contains 8 figures and 3 endnotes.)
AN  - EJ871992
AU  - Furniss, Gillian J.
DA  - 05/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Art Activities
Autism
Asperger Syndrome
Art Teachers
Communication Skills
Art Education
Interpersonal Relationship
Pervasive Developmental Disorders
Artists
Interpersonal Communication
Teaching Methods
Prompting
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 0004-3125
SP  - 18-23
ST  - Art Lessons for a Young Artist with Asperger Syndrome
T2  - Art Education
TI  - Art Lessons for a Young Artist with Asperger Syndrome
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ871992&site=ehost-live&scope=site
http://www.naea-reston.org/research/advertising/art-education
VL  - 62
ID  - 205092
ER  - 


TY  - JOUR
AB  - Science, technology, engineering, and mathematics (STEM) disciplines commonly illustrate 3D relationships in diagrams, yet these are often challenging for students. Failing to understand diagrams can hinder success in STEM because scientific practice requires understanding and creating diagrammatic representations. We explore a new approach to improving student understanding of diagrams that convey 3D relations that is based on students generating their own predictive diagrams. Participants' comprehension of 3D spatial diagrams was measured in a pre- and post-design where students selected the correct 2D slice through 3D geologic block diagrams. Generating sketches that predicated the internal structure of a model led to greater improvement in diagram understanding than visualizing the interior of the model without sketching, or sketching the model without attempting to predict unseen spatial relations. In addition, we found a positive correlation between sketched diagram accuracy and improvement on the diagram comprehension measure. Results suggest that generating a predictive diagram facilitates students' abilities to make inferences about spatial relationships in diagrams. Implications for use of sketching in supporting STEM learning are discussed.
AD  - Science of Learning Institute, Johns Hopkins University.
Department of Psychology, Northwestern University.
Science Education Resource Center, Carleton College.
Department of Geoscience, University of Wisconsin-Madison.
Department of Psychology, Spatial Intelligence and Learning Center, Temple University.
AN  - 27886450
AU  - Gagnier, K. M.
AU  - Atit, K.
AU  - Ormand, C. J.
AU  - Shipley, T. F.
DA  - Oct
DO  - 10.1111/tops.12233
DP  - NLM
ET  - 2016/11/26
J2  - Topics in cognitive science
KW  - *Comprehension
Female
Humans
*Learning
Male
Mathematics
*Models, Psychological
*Problem Solving
*Space Perception
*Analogical reasoning
*Diagram understanding
*STEM education
*Sketching
*Spatial reasoning
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1756-8757
SP  - 883-901
ST  - Comprehending 3D Diagrams: Sketching to Support Spatial Reasoning
T2  - Top Cogn Sci
TI  - Comprehending 3D Diagrams: Sketching to Support Spatial Reasoning
VL  - 9
ID  - 204366
ER  - 


TY  - JOUR
AB  - BACKGROUND: The impact of developmental co-ordination disorder (DCD) on teenagers' and young adults' participation is not well documented. This article aims to synthesize the current knowledge on social participation, which is the performance of an individual in realizing his or her daily activities and social roles within its life environment. Strategies and interventions to support youths (15-25 years old) with DCD were also synthesized. METHODS: A scoping review interrogating three databases and using 'snowballing techniques' was performed to identify both scientific and grey literature published between 2004 and 2014. Over 1000 documents were screened and 57 were read in full; 28 met inclusion criteria. A charting form based on 12 life habits described in the disability creation process and developed by two reviewers was used to extract data and report the results. RESULTS: All life habits were reported to be affected for teenagers and young adults with DCD, with education and interpersonal relationships being the most frequently discussed. During adolescence and adulthood, new tasks and subsequent difficulties emerge, such as driving. Mental health difficulties emerged as a key theme. Few strategies and interventions were described to support social participation of youths with DCD. CONCLUSION: Many life habits are challenging for youths with DCD, but few evidence-based strategies and interventions have been designed to help them to increase their social participation.
AD  - Occupational Therapy, School of Rehabilitation, University of Sherbrooke, Sherbrooke, QC, Canada. mireille.gagnon-roy@usherbrooke.ca.
School of Rehabilitation, University of Sherbrooke, Sherbrooke, QC, Canada.
AN  - 27481762
AU  - Gagnon-Roy, M.
AU  - Jasmin, E.
AU  - Camden, C.
DA  - Nov
DO  - 10.1111/cch.12389
DP  - NLM
ET  - 2016/10/21
J2  - Child: care, health and development
KW  - Activities of Daily Living
Adolescent
Developmental Disabilities/psychology/*rehabilitation
Humans
Interpersonal Relations
Mental Health
Motor Skills Disorders/psychology/*rehabilitation
Quality of Life
Social Participation/*psychology
Young Adult
*adolescence
*developmental co-ordination disorder
*participation
*scoping review
*young adult
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0305-1862
SP  - 840-851
ST  - Social participation of teenagers and young adults with developmental co-ordination disorder and strategies that could help them: results from a scoping review
T2  - Child Care Health Dev
TI  - Social participation of teenagers and young adults with developmental co-ordination disorder and strategies that could help them: results from a scoping review
VL  - 42
ID  - 204060
ER  - 


TY  - JOUR
AB  - Anxiety in autism is an important target for psychological therapies because it is very common and because it significantly impacts upon quality of life and well-being. Growing evidence suggests that cognitive behaviour therapies and mindfulness-based therapies can help autistic individuals learn to manage feelings of anxiety but access to such therapies remains problematic. In the current pilot study, we examined whether existing online cognitive behaviour therapy and mindfulness-based therapy self-help tools can help reduce anxiety in autistic adults. Specifically, 35 autistic adults were asked to try either an existing online cognitive behaviour therapy (n = 16) or mindfulness-based therapy (n = 19) programme while a further 19 autistic adults served as a waitlist comparison group. A first important finding was that 23 of the 35 (66%) participants who tried the online tools completed them, suggesting that such tools are, in principle, acceptable to many autistic adults. In addition, adults in the cognitive behaviour therapy and mindfulness-based therapy conditions reported significant decreases in anxiety over 3 and to some extent also 6 months that were less apparent in the waitlist group of participants. On broader measures of mental health and well-being, the benefits of the online tools were less apparent. Overall, the results suggest that online self-help cognitive behaviour therapy and mindfulness-based therapy tools should be explored further as a means of providing cost-effective mental health support to at least those autistic individuals who can engage effectively with such online tools.
AD  - City, University of London, London, UK.
King's College London, UK.
MAPS Psychology, India.
University of Westminster, UK.
Newcastle University, UK.
Brigham Young University, USA.
AN  - 32267168
AU  - Gaigg, S. B.
AU  - Flaxman, P. E.
AU  - McLaven, G.
AU  - Shah, R.
AU  - Bowler, D. M.
AU  - Meyer, B.
AU  - Roestorf, A.
AU  - Haenschel, C.
AU  - Rodgers, J.
AU  - South, M.
C2  - Pmc7418273
DA  - May
DO  - 10.1177/1362361320909184
DP  - NLM
ET  - 2020/04/09
J2  - Autism : the international journal of research and practice
KW  - *anxiety
*autism
*cognitive-behavioural therapy
*mindfulness
*online
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1362-3613 (Print)
1362-3613
SP  - 867-883
ST  - Self-guided mindfulness and cognitive behavioural practices reduce anxiety in autistic adults: A pilot 8-month waitlist-controlled trial of widely available online tools
T2  - Autism
TI  - Self-guided mindfulness and cognitive behavioural practices reduce anxiety in autistic adults: A pilot 8-month waitlist-controlled trial of widely available online tools
VL  - 24
ID  - 204839
ER  - 


TY  - JOUR
AB  - AIMS: Children with high-functioning Autism Spectrum Disorder (HFASD) have major difficulties in social communication skills, which may impact their performance and participation in everyday life. The goal of this study was to examine whether the StoryTable, an intervention paradigm based on a collaborative narrative, multitouch tabletop interface, enhanced social interaction for children with HFASD, and to determine whether the acquired abilities were transferred to behaviors during other tasks. METHODS: Fourteen boys with HFASD, aged 7-12 years, participated in a 3-week, 11-session intervention. Social interactions during two nonintervention tasks were videotaped at three points in time, one prior to the intervention (pre), a second immediately following the intervention (post) and a third three weeks after the intervention (follow-up). The video-recorded files were coded using the Friendship Observation Scale to ascertain the frequencies of positive and negative social interactions and collaborative play. Differences in these behaviors were tested for significance using nonparametric statistical tests. RESULTS: There were significantly higher rates of positive social interactions and collaborative play, and lower rates of negative social interactions following the intervention suggesting generalization of the social skills learned during the intervention. Improvement was maintained when tested three weeks later. CONCLUSION: These findings provide support for the use of collaborative technology-based interventions within educational settings to enhance social interaction of children with HFASD.
AD  - a University of Haifa , Haifa , Israel.
b Bar-Ilan University , Ramat Gan , Israel.
c Fondazione Bruno Kessler (FBK) , Trento , Italy.
AN  - 26422262
AU  - Gal, E.
AU  - Lamash, L.
AU  - Bauminger-Zviely, N.
AU  - Zancanaro, M.
AU  - Weiss, P. L.
DO  - 10.3109/01942638.2015.1040572
DP  - NLM
ET  - 2015/10/01
J2  - Physical & occupational therapy in pediatrics
KW  - Autism Spectrum Disorder/*diagnosis/*rehabilitation
Child
Cognitive Behavioral Therapy/*methods
Diagnostic and Statistical Manual of Mental Disorders
Games, Experimental
Humans
*Interpersonal Relations
Male
Risk Assessment
Sampling Studies
Severity of Illness Index
Social Behavior
Treatment Outcome
Children
high-functioning autism spectrum disorders
social interaction
social intervention
technology
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0194-2638
SP  - 46-58
ST  - Using Multitouch Collaboration Technology to Enhance Social Interaction of Children with High-Functioning Autism
T2  - Phys Occup Ther Pediatr
TI  - Using Multitouch Collaboration Technology to Enhance Social Interaction of Children with High-Functioning Autism
VL  - 36
ID  - 204112
ER  - 


TY  - JOUR
AB  - Purpose: To ascertain stakeholders' agreement and disagreement about inter-professional collaboration (IPC) when supporting the child with a developmental language disorder (DLD) in school.Materials and methods: Two rounds of an online Delphi survey were undertaken with a purposive sample of 26 participants (researchers, practitioners and parents). Topics were informed by the views of children engaged in an earlier phase of the research. Agreement was set at an inter-quartile range of 1, with level of agreement measured using a five-point semantic differential scale. Qualitative data were examined using content analysis.Results: There was strong agreement across the stakeholder groups about the child-led goals of IPC. Stakeholders also agreed that DLD is best viewed as a learning difference rather than a disorder. We identified ambivalence across the groups about the right of the child with DLD to have influence in decision-making about supports in school.Conclusions: We propose that IPC should be viewed as a means of ensuring the inclusion of the child in school. A shift in focus from remediating perceived deficits of the child, to affecting change in classroom practice, is also indicated. The need to reinforce the unconditional right of the child to have influence in decisions about supports is highlighted. Implications for IPC when meeting the needs of children with a developmental disability in school are outlined.IMPLICATIONS FOR REHABILITATIONThe goal of inter-professional collaboration should be to ensure the inclusion of the child with a developmental disability in school.Interventions delivered in school should focus on changing practice in the classroom, rather than on the child's perceived deficits.The child with a developmental disability should be given influence in collaborative decision-making to ensure supports are relevant and responsive to their needs.
AD  - School of Allied Health, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland.
School of Education, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland.
AN  - 32064960
AU  - Gallagher, A. L.
AU  - Murphy, C. A.
AU  - Conway, P. F.
AU  - Perry, A.
DA  - Feb 17
DO  - 10.1080/09638288.2020.1725154
DP  - NLM
ET  - 2020/02/18
J2  - Disability and rehabilitation
KW  - Delphi
Developmental language disorder
inter-professional collaboration
parents
speech and language therapist
teachers
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0963-8288
SP  - 1-10
ST  - Establishing premises for inter-professional collaborative practice in school: inclusion, difference and influence
T2  - Disabil Rehabil
TI  - Establishing premises for inter-professional collaborative practice in school: inclusion, difference and influence
ID  - 204751
ER  - 


TY  - JOUR
AB  - The Picture Exchange Communication System (PECS) is a widely used picture/icon aided augmentative communication system designed for learners with autism and other developmental disorders. This meta-analysis analyzes the extant empirical literature for PECS relative to targeted (functional communication) and non-targeted concomitant outcomes (behavior, social skills, and speech) for learners with autism, learners with autism and intellectual disabilities and those with autism and multiple disabilities. Effect size analyses were done using the Improvement Rate Difference method, an advanced metric. Effect sizes were independently analyzed for targeted and non-targeted outcomes, student age, learner disability, and number of phases in the PECS protocol acquired by learners. Results supported the judgment that PECS is a promising intervention method. Analysis also revealed that functional communication outcomes associated with the PECS protocol were most impacted, that preschool children and those with autism generally showed the strongest training effects, and that in general students who advanced through the most PECS protocol phases had the best outcomes.
AD  - Texas A&M University, United States.
AN  - 22119688
AU  - Ganz, J. B.
AU  - Davis, J. L.
AU  - Lund, E. M.
AU  - Goodwyn, F. D.
AU  - Simpson, R. L.
DA  - Mar-Apr
DO  - 10.1016/j.ridd.2011.09.023
DP  - NLM
ET  - 2011/11/29
J2  - Research in developmental disabilities
KW  - Child
Child Development Disorders, Pervasive/psychology/*rehabilitation
Child, Preschool
*Communication Aids for Disabled
Communication Disorders/psychology/*rehabilitation
Female
Humans
Male
*Nonverbal Communication
*Social Behavior
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0891-4222
SP  - 406-18
ST  - Meta-analysis of PECS with individuals with ASD: investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase
T2  - Res Dev Disabil
TI  - Meta-analysis of PECS with individuals with ASD: investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase
VL  - 33
ID  - 204253
ER  - 


TY  - JOUR
AB  - Using speech as an effective communication method is a challenge for many individuals with autism spectrum disorder (ASD). Research suggests aided augmentative and alternative communication (AAC) used with young individuals with complex communication needs (CCN) can result in improved communication quality and frequency. The effectiveness of AAC with individuals with ASD and CCN is in part due to its visual nature and utilization of concrete representations of abstract concepts, making it manageable to use. Teaching in natural settings integrates learning into their routine and benefiting individuals with ASD who tend to have difficulty generalizing learning to new situations. Blending naturalistic techniques to teach AAC with behavior techniques is an innovative way to integrate an individual's ability to generalize with his or her need for direct teaching. This paper offers methods of implementing naturalistic techniques as a tool for practitioners to engage in communication development with individuals with ASD.
AN  - EJ1224531
AU  - Ganz, Jennifer B.
AU  - Hong, Ee Rea
AU  - Leuthold, Elizabeth
AU  - Yllades, Valeria
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Augmentative and Alternative Communication
Autism
Pervasive Developmental Disorders
Program Implementation
Interpersonal Communication
Communication Strategies
Incidental Learning
Incentives
Modeling (Psychology)
Prompting
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1053-4512
SP  - 58-64
ST  - Naturalistic Augmentative and Alternative Communication Instruction for Practitioners and Individuals with Autism
T2  - Intervention in School and Clinic
TI  - Naturalistic Augmentative and Alternative Communication Instruction for Practitioners and Individuals with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1224531&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1053451219833012
VL  - 55
ID  - 205276
ER  - 


TY  - JOUR
AB  - Good sleep hygiene practices, including consistent bedtimes and 7-9 h of sleep/night, are theorized to benefit educational learning. However, individuals differ in how much sleep they need, as well as in their chronotype preference. Therefore, some students may be more vulnerable to the cognitive effects of sleep loss, later bedtimes and nonpreferred times of learning than others. One prominent example is the debate regarding whether sleep loss and later bedtimes affect classroom learning more in female or male students. To inform this gender-and-sleep-loss debate, we developed a virtual college-level lecture to use in a controlled, laboratory setting. During Session 1, 78 undergraduate students were randomly assigned to take the lecture at 12:00 (noon condition) or 19:30 (evening condition). Then participants wore wristband actigraphy for 1 week to monitor average and intraindividual variability in sleep duration, bedtime and midpoint of sleep. During Session 2, participants completed a test at the same time of day as Session 1. The test included basic questions that were similar to trained concepts during the lecture (trained items) as well as integration questions that required application of learned concepts (knowledge-transfer items). Bayesian analyses supported the null hypothesis that time of learning did not affect test performance. Collapsed across time of testing, regression analyses showed that shorter sleep durations and later bedtimes explained 13% of the variance in test performance. Longer sleep durations and earlier bedtimes predicted better test performance primarily in females, younger students and morning-types. Interestingly, students with above-median fluid intelligence scores were resilient to short sleep and late bedtimes. Our findings indicate that both sleep and circadian factors should be addressed to optimize educational learning, particularly in the students who are most susceptible to sleep loss.
AD  - a Department of Psychology and Neuroscience , Baylor University , Waco , USA.
AN  - 30409040
AU  - Gao, C.
AU  - Terlizzese, T.
AU  - Scullin, M. K.
C2  - Pmc6377305
C6  - Nihms1511053
DA  - Mar
DO  - 10.1080/07420528.2018.1539401
DP  - NLM
ET  - 2018/11/10
J2  - Chronobiology international
KW  - Adolescent
Adult
Bayes Theorem
Circadian Rhythm/*physiology
Female
Humans
Intelligence/physiology
Learning/*physiology
Male
Sleep/*physiology
Time Factors
Young Adult
*Circadian rhythms
*actigraphy
*chronotype
*evening classes
*gender
*individual vulnerability
*intelligence
*metacognition
interest with respect to the research, authorship, and/or publication of this
article.
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0742-0528 (Print)
0742-0528
SP  - 307-318
ST  - Short sleep and late bedtimes are detrimental to educational learning and knowledge transfer: An investigation of individual differences in susceptibility
T2  - Chronobiol Int
TI  - Short sleep and late bedtimes are detrimental to educational learning and knowledge transfer: An investigation of individual differences in susceptibility
VL  - 36
ID  - 204844
ER  - 


TY  - JOUR
AB  - BACKGROUND: We determined whether scores on a cognitive screening measure were associated with the primary outcome measure of peak walking time (PWT) and with secondary outcome measures related to mobility, community-based ambulation, health-related quality of life (QoL), and vascular function in patients with claudication and peripheral artery disease (PAD). METHODS: Gross cognitive status of 246 PAD patients was assessed with the Mini-Mental State Examination (MMSE) questionnaire. Patients were grouped according to whether they had a perfect MMSE score of 30 points (n = 123) or whether they missed one or more points (n = 123). Patients were characterized on numerous outcomes, including PWT during a treadmill test and QoL. RESULTS: Compared with the group with the higher MMSE scores, there was a trend for lower PWT in the group with the lower MMSE scores (P = .06) after adjusting for age, sex, race, and education level (model 1), which became significant (380 ± 250 seconds vs 460 ± 270 seconds; P < .05) after adjusting for model 1 plus coronary artery disease, chronic obstructive pulmonary disease, and arthritis (model 2). Multiple domains of QoL were lower (P < .05) in the group with the lower MMSE scores after adjusting for model 1, but only mental health remained lower (75 ± 20% vs 80 ± 5%; P = .02) after further adjustment with model 2. CONCLUSIONS: In symptomatic patients with PAD, lower cognitive screening scores were associated with greater ambulatory impairment than in patients with higher MMSE scores. Furthermore, worse cognitive status was associated with lower scores in multiple dimensions of health-related QoL, all of which except mental health were explained by the comorbid conditions of coronary artery disease, chronic obstructive pulmonary disease, and arthritis. The clinical significance is that there is a need for enhanced cognitive and mental health screening as potential indicators of poor outcome among symptomatic patients with PAD. Furthermore, patients identified as having worse cognitive status might be in greatest need of intervention to improve ambulation and QoL related to mental health.
AD  - Reynolds Oklahoma Center on Aging, Donald W. Reynolds Department of Geriatric Medicine, Oklahoma City, Okla. Electronic address: andrew-gardner@ouhsc.edu.
Department of Psychology, University of Maryland Baltimore County, Baltimore, Md.
Reynolds Oklahoma Center on Aging, Donald W. Reynolds Department of Geriatric Medicine, Oklahoma City, Okla.
Department of Biostatistics and Epidemiology, University of Oklahoma Health Sciences Center (OUHSC), Oklahoma City, Okla.
AN  - 26474509
AU  - Gardner, A. W.
AU  - Waldstein, S. R.
AU  - Montgomery, P. S.
AU  - Zhao, Y. D.
C2  - Pmc4698013
C6  - Nihms730611
DA  - Jan
DO  - 10.1016/j.jvs.2015.08.064
DP  - NLM
ET  - 2015/10/18
J2  - Journal of vascular surgery
KW  - Aged
*Cognition
Cognition Disorders/diagnosis/epidemiology/physiopathology/*psychology
Comorbidity
Exercise/*psychology
Exercise Test
Exercise Tolerance
Female
*Health Status
Humans
Male
*Mental Health
Middle Aged
Mobility Limitation
Oklahoma/epidemiology
Peripheral Arterial Disease/diagnosis/epidemiology/physiopathology/*psychology
Psychiatric Status Rating Scales
*Quality of Life
Risk Factors
Severity of Illness Index
Surveys and Questionnaires
Time Factors
Walking
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0741-5214 (Print)
0741-5214
SP  - 98-104
ST  - Effect of cognitive status on exercise performance and quality of life in patients with symptomatic peripheral artery disease
T2  - J Vasc Surg
TI  - Effect of cognitive status on exercise performance and quality of life in patients with symptomatic peripheral artery disease
VL  - 63
ID  - 204660
ER  - 


TY  - JOUR
AB  - Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living skills can foster independent functioning. This review examines interventions that implement video modeling and/or prompting to teach individuals with ASD daily living skills. The findings suggest that daily living skills can effectively be taught through technology-enhanced methods, with video prompting reported as being an effective intervention method and video modeling being somewhat effective at increasing skill acquisition for students with ASD. Future research must address the effect that various components of the interventions (e.g., model type, perspective, length of video, error correction procedures, prompting fading, voiceover, method of viewing the video) have on student performance.
AN  - EJ1045100
AU  - Gardner, Stephanie
AU  - Wolfe, Pamela
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Prompting
Intervention
Daily Living Skills
Teaching Methods
Autism
Pervasive Developmental Disorders
Program Effectiveness
Literature Reviews
Children
Adults
Fidelity
Comparative Analysis
Generalization
Maintenance
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 1540-7969
SP  - 73-87
ST  - Use of Video Modeling and Video Prompting Interventions for Teaching Daily Living Skills to Individuals with Autism Spectrum Disorders: A Review
T2  - Research and Practice for Persons with Severe Disabilities
TI  - Use of Video Modeling and Video Prompting Interventions for Teaching Daily Living Skills to Individuals with Autism Spectrum Disorders: A Review
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1045100&site=ehost-live&scope=site
http://dx.doi.org/10.2511/027494813807714555
VL  - 38
ID  - 205406
ER  - 


TY  - JOUR
AB  - A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention.
AN  - EJ1080242
AU  - Gardner, Stephanie J.
AU  - Wolfe, Pamela S.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Daily Living Skills
Teaching Methods
Skill Development
Video Technology
Modeling (Psychology)
Prompting
Error Correction
Intervention
Program Effectiveness
Observation
Middle School Students
Special Education
Early Adolescents
Pennsylvania
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1088-3576
SP  - 195-207
ST  - Teaching Students with Developmental Disabilities Daily Living Skills Using Point-of-View Modeling plus Video Prompting with Error Correction
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Teaching Students with Developmental Disabilities Daily Living Skills Using Point-of-View Modeling plus Video Prompting with Error Correction
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1080242&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357614547810
VL  - 30
ID  - 205353
ER  - 


TY  - JOUR
AB  - Parents with intellectual disabilities (ID) are disproportionately represented in the child welfare system. Parents with ID can be better served by developing curricula that support various modes of learning. Technology offers a potentially effective tool because it is visual, interactive, and self-instructional. SafeCare(®) is an evidence-based parenting program with flexibility to adapt its curricula while maintaining fidelity. This research presents the results of a pilot study that examined the effectiveness of an adaptation to the SafeCare(®) parent-infant interactions (PII) module for a mother with ID by using a digital picture frame with pictures of the mother and her infant engaged in skills that met the performance criteria for PII. A multiple-probe design across behaviors was used with the mother and her infant, showing a dramatic increase in PII skills that was maintained across 3 monthly follow-ups. Although further research is necessary, the preliminary data suggest the digital picture frame enhancement to the SafeCare(®) PII module may be a promising instructional tool for parents with ID.
AD  - Institute of Public Health, Georgia State University.
Center for Healthy Development and Institute of Public Health, Georgia State University.
Center for Leadership in Disability and Center for Healthy Development, Georgia, State University.
U.S. Centers for Disease Control and Prevention, Atlanta, Georgia.
AN  - 28261369
AU  - Gaskin, E. H.
AU  - Lutzker, J. R.
AU  - Crimmins, D. B.
AU  - Robinson, L.
C2  - Pmc5332135
C6  - Nihms715528
DO  - 10.1080/19315864.2012.674871
DP  - NLM
ET  - 2012/01/01
J2  - Journal of mental health research in intellectual disabilities
KW  - SafeCare®
child maltreatment
child neglect
parent-infant interactions
parents with intellectual disability
self-modeling
technology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1931-5864 (Print)
1931-5872
SP  - 187-202
ST  - Using a Digital Frame and Pictorial Information to Enhance the SafeCare(®) Parent-Infant Interactions Module With a Mother with Intellectual Disabilities: Results of a Pilot Study
T2  - J Ment Health Res Intellect Disabil
TI  - Using a Digital Frame and Pictorial Information to Enhance the SafeCare(®) Parent-Infant Interactions Module With a Mother with Intellectual Disabilities: Results of a Pilot Study
VL  - 5
ID  - 204745
ER  - 


TY  - JOUR
AB  - Across species, greater cortical gyrification, or folding of the cortex, has been shown to be associated with higher cognitive abilities and is thought to reflect an evolutionary process aimed at maximizing the number of cerebral computational units while minimizing the energy and communication costs of larger brains. Relatively little is known about the significance of individual variation in gyrification in humans and how it relates to other aspects of cerebral structure and function. In the current study, we examined relationships between cortical gyrification and (i) cortical volume, (ii) cortical thickness, and (iii) executive functions. Participants were middle-aged healthy adults (44-48 years old, n=396) in a community-based sample. T1-weighted 3D structural magnetic resonance imaging scans were acquired in a Fast Field Echo sequence. Cortical gyrification, volume, and thickness were measured through the semi-automated software FreeSurfer. Results showed that cortical gyrification was strongly and positively related to cortical volume, but was negatively related to cortical thickness in many regions of the cortex. In addition, frontal gyrification was positively related to performance in working memory and mental flexibility tasks. These results support the view that greater cortical gyrification is related both to bigger brain volumes and better cognitive function, but not to greater cortical thickness. The results provide evidence of functional relevance of cortical gyrification development, and show that it can be a useful index to investigate structure-cognition relationships.
AD  - Centre for Research on Ageing, Health, and Wellbeing, The Australian National University, Canberra, ACT, Australia; Department of Psychology, University of Southern California, Los Angeles, USA. Electronic address: pgautam@usc.edu.
Centre for Research on Ageing, Health, and Wellbeing, The Australian National University, Canberra, ACT, Australia.
Centre for Healthy Brain Ageing, School of Psychiatry, University of New South Wales, Australia; Neuropsychiatric Institute, Prince of Wales Hospital, Sydney, Australia.
AN  - 25804360
AU  - Gautam, P.
AU  - Anstey, K. J.
AU  - Wen, W.
AU  - Sachdev, P. S.
AU  - Cherbuin, N.
DO  - 10.1016/j.bbr.2015.03.018
DP  - NLM
ET  - 2015/03/26
J2  - Behavioural brain research
KW  - Adult
Cerebral Cortex/*anatomy & histology
Cognition/*physiology
Executive Function/*physiology
Female
Humans
Individuality
Magnetic Resonance Imaging
Male
Middle Aged
Sex Factors
Brain structure–function
Cortical folding
Frontal cortex
Neuroanatomy
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0166-4328
SP  - 331-9
ST  - Cortical gyrification and its relationships with cortical volume, cortical thickness, and cognitive performance in healthy mid-life adults
T2  - Behav Brain Res
TI  - Cortical gyrification and its relationships with cortical volume, cortical thickness, and cognitive performance in healthy mid-life adults
VL  - 287
ID  - 203954
ER  - 


TY  - JOUR
AB  - INTRODUCTION: The Institute of Medicine's 2011 report on lesbian, gay, bisexual, and transgender (LGBT) health and the legalization of same-sex marriage are just two of the numerous milestones that have hastened medical schools' efforts to prepare trainees to address the needs of LGBT community members. Early awareness of sexual diversity through self- and peer introspection and video-based education can help trainees build a foundation towards providing affirming care to LGBT patients. METHODS: The Kern model was used to develop, implement, and evaluate an interactive multimodal workshop to provide first-year medical students with a formative introduction to LGBT health. Learning objectives focused on comprehending the spectrum of human sexuality, health issues for LGBT patients, and better practices for promoting affirming care. The module consisted of a PowerPoint presentation, sexuality survey, videos of provider-patient encounters, and community-based resources. RESULTS: The workshop was implemented among 178 first-year medical students in September 2018, with 93% completing the pre-/postworkshop evaluations. Comparison of evaluations showed an increase in confidence in addressing each of the three learning objectives. Over 85% rated the PowerPoint and videos as very good or excellent. DISCUSSION: This workshop was effective in helping first-year medical students appreciate the spectrum of sexual diversity, health issues facing LGBT individuals, and better practices to promote affirming care. The real-time sexuality survey helped trainees appreciate sexual diversity through self-reflection and near-peer sharing. The videos and accompanying discussion provided real-life encounters, along with common pitfalls in and pearls for communicating with LGBT patients.
AD  - Fourth-Year Medical Student, Rutgers New Jersey Medical School.
Resident, Obstetrics and Gynecology Department, Rutgers New Jersey Medical School.
Resident, Medicine Department, Rutgers New Jersey Medical School.
Assistant Professor of Emergency Medicine, Indiana University School of Medicine.
Executive Vice Dean, Rutgers New Jersey Medical School.
Associate Professor of Medicine, Weill-Cornell Medical College.
Associate Dean, Diversity and Inclusion, Rutgers New Jersey Medical School.
AN  - 31259237
AU  - Gavzy, S. J.
AU  - Berenson, M. G.
AU  - Decker, J.
AU  - Domogauer, J.
AU  - Alexander, A.
AU  - Pulaski, M.
AU  - Soto-Greene, M.
AU  - Sánchez, N.
AU  - Sánchez, J. P.
C2  - Pmc6571794
DA  - Jun 4
DO  - 10.15766/mep_2374-8265.10828
DP  - NLM
ET  - 2019/07/02
J2  - MedEdPORTAL : the journal of teaching and learning resources
KW  - *Awareness
Humans
Schools, Medical
*Sexual and Gender Minorities
Sexuality/*psychology
Students, Medical/*psychology
Surveys and Questionnaires
United States
*Case-Based Learning
*LGBT Health Issues
*Preclinical Medical Education
*Sexuality Survey
*Video-Based Education
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2374-8265
SP  - 10828
ST  - The Case of Ty Jackson: An Interactive Module on LGBT Health Employing Introspective Techniques and Video-Based Case Discussion
T2  - MedEdPORTAL
TI  - The Case of Ty Jackson: An Interactive Module on LGBT Health Employing Introspective Techniques and Video-Based Case Discussion
VL  - 15
ID  - 204379
ER  - 


TY  - JOUR
AB  - Our research aims at supporting existing therapies for children with intellectual and developmental disorders (IDD). The personal and social autonomy is the desired end state to be achieved to enable a smooth integration in the real world. We developed and tested a framework for storytelling and learning activities that exploits an immersive virtual reality viewer to interact with target users. We co-designed our system with experts from the medical sector, identifying features that allow patients to stay focused on exercises to perform. Our approach triggers a learning process for a seamless assimilation of common behavioral skills useful in every day's life. This paper highlights the technologic challenges in healthcare and discusses cutting-edge interaction paradigms.
AN  - 28269433
AU  - Gelsomini, M.
AU  - Garzotto, F.
AU  - Montesano, D.
AU  - Occhiuto, D.
DA  - Aug
DO  - 10.1109/embc.2016.7591896
DP  - NLM
ET  - 2017/03/09
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - Child
Humans
Intellectual Disability/*therapy
Virtual Reality Exposure Therapy/*instrumentation
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1557-170X (Print)
1557-170x
SP  - 5188-5191
ST  - Wildcard: A wearable virtual reality storytelling tool for children with intellectual developmental disability
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - Wildcard: A wearable virtual reality storytelling tool for children with intellectual developmental disability
VL  - 2016
ID  - 204026
ER  - 


TY  - JOUR
AB  - The purpose of the present study was to compare the effectiveness and efficiency of simultaneous prompting with and without video modeling in teaching food preparation skills to four participants with autism spectrum disorder, whose ages ranged from 5 to 6 years old. An adapted alternating treatment single-case experimental design was used to compare the procedures used in the study. The study findings demonstrated that both procedures were equally effective in promoting the acquisition of the food preparation skills for three of the participants with autism. Simultaneous prompting with video modeling was more effective for the remaining participant. Mixed results were obtained regarding the effectiveness parameters. Although mixed results were obtained during the study regarding effectiveness, it can be said that there was only a small difference in favor of simultaneous prompting using video modeling.
AN  - EJ1150731
AU  - Genc-Tosun, Derya
AU  - Kurt, Onur
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Prompting
Food
Cooking Instruction
Autism
Pervasive Developmental Disorders
Young Children
Comparative Analysis
Teaching Methods
Program Effectiveness
Preschool Children
Males
Foreign Countries
Skill Development
Turkey
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 2154-1647
SP  - 291-304
ST  - Effects of Video Modeling on the Instructional Efficiency of Simultaneous Prompting among Preschoolers with Autism Spectrum Disorder
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Effects of Video Modeling on the Instructional Efficiency of Simultaneous Prompting among Preschoolers with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1150731&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 52
ID  - 205184
ER  - 


TY  - JOUR
AB  - Objective: The purpose of this study was to examine the efficacy of personal digital assistants (PDAs) as task management tools in a sample of transition-age high school students with autism. Method: The group included twenty-two high school students selected from locales across the Commonwealth of Virginia, all of whom carry a diagnosis of autism and exhibit difficulties in performing everyday tasks due to cognitive-behavioral problems. Participants were trained by an occupational therapist to use PDAs as task management tools and participants and their parents completed self-assessments of occupational performance (using the Canadian Occupational Performance Measure (COPM)) before training and eight weeks after training concluded. At the post-assessment, PDAs were examined for recorded appointments and other entries, as evidence of participants’ usage, and participants were asked to demonstrate programming the PDA for reminder alarms and other functions, as a measure of their retention of training. Results: Eight weeks after completion of training, the group demonstrated statistically significant improvement on COPM occupational performance and satisfaction with occupational performance scores, all PDA calendars showed reminder alarms scheduled for each day of the week across the eight week post-training period and all participants demonstrated the ability to respond to reminder alarms appropriately. Also, eight weeks after training, most participants (18 of 22 or 82%) were able to program device software, as trained, demonstrating retention of training and suggesting everyday use of the device. All participants attested to everyday device use and said that the device had improved their independence in performing functional activities. Conclusion: A brief training intervention utilizing PDAs as cognitive aids is associated with improved self-ratings of performance and satisfaction in everyday life tasks among a group of high school students with autism. This group also demonstrated retention of training when reassessed eight weeks later, and their devices showed calendar entries across the eight weeks that suggest everyday use. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Gentry, Tony, Department of Occupational Therapy, Virginia Commonwealth University, 2nd Floor, 730 East Broad Street, P.O. Box 980008, Richmond, VA, US, 23298-0008
AN  - 2010-08200-004
AU  - Gentry, Tony
AU  - Wallace, Joseph
AU  - Kvarfordt, Connie
AU  - Lynch, Kathleen B.
DB  - APA PsycInfo
DO  - 10.3233/JVR-2010-0499
DP  - EBSCOhost
KW  - personal digital assistants
cognitive aids
high school students
autism
Autism Spectrum Disorders
Microcomputers
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2010
SN  - 1052-2263
1878-6316
SP  - 101-107
ST  - Personal digital assistants as cognitive aids for high school students with autism: Results of a community-based trial
T2  - Journal of Vocational Rehabilitation
TI  - Personal digital assistants as cognitive aids for high school students with autism: Results of a community-based trial
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-08200-004&site=ehost-live&scope=site
logentry@vcu.edu
VL  - 32
ID  - 204994
ER  - 


TY  - THES
AB  - The off-task behavior demonstrated by the study participants appears to interfere with classroom instruction, contribute to poor academic performance and in many instances lead to disciplinary actions such as suspension. The purpose of the study entailed determining if formal corrective feedback has an effect on the off-task/on-task behavior of mild intellectually disabled students. Research questions were aimed at determining if formal corrective feedback effects the off-task behavior as well as whether it effects the on-task behavior of the study participants. A mixed research methodology was used to structure the study in order to ensure that a detailed picture be constructed of the small group of participants. The theories of constructivism, behaviorism were essential to the choice of treatment applied as well as to the method used to quantify behavior. The Direct Behavior Rating form (DBR) was used to rate the off-task/on-task behavior of each student and frequency behavior recordings of the various forms of off-task behavior demonstrated by each student was completed as well. The goal of the study looked to identify a potential strategy for addressing the behavioral deficiencies commonly displayed by students classified as mild intellectually disabled as well as any other student determined to have behavioral issues within the classroom setting. The study's results revealed that formal corrective feedback had a significant effect on the off-task/on-task behavior of students classified as being mild intellectually disabled. Additionally, it was found that formal corrective feedback had a relatively strong effect on all specific forms of off-task behaviors except "work refusal". A major implication of this study is that perhaps it would be best practice to focus on establishing and teaching an on-task behavior curriculum in addition to the academic curriculum already being taught to students classified as being mild intellectually disabled. [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  - George, Kevin
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Feedback (Response)
Mild Intellectual Disability
Mixed Methods Research
Student Behavior
Research Methodology
Time on Task
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2016
SN  - 978-1-339-50351-6
ST  - Evaluating the Effects of Formal Corrective Feedback on Off-Task/On-Task Behavior of Mild Intellectually Disabled Students: An Action Research Study
TI  - Evaluating the Effects of Formal Corrective Feedback on Off-Task/On-Task Behavior of Mild Intellectually Disabled Students: An Action Research Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED567664&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:10017632
ID  - 205201
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Graph signal processing (GSP) concepts are exploited for brain activity decoding and particularly the detection and recognition of a motor imagery (MI) movement. A novel signal analytic technique that combines graph Fourier transform (GFT) with estimates of cross-frequency coupling (CFC) and discriminative learning is introduced as a means to recover the subject's intention from the multichannel signal. APPROACH: Adopting a multi-view perspective, based on the popular concept of co-existing and interacting brain rhythms, a multilayer network model is first built from empirical data and its connectivity graph is used to derive the GFT-basis. A personalized decoding scheme supporting a binary decision, either 'left versus right' or 'rest versus MI', is crafted from a small set of training trials. Electroencephalographic (EEG) activity from 12 volunteers recorded during two randomly alternating, externally cued, MI tasks (clenching either left or right fist) and a rest condition is used to introduce and validate our methodology. In addition, the introduced methodology was further validated based on dataset IVa of BCI III competition. MAIN RESULTS: Our GFT-domain decoding scheme achieves nearly optimal performance and proves superior to alternative techniques that are very popular in the field. SIGNIFICANCE: At a conceptual level, our work suggests a fruitful way to introduce network neuroscience in BCI research. At a more practical level, it is characterized by efficiency. Training is realized using a small number of exemplar trials and decoding requires very simple operations that leaves room for real-time implementation.
AD  - AIIA Lab, Informatics Department, AUTH, Thessaloniki, Greece. Information Technologies Institute (ITI), Centre for Research and Technology Hellas, Thermi-Thessaloniki, Greece.
AN  - 31096192
AU  - Georgiadis, K.
AU  - Laskaris, N.
AU  - Nikolopoulos, S.
AU  - Kompatsiaris, I.
DA  - Aug 21
DO  - 10.1088/1741-2552/ab21fd
DP  - NLM
ET  - 2019/05/17
J2  - Journal of neural engineering
KW  - Adult
Brain/*physiology
*Brain-Computer Interfaces
Discrimination Learning/*physiology
Electroencephalography/methods
Female
*Fourier Analysis
Humans
Imagination/*physiology
Male
Nerve Net/*physiology
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1741-2552
SP  - 056021
ST  - Connectivity steered graph Fourier transform for motor imagery BCI decoding
T2  - J Neural Eng
TI  - Connectivity steered graph Fourier transform for motor imagery BCI decoding
VL  - 16
ID  - 204494
ER  - 


TY  - JOUR
AB  - Soft Computing (SC) techniques are based on exploiting human knowledge and experience and they are extremely useful to model any complex decision making procedure. Thus, they have a key role in the development of Medical Decision Support Systems (MDSS). The soft computing methodology of Fuzzy Cognitive Maps has successfully been used to represent human reasoning and to infer conclusions and decisions in a human-like way and thus, FCM-MDSSs have been developed. Such systems are able to assist in critical decision-making, support diagnosis procedures and consult medical professionals. Here a new methodology is introduced to expand the utilization of FCM-MDSS for learning and educational purposes using a scenario-based learning (SBL) approach. This is particularly important in medical education since it allows future medical professionals to safely explore extensive "what-if" scenarios in case studies and prepare for dealing with critical adverse events.
AN  - 25570329
AU  - Georgopoulos, V. C.
AU  - Chouliara, S.
AU  - Stylios, C. D.
DO  - 10.1109/embc.2014.6943961
DP  - NLM
ET  - 2015/01/09
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - *Clinical Decision-Making
*Cognition
*Education
Female
*Fuzzy Logic
Humans
Learning
Pregnancy
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1557-170X (Print)
1557-170x
SP  - 1813-6
ST  - Fuzzy Cognitive Map scenario-based medical decision support systems for education
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - Fuzzy Cognitive Map scenario-based medical decision support systems for education
VL  - 2014
ID  - 204397
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To determine (a) the essential components of social participation for preschool children with Autism Spectrum Disorder (ASD) using stakeholders' perspectives and (b) the facilitators and barriers experienced in promoting social participation. METHODS: A mixed-methods, web-based survey utilizing the International Classification of Functioning, Disability and Health - Child and Youth version (ICF-CY) taxonomy was circulated across Canada through purposeful snowball sampling. RESULTS: Frequency analysis of the combined responses of 74 stakeholders revealed the most essential components of social participation were: (a) behavior management, (b) social interactions, and (c) various types of play. Further, content analysis revealed that stakeholders used intrinsic motivation strategies and contingency management to facilitate social participation. CONCLUSION: Stakeholders reported that the purpose of social participation was to engage the child in fun, enjoyable social activities that developed relationships between the child and peers and created a sense of belonging in the community.
AD  - a Autism Research Centre , Alberta Health Services, Glenrose Rehabilitation Hospital , Edmonton , Canada.
b Department of Pediatrics , University of Alberta , Edmonton , Canada.
c Department of Occupational Therapy , University of Alberta , Edmonton , Canada.
d Pediatric Centre for Weight and Health , Stollery Children's Hospital, Alberta Health Services , Edmonton , Canada.
AN  - 27538030
AU  - Germani, T.
AU  - Zwaigenbaum, L.
AU  - Magill-Evans, J.
AU  - Hodgetts, S.
AU  - Ball, G.
DA  - Nov
DO  - 10.1080/17518423.2016.1214188
DP  - NLM
ET  - 2016/08/19
J2  - Developmental neurorehabilitation
KW  - Attitude
Autism Spectrum Disorder/*rehabilitation/therapy
Behavior Therapy/*methods
Canada
Child, Preschool
Female
Humans
Male
Parents/*psychology
*Social Participation
Surveys and Questionnaires
Autism spectrum disorder
disability and health – child and youth version
international classification of functioning
preschool children
social participation
stakeholders’ perspectives
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1751-8423
SP  - 475-482
ST  - Stakeholders' perspectives on social participation in preschool children with Autism Spectrum Disorder
T2  - Dev Neurorehabil
TI  - Stakeholders' perspectives on social participation in preschool children with Autism Spectrum Disorder
VL  - 20
ID  - 203874
ER  - 


TY  - JOUR
AB  - This study aimed to teach individuals with autism spectrum disorder (ASD) and limited vocal speech to emit target vocalizations while using a speech-generating device (SGD). Of the 4 participants, 3 began emitting vocal word approximations with SGD responses after vocal instructional methods (delays, differential reinforcement, prompting) were introduced. Two participants met mastery criterion with a reinforcer delay and differential reinforcement, and 1 met criterion after fading an echoic model and prompt delay. For these participants, vocalizations initiated before speech outputs were shown to increase, and vocalizations generalized to a context in which the SGD was absent. The 4th participant showed high vocalization rates only when prompted. The results suggest that adding vocal instruction to an SGD-based intervention can increase vocalizations emitted along with SGD responses for some individuals with ASD.
AN  - EJ1092620
AU  - Gevarter, Cindy
AU  - O'Reilly, Mark F.
AU  - Kuhn, Michelle
AU  - Mills, Kasey
AU  - Ferguson, Raechal
AU  - Watkins, Laci
AU  - Sigafoos, Jeff
AU  - Lang, Russell
AU  - Rojeski, Laura
AU  - Lancioni, Giulio E.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Speech Impairments
Assistive Technology
Augmentative and Alternative Communication
Teaching Methods
Reinforcement
Prompting
Intervention
Verbal Operant Conditioning
Instruction
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 0021-8855
SP  - 17-33
ST  - Increasing the Vocalizations of Individuals with Autism during Intervention with a Speech-Generating Device
T2  - Journal of Applied Behavior Analysis
TI  - Increasing the Vocalizations of Individuals with Autism during Intervention with a Speech-Generating Device
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1092620&site=ehost-live&scope=site
http://dx.doi.org/10.1002/jaba.270
VL  - 49
ID  - 205245
ER  - 


TY  - JOUR
AB  - Decisions regarding augmentative and alternative communication (AAC) for individuals with developmental disabilities (e.g. what AAC to use and how to teach a person to use a specific AAC modality) should involve consideration of different intervention component options. In an effort to elucidate such decisions and options, this review synthesized 14 studies, published between 2004 and 2012, comparing different AAC intervention components including different symbol sets, instructional strategies, or speech output within aided AAC systems, and different verbal operants within unaided AAC. Evidence supported the following: (a) different instructional strategies such as building motivation, using errorless learning, or adding video models to picture exchange interventions may improve the acquisition or rate of acquisition of picture exchange mands, (b) limited data supports training mimetic (imitated) or mand signs over tacts and (c) differences in symbol sets and speech output levels appeared to have little effect on AAC-based mand acquisition, but listener-based differences should be considered. These findings have implications for future research and clinical practice.
AD  - University of Texas at Austin, USA. Electronic address: cindygev@gmail.com.
AN  - 24139716
AU  - Gevarter, C.
AU  - O'Reilly, M. F.
AU  - Rojeski, L.
AU  - Sammarco, N.
AU  - Lang, R.
AU  - Lancioni, G. E.
AU  - Sigafoos, J.
DA  - Dec
DO  - 10.1016/j.ridd.2013.09.018
DP  - NLM
ET  - 2013/10/22
J2  - Research in developmental disabilities
KW  - Communication
*Communication Aids for Disabled
Communication Disorders/complications/*rehabilitation
Developmental Disabilities/complications/*rehabilitation
Humans
Augmentative and alternative communication
Autism spectrum disorder
Comparisons
Developmental disabilities
Group experimental intervention
Intervention
Review
Single subject designs
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0891-4222
SP  - 4404-14
ST  - Comparisons of intervention components within augmentative and alternative communication systems for individuals with developmental disabilities: a review of the literature
T2  - Res Dev Disabil
TI  - Comparisons of intervention components within augmentative and alternative communication systems for individuals with developmental disabilities: a review of the literature
VL  - 34
ID  - 203888
ER  - 


TY  - JOUR
AB  - The purpose of this study was to evaluate the effects of different speech-generating device displays and vocabulary organizations on the acquisition of multi-step requesting responses in children with autism spectrum disorder (ASD). Four young children with ASD were taught to use an iPad® application to make requests using both a taxonomically organized grid display and a schematically organized visual scene display or hybrid. The conditions were compared using a multi-element design. Time delay and least-to-most prompting were used to teach responses in both conditions. Three participants met mastery criterion for acquiring requests with the schematic display but did not meet criterion requesting with the taxonomic display. A fourth participant learned to make requests with both displays but showed generalization only with the schematic display. Error analyses indicated there were different types of errors made across conditions, which may suggest the need to tailor intervention methods to specific displays. Implications for the design of AAC [augmentative and alternative communication] displays, assessment, and interventions are discussed.
AN  - EJ1179169
AU  - Gevarter, Cindy
AU  - O'Reilly, Mark F.
AU  - Sammarco, Nicolette
AU  - Watkins, Laci
AU  - Kuhn, Michelle
AU  - Sigafoos, Jeff
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Children
Autism
Pervasive Developmental Disorders
Handheld Devices
Telecommunications
Computer Oriented Programs
Prompting
Generalization
Error Patterns
Assistive Technology
Augmentative and Alternative Communication
Taxonomy
Intervention
Pictorial Stimuli
Motivation
Responses
Observation
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 2154-1647
SP  - 222-238
ST  - Comparison of Schematic and Taxonomic Speech-Generating Devices for Children with ASD
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparison of Schematic and Taxonomic Speech-Generating Devices for Children with ASD
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1179169&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 53
ID  - 205118
ER  - 


TY  - JOUR
AB  - The purpose of this study was to test the effects of two metacognitive scaffolds on learners' cognition by evaluating student critical thinking skills performance in an asynchronous discussion board and achievement in a blended learning module. The two scaffolds included a systematic protocol for individualized facilitation prompts and an analytic rubric with three criteria (critical thinking, participation frequency, and writing quality) along with four levels of achievement for each criterion. This research study employed a quasi-experimental, two-by-two factorial design. The study participants (N = 257) were assigned to one of four different conditions. Those provided with the rubric scaffold demonstrated significant differences with respect to their performances. However, the combination of both metacognitive scaffolds had a detrimental effect on learner performance. Additionally, learners reported higher satisfaction levels with the module when presented only with the rubric scaffold. Based on these results, the implications are discussed for those who design, facilitate, and manage asynchronous discussions and blended learning environments.
AN  - EJ1243774
AU  - Giacumo, Lisa A.
AU  - Savenye, Wilhelmina
DA  - 02/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Asynchronous Communication
Computer Mediated Communication
Scoring Rubrics
Prompting
Critical Thinking
Academic Achievement
Student Satisfaction
Metacognition
Scaffolding (Teaching Technique)
Blended Learning
Writing Evaluation
Instructional Design
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2020
SN  - 1042-1629
SP  - 37-66
ST  - Asynchronous Discussion Forum Design to Support Cognition: Effects of Rubrics and Instructor Prompts on Learner's Critical Thinking, Achievement, and Satisfaction
T2  - Educational Technology Research and Development
TI  - Asynchronous Discussion Forum Design to Support Cognition: Effects of Rubrics and Instructor Prompts on Learner's Critical Thinking, Achievement, and Satisfaction
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1243774&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s11423-019-09664-5
VL  - 68
ID  - 205095
ER  - 


TY  - JOUR
AB  - Due to several factors including time and budget constraints, General Practitioners (GPs) are often under-trained on the communication needs of patients with learning disabilities (LDs). As such, they may find it difficult to extract accurate information from these patients. Digital technologies have the potential to alleviate communication barriers, yet their use in this context remains vastly unexplored. Hence, we conducted 2 focus groups with 12 experts in LDs to investigate how tablet applications may be used to promote the information exchange process between GPs and patients with mild LDs. The experts identified an initial set of design criteria for the future implementation of these technologies and were enthusiastic about the potential impact they may have on primary care. In addition, they also discussed a potential model for extracting medical information from this population, which focused on breaking the overall consultation down into smaller, less cognitively challenging segments.
AD  - Department of Computer & Information Sciences, University of Strathclyde, Glasgow, United Kingdom.
Usher Institute of Population Health Sciences and Informatics, University of Edinburgh, Scotland.
AN  - 31438115
AU  - Gibson, R. C.
AU  - Bouamrane, M. M.
AU  - Dunlop, M.
DA  - Aug 21
DO  - 10.3233/shti190416
DP  - NLM
ET  - 2019/08/24
J2  - Studies in health technology and informatics
KW  - *Cell Phone
Focus Groups
*General Practitioners
Humans
*Learning Disabilities
Referral and Consultation
Intellectual Disability
Mobile Applications
Primary Health Care
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0926-9630
SP  - 1199-1203
ST  - Experts Views on the Use of Mobile Devices to Support Patients with Mild Learning Disabilities During Clinical Consultations
T2  - Stud Health Technol Inform
TI  - Experts Views on the Use of Mobile Devices to Support Patients with Mild Learning Disabilities During Clinical Consultations
VL  - 264
ID  - 203905
ER  - 


TY  - JOUR
AB  - BACKGROUND: Adults with mild learning disabilities (MLDs) face a plethora of obstacles when accessing effective health care. Central to many of these barriers is communication, with medical practitioners often remaining untrained on how to interact with patients who have learning disabilities (LDs). To date, research on how to promote this communication has largely centered on the development of low-tech aids. OBJECTIVE: The objective of this study was to assess the feasibility of utilizing tablet technologies to promote communication between general practitioners and patients with MLDs. We achieved this by identifying a set of design requirements from experts in LDs. METHODS: A set of design guidelines was formed during a 2-phase process. Phase 1 involved conducting a series of requirements-gathering interviews with 10 experts in LDs-the protocol of which emerged from the results of a separate scoping review. The interviews were subjected to a framework analysis to discern the key requirements discussed by the experts, and these were embedded within a technology probe. In phase 2, this probe was presented to a subset (n=4) of the experts during a round of usability studies, and the feedback received was used to update the requirements identified in phase 1. RESULTS: An initial set of design requirements has been produced that may assist in the development of clinical Alternative and Augmentative Communication technologies for adults with MLDs. Factors that must be considered range from the health, physical and cognitive needs of stakeholders, to the more individual needs of users. CONCLUSIONS: The experts involved in the study were optimistic about the proposed app. They believe that such technologies can help to alleviate time constraints and promote communication by presenting information in a form understood by both practitioners and patients.
AD  - Digital Health and Well-Being Group, Department of Computer & Information Sciences, University of Strathclyde, Glasgow, United Kingdom.
AN  - 30829575
AU  - Gibson, R. C.
AU  - Bouamrane, M. M.
AU  - Dunlop, M.
C2  - Pmc6421513
DA  - Mar 4
DO  - 10.2196/10449
DP  - NLM
ET  - 2019/03/05
J2  - JMIR rehabilitation and assistive technologies
KW  - augmentative and alternative communications systems
communicative disorder
intellectual disability
learning disabilities
primary care
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2369-2529 (Print)
2369-2529
SP  - e10449
ST  - Design Requirements for a Digital Aid to Support Adults With Mild Learning Disabilities During Clinical Consultations: Qualitative Study With Experts
T2  - JMIR Rehabil Assist Technol
TI  - Design Requirements for a Digital Aid to Support Adults With Mild Learning Disabilities During Clinical Consultations: Qualitative Study With Experts
VL  - 6
ID  - 204675
ER  - 


TY  - THES
AB  - Educators are in need of appropriate interventions for teaching individuals with autism spectrum disorders (ASD). A widely used (Bellini & Akullian, 2007; Delano, 2007) and evidence-based (Horner et al., 2005) instructional intervention for individuals with ASD is video modeling. Video modeling involves the learner viewing a video demonstration of a targeted behavior and subsequently performing what was viewed. A variation of video modeling is video prompting in which the learner views a video demonstration that is a single task analysis step or chunk of a targeted behavior followed by practice of that step/chunk. Video prompting has successfully been used to teach a number of behaviors to individuals with developmental disabilities including self-help skills (Norman, Collins, & Schuster, 2001), daily living skills (Cannella-Malone et al., 2006), and cooking related tasks (Graves, Collins, Schuster, & Kleinert, 2005; Sigafoos et al., 2005). When selecting appropriate gross motor activities to teach individuals with ASD, physical educators must consider their developmental delays and deficits in movement behaviors (Pan, Tsai, & Chu, 2009). Dance is a common activity offered in physical education programs (NASPE, 2005). By performing appropriate dances, individuals with ASD may be able to benefit both physically (e.g., enhanced coordination and balance) and socially (e.g., enhanced inclusive recreation and leisure activities). Dance has positively impacted children and adolescents with disabilities as evidenced by increased participation and cooperation (Crain, Eisenhart, & McLaughlin, 1984). However, additional research is needed to investigate instructional dance interventions for children and adolescents with ASD. The current study employed a multiple probe across participants design to evaluate the effects of video prompting as an intervention for dance instruction. Seven participants with high-functioning ASD participated in the study. Six males (ages 12 to 16) and one female (age 15) received Cupid Shuffle dance training in a one-on-one instructional format. The researcher showed one video vignette (clip) at a time on a MacBook Pro® laptop computer. After viewing a vignette, participants were given the opportunity to reproduce the modeled steps. The researcher provided positive reinforcement, such as praise and/or a high-five for correctly performed steps. To correct errors, a 4-level least-to-most prompting system was implemented. Maintenance, generalization, and social validity were assessed. Results showed that six participants acquired the Cupid Shuffle from the video prompting intervention. Moreover, three participants demonstrated 100% maintenance and one participant demonstrated 99.1% maintenance at 1-week post-intervention. One participant demonstrated 100% maintenance at 8-days post-intervention. Participants achieved overall generalization probes percentages of 44-68%. In terms of generalizing the newly learned dance to a new situation by dancing alongside the trainer to music, four participants achieved overall generalization percentages of 89-100%. When generalizing the newly learned dance to the new situation of dancing alongside peers to music, three participants achieved overall generalization percentages of 97-100%. Furthermore, parents and participants who completed social validity questions reported that the goals, procedures, and outcomes were acceptable and important. [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  - Gies, Maria Louise
DB  - ERIC
DP  - EBSCOhost
KW  - Dance Education
Teaching Methods
Autism
Pervasive Developmental Disorders
Intervention
Video Technology
Models
Prompting
Adolescents
Positive Reinforcement
Error Correction
Maintenance
Generalization
Questionnaires
Parent Attitudes
Student Attitudes
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-49989-9
ST  - The Use of Video Prompting on the Acquisition, Maintenance, and Generalization of a Line Dance by Adolescents with Autism Spectrum Disorders
TI  - The Use of Video Prompting on the Acquisition, Maintenance, and Generalization of a Line Dance by Adolescents with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED545845&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:3520574
ID  - 205386
ER  - 


TY  - JOUR
AB  - Background HIV risk and prevention information is increasingly complex and poses challenges for gay, bisexual and other men who have sex with men (GBMSM) seeking to find, understand and apply this information. A directed content analysis of Canadian HIV websites to see what information is provided, how it is presented and experienced by users, was conducted. METHODS: Eligible sites provided information relevant for GBMSM on HIV risk or prevention, were from community or government agencies, and were aimed at the public. Sites were found by using a Google search using French and English search terms, from expert suggestions and a review of links. Eligibility and content for review was determined by two reviewers, and coded using a standardised form. Reading grade level and usability scores were assessed through Flesch-Kincaid and LIDA instruments. RESULTS: Of 50 eligible sites, 78% were from community agencies and 26% were focussed on GBMSM. Overall, fewer websites contained information on more recent biomedical advances (e.g. pre-exposure prophylaxis, 10%) or community-based prevention strategies (e.g. seroadaptive positioning, 10%). Many sites had high reading levels, used technical language and relied on text and prose. And 44% of websites had no interactive features and most had poor usability scores for engageability. CONCLUSIONS: Overall, less information about emerging topics and a reliance on text with high reading requirements was observed. Our study speaks to potential challenges for agency website operators to maintain information relevant to GBMSM which is up-to-date, understandable for a range of health literacy skills and optimises user experience.
AD  - Ontario HIV Treatment Network, 600-1300 Yonge Street, Toronto, Ontario M4T 1X3, Canada.
The University of British Columbia, 2329 West Mall, Vancouver, British Columbia V6T 1Z4, Canada.
Community-Based Research Centre for Gay Men&#39;s Health, 1007-808 Nelson Street, Vancouver, British Columbia V6Z 2H2, Canada.
Ryerson University, 350 Victoria Street, Toronto, Ontario M5B 2K3, Canada.
University of Glasgow, University Avenue, Glasgow G12 8QQ, United Kingdom.
Glasgow Caledonian University, Cowcaddens Road, Glasgow G4 0BA, United Kingdom.
Western University, 1151 Richmond Street, London, Ontario N6A 3K7, Canada.
AN  - 30620885
AU  - Gilbert, M.
AU  - Michelow, W.
AU  - Dulai, J.
AU  - Wexel, D.
AU  - Hart, T.
AU  - Young, I.
AU  - Martin, S.
AU  - Flowers, P.
AU  - Donelle, L.
AU  - Ferlatte, O.
DA  - Feb
DO  - 10.1071/sh18092
DP  - NLM
ET  - 2019/01/09
J2  - Sexual health
KW  - Bisexuality
Canada
Comprehension
*Hiv
HIV Infections/*prevention & control
*Health Literacy
*Homosexuality, Male
Humans
Information Dissemination/*methods
Internet/*standards
Male
User-Computer Interface
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1448-5028
SP  - 39-46
ST  - Provision of online HIV-related information to gay, bisexual and other men who have sex with men: a health literacy-informed critical appraisal of Canadian agency websites
T2  - Sex Health
TI  - Provision of online HIV-related information to gay, bisexual and other men who have sex with men: a health literacy-informed critical appraisal of Canadian agency websites
VL  - 16
ID  - 204226
ER  - 


TY  - THES
AB  - This exploratory study assessed the effectiveness of a cross-age tutoring intervention on adaptive behavior goals of three PreKindergarten/Kindergarten-aged students with labels of autism spectrum disorder. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with individualized adaptive behavior goals while in the library. A mixed method design was utilized in this study; a quantitative single case multiple baseline across participants design to show performance outcomes of the young students as a result of the tutoring intervention, and a constant comparison analysis of qualitative data gathered from observations of students, students' written work, and a research journal. Quantitative results indicated all three young students performed the target behavior in the library with support from their cross-age tutors and this behavior maintained one month after intervention ended as evident through a maintenance probe; all three students made progress on the achievement of adaptive behavior goals in an inclusive environment from this intervention. Qualitative results indicated the cross-age tutoring experience was positive and powerful for all six participants involved as evident through the construction of six themes that emerged from the qualitative data. [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  - Gillies, Ann
DB  - ERIC
DP  - EBSCOhost
KW  - Cross Age Teaching
Tutoring
Intervention
Preschool Children
Kindergarten
Early Childhood Education
Autism
Pervasive Developmental Disorders
Prompting
Individualized Instruction
Goal Orientation
Behavior Modification
Case Studies
Comparative Analysis
Outcomes of Education
Inclusion
Disabilities
Special Education
Mixed Methods Research
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-78259-5
ST  - A Multi-Perspective Exploration of a Cross-Age Tutoring Initiative: An Analysis of the Responses of All Students
TI  - A Multi-Perspective Exploration of a Cross-Age Tutoring Initiative: An Analysis of the Responses of All Students
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED551477&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:3545614
ID  - 205079
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The objective of this review is to evaluate the efficacy of group social skills interventions in improving social knowledge, social competency, and social participation in adolescents with acquired and developmental disabilities. INTRODUCTION: Difficulties with social functioning and participation are commonly experienced by adolescents with a range of acquired and developmental disabilities. There is evidence for the use of group social skills interventions in youth with autism spectrum disorder, although less is known about their efficacy with youth with other disabilities. INCLUSION CRITERIA: This review will include studies that evaluate group social skills interventions in adolescents with an acquired or developmental disability, excluding a primary mental health disorder. Randomized control trials will be the only experimental design included and group social skills interventions must have an available intervention manual to allow use in clinical practice. Primary outcomes will include measures of social knowledge, social competence, and social participation. METHODS: PubMed, CINAHL, Embase, Cochrane Register of Controlled Trials, PsycINFO and Web of Science will be searched for eligible studies published in English. Clinical Trials Registry, Google Scholar, and ProQuest Dissertation and Theses will also be searched. Screening, study selection, critical appraisal, and data extraction will be conducted by two independent reviewers using standardized tools. Studies will be pooled, where possible, with statistical meta-analysis and the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) Summary of Findings presented. SYSTEMATIC REVIEW REGISTRATION NUMBER: The protocol for this systematic review has been submitted to PROSPERO.
AD  - 1Queensland Cerebral Palsy and Rehabilitation Research Centre, The University of Queensland, Brisbane, Australia 2Queensland Paediatric Rehabilitation Service, Children's Health Queensland, Brisbane, Australia 3School of Health and Rehabilitation Science, The University of Queensland, Brisbane, Australia.
AN  - 32813425
AU  - Gilmore, R.
AU  - Ziviani, J.
AU  - Sakzewski, L.
DA  - Jul 3
DO  - 10.11124/jbisrir-d-19-00400
DP  - NLM
ET  - 2020/08/20
J2  - JBI evidence synthesis
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2689-8381
ST  - Efficacy of group social skills interventions on social competency and participation in adolescents with acquired and developmental disabilities: a systematic review protocol
T2  - JBI Evid Synth
TI  - Efficacy of group social skills interventions on social competency and participation in adolescents with acquired and developmental disabilities: a systematic review protocol
ID  - 204695
ER  - 


TY  - JOUR
AB  - Few studies have examined the sexual attitudes and behaviours of individuals with high functioning autism spectrum disorders (ASDs) living in community settings. A total of 82 (55 female and 17 male) adults with autism were contrasted with 282 members of the general population on their responses to an online survey of sexual knowledge and experiences. Findings revealed that individuals with ASD display an interest in sex and engage in sexual behaviours and showed no significant differences in breadth and strength of sexual behaviours and comprehension of sexual language when contrasted with non-ASD participants. However, despite these similarities, a higher rate of asexuality was found among individuals with ASD. In addition, the results of the current study indicated that females with ASD show a significantly lower degree of heterosexuality when compared to males with ASD. The results also suggested a higher degree of homosexuality among females with ASD although this effect did not reach significance. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Schalomon, P. Melike, Department of Psychology, Grant MacEwan University, 10700 – 104 Avenue, Edmonton, AB, Canada, T5J 4S2
AN  - 2011-25855-037
AU  - Gilmour, Laura
AU  - Schalomon, P. Melike
AU  - Smith, Veronica
DB  - APA PsycInfo
DO  - 10.1016/j.rasd.2011.06.003
DP  - EBSCOhost
KW  - autism spectrum disorders
sexuality
community based sample
autism
sexual behaviors
Psychosexual Behavior
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2012
SN  - 1750-9467
1878-0237
SP  - 313-318
ST  - Sexuality in a community based sample of adults with autism spectrum disorder
T2  - Research in Autism Spectrum Disorders
TI  - Sexuality in a community based sample of adults with autism spectrum disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-25855-037&site=ehost-live&scope=site
schalomonm@macewan.ca
VL  - 6
ID  - 205017
ER  - 


TY  - JOUR
AB  - A pilot community-based randomized controlled trial was conducted to compare the effects of the Picture Exchange Communication System (PECS) to a teaching sequence using a high-tech Speech Generating Device (SGD) to teach social communication behaviors. The two approaches were compared to evaluate the effectiveness of the newer, more high-tech intervention using technology to improve social and communicative behavior of children diagnosed with Autism Spectrum Disorder. A total of 35 school-age children were randomized to either a high-tech (SGD device) or low-tech (PECS cards) form of Augmentative and Alternative Communication (AAC). Study participants received 4 months of communication training delivered in their classrooms, and the primary outcome measures of the trial were several functional communication skills emphasized in the PECS teaching sequence. Results indicated that both high-tech and low-tech AAC approaches resulted in significant improvements in communication, and that these improvements did not differ significantly between the two approaches. These findings support the use of high-tech AAC, and highlight the need for evidence-based guidelines for its use as well as evaluation with individuals with a range impairments and disabilities. Autism Research 2018, 11: 1701-1711. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the effectiveness of a free and open-source app for teaching social and communicative behavior to children with autism spectrum disorder (ASD) to traditional picture card approaches. Thirty-five children with ASD were randomized to a picture card or app-based intervention and both treatment approaches resulted in significant improvements in social and communicative behavior. These data indicated that both "high-tech" and "low-tech" interventions were effective for improving behavior and that there was not a significant difference between the two approaches.
AD  - Department of Psychology, Louisiana State University, Baton Rouge, Louisiana.
Department of Psychology, National University of Ireland, Galway, Galway, Ireland.
Department of Psychology, St. Joseph's University, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania.
AN  - 30475454
AU  - Gilroy, S. P.
AU  - Leader, G.
AU  - McCleery, J. P.
DA  - Dec
DO  - 10.1002/aur.2025
DP  - NLM
ET  - 2018/11/27
J2  - Autism research : official journal of the International Society for Autism Research
KW  - Adolescent
Autism Spectrum Disorder/*complications
Child
Child, Preschool
*Communication Aids for Disabled
Female
Humans
Ireland
Male
Pilot Projects
Social Communication Disorder/*complications/*therapy
*augmentative and alternative communication
*autism spectrum disorder
*picture exchange communication system
*technology
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1939-3806
SP  - 1701-1711
ST  - A pilot community-based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder
T2  - Autism Res
TI  - A pilot community-based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder
VL  - 11
ID  - 203835
ER  - 


TY  - JOUR
AB  - A pilot community‐based randomized controlled trial was conducted to compare the effects of the Picture Exchange Communication System (PECS) to a teaching sequence using a high‐tech Speech Generating Device (SGD) to teach social communication behaviors. The two approaches were compared to evaluate the effectiveness of the newer, more high‐tech intervention using technology to improve social and communicative behavior of children diagnosed with Autism Spectrum Disorder. A total of 35 school‐age children were randomized to either a high‐tech (SGD device) or low‐tech (PECS cards) form of Augmentative and Alternative Communication (AAC). Study participants received 4 months of communication training delivered in their classrooms, and the primary outcome measures of the trial were several functional communication skills emphasized in the PECS teaching sequence. Results indicated that both high‐tech and low‐tech AAC approaches resulted in significant improvements in communication, and that these improvements did not differ significantly between the two approaches. These findings support the use of high‐tech AAC, and highlight the need for evidence‐based guidelines for its use as well as evaluation with individuals with a range impairments and disabilities. Lay Summary: This study compared the effectiveness of a free and open‐source app for teaching social and communicative behavior to children with autism spectrum disorder (ASD) to traditional picture card approaches. Thirty‐five children with ASD were randomized to a picture card or app‐based intervention and both treatment approaches resulted in significant improvements in social and communicative behavior. These data indicated that both 'high‐tech' and 'low‐tech' interventions were effective for improving behavior and that there was not a significant difference between the two approaches. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Gilroy, Shawn P., Louisiana State University, Baton Rouge, LA, US, 70803
AN  - 2018-60834-001
AU  - Gilroy, Shawn P.
AU  - Leader, Geraldine
AU  - McCleery, Joseph P.
DB  - APA PsycInfo
DO  - 10.1002/aur.2025
DP  - EBSCOhost
KW  - autism spectrum disorder
picture exchange communication system
augmentative and alternative communication
technology
Adolescent
Child
Child, Preschool
Communication Aids for Disabled
Female
Humans
Ireland
Male
Pilot Projects
Social Communication Disorder
Augmentative Communication
Autism Spectrum Disorders
Training
M1  - 12
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1939-3792
1939-3806
SP  - 1701-1711
ST  - A pilot community‐based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder
T2  - Autism Research
TI  - A pilot community‐based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-60834-001&site=ehost-live&scope=site
ORCID: 0000-0002-1097-8366
sgilroy1@lsu.edu
VL  - 11
ID  - 204864
ER  - 


TY  - JOUR
AB  - Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. We address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.
AN  - EJ1140973
AU  - Gilson, Carly B.
AU  - Carter, Erik W.
AU  - Biggs, Elizabeth E.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Teaching Methods
Severe Disabilities
Vocational Education
Intellectual Disability
Developmental Disabilities
Secondary School Students
Job Skills
Intervention
Technology Uses in Education
Educational Technology
Direct Instruction
Augmentative and Alternative Communication
Community Based Instruction (Disabilities)
Video Technology
Audio Equipment
Pictorial Stimuli
Simulation
Peer Teaching
Literature Reviews
Coding
Prompting
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1540-7969
SP  - 89-107
ST  - Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities
T2  - Research and Practice for Persons with Severe Disabilities
TI  - Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1140973&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1540796917698831
VL  - 42
ID  - 205335
ER  - 


TY  - JOUR
AB  - The purpose of this manuscript is to highlight the Unified Protocol for the Treatment of Emotional Disorders in Adolescents (UP-A) as an exemplar model of a principle-based, flexible treatment for adolescents with either depressive or anxiety disorders. The theoretical basis, mechanism of change, and research support for three of the UP-A's guiding treatment principles are presented. Verbal exchanges between UP-A therapists and adolescent clients are shared to demonstrate clinical processes related to UP-A techniques that follow such guiding principles. The benefits of this approach to treatment are discussed, including reduction in the number of evidence-based treatment manuals to be learned, administered, and supervised. The UP-A has demonstrated positive outcomes, yet further examination of clinical process variables is warranted. These clinical process variables and additional future directions for the UP-A are addressed.
AD  - Department of Psychology, University of Miami.
AN  - 24635001
AU  - Girio-Herrera, E.
AU  - Ehrenreich-May, J.
DA  - Mar
DO  - 10.1037/a0032517
DP  - NLM
ET  - 2014/03/19
J2  - Psychotherapy (Chicago, Ill.)
KW  - Adolescent
Anxiety Disorders/diagnosis/psychology/*therapy
Awareness
Cognitive Behavioral Therapy/methods
Culture
Depressive Disorder/diagnosis/psychology/*therapy
Evidence-Based Practice
Humans
Male
Professional-Patient Relations
*Psychotherapeutic Processes
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0033-3204
SP  - 117-22
ST  - Using flexible clinical processes in the Unified Protocol for the Treatment of Emotional Disorders in Adolescence
T2  - Psychotherapy (Chic)
TI  - Using flexible clinical processes in the Unified Protocol for the Treatment of Emotional Disorders in Adolescence
VL  - 51
ID  - 204534
ER  - 


TY  - JOUR
AB  - Youth involved in supervised activities and provided with safe play areas during high-risk times will sustain fewer injuries. This qualitative focus group study of community organizations, parents, and youth in a high-risk community demonstrated barriers to participation in and resources available for after-school programs, as well as components of an ideal after-school program. Community organizations believed pooling resources and holding programs in centralized locations, such as schools, would make programs more affordable and overcome transportation barriers. Parent and youth also preferred to hold activities in schools; however, parents were concerned with the cost of programs and times they were offered, while students were more concerned with age appropriate, safe programs that prohibited "bullies" from participating. Specific suggested program contents were similar between parents and youth. Information gathered from the focus groups had significant implications for program and resource development in the targeted community.
AD  - a Division of Emergency Medicine, Cincinnati Children's Hospital Medical Center , Cincinnati , Ohio , USA.
AN  - 26308308
AU  - Gittelman, M. A.
AU  - Pomerantz, W. J.
DO  - 10.1080/10852352.2011.576964
DP  - NLM
ET  - 2011/07/01
J2  - Journal of prevention & intervention in the community
KW  - Adolescent
Adult
African Americans
Awareness
Child
Community Health Services/*organization & administration
Female
*Focus Groups
Health Promotion/*organization & administration
Humans
Male
Middle Aged
Ohio
Parents
Qualitative Research
*Residence Characteristics
Risk Factors
Safety
Transportation
Wounds and Injuries/*prevention & control
community-based
focus groups
injury free coalition
injury prevention
youth
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1085-2352
SP  - 209-22
ST  - The Use of Focus Groups to Mobilize a High-Risk Community in an Effort to Prevent Injuries
T2  - J Prev Interv Community
TI  - The Use of Focus Groups to Mobilize a High-Risk Community in an Effort to Prevent Injuries
VL  - 39
ID  - 204513
ER  - 


TY  - JOUR
AB  - This article discusses 3 complementary approaches to the identification of young children at risk for developmental delays. The first is a longitudinal follow-up program that targets and tracks the development of infants admitted to neonatal intensive care units. The second approach is designed to identify children with neuromotor delays from birth to 36 months by testing the validity of a new screening measure and comparing traditional and online instructional techniques to teach professionals how to use the instrument. The third approach is a community-based, universal, developmental screening project that also examines the impact of this project on the community's capacity for early identification and intervention with young children. The article reports on the goals, objectives, research questions, methodology, and early results of these 3 approaches. These approaches are part of a larger collaborative interdisciplinary, ecological, community/university research initiative studying early child development in British Columbia, Canada. Drawing on a wide range of university-based health, medical, and social science researchers working in close collaboration with community-based early intervention programs, the article discusses the 3 approaches as points along a continuum of longitudinal follow-up, targeted, and universal screening early identification programs and also examines the value added of conducting these studies under the umbrella of one overall program of research. On the basis of the findings of the 3 studies, we propose an integrated framework for the surveillance, screening, and early identification of young children. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Goelman, Hillel, Human Early Learning Partnership (HELP), University of British Columbia, 320-2206 East Mall, Vancouver, BC, Canada, V6T 1Z4
AN  - 2009-04573-006
AU  - Goelman, Hillel
DB  - APA PsycInfo
DO  - 10.1097/01.IYC.0000336543.45003.0e
DP  - EBSCOhost
KW  - community based approaches
early identification
children at risk
developmental delays
developmental disorders
early intervention programs
Childhood Development
Community Services
Delayed Development
Developmental Disabilities
Early Intervention
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2008
SN  - 0896-3746
1550-5081
SP  - 306-323
ST  - Three complementary community-based approaches to the early identification of young children at risk for developmental delays/disorders
T2  - Infants & Young Children
TI  - Three complementary community-based approaches to the early identification of young children at risk for developmental delays/disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-04573-006&site=ehost-live&scope=site
hillel.goelman@ubc.ca
VL  - 21
ID  - 205045
ER  - 


TY  - JOUR
AB  - The purpose of this study was to explore the effectiveness of video self-modeling (VSM) to teach chained job tasks to individuals with intellectual disability in community-based employment settings. Initial empirical evaluations have demonstrated that VSM when used in combination with other instructional strategies, are effective methods to teach chained tasks to individuals with intellectual disability. However, no study has investigated the effectiveness of VSM as a stand-alone intervention to teach chained tasks. In this study, the effectiveness of VSM alone to teach chained job tasks was first evaluated before the addition of other instructional strategies (i.e., instructor feedback and practice) to the VSM intervention package. Three adults with intellectual disability participated in this study. A within participant multiple probe design across targeted job tasks, replicated across the three participants, was used to evaluate the effectiveness of VSM in this study. All of the participants demonstrated increased task acquisition with the VSM intervention; however, the effectiveness of VSM alone, or in combination with feedback and practice, varied across participants and job tasks. Limitations of the study and implications for future research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Goh, Ailsa E., National Institute of Education, Nanyang Technological University, Early Childhood and Special Needs Education Academic Group, 1 Nanyang Walk, Singapore, Singapore, 637616
AN  - 2013-07402-009
AU  - Goh, Ailsa E.
AU  - Bambara, Linda M.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - video self modeling
job skills
intellectual disability
mental retardation
chained job tasks
educational interventions
Employee Skills
Observational Learning
Intellectual Development Disorder
Digital Video
Intervention
Job Characteristics
Job Performance
Supported Employment
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 2154-1647
SP  - 103-119
ST  - Video self-modeling: A job skills intervention with individuals with intellectual disability in employment settings
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Video self-modeling: A job skills intervention with individuals with intellectual disability in employment settings
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-07402-009&site=ehost-live&scope=site
ailsa.goh@nie.edu.sg
VL  - 48
ID  - 205058
ER  - 


TY  - JOUR
AB  - AIM: The aim of this article is to review neuroimaging studies of autism spectrum disorders (ASD) that examine declarative, socio-emotional, and procedural learning and memory systems. METHOD: We conducted a search of PubMed from 1996 to 2010 using the terms 'autism,''learning,''memory,' and 'neuroimaging.' We limited our review to studies correlating learning and memory function with neuroimaging features of the brain. RESULTS: The early literature supports the following preliminary hypotheses: (1) abnormalities of hippocampal subregions may contribute to autistic deficits in episodic and relational memory; (2) disturbances to an amygdala-based network (which may include the fusiform gyrus, superior temporal cortex, and mirror neuron system) may contribute to autistic deficits in socio-emotional learning and memory; and (3) abnormalities of the striatum may contribute to developmental dyspraxia in individuals with ASD. INTERPRETATION: Characterizing the disturbances to learning and memory systems in ASD can inform our understanding of the neural bases of autistic behaviors and the phenotypic heterogeneity of ASD.
AD  - Division of Child and Adolescent Psychiatry, Columbia University Medical Center, New York, NY 10032, USA. gohs@nyspi.columbia.edu
AN  - 22269006
AU  - Goh, S.
AU  - Peterson, B. S.
DA  - Mar
DO  - 10.1111/j.1469-8749.2011.04153.x
DP  - NLM
ET  - 2012/01/25
J2  - Developmental medicine and child neurology
KW  - Brain/*pathology
Brain Mapping
Child
Child Development Disorders, Pervasive/complications
Humans
Learning Disabilities/*diagnosis/etiology
Memory Disorders/*diagnosis/etiology
*Neuroimaging
PubMed/statistics & numerical data
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0012-1622
SP  - 208-13
ST  - Imaging evidence for disturbances in multiple learning and memory systems in persons with autism spectrum disorders
T2  - Dev Med Child Neurol
TI  - Imaging evidence for disturbances in multiple learning and memory systems in persons with autism spectrum disorders
VL  - 54
ID  - 203932
ER  - 


TY  - JOUR
AB  - AIM: This paper is a report of an integrative review of informed consent to healthcare interventions in people with learning disabilities. BACKGROUND: Consent to treatment lies at the heart of the relationship between patient and healthcare professional. In order for people with learning disabilities to have equity of access to health care, they need to be able to give informed consent to health interventions--or be assessed as incompetent to give consent. DATA SOURCES: The British Nursing Index (BNI), CINAHL, MEDLINE, Social Care Online, ERIC and ASSIA and PsycINFO databases were searched using the search terms: Consent or informed choice or capacity or consent to treat* or consent to examin* AND Learning disab* or intellectual* disab* or mental* retard* or learning difficult* or mental* handicap*. The search was limited to papers published in English from January 1990 to March 2007. REVIEW METHODS: An integrative review was conducted and the data analysed thematically. RESULTS: Twenty-two studies were reviewed. The main themes identified were: life experience, interaction between healthcare professionals and participants, ability to consent, and psychometric variables. A consensus seemed to emerge that capacity to consent is greater in people with higher cognitive ability and verbal skills, but that the attitudes and behaviour of healthcare professionals was also a crucial factor. CONCLUSION: The findings support use of the functional approach to assessing mental capacity for the purpose of obtaining informed consent. Future research into informed consent in people with learning disabilities is needed using real life situations rather than hypothetical vignettes.
AD  - Faculty of Health and Social Work, School of Nursing and Community Studies, University of Plymouth, Plymouth, UK. lesley.goldsmith@pms.ac.uk
AN  - 19120568
AU  - Goldsmith, L.
AU  - Skirton, H.
AU  - Webb, C.
DA  - Dec
DO  - 10.1111/j.1365-2648.2008.04829.x
DP  - NLM
ET  - 2009/01/06
J2  - Journal of advanced nursing
KW  - Adult
Cognition Disorders/*nursing/psychology
Health Knowledge, Attitudes, Practice
Humans
Informed Consent/legislation & jurisprudence/*psychology
Intellectual Disability/*nursing/psychology
Learning Disabilities/*psychology
Mental Competency/legislation & jurisprudence/*psychology
Needs Assessment
Nurse-Patient Relations
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0309-2402
SP  - 549-63
ST  - Informed consent to healthcare interventions in people with learning disabilities--an integrative review
T2  - J Adv Nurs
TI  - Informed consent to healthcare interventions in people with learning disabilities--an integrative review
VL  - 64
ID  - 204212
ER  - 


TY  - JOUR
AB  - With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31) acquired targeted American Sign Language and literacy skills after viewing one video from an educational video series in ASL. Descriptive statistics were gathered and a split-plot ANOVA was conducted to determine whether targeted literacy scores increased from pretest to posttest and whether scores varied by baseline ASL skills. A significant improvement was found in the skills targeted in the video, which occurred regardless of the level of baseline ASL skills. The findings support the claim that learning ASL and literacy skills through educational media may benefit deaf children with varied levels of exposure to ASL.
AN  - 24724306
AU  - Golos, D. B.
AU  - Moses, A. M.
DA  - Fall
DO  - 10.1353/aad.2013.0039
DP  - NLM
ET  - 2014/04/15
J2  - American annals of the deaf
KW  - Analysis of Variance
Child
Child Behavior
*Child Language
Child, Preschool
Cognition
Curriculum
Deafness/*psychology
Early Intervention, Educational/*methods
Education of Hearing Disabled/*methods
Humans
*Learning
Multimedia
Persons With Hearing Impairments/*psychology
*Sign Language
Task Performance and Analysis
Video Recording
Visual Perception
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0002-726X (Print)
0002-726x
SP  - 411-25
ST  - Developing preschool deaf children's language and literacy learning from an educational media series
T2  - Am Ann Deaf
TI  - Developing preschool deaf children's language and literacy learning from an educational media series
VL  - 158
ID  - 204227
ER  - 


TY  - JOUR
AB  - This article proposes the quality of life (QOL) construct as a framework from which to develop useful indicators to operationalize, measure, and implement the Articles of the Convention on the Rights of Persons with Disabilities (CRPD). A systematic review of the scientific literature on people with intellectual and developmental disabilities (IDD) was carried out, with the aim of identifying personal outcomes that can be translated into specific and measurable items for each of the CRPD Articles aligned to the eight QOL domains. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the systematic review was conducted across the Web of Science Core Collection, Current Contents Connect (CCC), MEDLINE, KCI-Korean Journal Database, Russian Science Citation Index and SciELO Citation Index, for articles published between 2008 and 2020. A total of 65 articles focusing on people with IDD were selected. The results were grouped into four broad categories: conceptual frameworks used to monitor the CRPD; instruments used to assess the rights set out in the CRPD; recommendations on the use of inclusive research; and indicators or personal outcomes associated with specific rights contained in the CRPD.
AD  - Department of Psychology, Universidad de Oviedo, 33003 Oviedo, Spain.
E-QUAL, University College Ghent, 9000 Gent, Belgium.
Department of Psychology, Hastings College, Hastings, NE 68901, USA.
AN  - 32679924
AU  - Gómez, L. E.
AU  - Monsalve, A.
AU  - Morán, M. L.
AU  - Alcedo, MÁ
AU  - Lombardi, M.
AU  - Schalock, R. L.
C2  - Pmc7400318
DA  - Jul 15
DO  - 10.3390/ijerph17145123
DP  - NLM
ET  - 2020/07/19
J2  - International journal of environmental research and public health
KW  - Crpd
Prisma
assessment
convention
developmental disabilities
indicators
intellectual disability
personal outcomes
quality of life
rights
of the study
in the collection, analyses, or interpretation of data
in the writing
of the manuscript, or in the decision to publish the results.
LA  - eng
M1  - 14
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1661-7827 (Print)
1660-4601
ST  - Measurable Indicators of CRPD for People with Intellectual and Developmental Disabilities within the Quality of Life Framework
T2  - Int J Environ Res Public Health
TI  - Measurable Indicators of CRPD for People with Intellectual and Developmental Disabilities within the Quality of Life Framework
VL  - 17
ID  - 204665
ER  - 


TY  - JOUR
AB  - BACKGROUND: Carers of children with disabilities have repeatedly highlighted their feelings of discrimination, stigma and exclusion in many domains of their lives. There is little research from Africa addressing these issues. This study investigated the challenges encountered by these carers and the mechanisms of coping with these challenges while caring for children with disabilities in a poor rural setting in Kenya. METHODS: Thirty-five in-depth interviews were conducted with 20 carers, 10 community members and 5 primary school teachers. Ten unstructured observations were also conducted in home environments to observe mechanisms used in meeting the needs of the children with disabilities. All interviews were tape-recorded, transcribed and translated from the local dialect. Note-taking was performed during all the observations. Data were stored in NVivo software for easy retrieval and management. RESULTS: The arrival of a disabled child severely impairs the expectations of carers. Hospital staff underestimate carers' emotional distress and need for information. Fear for the future, stress, rumour-mongering and poverty are encountered by carers. As they grapple with lost expectations, carers develop positive adaptations in the form of learning new skills, looking for external support and in some cases searching for cure for the problem. For their emotional stability, carers apply spiritual interventions and sharing of experiences. CONCLUSION: Despite the challenges faced by the carers, values and priorities in adaptation to the challenges caused by the child's disability were applied. It is recommended that these experiences are considered as they may influence programmes that address the needs of children with disabilities.
AD  - Centre for Geographic Medicine Research (Coast), Kenya Medical Research Institute, Kilifi, Kenya. jgona@kilifi.kemri-wellcome.org
AN  - 20645990
AU  - Gona, J. K.
AU  - Mung'ala-Odera, V.
AU  - Newton, C. R.
AU  - Hartley, S.
C2  - Pmc3072473
DA  - Mar
DO  - 10.1111/j.1365-2214.2010.01124.x
DP  - NLM
ET  - 2010/07/22
J2  - Child: care, health and development
KW  - Adaptation, Psychological
*Attitude to Health
Caregivers/*psychology
Child
Developmental Disabilities/nursing
Disabled Children/*psychology/statistics & numerical data
*Family Health
Female
Humans
Kenya
Male
Professional-Patient Relations
Stress, Psychological/etiology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0305-1862 (Print)
0305-1862
SP  - 175-83
ST  - Caring for children with disabilities in Kilifi, Kenya: what is the carer's experience?
T2  - Child Care Health Dev
TI  - Caring for children with disabilities in Kilifi, Kenya: what is the carer's experience?
VL  - 37
ID  - 204156
ER  - 


TY  - JOUR
AB  - INTRODUCTION: Research on the challenges of raising a child with autism is mostly conducted in Europe, North America and Australia, and has revealed that parents have to come to terms with living with a lifelong developmental disability. In addition, parents are faced with numerous concerns, such as caring burdens, poor prognosis, and negative public attitudes. Virtually no research has been conducted in Africa on this subject. METHODS: Thirty-seven interviews and eight focus group discussions were conducted with parents of children with autism and professionals in regular contact with these parents from rural and urban counties of the Kenyan coast. The study investigated challenges faced by parents and how they cope with those challenges. A purposive-convenience sampling procedure was used in selecting the study participants. A digital recorder was used to record all the interviews and focus group discussions. Transcriptions were done in Swahili, translated into English, and then imported to the NVivo software program for content analysis. RESULTS: The results indicate that parents of children with autism on the Kenyan coast experience common challenges including stigma, lack of appropriate treatment, financial and caring burdens regardless of their religious and cultural backgrounds. Coping strategies applied by parents comprised problem-focused aspects that involve diet management and respite care, and emotion-focused aspects that consist of beliefs in supernatural powers, prayers and spiritual healing. CONCLUSIONS: This qualitative study reveals a range of challenges that could have significant impact when caring for a child with autism. Coping strategies applied by parents target the physical health of the child and the psychological wellbeing of the parent. Consideration of these outcomes is vital as they could impact the initiation of a community-based rehabilitation service delivery in rural settings where parents play an active role.
AD  - Centre for Geographic Research Medicine (Coast), Kenya Medical Research Institute, Kilifi, Kenya. jgona@kemri-wellcome.org.
University of Oxford, Oxford, UK. cnewton@kemri-wellcome.org.
Centre for Geographic Research Medicine (Coast), Kenya Medical Research Institute, Kilifi, Kenya. krimba@kemri-wellcome.org.
Centre for Geographic Research Medicine (Coast), Kenya Medical Research Institute, Kilifi, Kenya, Kilifi, Kenya. rmapenzi@kemri-wellcome.org.
United States International University, Nairobi, Kenya. mkihara@kemri-wellcome.org.
Tilburg University, Tilburg, The Netherlands. Fons.vandeVijver@uvt.nl.
Centre for Geographic Research Medicine (Coast), Kenya Medical Research Institute, Kilifi, Kenya. aabubakar@kemri-wellcome.org.
AN  - 27098766
AU  - Gona, J. K.
AU  - Newton, C. R.
AU  - Rimba, K. K.
AU  - Mapenzi, R.
AU  - Kihara, M.
AU  - Vijver, F. V.
AU  - Abubakar, A.
C2  - Pmc5593098
C6  - Ems73214
DA  - Apr-Jun
DP  - NLM
ET  - 2016/04/22
J2  - Rural and remote health
KW  - *Adaptation, Psychological
Adult
Aged
Autistic Disorder/*psychology
Caregivers/psychology
Female
Health Expenditures
Health Personnel/psychology
Health Services Accessibility/organization & administration
Humans
Interviews as Topic
Kenya
Male
Middle Aged
Parents/*psychology
Religion
Respite Care
School Teachers/psychology
Social Stigma
Social Workers/psychology
Spiritual Therapies
Africa
Allied Health
Community-Controlled Health Services
Medical
Paediatrics
Primary Health Care
Rehabilitation
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1445-6354
SP  - 3517
ST  - Challenges and coping strategies of parents of children with autism on the Kenyan coast
T2  - Rural Remote Health
TI  - Challenges and coping strategies of parents of children with autism on the Kenyan coast
VL  - 16
ID  - 204208
ER  - 


TY  - JOUR
AB  - Childhood abuse is pervasive and can contribute to long-term adverse consequences for the victim. Child advocacy centers (CAC) provide a community-based and coordinated response to intervention, including mental health counseling. Although evidence-based treatments include techniques to address problematic thinking, these are reported as less preferred and underused by CAC counselors. The present study employs multivariate analysis to examine the influence of cognitive schemas on treatment outcomes for 58 children who received services from a CAC. We found significant improvements in pre to post scores on the Trauma Symptom Checklist for Children (TSCC) subscales for depression and anxiety. Additionally, treatment outcomes of participants with clinically significant pre-Trauma and Attachment Belief Scale (TABS) total scores significantly differed from participants with non-significant pre-TABS scores. Clinical and research implications are presented related to counseling services for survivors of child abuse. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Wheeler, Naomi J., Department of Child, Family, and Community Sciences, University of Central Florida, P.O. Box 161250, Orlando, FL, US, 32816-1250
AN  - 2017-39547-003
AU  - Gonzalez, Jennifer E.
AU  - Wheeler, Naomi J.
AU  - Daire, Andrew P.
DB  - APA PsycInfo
DO  - 10.17744/mehc.39.1.03
DP  - EBSCOhost
KW  - cognitive schemas
sexual abuse survivors
treatment outcomes
multivariate analysis
Cognition
Schema
Sexual Abuse
Survivors
Adolescent Development
Childhood Development
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1040-2861
2163-5749
SP  - 25-38
ST  - Exploratory analyses of cognitive schemas for child and adolescent sexual abuse survivors: Implications for the research to practice gap
T2  - Journal of Mental Health Counseling
TI  - Exploratory analyses of cognitive schemas for child and adolescent sexual abuse survivors: Implications for the research to practice gap
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-39547-003&site=ehost-live&scope=site
ORCID: 0000-0002-0489-5695
Naomi.Wheeler@ucf.edu
VL  - 39
ID  - 204931
ER  - 


TY  - JOUR
AB  - BACKGROUND AND PURPOSE: Sophisticated algorithms to infer disease diagnosis, pathology progression and patient outcome are increasingly being developed to analyze brain MRI data. They have been successfully implemented in a variety of diseases and are currently investigated in the field of neuropsychiatric disorders, including autism spectrum disorder (ASD). We aim to test the ability to predict ASD from subtle morphological changes in structural magnetic resonance imaging (sMRI). METHODS: The analysis of sMRI of a cohort of male ASD children and controls matched for age and nonverbal intelligence quotient (NVIQ) has been carried out with two widely used preprocessing software packages (SPM and Freesurfer) to extract brain morphometric information at different spatial scales. Then, support vector machines have been implemented to classify the brain features and to localize which brain regions contribute most to the ASD-control separation. RESULTS: The features extracted from the gray matter subregions provide the best classification performance, reaching an area under the receiver operating characteristic curve (AUC) of 74%. This value is enhanced to 80% when considering only subjects with NVIQ over 70. CONCLUSIONS: Despite the subtle impact of ASD on brain morphology and a limited cohort size, results from sMRI-based classifiers suggest a consistent network of altered brain regions.
AD  - Istituto Nazionale di Fisica Nucleare, Sezione di Pisa, Italy.
Dipartimento di Chimica e Farmacia, Università di Sassari, Italy.
Dipartimento di Fisica, Università di Pisa, Italy.
IRCCS Fondazione Stella Maris, Pisa, Italy.
Dipartimento di Medicina Clinica e Sperimentale, Università of Pisa, Italy.
Istituto Nazionale di Fisica Nucleare, Sezione di Cagliari, Italy.
AN  - 26214066
AU  - Gori, I.
AU  - Giuliano, A.
AU  - Muratori, F.
AU  - Saviozzi, I.
AU  - Oliva, P.
AU  - Tancredi, R.
AU  - Cosenza, A.
AU  - Tosetti, M.
AU  - Calderoni, S.
AU  - Retico, A.
DA  - Nov-Dec
DO  - 10.1111/jon.12280
DP  - NLM
ET  - 2015/07/28
J2  - Journal of neuroimaging : official journal of the American Society of Neuroimaging
KW  - Autism Spectrum Disorder/*diagnostic imaging/pathology
Brain/*diagnostic imaging/pathology
Brain Mapping/methods
Child, Preschool
Gray Matter/*diagnostic imaging/pathology
Humans
*Magnetic Resonance Imaging
Male
Organ Size
Autism spectrum disorders
classification
feature extraction
machine learning
magnetic resonance imaging
support vector machines
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1051-2284
SP  - 866-74
ST  - Gray Matter Alterations in Young Children with Autism Spectrum Disorders: Comparing Morphometry at the Voxel and Regional Level
T2  - J Neuroimaging
TI  - Gray Matter Alterations in Young Children with Autism Spectrum Disorders: Comparing Morphometry at the Voxel and Regional Level
VL  - 25
ID  - 204130
ER  - 


TY  - JOUR
AB  - Developmental dyslexia (DD) is the most common neurodevelopmental disorder (about 10% of children across cultures) characterized by severe difficulties in learning to read. According to the dominant view, DD is considered a phonological processing impairment that might be linked to a cross-modal, letter-to-speech sound integration deficit. However, new theories-supported by consistent data-suggest that mild deficits in low-level visual and auditory processing can lead to DD. This evidence supports the probabilistic and multifactorial approach for DD. Among others, an interesting visual deficit that is often associated with DD is excessive visual crowding. Crowding is defined as difficulty in the ability to recognize objects when surrounded by similar items. Crowding, typically observed in peripheral vision, could be modulated by attentional processes. The direct consequence of stronger crowding on reading is the inability to recognize letters when they are surrounded by other letters. This problem directly translates to reading at a slower speed and being more prone to making errors while reading. Our aim is to review the literature supporting the important role of crowding in DD. Moreover, we are interested in proposing new possible studies in order to clarify whether the observed excessive crowding could be a cause rather than an effect of DD. Finally, we also suggest possible remediation and even prevention programs that could be based on reducing the crowding in children with or at risk for DD without involving any phonological or orthographic training.
AD  - Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua, Italy Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Lecco, Italy.
AN  - 25589292
AU  - Gori, S.
AU  - Facoetti, A.
DA  - Jan 14
DO  - 10.1167/15.1.8
DP  - NLM
ET  - 2015/01/16
J2  - Journal of vision
KW  - *Crowding
Dyslexia/*physiopathology
Humans
Learning
*Reading
Visual Perception/*physiology
action video games
crowding
noise exclusion
perceptual learning
reading disorder
selective attention
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1534-7362
SP  - 15.1.8
ST  - How the visual aspects can be crucial in reading acquisition? The intriguing case of crowding and developmental dyslexia
T2  - J Vis
TI  - How the visual aspects can be crucial in reading acquisition? The intriguing case of crowding and developmental dyslexia
VL  - 15
ID  - 204250
ER  - 


TY  - JOUR
AB  - Several studies have demonstrated that children with dyslexia frequently show poor and slow handwriting skills. It is not clear whether these difficulties are a consequence of their spelling deficit or if they arise from graphomotor difficulties. The present study aims to test the hypothesis of the presence of handwriting difficulties in dyslexia, through the investigation of the impact of graphic and orthographic complexity of words on writing. Participants were all monolingual French-speaking children. Twenty-three children with dyslexia (DYS) were compared to two groups of typically developing children: 23 chronological-age (CA) matched children and 23 spelling-age (SA) matched children. They were assessed on a single-word dictation task of 40 words on a digital tablet. The target words varied in orthographic complexity and in graphic complexity (simple vs. difficult). This task was scored on spelling accuracy, handwriting quality and handwriting speed. General Linear Mixed Model analyses revealed no global differences between the three groups for handwriting quality. However, the DYS children were more impacted by the graphic complexity of words than both the CA and SA children. These findings support the idea that children with dyslexia struggle with the graphomotor aspects of writing and have potential implications for educational and clinical supports.
AD  - Psychological Sciences Research Institute, Université catholique de Louvain, 10 Place Cardinal Mercier, 1348 Louvain-la-Neuve, Belgium. Electronic address: claire.gosse@uclouvain.be.
Psychological Sciences Research Institute, Université catholique de Louvain, 10 Place Cardinal Mercier, 1348 Louvain-la-Neuve, Belgium. Electronic address: marie.vanreybroeck@uclouvain.be.
AN  - 31841819
AU  - Gosse, C.
AU  - Van Reybroeck, M.
DA  - Feb
DO  - 10.1016/j.ridd.2019.103553
DP  - NLM
ET  - 2019/12/17
J2  - Research in developmental disabilities
KW  - Dyslexia
Graphomotor abilities
Handwriting
Learning disability
Spelling
Writing development
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0891-4222
SP  - 103553
ST  - Do children with dyslexia present a handwriting deficit? Impact of word orthographic and graphic complexity on handwriting and spelling performance
T2  - Res Dev Disabil
TI  - Do children with dyslexia present a handwriting deficit? Impact of word orthographic and graphic complexity on handwriting and spelling performance
VL  - 97
ID  - 204752
ER  - 


TY  - JOUR
AB  - Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.
AD  - 1 University of California, Santa Barbara, USA.
AN  - 28170283
AU  - Gottfried, M. A.
AU  - Sublett, C.
DA  - May/Jun
DO  - 10.1177/0022219417690356
DP  - NLM
ET  - 2017/02/09
J2  - Journal of learning disabilities
KW  - *Academic Success
Adolescent
*Curriculum
Engineering/*education
Female
Humans
*Learning Disabilities
Male
Mathematics/*education
Schools
Science/*education
Technology/*education
*age
*coursework
*high school
*secondary data analysis
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0022-2194
SP  - 250-267
ST  - Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?
T2  - J Learn Disabil
TI  - Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?
VL  - 51
ID  - 204097
ER  - 


TY  - JOUR
AB  - This usability study evaluated users' perceptions of a multimedia prototype for a new e-learning tool: Anatomy of the Central Nervous System: A Multimedia Course. Usability testing is a collection of formative evaluation methods that inform the developmental design of e-learning tools to maximize user acceptance, satisfaction, and adoption. Sixty-two study participants piloted the prototype and completed a usability questionnaire designed to measure two usability properties: program need and program applicability. Statistical analyses were used to test the hypothesis that the multimedia prototype was well designed and highly usable, it was perceived as: (1) highly needed across a spectrum of educational contexts, (2) highly applicable in supporting the pedagogical processes of teaching and learning neuroanatomy, and (3) was highly usable by all types of users. Three independent variables represented user differences: level of expertise (faculty vs. student), age, and gender. Analysis of the results supports the research hypotheses that the prototype was designed well for different types of users in various educational contexts and for supporting the pedagogy of neuroanatomy. In addition, the results suggest that the multimedia program will be most useful as a neuroanatomy review tool for health-professions students preparing for licensing or board exams. This study demonstrates the importance of integrating quality properties of usability with principles of human learning during the instructional design process for multimedia products.
AD  - Division of Anatomy, Ohio State University College of Medicine, Columbus, Ohio. gould.97@osu.edu
AN  - 19177405
AU  - Gould, D. J.
AU  - Terrell, M. A.
AU  - Fleming, J.
C2  - Pmc4532302
C6  - Nihms347502
DA  - Jul-Aug
DO  - 10.1002/ase.36
DP  - NLM
ET  - 2009/01/30
J2  - Anatomical sciences education
KW  - Adult
Age Factors
Comprehension
Computer Graphics
Computer Literacy
*Computer Simulation
*Computer-Assisted Instruction
Faculty
Female
Humans
Imaging, Three-Dimensional
Learning
Male
Middle Aged
*Models, Anatomic
*Multimedia
Neuroanatomy/*education
Perception
Students/psychology
Surveys and Questionnaires
User-Computer Interface
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1935-9772 (Print)
1935-9772
SP  - 175-83
ST  - A usability study of users' perceptions toward a multimedia computer-assisted learning tool for neuroanatomy
T2  - Anat Sci Educ
TI  - A usability study of users' perceptions toward a multimedia computer-assisted learning tool for neuroanatomy
VL  - 1
ID  - 204241
ER  - 


TY  - JOUR
AB  - BACKGROUND: The DREAMS Partnership is an ambitious effort to deliver combinations of biomedical, behavioural and structural interventions to reduce HIV incidence among adolescent girls and young women (AGYW). To inform multi-sectoral programming at scale, across diverse settings in Kenya and South Africa, we identified who the programme is reaching, with which interventions and in what combinations. METHODS: Randomly-selected cohorts of 606 AGYW aged 10-14 years and 1081 aged 15-22 years in Nairobi and 2184 AGYW aged 13-22 years in uMkhanyakude, KwaZulu-Natal, were enrolled in 2017, after ~ 1 year of DREAMS implementation. In Gem, western Kenya, population-wide cross-sectional survey data were collected during roll-out in 2016 (n = 1365 AGYW 15-22 years). We summarised awareness and invitation to participate in DREAMS, uptake of interventions categorised by the DREAMS core package, and uptake of a subset of 'primary' interventions. We stratified by age-group and setting, and compared across AGYW characteristics. RESULTS: Awareness of DREAMS was higher among younger women (Nairobi: 89%v78%, aged 15-17v18-22 years; uMkhanyakude: 56%v31%, aged 13-17v18-22; and Gem: 28%v25%, aged 15-17v18-22, respectively). HIV testing was the most accessed intervention in Nairobi and Gem (77% and 85%, respectively), and school-based HIV prevention in uMkhanyakude (60%). Among those invited, participation in social asset building was > 50%; > 60% accessed ≥2 core package categories, but few accessed all primary interventions intended for their age-group. Parenting programmes and community mobilisation, including those intended for male partners, were accessed infrequently. In Nairobi and uMkhanyakude, AGYW were more likely to be invited to participate and accessed more categories if they were: aged < 18 years, in school and experienced socio-economic vulnerabilities. Those who had had sex, or a pregnancy, were less likely to be invited to participate but accessed more categories. CONCLUSIONS: In representative population-based samples, awareness and uptake of DREAMS were high after 1 year of implementation. Evidence of 'layering' (receiving multiple interventions from the DREAMS core package), particularly among more socio-economically vulnerable AGYW, indicate that intervention packages can be implemented at scale, for intended recipients, in real-world contexts. Challenges remain for higher coverage and greater 'layering', including among older, out-of-school AGYW, and community-based programmes for families and men.
AD  - Faculty of Epidemiology and Population Health, London School of Hygiene & Tropical Medicine, Keppel Street, London, WC1E 7HT, UK. annabelle.gourlay@lshtm.ac.uk.
Faculty of Epidemiology and Population Health, London School of Hygiene & Tropical Medicine, Keppel Street, London, WC1E 7HT, UK.
Africa Health Research Institute, Durban, KwaZulu-Natal, South Africa.
Africa Population and Health Research Center, Nairobi, Kenya.
Centre for Global Health Research, Kenya Medical Research Institute, Kisumu, Kenya.
Institute for Global Health, University College London, London, UK.
AN  - 31666043
AU  - Gourlay, A.
AU  - Birdthistle, I.
AU  - Mthiyane, N. T.
AU  - Orindi, B. O.
AU  - Muuo, S.
AU  - Kwaro, D.
AU  - Shahmanesh, M.
AU  - Baisley, K.
AU  - Ziraba, A.
AU  - Floyd, S.
C2  - Pmc6824290
DA  - Oct 30
DO  - 10.1186/s12889-019-7766-1
DP  - NLM
ET  - 2019/11/02
J2  - BMC public health
KW  - Adolescent
Adult
*Awareness
Child
Cross-Sectional Studies
Female
HIV Infections/*prevention & control
*Health Behavior
Health Knowledge, Attitudes, Practice
Health Promotion/*methods
Humans
Incidence
Kenya
Male
*Patient Acceptance of Health Care
Pregnancy
Primary Prevention/*methods
*Program Evaluation
Sexual Behavior
Sexual Partners
South Africa
Surveys and Questionnaires
Young Adult
Adolescent girls
Complex intervention
Evaluation
HIV prevention
Implementation
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1471-2458
SP  - 1417
ST  - Awareness and uptake of layered HIV prevention programming for young women: analysis of population-based surveys in three DREAMS settings in Kenya and South Africa
T2  - BMC Public Health
TI  - Awareness and uptake of layered HIV prevention programming for young women: analysis of population-based surveys in three DREAMS settings in Kenya and South Africa
VL  - 19
ID  - 204633
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To update the clinical recommendations for cognitive rehabilitation of people with multiple sclerosis (MS), based on a systematic review of the literature from 2007 through 2016. DATA SOURCES: Searches of MEDLINE, PsycINFO, and CINAHL were conducted with a combination of the following terms: attention, awareness, cognition, cognitive, communication, executive, executive function, language, learning, memory, perception, problem solving, reasoning, rehabilitation, remediation, training, processing speed, and working memory. One hundred twenty-nine articles were identified and underwent initial screening. STUDY SELECTION: Fifty-nine articles were selected for inclusion after initial screening. Nineteen studies were excluded after further detailed review. Forty studies were fully reviewed and evaluated. DATA EXTRACTION: Articles were assigned to 1 of 6 categories: attention, learning and memory, processing speed and working memory, executive functioning, metacognition, or nonspecified/combined cognitive domains. Articles were abstracted and levels of evidence were decided using specific criteria. DATA SYNTHESIS: The current review yielded 6 class I studies, 10 class II studies, and 24 class III studies. One intervention in the area of verbal learning and memory received support for a practice standard, 2 computer programs received support as practice guidelines (in the area of attention and multicognitive domains), and several studies provided support for 5 practice options in the domains of attention and learning and memory. CONCLUSIONS: Substantial progress has been made since our previous review regarding the identification of effective treatments for cognitive impairments in persons with MS. However, much work remains to be done to optimize rehabilitation potential by applying the most methodologically rigorous research designs to provide class I evidence in support of a given treatment strategy.
AD  - Department of Occupational Therapy, New York University, New York, NY; Kessler Foundation, East Hanover, NJ.
Kessler Foundation, East Hanover, NJ; Department of Physical Medicine and Rehabilitation, Rutgers University - New Jersey Medical School, Newark, NJ.
Kessler Foundation, East Hanover, NJ.
Kessler Foundation, East Hanover, NJ; Department of Physical Medicine and Rehabilitation, Rutgers University - New Jersey Medical School, Newark, NJ; Department of Neurology and Neurosciences, Rutgers University - New Jersey Medical School, Newark, NJ. Electronic address: jdeluca@kesslerfoundation.org.
AN  - 28958607
AU  - Goverover, Y.
AU  - Chiaravalloti, N. D.
AU  - O'Brien, A. R.
AU  - DeLuca, J.
DA  - Feb
DO  - 10.1016/j.apmr.2017.07.021
DP  - NLM
ET  - 2017/09/30
J2  - Archives of physical medicine and rehabilitation
KW  - Cognition Disorders/etiology/physiopathology/*rehabilitation
Cognitive Behavioral Therapy/*methods
Evidence-Based Medicine
Humans
Multiple Sclerosis/complications/*rehabilitation
*Cognition disorders
*Cognitive therapy
*Multiple sclerosis
*Practice guidelines as topic
*Rehabilitation
*Review [publication type]
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0003-9993
SP  - 390-407
ST  - Evidenced-Based Cognitive Rehabilitation for Persons With Multiple Sclerosis: An Updated Review of the Literature From 2007 to 2016
T2  - Arch Phys Med Rehabil
TI  - Evidenced-Based Cognitive Rehabilitation for Persons With Multiple Sclerosis: An Updated Review of the Literature From 2007 to 2016
VL  - 99
ID  - 204816
ER  - 


TY  - JOUR
AB  - INTRODUCTION: Mathematic difficulties are relatively frequent at school. With some frequency they appear associated to other troubles and learning disorders, thus provoking anxiety feelings in children. In case of not intervening on such difficulties their consequences may be extended until adulthood. Despite that, their intervention has not been widely administered, notably in the educational ambit. The main reason is that there is not a unique definition, which makes their detection not easy. However, some of the recent advances in neuroscience could improve this situation. AIM: To review and summarize the main contributions provided by the neuroimaging techniques to the learning of numerical abilities and their difficulties, and how these techniques could be useful to intervene on the educational practice. DEVELOPMENT: The ample advances of the neuroimaging techniques have allowed us the access to relevant information regarding the brain areas underlying each numerical task at childhood and at adulthood, and that made possible the design of intervention programs addressed to improve children' learning when there are any numerical difficulties. Some of the results obtained after the administration of these programs are positive, but they are not very generalizable yet. CONCLUSIONS: In the future it should be expanded the use of neuroimaging techniques in order to implement the explanation of learning processes and detecting areas that, in case of not being correctly activated, could lead to any mathematic difficulties. Ultimately, research supported by these techniques should assist the development of programs devoted to intervene on mathematics in the educational field.
AD  - Universidad de Zaragoza, 50013 Zaragoza, Espana.
AN  - 24399623
AU  - Gracia-Bafalluy, M.
AU  - Escolano-Pérez, E.
DA  - Jan 16
DP  - NLM
ET  - 2014/01/09
J2  - Revista de neurologia
KW  - Adult
Brain Mapping
Child
Child, Preschool
Dominance, Cerebral
Dyscalculia/*physiopathology/rehabilitation
Education, Special/methods
Forecasting
Frontal Lobe/physiopathology
Humans
Infant
Mathematics/education
Models, Neurological
*Neuroimaging
Parietal Lobe/physiopathology
LA  - spa
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
OP  - Aportaciones de la neurociencia al aprendizaje de las habilidades numericas.
PY  - 2014
SN  - 0210-0010
SP  - 69-76
ST  - [Contributions of neuroscience to the learning of numerical abilities]
T2  - Rev Neurol
TI  - [Contributions of neuroscience to the learning of numerical abilities]
VL  - 58
ID  - 204128
ER  - 


TY  - JOUR
AB  - BACKGROUND: Informatics tools may help support hypertension management. OBJECTIVE: To design, implement and evaluate a web-based system for patient anti-hypertensive medication self-titration. METHODS: Study stages included: six focus groups (50 patients) to identify barriers/facilitators to patient medication self-titration, software design informed by qualitative analysis of focus group responses and a six-month single-arm pilot study (20 patients) to assess implementation feasibility. RESULTS: Focus groups emphasised patient need to feel confident that their own primary care providers were directly involved and approved of the titration protocol. Physicians required 3.3 ± 2.8 minutes/patient to create individualised six-step medication pathways for once-monthly blood pressure evaluations. Pilot participants (mean age of 51.5 ± 11 years, 45% women, mean baseline blood pressure 139/84 ± 12.2/7.5 mmHg) had five medication increases, two non-adherence self-reports, 52 months not requiring medication changes, 24 skipped months and 17 months with no evaluations due to technical issues. Four pilot patients dropped out before study completion. From baseline to study completion, blood pressure decreased among the 16 patients remaining in the study (8.0/4.7 mmHg, p = 0.03 for both systolic and diastolic pressures). CONCLUSIONS: Lessons learned included the benefit of qualitative patient analysis prior to system development and the feasibility of physicians designing individual treatment pathways. Any potential clinical benefits were offset by technical problems, the tendency for patients to skip their monthly self-evaluations and drop outs. To be more widely adopted such systems must effectively generalise to a wider range of patients and be integrated into clinical workflow.
AD  - Division of Research, Kaiser Permanente Northern California, Oakland, CA 94612, USA.
AN  - 23336836
AU  - Grant, R. W.
AU  - Pandiscio, J. C.
AU  - Pajolek, H.
AU  - Woulfe, A.
AU  - Pelletier, A.
AU  - Kvedar, J.
AU  - Park, E. R.
C2  - Pmc3829638
C6  - Nihms500155
DO  - 10.14236/jhi.v20i1.48
DP  - NLM
ET  - 2013/01/23
J2  - Informatics in primary care
KW  - Adult
Antihypertensive Agents/administration & dosage/*therapeutic use
Awareness
Blood Pressure
*Clinical Protocols
Female
Focus Groups
Humans
Hypertension/*drug therapy
*Internet
Male
Medication Adherence
Middle Aged
Motivation
Pilot Projects
Self Administration/methods
Self Care/*methods
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1476-0320 (Print)
1475-9985
SP  - 57-67
ST  - Implementation of a web-based tool for patient medication self-management: the Medication Self-titration Evaluation Programme (Med-STEP) for blood pressure control
T2  - Inform Prim Care
TI  - Implementation of a web-based tool for patient medication self-management: the Medication Self-titration Evaluation Programme (Med-STEP) for blood pressure control
VL  - 20
ID  - 204150
ER  - 


TY  - JOUR
AB  - Performing oral care procedures with children with autism who exhibit noncompliance can be challenging for oral care professionals. Previous research has elucidated a number of effective behavior analytic procedures for increasing compliance, but some procedures are likely to be too time consuming and expensive for community-based oral care providers to adopt. The purpose of this study was to use Behavioral Skills Training to teach dental hygiene students and staff to implement basic function-based behavior analytic strategies to reduce noncompliance and increase their success in performing oral care exams and cleanings in vivo. All participants rapidly acquired the techniques and used them effectively during exams and cleanings following BST, and skills generalized to their completion of an X-ray procedure with several children with autism. The number of steps attempted in all procedures increased relative to baseline for all participants. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Rehfeldt, Ruth Anne, Behavior Analysis and Therapy Program, Rehabilitation Institute, Southern Illinois University, Carbondale, IL, US, 62901-4609
AN  - 2012-13564-002
AU  - Graudins, Maija M.
AU  - Rehfeldt, Ruth Anne
AU  - DeMattei, Ronda
AU  - Baker, Jonathan C.
AU  - Scaglia, Fiorella
DB  - APA PsycInfo
DO  - 10.1016/j.rasd.2011.12.010
DP  - EBSCOhost
KW  - behavioral skills
oral care providers
autism
Autism Spectrum Disorders
Behavioral Sciences
Oral Health
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2012
SN  - 1750-9467
1878-0237
SP  - 978-987
ST  - Exploring the efficacy of behavioral skills training to teach basic behavior analytic techniques to oral care providers
T2  - Research in Autism Spectrum Disorders
TI  - Exploring the efficacy of behavioral skills training to teach basic behavior analytic techniques to oral care providers
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-13564-002&site=ehost-live&scope=site
ORCID: 0000-0002-0823-857X
rehfeldt@siu.edu
VL  - 6
ID  - 204933
ER  - 


TY  - JOUR
AB  - BACKGROUND: The working context for speech and language therapists (SLTs) delivering interventions to adults who have a learning disability has changed following the reorganization of care provision from hospitals to the community. Consequently, SLTs often deliver their care within a social model of disability through indirect intervention in collaboration with carers. However, there has been little research into how this approach works in practice. AIMS: To gain insight into the working context by identifying the key factors that influence indirect SLT interventions as perceived by SLTs and by paid carers from a range of service providers. To explore the implications of the results for the delivery of indirect SLT interventions and provide direction for further research. METHODS & PROCEDURES: Semi-structured interviews were used to collect data from an opportunistic sample of five SLTs working in Community Learning Disability Teams (CLDTs) and 12 carers from residential and day care services who had had experience of working with SLTs. The data were analysed inductively using a grounded theory framework. OUTCOMES & RESULTS: Two broad themes emerged for SLTs: roles and expectations, and changing carer behaviour through training. The key themes for carers were roles and values, awareness of communication needs, and motivation and opportunity to implement interventions. Four broad factors are suggested as having the potential to influence indirect interventions: diversity in the working context; possible conflict between the guiding values of SLTs and carers, particularly residential carers; collaboration and support for implementation; and SLT doubts about the effectiveness of formal carer communication training. CONCLUSIONS: The results add to the evidence that the delivery of indirect speech and language therapy interventions to people with learning disabilities is a complex activity demanding specialist skills from SLTs. The findings suggest that these should include expertise in professional collaborative and relational skills, and training methods and strategies. Action research is needed to test the validity of the findings and document their impact on indirect interventions in day-to-day practice. More research is needed on the effectiveness of modelling or demonstration as a training technique with carers.
AD  - Forest CLDT, Belle Vue Centre, Cinderford, UK. judy.graves@glospart.nhs.uk
AN  - 17454239
AU  - Graves, J.
DA  - Mar
DO  - 10.1080/13682820601171373
DP  - NLM
ET  - 2007/04/25
J2  - International journal of language & communication disorders
KW  - Adolescent
Adult
Aged
*Attitude of Health Personnel
Awareness
Clinical Competence
Community Health Services
Education, Continuing
Female
Humans
Interprofessional Relations
Language Therapy/methods/*psychology
Learning Disabilities/psychology/*therapy
Male
Middle Aged
Motivation
Patient Care Team
Role
Speech Therapy/methods/*psychology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1368-2822 (Print)
1368-2822
SP  - 103-21
ST  - Factors influencing indirect speech and language therapy interventions for adults with learning disabilities: the perceptions of carers and therapists
T2  - Int J Lang Commun Disord
TI  - Factors influencing indirect speech and language therapy interventions for adults with learning disabilities: the perceptions of carers and therapists
VL  - 42 Suppl 1
ID  - 204213
ER  - 


TY  - JOUR
AB  - INTRODUCTION: This paper reports the findings of a national online survey to parents of children aged 5 and younger. The objectives of the study were to assess parental understanding of childhood immunizations, identify sources of information that they trust for vaccine-related content, assess where parents with young children stand on the key issues in the public debate about vaccination, and identify which risk communication messages are most effective for influencing the behaviours of vaccine hesitant parents. METHODS: A total of 1,000 surveys (closed and open-ended questions) were administered in November 2015 using the Angus Reid Forum Panel, a key consumer panel consisting of approximately 150,000 Canadian adults aged 18 and older, spread across all geographic regions of Canada. RESULTS: Approximately 92% of the Canadian parents surveyed consider vaccines safe and effective, and trust doctors and public health officials to provide timely and credible vaccine-related information. However, a concerning number of them either believe or are uncertain whether there is a link between vaccines and autism (28%), worry that vaccines might seriously harm their children (27%), or believe the pharmaceutical industry is behind the push for mandatory immunization (33%). Moreover, despite the common assumption that social media are becoming the go-to source of health news and information, most parents still rely on traditional media and official government websites for timely and credible information about vaccines and vaccine preventable diseases, particularly during community-based disease outbreaks. Finally, parents reported high levels of support for pro-vaccine messaging that has been demonstrated in previous research to have little to no positive impact on behaviour change, and may even be counterproductive. DISCUSSION: The study's results are highly relevant in a context where public health officials are expending significant resources to increase rates of childhood immunization and combat vaccine hesitancy. The data offer insight into where parents stand on the political and public debate about mandatory vaccination, what aspects of vaccine science remain uncertain to them, which media and institutional sources they use and trust to navigate the health information environment, how they look for information and whom they trust during periods of health emergency or crisis, and which communication strategies are considered most effective in persuading vaccine hesitant parents to immunize their children.
AD  - School of Journalism and Communication, Carleton University, Ottawa, Ontario, Canada.
Institut National de Santé Publique du Québec, Québec, Canada; Centre de Recherche du CHU de Québec, Université Laval, Québec, Canada.
Department of Community Health Sciences, Max Rady College of Medicine, University of Manitoba, Winnipeg, Manitoba, Canada.
AN  - 28357154
AU  - Greenberg, J.
AU  - Dubé, E.
AU  - Driedger, M.
C2  - Pmc5346025
DA  - Mar 3
DO  - 10.1371/currents.outbreaks.0561a011117a1d1f9596e24949e8690b
DP  - NLM
ET  - 2017/03/31
J2  - PLoS currents
KW  - MMR vaccine
anti-vaccination
health communication
immunization
public health
risk communication
vaccine hesitancy
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2157-3999
ST  - Vaccine Hesitancy: In Search of the Risk Communication Comfort Zone
T2  - PLoS Curr
TI  - Vaccine Hesitancy: In Search of the Risk Communication Comfort Zone
VL  - 9
ID  - 204724
ER  - 


TY  - JOUR
AB  - Accommodating adult basic education (ABE) learners with learning disabilities (LD) is common practice across many instructional, testing, and work settings. However, the results from this literature search indicate that very few empirically based studies are available to support or reject the effectiveness of a great deal of accommodation implementation. In addition, in light of the profound changes to literacy taking place in today's digital, networked, and multimodal world, technology is redefining traditional concepts of accessibility and accommodation.
AD  - University of Georgia, College of Education, Athens, GA 30602, USA. ngregg@uga.edu
AN  - 22064949
AU  - Gregg, N.
DA  - Jan-Feb
DO  - 10.1177/0022219411426855
DP  - NLM
ET  - 2011/11/09
J2  - Journal of learning disabilities
KW  - Achievement
Adolescent
Adult
Computer-Assisted Instruction
Disability Evaluation
*Education, Special
Educational Measurement
*Evidence-Based Practice
*Health Services Accessibility
Humans
Learning Disabilities/diagnosis/epidemiology/*rehabilitation
Mathematics
Needs Assessment
Reading
Rehabilitation, Vocational
Research
Social Environment
United States
Writing
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0022-2194
SP  - 47-63
ST  - Increasing access to learning for the adult basic education learner with learning disabilities: evidence-based accommodation research
T2  - J Learn Disabil
TI  - Increasing access to learning for the adult basic education learner with learning disabilities: evidence-based accommodation research
VL  - 45
ID  - 204042
ER  - 


TY  - JOUR
AB  - Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students' metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research.
AD  - Department of Biology, Grinnell College, Grinnell, IA 50112 greggjol@grinnell.edu.
Department of Chemistry, Grinnell College, Grinnell, IA 50112.
Science Education Resource Center, Carleton College, Northfield, MN 55057.
Office of the Dean, Grinnell College, Grinnell, IA 50112.
Center for Teaching, Learning, and Assessment, Grinnell College, Grinnell, IA 50112.
Department of Psychology, Grinnell College, Grinnell, IA 50112.
AN  - 27587855
AU  - Gregg-Jolly, L.
AU  - Swartz, J.
AU  - Iverson, E.
AU  - Stern, J.
AU  - Brown, N.
AU  - Lopatto, D.
C2  - Pmc5008890
DA  - fall
DO  - 10.1187/cbe.16-01-0044
DP  - NLM
ET  - 2016/09/03
J2  - CBE life sciences education
KW  - *Art
Attitude
Curriculum
Engineering/*education
Humans
Mathematics/*education
Science/*education
Students/statistics & numerical data
Surveys and Questionnaires
Technology/*education
*Universities
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1931-7913
ST  - Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College
T2  - CBE Life Sci Educ
TI  - Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College
VL  - 15
ID  - 204401
ER  - 


TY  - JOUR
AB  - Educators were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities. The Individuals with Disabilities Education Improvement Act promotes an alternative method, response to intervention, or RTI, not only to identify these children but also to provide early intervention to all children at risk for school failure. Children with complex communication needs who use augmentative and alternative communication (AAC) are at risk for failure in the classroom and can benefit from the educational supports provided through RTI. This article discusses the levels of support provided by RTI, the speech-language pathologist's role in RTI, and strategies and supports for achieving academic success for children who use AAC.
AD  - Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio 45229-3039, USA. sandra.grether@cchmc.org
AN  - 18645917
AU  - Grether, S. M.
AU  - Sickman, L. S.
DA  - May
DO  - 10.1055/s-2008-1079129
DP  - NLM
ET  - 2008/07/23
J2  - Seminars in speech and language
KW  - Child
*Communication Aids for Disabled
Cooperative Behavior
*Education, Special
Evidence-Based Practice
Humans
Learning Disabilities/*rehabilitation
*Mainstreaming, Education
Peer Group
Reading
Speech-Language Pathology
Writing
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0734-0478 (Print)
0734-0478
SP  - 155-63
ST  - AAC and RTI: building classroom-based strategies for every child in the classroom
T2  - Semin Speech Lang
TI  - AAC and RTI: building classroom-based strategies for every child in the classroom
VL  - 29
ID  - 204164
ER  - 


TY  - JOUR
AB  - CONTEXT: Young children have increasing access to interactive applications (apps) at home and at school. Existing research is clear on the potential dangers of overuse of screens, but there is less clarity around the extent to which interactive apps may be helpful in supporting early learning. OBJECTIVE: In this systematic review, we present a narrative synthesis of studies examining whether children <6 years can learn from interactive apps. DATA SOURCES: The PsycInfo, PubMed, ACM Digital Library, and ERIC databases were searched. STUDY SELECTION: Studies were included if the study design was randomized or nonrandomized controlled (quasi-experimental), the sample mean age was <6 years, the intervention involved children playing with an interactive app, and academic, cognitive, or social-emotional skill outcomes were measured. DATA EXTRACTION: Of 1447 studies, 35 were included. RESULTS: Evidence of a learning benefit of interactive app use for early academic skills was found across multiple studies, particularly for early mathematics learning in typically developing children. Researchers did not find evidence of an intervention effect for apps aiming to improve social communication skills in children with autism spectrum disorder. LIMITATIONS: Risk of bias was unclear for many studies because of inadequate reporting. Studies were highly heterogenous in interventions, outcomes, and study design, making comparisons of results across studies difficult. CONCLUSIONS: There is emerging evidence to suggest that interactive apps may be useful and accessible tools for supporting early academic development. More research is needed to evaluate both the potential of educational apps to support early learning, and their limitations.
AD  - Department of Psychology and Center for Children and Families, Florida International University, Miami, Florida.
Department of Psychology and Center for Children and Families, Florida International University, Miami, Florida dbagner@fiu.edu.
AN  - 31871246
AU  - Griffith, S. F.
AU  - Hagan, M. B.
AU  - Heymann, P.
AU  - Heflin, B. H.
AU  - Bagner, D. M.
DA  - Jan
DO  - 10.1542/peds.2019-1579
DP  - NLM
ET  - 2019/12/25
J2  - Pediatrics
KW  - Age Factors
Autism Spectrum Disorder/psychology
Child, Preschool
Communication
Educational Status
Executive Function
Humans
*Learning
Mathematics/*education
*Mobile Applications
*Reading
Social Communication Disorder/therapy
*Video Games
conflicts of interest to disclose.
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0031-4005
ST  - Apps As Learning Tools: A Systematic Review
T2  - Pediatrics
TI  - Apps As Learning Tools: A Systematic Review
VL  - 145
ID  - 203982
ER  - 


TY  - CHAP
A2  - Baron, M. Grace
A2  - Groden, June
A2  - Lipsitt, Lewis
AB  - This chapter addresses the characteristics of autism that make this population especially vulnerable to stress; assessment procedures to measure responses to stressors; and clinical, educational, and home/community-based strategies for stress reduction. Special emphasis is given to the role and value of self-control to reduce the stress in the lives of individuals with autism and to increase the use of proactive, adaptive, coping techniques. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2006-13514-001
AU  - Groden, June
AU  - Baron, M. Grace
AU  - Groden, Gerald
CY  - New York, NY
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - assessment procedures
autism
stress
stress reduction strategies
self-control
coping techniques
Autism Spectrum Disorders
Measurement
Stress Management
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - Oxford University Press
PY  - 2006
SN  - 0-19518226X
9780195182262
SP  - 15-41
ST  - Assessment and coping strategies
T2  - Stress and coping in autism.
TI  - Assessment and coping strategies
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-13514-001&site=ehost-live&scope=site
ID  - 204874
ER  - 


TY  - JOUR
AB  - The present study was designed to teach conversational speech using text-message prompts to children with autism spectrum disorder (ASD) in home play settings with siblings and peers. A multiple baseline design across children was used. Children learned conversational speech through the text-message prompts, and the behavior generalized across peers and settings. Maintenance of treatment gains was seen at 1-month follow-up probes. Social validity measures indicated that parents of typically developing children viewed the participants' conversational speech as much improved after the intervention. Results are discussed in terms of the efficacy of text-message prompts as a promising way to improve conversational speech for children with ASD.
AN  - EJ1157201
AU  - Grosberg, Denise
AU  - Charlop, Marjorie H.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Children
Communication Skills
Teaching Methods
Computer Mediated Communication
Telecommunications
Prompting
Outcomes of Treatment
Instructional Effectiveness
Play
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 0021-8855
SP  - 789-804
ST  - Teaching Conversational Speech to Children with Autism Spectrum Disorder Using Text-Message Prompting
T2  - Journal of Applied Behavior Analysis
TI  - Teaching Conversational Speech to Children with Autism Spectrum Disorder Using Text-Message Prompting
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1157201&site=ehost-live&scope=site
http://dx.doi.org/10.1002/jaba.403
VL  - 50
ID  - 205342
ER  - 


TY  - JOUR
AB  - Reviews the video, 24/7 by M. A. C. Fallon and D. Priest (2005). Fallon and Priest have created a powerful documentary that takes a hard look at the realities of providing full-time care for someone with a significant developmental disability. In 24/7, caregivers talk about the emotional, physical, and financial demands associated with caregiving. This video also comments on the state of Medicaid supports and services for adults with developmental disabilities and their families. Specifically, it covers the home and community services waiver program and the extensive waiting list for waiver supports and services in Florida. This documentary offers video case studies of two families in Florida who provide full-time care for an adult child with a developmental disability. One family receives no governmental support for providing care and has been on a waiting list for services for over three years. This documentary could be a powerful tool for advocacy groups lobbying for improvements in funding for home and community based supports and services as it offers a window into the lives of those who depend on and need Medicaid services in order to continue to live in the community. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2009-06298-005
AU  - Gross, Judith M. S.
DB  - APA PsycInfo
DO  - 10.1080/19315860802390952
DP  - EBSCOhost
KW  - 24/7
developmental disability
families
Medicaid
community service
home care
Caregivers
Community Services
Developmental Disabilities
Family
Terrorism
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2008
SN  - 1931-5864
1931-5872
SP  - 260-261
ST  - Review of 24/7
T2  - Journal of Mental Health Research in Intellectual Disabilities
TI  - Review of 24/7
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-06298-005&site=ehost-live&scope=site
VL  - 1
ID  - 205012
ER  - 


TY  - JOUR
AB  - A key goal of computational neuroscience is to link brain mechanisms to behavioral functions. The present article describes recent progress towards explaining how laminar neocortical circuits give rise to biological intelligence. These circuits embody two new and revolutionary computational paradigms: Complementary Computing and Laminar Computing. Circuit properties include a novel synthesis of feedforward and feedback processing, of digital and analog processing, and of preattentive and attentive processing. This synthesis clarifies the appeal of Bayesian approaches but has a far greater predictive range that naturally extends to self-organizing processes. Examples from vision and cognition are summarized. A LAMINART architecture unifies properties of visual development, learning, perceptual grouping, attention, and 3D vision. A key modeling theme is that the mechanisms which enable development and learning to occur in a stable way imply properties of adult behavior. It is noted how higher-order attentional constraints can influence multiple cortical regions, and how spatial and object attention work together to learn view-invariant object categories. In particular, a form-fitting spatial attentional shroud can allow an emerging view-invariant object category to remain active while multiple view categories are associated with it during sequences of saccadic eye movements. Finally, the chapter summarizes recent work on the LIST PARSE model of cognitive information processing by the laminar circuits of prefrontal cortex. LIST PARSE models the short-term storage of event sequences in working memory, their unitization through learning into sequence, or list, chunks, and their read-out in planned sequential performance that is under volitional control. LIST PARSE provides a laminar embodiment of Item and Order working memories, also called Competitive Queuing models, that have been supported by both psychophysical and neurobiological data. These examples show how variations of a common laminar cortical design can embody properties of visual and cognitive intelligence that seem, at least on the surface, to be mechanistically unrelated.
AD  - Department of Cognitive and Neural Systems, Center for Adaptive Systems, Boston University, 677 Beacon Street, Boston, MA 02215, USA. steve@bu.edu
AN  - 17925241
AU  - Grossberg, S.
DO  - 10.1016/s0079-6123(06)65006-1
DP  - NLM
ET  - 2007/10/11
J2  - Progress in brain research
KW  - Animals
Cognition/*physiology
Computer Simulation
Humans
Neocortex/cytology/*physiology
Nerve Net/*physiology
*Neural Networks, Computer
Vision, Ocular/*physiology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0079-6123 (Print)
0079-6123
SP  - 79-104
ST  - Towards a unified theory of neocortex: laminar cortical circuits for vision and cognition
T2  - Prog Brain Res
TI  - Towards a unified theory of neocortex: laminar cortical circuits for vision and cognition
VL  - 165
ID  - 204061
ER  - 


TY  - JOUR
AB  - Background and Objective. In a previous study, we showed a new EEG processing methodology called Multi-Scale Ranked Organizing Map/Implicit Function As Squashing Time (MS-ROM/IFAST) performing an almost perfect distinction between computerized EEG of Italian children with autism spectrum disorder (ASD) and typically developing children. In this study, we assessed this system in distinguishing ASD subjects from children affected with other neuropsychiatric disorders (NPD). Methods. At a psychiatric practice in Texas, 20 children diagnosed with ASD and 20 children diagnosed with NPD were entered into the study. Continuous segments of artifact-free EEG data lasting 10 minutes were entered in MS-ROM/IFAST. From the new variables created by MS-ROM/IFAST, only 12 has been selected according to a correlation criterion. The selected features represent the input on which supervised machine learning systems (MLS) acted as blind classifiers. Results. The overall predictive capability in distinguishing ASD from other NPD cases ranged from 93% to 97.5%. The results were confirmed in further experiments in which Italian and US data have been combined. In this analysis, the best MLS reached 95.0% global accuracy in 1 out of 3 classes distinction (ASD, NPD, controls). This study demonstrates the value of EEG processing with advanced MLS in the differential diagnosis between ASD and NPD cases. The results were not affected by age, ethnicity and technicalities of EEG acquisition, confirming the existence of a specific EEG signature in ASD cases. To further support these findings, it was decided to test the behavior of already trained neural networks on 10 Italian very young ASD children (25-37 months). In this test, 9 out of 10 cases have been correctly recognized as ASD subjects in the best case. Conclusions. These results confirm the possibility of an early automatic autism detection based on standard EEG.
AD  - 1 Villa Santa Maria Foundation, Neuropsychiatric Rehabilitation Center, Autism Unit, Tavernerio (Como), Italy.
2 Semeion Research Centre of Sciences of Communication, Rome, Italy.
3 Department of Mathematical and Statistical Sciences, University of Colorado at Denver, CO, USA.
4 Tarnow Center for Self-Management, Houston, TX, USA.
AN  - 31296052
AU  - Grossi, E.
AU  - Buscema, M.
AU  - Della Torre, F.
AU  - Swatzyna, R. J.
DA  - Sep
DO  - 10.1177/1550059419861007
DP  - NLM
ET  - 2019/07/13
J2  - Clinical EEG and neuroscience
KW  - Adolescent
Autism Spectrum Disorder/diagnosis/*physiopathology
Child
Child, Preschool
Diagnosis, Differential
*Early Diagnosis
*Electroencephalography/methods
Female
Humans
*Machine Learning
Male
*Neural Networks, Computer
artificial neural network
autism spectrum disorder
children
differential diagnosis
electroencephalogram (EEG)
machine learning systems
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1550-0594
SP  - 319-331
ST  - The "MS-ROM/IFAST" Model, a Novel Parallel Nonlinear EEG Analysis Technique, Distinguishes ASD Subjects From Children Affected With Other Neuropsychiatric Disorders With High Degree of Accuracy
T2  - Clin EEG Neurosci
TI  - The "MS-ROM/IFAST" Model, a Novel Parallel Nonlinear EEG Analysis Technique, Distinguishes ASD Subjects From Children Affected With Other Neuropsychiatric Disorders With High Degree of Accuracy
VL  - 50
ID  - 204190
ER  - 


TY  - JOUR
AB  - In the study of the brain computer interface (BCI) system, electroencephalogram (EEG) signals induced by different movements of the same joint are hard to distinguish. This paper proposes a novel scheme that combined amplitude-frequency (AF) information of intrinsic mode function (IMF) with common spatial pattern (CSP), namely, AF-CSP to extract motor imagery (MI) features, and to improve classification performance, the second generation nondominated sorting evolutionary algorithm (NSGA-II) is used to tune hyperparameters for linear and nonlinear kernel one versus one twin support vector machine (OVO TWSVM). This model is compared with least squares support vector machine (LS-SVM), back propagation (BP), extreme learning machine (ELM), particle swarm optimization support vector machine (PSO-SVM), and grid search OVO TWSVM (GS OVO TWSVM) on our dataset; the recognition accuracy increased by 5.92%, 22.44%, 22.65%, 8.69%, and 5.75%. The proposed method has helped to achieve higher accuracy in BCI systems.
AD  - School of Mechanical Engineering, Northeast Electric Power University, 132012 Jilin, China.
AN  - 30050566
AU  - Guan, S.
AU  - Zhao, K.
AU  - Wang, F.
C2  - Pmc6046167
DO  - 10.1155/2018/6265108
DP  - NLM
ET  - 2018/07/28
J2  - Computational intelligence and neuroscience
KW  - Brain/*physiology
*Brain-Computer Interfaces
Electroencephalography/methods
Humans
Imagination/*physiology
Least-Squares Analysis
Linear Models
Motor Activity/*physiology
Nonlinear Dynamics
Pattern Recognition, Automated/*methods
Shoulder Joint/physiology
Signal Processing, Computer-Assisted
Support Vector Machine
Upper Extremity/*physiology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1687-5265 (Print)
SP  - 6265108
ST  - Multiclass Motor Imagery Recognition of Single Joint in Upper Limb Based on NSGA- II OVO TWSVM
T2  - Comput Intell Neurosci
TI  - Multiclass Motor Imagery Recognition of Single Joint in Upper Limb Based on NSGA- II OVO TWSVM
VL  - 2018
ID  - 204608
ER  - 


TY  - JOUR
AB  - The purpose of this study was to assess the informational content, readability, suitability and comprehensibility of websites offering educational information about monogenic diabetes available to patients. The top 20 results from 15 queries in four search engines were screened. Content analysis was performed by two independent coders. Readability was determined using Flesch-Kincaid grade level (FKGL) and Simplified Measure of Goobledygook (SMOG). The Comprehensibility Assessment of Materials (SAM + CAM) scale was utilized to evaluate website suitability and comprehensibility. Only 2% (N = 29) of 1200 screened websites met inclusion criteria. Content analysis showed that 16 websites presented information on at least the most common forms of MODY (1, 2 and 3), four addressed the utility of genetic counseling, and none included support resources for patients. All websites exceeded the consensus readability level (6th grade) as assessed by FKGL (10.1 grade) and SMOG (12.8 ± 1.5 grades). Although the majority (N = 20) of websites had an overall "adequate" to "superior" quality score (SAM + CAM score > = 40%), more than one-third scored "not suitable" in categories of content, literacy demand, graphics, and learning motivation. The online educational resources for monogenic diabetes have a high readability level and require improvement in ease of use and comprehensibility for patients with diabetes.
AD  - Division of Endocrinology, Diabetes & Nutrition, Program for Personalized and Genomic Medicine, Department of Medicine, University of Maryland School of Medicine, 685 W. Baltimore St., MSTF 3-14D, Baltimore, MD, 21201, USA. yguan@som.umaryland.edu.
Division of Endocrinology, Diabetes & Nutrition, Program for Personalized and Genomic Medicine, Department of Medicine, University of Maryland School of Medicine, 685 W. Baltimore St., MSTF 3-14D, Baltimore, MD, 21201, USA.
Department of Health, Behavior and Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.
Department of Epidemiology and Public Health, University of Maryland School of Medicine, Baltimore, MD, USA.
AN  - 28951986
AU  - Guan, Y.
AU  - Maloney, K. A.
AU  - Roter, D. L.
AU  - Pollin, T. I.
C2  - Pmc5869070
C6  - Nihms908979
DA  - Jun
DO  - 10.1007/s10897-017-0155-y
DP  - NLM
ET  - 2017/09/28
J2  - Journal of genetic counseling
KW  - Comprehension
*Diabetes Mellitus
Health Literacy/*standards
Humans
Internet/*standards
Patient Education as Topic/*standards
*Comprehensibility
*Monogenic diabetes
*Patient education
*Readability
*Website analysis
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1059-7700 (Print)
1059-7700
SP  - 608-615
ST  - Evaluation of the Informational Content, Readability and Comprehensibility of Online Health Information on Monogenic Diabetes
T2  - J Genet Couns
TI  - Evaluation of the Informational Content, Readability and Comprehensibility of Online Health Information on Monogenic Diabetes
VL  - 27
ID  - 204203
ER  - 


TY  - JOUR
AB  - Assessments of and interventions for executive functions have occupied a central role for neuropsychologists working with children with acquired brain injuries during the past three decades. More recently, awareness has grown about the role that executive functions play for all children and the significant impact they have on behavior and performance in home, school, and community settings. This article posits that demonstration of these functions in a real-world context is the standard by which assessment and intervention strategies should be judged. I then propose that contextually based interventions offer the best probability for meeting this standard. Support for this position is provided by the educational and behavioral literature on learning and transfer and by the neuroscience literature on pattern recognition and embodied cognition.
AD  - a Seacoast Mental Health Center , Portsmouth , New Hampshire.
AN  - 24568572
AU  - Guare, R.
DO  - 10.1080/21622965.2013.870015
DP  - NLM
ET  - 2014/02/27
J2  - Applied neuropsychology. Child
KW  - Child
Cognition/*physiology
Cognition Disorders/*rehabilitation
Cognitive Behavioral Therapy
Executive Function/*physiology
Humans
Motivation
Self-Help Devices
context
embodied cognition
environmental support
executive functions
training
transfer of learning
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 2162-2965
SP  - 226-32
ST  - Context in the development of executive functions in children
T2  - Appl Neuropsychol Child
TI  - Context in the development of executive functions in children
VL  - 3
ID  - 203994
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The aim of this study was to evaluate two cusp catastrophe models for cognitive workload and fatigue. They share similar cubic polynomial structures but derive from different underlying processes and contain variables that contribute to flexibility with respect to load and the ability to compensate for fatigue. BACKGROUND: Cognitive workload and fatigue both have a negative impact on performance and have been difficult to separate. Extended time on task can produce fatigue, but it can also produce a positive effect from learning or automaticity. METHOD: In this two-part experiment, 129 undergraduates performed tasks involving spelling, arithmetic, memory, and visual search. RESULTS: The fatigue cusp for the central memory task was supported with the quantity of work performed and performance on an episodic memory task acting as the control parameters. There was a strong linear effect, however. The load manipulations for the central task were competition with another participant for rewards, incentive conditions, and time pressure. Results supported the workload cusp in which trait anxiety and the incentive manipulation acted as the control parameters. CONCLUSION: The cusps are generally better than linear models for analyzing workload and fatigue phenomena; practice effects can override fatigue. Future research should investigate multitasking and task sequencing issues, physical-cognitive task combinations, and a broader range of variables that contribute to flexibility with respect to load or compensate for fatigue. APPLICATIONS: The new experimental medium and analytic strategy can be generalized to virtually any real-world cognitively demanding tasks. The particular results are generalizable to tasks involving visual search.
AD  - Marquette University, P.O. Box 1881, Milwaukee, WI 53201-1881, USA. Stephen.guastello@marquette.edu
AN  - 23156625
AU  - Guastello, S. J.
AU  - Boeh, H.
AU  - Schimmels, M.
AU  - Gorin, H.
AU  - Huschen, S.
AU  - Davis, E.
AU  - Peters, N. E.
AU  - Fabisch, M.
AU  - Poston, K.
DA  - Oct
DO  - 10.1177/0018720812442537
DP  - NLM
ET  - 2012/11/20
J2  - Human factors
KW  - Adolescent
Analysis of Variance
Catastrophization/psychology
Cognition/*physiology
Fatigue/*psychology
Female
Humans
Linear Models
Male
Memory/*physiology
Midwestern United States
Stress, Psychological
Task Performance and Analysis
Time Factors
Visual Perception/physiology
Workload/*psychology
Young Adult
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0018-7208 (Print)
0018-7208
SP  - 811-25
ST  - Cusp catastrophe models for cognitive workload and fatigue in a verbally cued pictorial memory task
T2  - Hum Factors
TI  - Cusp catastrophe models for cognitive workload and fatigue in a verbally cued pictorial memory task
VL  - 54
ID  - 204388
ER  - 


TY  - JOUR
AB  - OBJECTIVES: Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program. MATERIALS AND METHODS: In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done. RESULTS: Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach's alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1-8.9) at the risk of providing neutral or negative feedback than high achievers (P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3-11.8) at the risk of becoming low or middle achievers during the end of semester examination (P = 0.013). The multivariate analysis of "Agree" or "Disagree" and "Agree" or "Strongly Agree" was statistically significant. CONCLUSION: This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method.
AD  - Department of Life Sciences, School of Pharmacy, International Medical University, 57000 Kuala Lumpur, Malaysia.
Department of Community Medicine, International Medical University, 57000 Kuala Lumpur, Malaysia.
Department of Pharmacology, All India Institute of Medical Sciences, Dehradun, Uttarakhand, India.
Department of Pathology, International Medical University, 57000 Kuala Lumpur, Malaysia.
Department of e-Learning Resources, International Medical University, 57000 Kuala Lumpur, Malaysia.
AN  - 28031607
AU  - Gubbiyappa, K. S.
AU  - Barua, A.
AU  - Das, B.
AU  - Vasudeva Murthy, C. R.
AU  - Baloch, H. Z.
C2  - Pmc5178054
DA  - Oct
DO  - 10.4103/0253-7613.193313
DP  - NLM
ET  - 2016/12/30
J2  - Indian journal of pharmacology
KW  - Cognition
Education, Pharmacy/*methods
Educational Measurement
Female
Herbal Medicine/education
Humans
Male
Perception
*Software
Students, Pharmacy
*Surveys and Questionnaires
Teaching
Engaging tools
Flipped classes (FC) drive active learning among the participants, resulting in
better performance in students. FC for pharmacy students enabled instructors to
engage the learners and helpthem towards self-directed learning. FC supported the
fact that the quality (not necessarily the quantity) of student-teacher interaction
was a compelling force in improving student performance.
Poll Everywhere
flipped classroom
pedagogical model
LA  - eng
M1  - Suppl 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0253-7613 (Print)
0253-7613
SP  - S41-s46
ST  - Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students
T2  - Indian J Pharmacol
TI  - Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students
VL  - 48
ID  - 204344
ER  - 


TY  - JOUR
AB  - In this paper, the authors investigate the role that smart devices, including smartphones and smartwatches, can play in identifying activities of daily living. A feasibility study involving N = 10 participants was carried out to evaluate the devices' ability to differentiate between nine everyday activities. The activities examined include walking, running, cycling, standing, sitting, elevator ascents, elevator descents, stair ascents and stair descents. The authors also evaluated the ability of these devices to differentiate indoors from outdoors, with the aim of enhancing contextual awareness. Data from this study was used to train and test five well known machine learning algorithms: C4.5, CART, Naïve Bayes, Multi-Layer Perceptrons and finally Support Vector Machines. Both single and multi-sensor approaches were examined to better understand the role each sensor in the device can play in unobtrusive activity recognition. The authors found overall results to be promising, with some models correctly classifying up to 100% of all instances.
AD  - Department of Electronic & Computer Engineering, University of Limerick, Limerick, Ireland. johnj.guiry@ul.ie.
Department of Electronic & Computer Engineering, University of Limerick, Limerick, Ireland. pepijn.vandeven@ul.ie.
Department of Electronic & Computer Engineering, University of Limerick, Limerick, Ireland. john.nelson@ul.ie.
AN  - 24662406
AU  - Guiry, J. J.
AU  - van de Ven, P.
AU  - Nelson, J.
C2  - Pmc4004015
DA  - Mar 21
DO  - 10.3390/s140305687
DP  - NLM
ET  - 2014/03/26
J2  - Sensors (Basel, Switzerland)
KW  - *Activities of Daily Living
Algorithms
*Awareness
Cell Phone
Feasibility Studies
Humans
Monitoring, Ambulatory/*instrumentation
Principal Component Analysis
Signal Processing, Computer-Assisted
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1424-8220
SP  - 5687-701
ST  - Multi-sensor fusion for enhanced contextual awareness of everyday activities with ubiquitous devices
T2  - Sensors (Basel)
TI  - Multi-sensor fusion for enhanced contextual awareness of everyday activities with ubiquitous devices
VL  - 14
ID  - 204465
ER  - 


TY  - JOUR
AB  - Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge-transfer’ model of evidence-based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence-based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC-funded ‘SHAPE’ project, which adopted a different model of evidence-based practice, focusing on knowledge co-construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children’s social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co-construction with school practitioners, parents and pupils. Such co-construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence-based practice as an alternative to the currently dominant and narrow model of knowledge transfer. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Guldberg, Karen, School of Education, University of Birmingham, Birmingham, United Kingdom, B15 2TT
AN  - 2017-15356-011
AU  - Guldberg, Karen
AU  - Parsons, Sarah
AU  - Porayska‐Pomsta, Kaśka
AU  - Keay‐Bright, Wendy
DB  - APA PsycInfo
DO  - 10.1002/berj.3275
DP  - EBSCOhost
KW  - technology‐enhanced learning
participatory research
autism intervention
knowledge co‐construction
knowledge exchange
knowledge elicitation
knowledge transfer
Autism Spectrum Disorders
Evidence Based Practice
Special Education
Technology
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 0141-1926
1469-3518
SP  - 394-413
ST  - Challenging the knowledge‐transfer orthodoxy: Knowledge co‐construction in technology‐enhanced learning for children with autism
T2  - British Educational Research Journal
TI  - Challenging the knowledge‐transfer orthodoxy: Knowledge co‐construction in technology‐enhanced learning for children with autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-15356-011&site=ehost-live&scope=site
K.K.Guldberg@bham.ac.uk
VL  - 43
ID  - 204886
ER  - 


TY  - JOUR
AB  - This paper analyses a sample of online discussions to evaluate the development of adult learners as reflective practitioners within a networked learning community. The context for our study is a blended learning course offering post-experience professional training to nontraditional university students. These students are parents and carers of people with autistic spectrum disorder (ASD). We use Lave and Wenger's 'communities of practice' as a theoretical framework for establishing how students develop a learning community based upon mutual engagement, joint enterprise and shared repertoires. Those three aspects are analysed according to two measures. The first focuses on learner appropriation of the professional discourse, values and goals of the ASD carer through the network. The second relates to changes in the quality of collaborative activity over time. Our analysis demonstrates that students belong to an overarching community of practice, with different subsets who work at sharing and co-constructing common understandings. This shared discourse and common notions of what constitutes good practice help create a safe interaction space for the students. Once group identity is consolidated, more challenging questions emerge and the group are able to define further common values, understandings and goals through processes of resolution. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Guldberg, Karen, School of Education, The University of Birmingham, Birmingham, United Kingdom, B15 2TT
AN  - 2006-06519-002
AU  - Guldberg, Karen
AU  - Pilkington, R.
DB  - APA PsycInfo
DO  - 10.1111/j.1365-2729.2006.00171.x
DP  - EBSCOhost
KW  - non-traditional learners
community of practice approach
university students
networked learning community
blended learning course
carers of persons with autism spectrum disorder
Communities
Computer Assisted Instruction
Instructional Media
Nontraditional Education
Autism Spectrum Disorders
Caregivers
College Students
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2006
SN  - 0266-4909
1365-2729
SP  - 159-171
ST  - A community of practice approach to the development of non-traditional learners through networked learning
T2  - Journal of Computer Assisted Learning
TI  - A community of practice approach to the development of non-traditional learners through networked learning
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-06519-002&site=ehost-live&scope=site
K.K.Guldberg@bham.ac.uk
VL  - 22
ID  - 204860
ER  - 


TY  - JOUR
AB  - This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi University, during the academic year of 2009-2010 participated in the study. Data for the study was collected through Reading Comprehension Achievement Test, Reading Strategy Scale, and Think-Aloud Technique. Findings indicate that strategies instruction had positive effects on students' reading comprehension in French and their use of reading strategies. After strategy instruction, students employed more frequently several reading strategies and alternated the strategies they used. In conclusion, the Cognitive Academic Language Learning Approach may be implemented as an effective model in teaching reading strategies for French as a foreign language at higher education level.
AN  - EJ1078316
AU  - Gurses, Meral Ozkan
AU  - Adiguzel, Oktay Cem
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Learning Strategies
Teaching Methods
Reading Comprehension
Reading Achievement
Protocol Analysis
Reading Strategies
Second Language Learning
Academic Discourse
Measures (Individuals)
French
Second Language Instruction
Instructional Effectiveness
Higher Education
College Students
Foreign Countries
Pretests Posttests
Metacognition
Statistical Analysis
Action Research
Intervention
Wilcoxon Matched Pairs Signed Ranks Test
Turkey
Turkey
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 1927-5250
SP  - 55-68
ST  - The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use
T2  - Journal of Education and Learning
TI  - The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1078316&site=ehost-live&scope=site
VL  - 2
ID  - 205361
ER  - 


TY  - JOUR
AB  - The emergence of joint attention is still a matter of vigorous debate. It involves diverse hypotheses ranging from innate modules dedicated to intention reading to more neuro-constructivist approaches. The aim of this study was to assess whether 12-month-old infants are able to recognize a "joint attention" situation when observing such a social interaction. Using a violation-of-expectation paradigm, we habituated infants to a "joint attention" video and then compared their looking time durations between "divergent attention" videos and "joint attention" ones using a 2 (familiar or novel perceptual component)×2 (familiar or novel conceptual component) factorial design. These results were enriched with measures of pupil dilation, which are considered to be reliable measures of cognitive load. Infants looked longer at test events that involved novel speaker and divergent attention but no changes in infants' pupil dilation were observed in any conditions. Although looking time data suggest that infants may appreciate discrepancies from expectations related to joint attention behavior, in the absence of clear evidence from pupillometry, the results show no demonstration of understanding of joint attention, even at a tacit level. Our results suggest that infants may be sensitive to relevant perceptual variables in joint attention situations, which would help scaffold social cognitive development. This study supports a gradual, learning interpretation of how infants come to recognize, understand, and participate in joint attention.
AD  - Université du Québec à Trois-Rivières, Chaire de Recherche du Canada en Neuroscience du Développement Cognitif, Trois Rivières, QC, Canada.
Université de Rouen, Laboratoire Psychologie et Neurosciences de la Cognition et de l'Affectivité (EA4700), Département de Psychologie, Rouen, France.
Université du Québec à Trois-Rivières, Chaire de Recherche du Canada en Neuroscience du Développement Cognitif, Trois Rivières, QC, Canada. Electronic address: sylvain.sirois@uqtr.ca.
AN  - 26036712
AU  - Gustafsson, E.
AU  - Brisson, J.
AU  - Beaulieu, C.
AU  - Mainville, M.
AU  - Mailloux, D.
AU  - Sirois, S.
DA  - Aug
DO  - 10.1016/j.infbeh.2015.04.007
DP  - NLM
ET  - 2015/06/04
J2  - Infant behavior & development
KW  - Attention/*physiology
Child Development/physiology
Comprehension
Female
Humans
Infant
Infant Behavior/*physiology/psychology
Intention
*Interpersonal Relations
Male
Reflex, Pupillary
Visual Perception/physiology
Joint attention
Pupillometry
Social cognition
Violation of expectation
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0163-6383
SP  - 64-72
ST  - How do infants recognize joint attention?
T2  - Infant Behav Dev
TI  - How do infants recognize joint attention?
VL  - 40
ID  - 204543
ER  - 


TY  - JOUR
AD  - School of Medical Sciences, RMIT University, Bundoora, Victoria, Australia.
AN  - 24585477
AU  - Guy, R.
AU  - Byrne, B.
AU  - Rich, P.
DA  - Mar
DO  - 10.1152/advan.00096.2013
DP  - NLM
ET  - 2014/03/04
J2  - Advances in physiology education
KW  - *Audiovisual Aids
Comprehension
*Computer-Assisted Instruction
Curriculum
Educational Measurement
Educational Status
Humans
*Learning
Physiology/*education
Students/*psychology
Surveys and Questionnaires
Teaching/*methods
Time Factors
*Video Recording
*Webcasts as Topic
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1043-4046
SP  - 96-8
ST  - Supporting physiology learning: the development of interactive concept-based video clips
T2  - Adv Physiol Educ
TI  - Supporting physiology learning: the development of interactive concept-based video clips
VL  - 38
ID  - 204234
ER  - 


TY  - JOUR
AB  - An Interactive electronic Atlas (IeA) was developed to assist first-year nursing students with interpretation of laboratory-based prosected cadaveric material. It was designed, using pedagogically sound principles, as a student-centered resource accessible to students from a wide range of learning backgrounds. It consisted of a highly simplified interactive interface limited to essential anatomical structures and was intended for use in a blended learning situation. The IeA's nine modules mirrored the body systems covered in a Nursing Biosciences course, with each module comprising a maximum of 10 pages using the same template: an image displaying a cadaveric specimen and, in most cases, a corresponding anatomical model with navigation panes (menus) on one side. Cursor movement over the image or clicking the menu highlighted the structure with a transparent overlay and revealed a succinct functional description. The atlas was complemented by a multiple-choice database of nearly 1,000 questions using IeA images. Students' perceptions of usability and utility were measured by survey (n = 115; 57% of the class) revealing mean access of 2.3 times per week during the 12-week semester and a median time of three hours of use. Ratings for usability and utility were high, with means ranging between 4.24 and 4.54 (five-point Likert scale; 5 = strongly agree). Written responses told a similar story for both usability and utility. The role of providing basic computer-assisted learning support for a large first-year class is discussed in the context of current research into student-centered resources and blended learning in human anatomy.
AD  - Discipline of Pharmaceutical Sciences, School of Medical Sciences, Royal Melbourne Institute of Technology University, Bundoora, Victoria, Australia.
AN  - 24816995
AU  - Guy, R.
AU  - Pisani, H. R.
AU  - Rich, P.
AU  - Leahy, C.
AU  - Mandarano, G.
AU  - Molyneux, T.
DA  - Mar-Apr
DO  - 10.1002/ase.1461
DP  - NLM
ET  - 2014/05/13
J2  - Anatomical sciences education
KW  - Anatomy/*education
*Atlases as Topic
Comprehension
Computer Graphics
Computer-Assisted Instruction/*methods
Curriculum
Education, Nursing/*methods
Educational Measurement
Educational Status
Humans
*Learning
Program Development
Program Evaluation
Students, Nursing/*psychology
Surveys and Questionnaires
Teaching/*methods
*User-Computer Interface
blended learning
computer-assisted learning
e-atlas
e-learning
gross anatomy education
self-directed learning
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1935-9772
SP  - 126-32
ST  - Less is more: development and evaluation of an interactive e-atlas to support anatomy learning
T2  - Anat Sci Educ
TI  - Less is more: development and evaluation of an interactive e-atlas to support anatomy learning
VL  - 8
ID  - 204578
ER  - 


TY  - JOUR
AB  - Language is critical in the mediation of scientific reasoning, higher-order thinking and the development of scientific literacy. This study investigated how an exemplary primary science teacher scaffolds and supports students' reasoning during a Year 4 materials unit. Lessons captured on video, teacher and student interviews and micro-ethnographic analysis of classroom discourse reveal a sophisticated repertoire of teacher practices focusing on the development of language, conceptual understanding and reasoning within a classroom culture that supports reasoned arguments. The integration of conversation threads supporting language and conceptual development, syntactical and metacognitive scaffolds, prompts and self-regulation strategies extend the opportunities for scientific reasoning. Recommendations are made for adopting strategies that enhance opportunities for reasoning in primary science lessons.
AN  - EJ1077354
AU  - Hackling, Mark
AU  - Sherriff, Barbara
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Elementary School Science
Science Instruction
Logical Thinking
Thinking Skills
Teaching Methods
Grade 4
Video Technology
Interviews
Elementary School Teachers
Elementary School Students
Ethnography
Language Usage
Concept Formation
Scientific Concepts
Metacognition
Prompting
Foreign Countries
Case Studies
Vocabulary
Australia
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1449-6313
SP  - 14-25
ST  - Language-Based Reasoning in Primary Science
T2  - Teaching Science
TI  - Language-Based Reasoning in Primary Science
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1077354&site=ehost-live&scope=site
http://asta.edu.au/resources/teachingscience
VL  - 61
ID  - 205257
ER  - 


TY  - JOUR
AB  - Two years of community-based first trimester screening (FTS) were audited. All women with singleton pregnancy in a defined health region who completed FTS (ultrasound and biochemistry) were included (n= 10,436) and outcomes obtained for 98.4%. All scans were performed or supervised by experienced sonologists with Fetal Medicine Foundation (FMF) accreditation. FMF software generated all risk assessments based on nuchal translucency (NT), maternal serum-free beta human chorionic gonadotropin (beta-hCG) and pregnancy-associated plasma protein A (PAPP-A). The detection rate for Trisomy 21 was 90.6% with a screen-positive rate of 3.9%. These findings indicate that where FTS is accessible within routine antenatal care, a detection rate of 90% and low screen-positive rate can be achieved using the FMF programme.
AD  - Western Diagnostic Pathology, Mayne Health, Western Australia, Australia.
AN  - 16225579
AU  - Hadlow, N. C.
AU  - Hewitt, B. G.
AU  - Dickinson, J. E.
AU  - Jacoby, P.
AU  - Bower, C.
DA  - Nov
DO  - 10.1111/j.1471-0528.2005.00722.x
DP  - NLM
ET  - 2005/10/18
J2  - BJOG : an international journal of obstetrics and gynaecology
KW  - Adult
Chorionic Gonadotropin, beta Subunit, Human/*blood
Colposcopy/methods
Community Health Services
Down Syndrome/blood/*diagnosis/diagnostic imaging
False Positive Reactions
Female
Humans
Karyotyping
Nuchal Translucency Measurement
Pregnancy
Pregnancy Trimester, First
Pregnancy-Associated Plasma Protein-A/*analysis
Prenatal Diagnosis/*methods
Risk Assessment
Sensitivity and Specificity
Vaginal Smears/methods
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1470-0328 (Print)
1470-0328
SP  - 1561-4
ST  - Community-based screening for Down's Syndrome in the first trimester using ultrasound and maternal serum biochemistry
T2  - Bjog
TI  - Community-based screening for Down's Syndrome in the first trimester using ultrasound and maternal serum biochemistry
VL  - 112
ID  - 204301
ER  - 


TY  - JOUR
AB  - BACKGROUND: We looked at the research that other people have done about what makes people with a learning disability happy and satisfied with their lives. Researchers call being happy and satisfied with your life 'subjective well-being'. They found out that having things like money and good health does not always mean people are happy. They also found that some people are really happy, even if there are things in their lives they would like to change. None of the people who have done research about 'subjective well-being' have interviewed people with a learning disability about what makes them happy with their lives. MATERIALS AND METHODS: We have carried out a study about what makes people with a learning disability happy and satisfied with their lives. This report talks about the research that we did, and what we found out. We interviewed 20 people with a learning disability who said they were very happy and satisfied. We asked them about what things helped them feel like this. RESULTS: The people we spoke to said things like relationships, choice and independence, activities and valuable social roles made them feel satisfied with their lives. They told us about the things that enable them to lead happy lives, and the things that disable them. We also found out about the importance of personal characteristics. These are things like looking on the bright side of life or having ways to manage difficult emotions like sadness or anger. CONCLUSIONS: We found out that it is important for people with a learning disability to have good things in their lives, but it is also important to be enabled to access these good things.
AD  - Cornwall Foundation Trust, University of Sheffield, Sheffield, UK. Anna.haigh@cft.cornwall.nhs.uk
AN  - 23255376
AU  - Haigh, A.
AU  - Lee, D.
AU  - Shaw, C.
AU  - Hawthorne, M.
AU  - Chamberlain, S.
AU  - Newman, D. W.
AU  - Clarke, Z.
AU  - Beail, N.
DA  - Jan
DO  - 10.1111/jar.12012
DP  - NLM
ET  - 2012/12/21
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - Activities of Daily Living
Adult
Aged
Choice Behavior
Cooperative Behavior
Family
Female
Friends
*Happiness
Humans
Intellectual Disability/*psychology
Interpersonal Relations
Leisure Activities
Male
Mentally Disabled Persons/*psychology
Middle Aged
*Motion Pictures
*Personal Satisfaction
Qualitative Research
*Social Support
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1360-2322
SP  - 26-33
ST  - What things make people with a learning disability happy and satisfied with their lives: an inclusive research project
T2  - J Appl Res Intellect Disabil
TI  - What things make people with a learning disability happy and satisfied with their lives: an inclusive research project
VL  - 26
ID  - 204063
ER  - 


TY  - JOUR
AB  - Recreational and leisure activities offer many meaningful and motivating opportunities for communication and improving quality-of-life. Volunteers in recreation activities have important roles as participation and communication facilitators, while also creating opportunities for learning and social interaction. The aim of this study was to implement a novel photo and video intervention called the CAPTURE & Share Program, and to evaluate its impact on communication opportunities and participation. For the study, five volunteers were assigned to five individuals with complex communication needs. Each dyad took photos and videos during a series of three kayaking lessons. After each lesson, volunteers participated in feedback sessions, while caregivers, support staff, and participants with complex communication needs shared their perspectives during pre- and post-lesson interviews. A thematic analysis, based on the data from the volunteer feedback sessions, revealed five primary themes: Program Components, Modifications, Barriers, Supports, and Benefits. Findings revealed that volunteers supported the individuals with complex communication needs who participated in the study to collect photos and videos as they learned how to use cameras and communicate their preferences for capture. Furthermore, the photos and videos that were collected were shared with family and friends, which encouraged more frequent social interactions and opportunities for communication. Findings suggest that recreational activities were perceived to provide an appropriate infrastructure for photo and video capture and to support opportunities for communication.
AD  - a Communication Sciences and Disorders Department, Ohio University , Athens , OH , USA.
b Child and Family Studies, Ohio University , Athens , OH , USA.
AN  - 31282215
AU  - Hajjar, D. J.
AU  - McCarthy, J. W.
AU  - Benigno, J. P.
AU  - Montgomery, J.
AU  - Chabot, J.
AU  - Boster, J.
DA  - Sep
DO  - 10.1080/07434618.2019.1597161
DP  - NLM
ET  - 2019/07/10
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Adult
Brain Injuries, Traumatic
*Caregivers
Cognitive Dysfunction
*Communication Disorders
Developmental Disabilities
Female
Humans
Interpersonal Relations
Leisure Activities
Male
Middle Aged
*Photography
Qualitative Research
*Recreation
*Social Participation
Sports for Persons with Disabilities
*Video Recording
*Volunteers
Water Sports
*Participation
*augmentative and alternative communication
*digital artifacts
*disability
*leisure
*social interaction
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0743-4618
SP  - 217-228
ST  - Weaving participation, interaction, and technology across recreational experiences: perspectives from volunteers, caregivers, and people with complex communication needs
T2  - Augment Altern Commun
TI  - Weaving participation, interaction, and technology across recreational experiences: perspectives from volunteers, caregivers, and people with complex communication needs
VL  - 35
ID  - 203914
ER  - 


TY  - JOUR
AB  - The purpose of this study was to investigate the impact of a community-based aquatic exercise program on physical performance among adults with mild to moderate intellectual disability (ID). Twenty-two community-dwelling adults with mild to moderate ID volunteered to participate in this study. Participants completed an 8-week aquatic exercise program (2 days/wk, 1 hr/session). Measures of physical performance, which were assessed prior to and following the completion of the aquatic exercise program, included the timed-up-and-go test, 6-min walk test, 30-sec chair stand test, 10-m timed walk test, hand grip strength, and the static plank test. When comparing participants' measures of physical performance prior to and following the 8-week aquatic exercise program, improvements were seen in all measures, but the change in scores for the 6-min walk test, 30-sec chair stand test, and the static plank test achieved statistical significance (P<0.05). An 8-week group aquatic exercise program for adults with ID may promote improvements in endurance and balance/mobility.
AD  - Department of Physical Therapy, University of Scranton, Scranton, PA, USA.
Department of Physical Therapy, Daemen College, Amherst, NY, USA.
Department of Physical Therapy, St. Joseph's Center, Scranton, PA, USA.
AN  - 28349039
AU  - Hakim, R. M.
AU  - Ross, M. D.
AU  - Runco, W.
AU  - Kane, M. T.
C2  - Pmc5332005
DA  - Feb
DO  - 10.12965/jer.1732838.419
DP  - NLM
ET  - 2017/03/30
J2  - Journal of exercise rehabilitation
KW  - Aquatic
Intellectual disability
Therapy
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2288-176X (Print)
2288-176x
SP  - 89-94
ST  - A community-based aquatic exercise program to improve endurance and mobility in adults with mild to moderate intellectual disability
T2  - J Exerc Rehabil
TI  - A community-based aquatic exercise program to improve endurance and mobility in adults with mild to moderate intellectual disability
VL  - 13
ID  - 204693
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To examine the relative sensitivity to detect functional mobility changes with a full-length parent questionnaire compared with a computerized adaptive testing version of the questionnaire after a 16-week group fitness programme. DESIGN: Prospective, pre- and posttest study with a 16-week group fitness intervention. SETTING: Three community-based fitness centres. SUBJECTS: Convenience sample of children (n = 28) with physical or developmental disabilities. INTERVENTIONS: A 16-week group exercise programme held twice a week in a community setting. MAIN MEASURES: A full-length (161 items) paper version of a mobility parent questionnaire based on the Pediatric Evaluation of Disability Inventory, but expanded to include expected skills of children up to 15 years old was compared with a 15-item computer adaptive testing version. Both measures were administered at pre- and posttest intervals. RESULTS: Both the full-length Pediatric Evaluation of Disability Inventory and the 15-item computer adaptive testing version detected significant changes between pre- and posttest scores, had large effect sizes, and standardized response means, with a modest decrease in the computer adaptive test as compared with the 161-item paper version. Correlations between the computer adaptive and paper formats across pre- and posttest scores ranged from r = 0.76 to 0.86. CONCLUSIONS: Both functional mobility test versions were able to detect positive functional changes at the end of the intervention period. Greater variability in score estimates was generated by the computerized adaptive testing version, which led to a relative reduction in sensitivity as defined by the standardized response mean. Extreme scores were generally more difficult for the computer adaptive format to estimate with as much accuracy as scores in the mid-range of the scale. However, the reduction in accuracy and sensitivity, which did not influence the group effect results in this study, is counterbalanced by the large reduction in testing burden.
AD  - Health and Disability Research Institute, 53 Bay State Road, Boston University, Boston, MA 02215, USA. smhaley@bu.edu
AN  - 16894805
AU  - Haley, S. M.
AU  - Fragala-Pinkham, M.
AU  - Ni, P.
DA  - Jul
DO  - 10.1191/0269215506cr967oa
DP  - NLM
ET  - 2006/08/10
J2  - Clinical rehabilitation
KW  - Adolescent
Artificial Intelligence
Child
*Diagnosis, Computer-Assisted
*Disability Evaluation
Disabled Children/*rehabilitation
*Exercise
Female
Humans
Male
Parents
*Physical Fitness
Prospective Studies
Sensitivity and Specificity
Surveys and Questionnaires
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0269-2155 (Print)
0269-2155
SP  - 616-22
ST  - Sensitivity of a computer adaptive assessment for measuring functional mobility changes in children enrolled in a community fitness programme
T2  - Clin Rehabil
TI  - Sensitivity of a computer adaptive assessment for measuring functional mobility changes in children enrolled in a community fitness programme
VL  - 20
ID  - 204703
ER  - 


TY  - THES
AB  - Learners with autism spectrum disorder (ASD) and other disabilities should have access to the general education curriculum with their typically developing peers. Common barriers to inclusion can be addressed, in part, through effective in-service training on evidence-based practices (EBP). The purpose of this research was to assess the effects of distance education webinars and video-based performance feedback through Behavior Imaging™ technology on the acquisition of general education teachers' use of two evidence-based practices, behavior-specific praise, and prompting, in rural classrooms. The Behavior Imaging™ technology allowed the general education teachers to self-video record instructional sessions in the classroom through iPads. The resulting videos were uploaded to a secure server where the researcher viewed the taped sequences, tagged examples and non-examples, and wrote corresponding corrective feedback. This was the first known study to use the Behavior Imaging™ technology for teacher preparation in an applied setting. In a multiple element, multiple baseline design across behaviors (praise and prompting) with three general education classroom teachers, results showed that the training webinars had little effect on teacher behavior, but video-based feedback produced increases in the correct use of praise and prompting when associated with a systematic instructional sequence (call for a response, pause, prompt, child response, praise or correct). Negative comments decreased to near zero levels across participants as they increased their correct use of behavior-specific praise and prompting. The participants in the study stated that the technology was easy to use, that their participation was worth their time, it changed their teaching practice, benefited all students, and fostered a more positive classroom environment. [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  - Hall, Carrie B.
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Disabilities
Regular and Special Education Relationship
General Education
Equal Education
Barriers
Inservice Teacher Education
Evidence Based Practice
Distance Education
Program Effectiveness
Faculty Development
Positive Reinforcement
Prompting
Rural Schools
Behavior Modification
Video Technology
Telecommunications
Handheld Devices
Educational Technology
Technology Uses in Education
Teacher Attitudes
Teacher Behavior
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2019
SN  - 978-1-08-557766-3
ST  - Training and Supporting General Education Teachers to Promote Inclusive Practices
TI  - Training and Supporting General Education Teachers to Promote Inclusive Practices
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED601346&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:10981552
ID  - 205392
ER  - 


TY  - JOUR
AB  - We investigated the effects of preference and degree of match on job performance of four 19 to 20-year-old young adults with developmental disabilities placed in community-based job conditions. We identified high-preference, high-matched and low-preference, low-matched job tasks using a video web-based assessment program. The job matching assessment provided index scores on degree of match between job requirements and participant skill levels. Each participant was subsequently placed in a randomized sequence of 30-min sessions on one high-preference, high-matched job and one low-preference, low-matched job. A job coach instructed individual participants to perform jobs, teaching tasks when necessary. We collected data on (a) productivity, (b), accuracy of tasks performed, (c) job satisfaction and (d) an independent observer's judgment. We found higher productivity, accuracy and job satisfaction across all participants on the high-preference, high-matched jobs. We discuss results in terms of assessment of preference and matching to facilitating self-determination. (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 Hill, Logan, UT, US, 84322-2865
AN  - 2014-21574-010
AU  - Hall, Julie
AU  - Morgan, Robert L.
AU  - Salzberg, Charles L.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - developmental disabilities
job preference
job matching
job performance
job satisfaction
Job Search
Occupational Preference
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 2154-1647
SP  - 301-312
ST  - Job-preference and job-matching assessment results and their association with job performance and satisfaction among young adults with developmental disabilities
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Job-preference and job-matching assessment results and their association with job performance and satisfaction among young adults with developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-21574-010&site=ehost-live&scope=site
Bob.morgan@usu.edu
VL  - 49
ID  - 204963
ER  - 


TY  - JOUR
AB  - BACKGROUND: People with intellectual disabilities have poor access to health care, which may be further compromised by a lack of accessible health information. To be effective, health information must be easily understood and remembered. People with intellectual disabilities learn better from multimodal information sources, and virtual reality offers a 3-dimensional (3D) computer-generated environment that can be used for providing information and learning. To date, research into virtual reality experiences for people with intellectual disabilities has been limited to skill-based training and leisure opportunities within the young to mid age ranges. OBJECTIVE: This study assessed the acceptability, usability, and potential utility of a virtual reality experience as a means of providing health care-related information to people with intellectual disabilities. We designed a prototype multimodal experience based on a hospital scenario and situated on an island in the Second Life 3D virtual world. We wanted to know how people of different ages and with varying levels of cognitive function would participate in the customized virtual environment, what they understood from being there, and what they remembered a week later. METHODS: The study drew on qualitative data. We used a participatory research approach that involved working alongside people with intellectual disabilities and their supporters in a community setting. Cognitive function was assessed, using the Matrix Analogies Test and the British Picture Vocabulary Scale, to describe the sample. Participants, supported by facilitators, were video recorded accessing and engaging with the virtual environment. We assessed recall 1 week later, using a specialized interview technique. Data were downloaded into NVivo 8 and analyzed using the framework analysis technique. RESULTS: Study participants were 20 people aged between 20 and 80 years with mild to severe intellectual disabilities. All participants were able to access the environment and voluntarily stayed there for between 23 and 57 minutes. With facilitator support, all participants moved the avatar themselves. Participants engaged with the scenario as if they were actually there, indicating cognitive presence. Some referred back to previous medical experiences, indicating the potential for experiential knowledge to become the foundation of new learning and retention of knowledge. When interviewed, all participants remembered some aspects of the environment. CONCLUSIONS: A sample of adults with intellectual disabilities of all ages, and with varying levels of cognitive function, accessed and enjoyed a virtual-world environment that drew on a health care-related scenario, and remembered aspects of it a week later. The small sample size limits generalizability of findings, but the potential shown for experiential learning to aid retention of knowledge on which consent is based appears promising. Successfully delivering health care-related information in a non-National Health Service setting indicates potential for delivery in institutional, community, or home settings, thereby widening access to the information.
AD  - Centre for Health Research, University of Brighton, Brighton, United Kingdom. v.hall@brighton.ac.uk
AN  - 22082765
AU  - Hall, V.
AU  - Conboy-Hill, S.
AU  - Taylor, D.
C2  - Pmc3222201
DA  - Nov 14
DO  - 10.2196/jmir.1917
DP  - NLM
ET  - 2011/11/16
J2  - Journal of medical Internet research
KW  - Achievement
Adult
Aged
Aged, 80 and over
Computer Simulation
Delivery of Health Care
Female
Humans
Intellectual Disability/*psychology
*Internet
Knowledge
Learning
Male
Middle Aged
Patient Acceptance of Health Care
United Kingdom
*User-Computer Interface
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1438-8871
SP  - e91
ST  - Using virtual reality to provide health care information to people with intellectual disabilities: acceptability, usability, and potential utility
T2  - J Med Internet Res
TI  - Using virtual reality to provide health care information to people with intellectual disabilities: acceptability, usability, and potential utility
VL  - 13
ID  - 204085
ER  - 


TY  - JOUR
AB  - OBJECTIVES: Recent research has suggested that children with autistic spectrum disorders often experience comorbid symptoms of anxiety and depression. However, despite this overlap, no quantitative genetic studies have addressed the phenotypic overlap and the etiologic association between internalizing and autistic-like traits within the general population. This study aimed to investigate the phenotypic and etiologic relation between internalizing and autistic-like traits using a community-based twin sample. METHOD: We investigated the co-occurrence of these traits in a population-based sample of 3,233 twin pairs aged 8 to 9 years, using both parent- and teacher-report questionnaires. Bivariate structural equation modeling techniques were used to determine the extent to which internalizing and autistic-like traits shared common genetic and environmental influences. RESULTS: Our results showed that there was a modest phenotypic correlation (r = 0.26-0.29) between autistic-like and internalizing traits. The traits were both substantially heritable but were largely independent with regard to their genetic influences (r(G) = 0.12-0.19). Shared environmental influences were modest but were largely common to both traits. Similar results were found using both parent- and teacher-reported data. CONCLUSIONS: Internalizing and autistic-like traits showed moderate phenotypic overlap within the general population. This association was explained in small part by shared genetic factors, but the results suggested that most genetic influences were specific to either internalizing traits or autistic traits. Given these findings, we discuss the potential mechanisms that may underlie the relation between these traits.
AD  - Ms. Hallett and Dr. Happé are with the Institute of Psychiatry, Kings College London; and Dr. Ronald is with the Centre for Brain and Cognitive Development, School of Psychology, Birkbeck College. Electronic address: victoria.hallett@iop.kcl.ac.uk.
Ms. Hallett and Dr. Happé are with the Institute of Psychiatry, Kings College London; and Dr. Ronald is with the Centre for Brain and Cognitive Development, School of Psychology, Birkbeck College.
AN  - 19398932
AU  - Hallett, V.
AU  - Ronald, A.
AU  - Happé, F.
DA  - Jun
DO  - 10.1097/CHI.0b013e31819f7116
DP  - NLM
ET  - 2009/04/29
J2  - Journal of the American Academy of Child and Adolescent Psychiatry
KW  - Autistic Disorder/*genetics/*psychology
Child
Comorbidity
Diseases in Twins/diagnosis/*genetics/*psychology
Female
Humans
*Internal-External Control
Male
Personality Assessment
Phenotype
*Shyness
Social Environment
United Kingdom
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0890-8567
SP  - 618-627
ST  - Investigating the association between autistic-like and internalizing traits in a community-based twin sample
T2  - J Am Acad Child Adolesc Psychiatry
TI  - Investigating the association between autistic-like and internalizing traits in a community-based twin sample
VL  - 48
ID  - 204194
ER  - 


TY  - JOUR
AB  - Early behavioral intervention, based on the methods of applied behavior analysis, has the strongest and most consistent scientific support as a means of teaching skills to young children with Autism Spectrum Disorder and reducing their restricted and maladaptive behavior. Though individual ABA-based treatment plans are usually developed, designed and supervised by a senior-level clinician, they are most often implemented by a practitioner, such as a parent, direct service provider, aide, or an early childhood professional from a related discipline. Unfortunately, few practitioner-orientated training programs are available to geographically disparate persons. Online distance-learning education offers a potential solution to this problem. Fifty-one individuals participated in an initial study of a short, three-module online course. The results showed a highly statistically significant difference between the mean pre-test and post-test score. The outcomes suggest the feasibility and user satisfaction of teaching BI knowledge acquisition online, and thus bolster confidence that future, larger-scale curricula aimed at teaching BI in a distance-learning format is warranted.
AD  - University of Massachusetts Medical School, Shriver Center, 200 Trapelo Rd. Waltham, MA 02452.
AN  - 23504540
AU  - Hamad, C. D.
AU  - Serna, R. W.
AU  - Morrison, L.
AU  - Fleming, R.
C2  - Pmc3597432
C6  - Nihms437365
DA  - Jul 1
DO  - 10.1097/IYC.0b013e3181e32d5e
DP  - NLM
ET  - 2010/07/01
J2  - Infants and young children
KW  - Autism
Behavior Modification
Child
Children
Developmental Disabilities
Developmental Disorders
Disabled
Early Intervention (Education)
Health Education
Intellectual Disability
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0896-3746 (Print)
0896-3746
SP  - 195-208
ST  - Extending the Reach of Early Intervention Training for Practitioners: A Preliminary Investigation of an Online Curriculum for Teaching Behavioral Intervention Knowledge in Autism to Families and Service Providers
T2  - Infants Young Child
TI  - Extending the Reach of Early Intervention Training for Practitioners: A Preliminary Investigation of an Online Curriculum for Teaching Behavioral Intervention Knowledge in Autism to Families and Service Providers
VL  - 23
ID  - 204699
ER  - 


TY  - JOUR
AB  - Background: Development disorders and delays are recognised as a public health priority and included in the WHO mental health gap action programme (mhGAP). Parents Skills Training (PST) is recommended as a key intervention for such conditions under the WHO mhGAP intervention guide. However, sustainable and scalable delivery of such evidence based interventions remains a challenge. This study aims to evaluate the effectiveness and scaled-up implementation of locally adapted WHO PST programme delivered by family volunteers in rural Pakistan. Methods: The study is a two arm single-blind effectiveness implementation-hybrid cluster randomised controlled trial. WHO PST programme will be delivered by ‘family volunteers’ to the caregivers of children with developmental disorders and delays in community-based settings. The intervention consists of the WHO PST along with the WHO mhGAP intervention for developmental disorders adapted for delivery using the android application on a tablet device. A total of 540 parent-child dyads will be recruited from 30 clusters. The primary outcome is child's functioning, measured by WHO Disability Assessment Schedule—child version (WHODAS-Child) at 6 months post intervention. Secondary outcomes include children's social communication and joint engagement with their caregiver, social emotional well-being, parental health related quality of life, family empowerment and stigmatizing experiences. Mixed method will be used to collect data on implementation outcomes. Trial has been retrospectively registered at ClinicalTrials.gov (NCT02792894). Discussion: This study addresses implementation challenges in the real world by incorporating evidence-based intervention strategies with social, technological and business innovations. If proven effective, the study will contribute to scaled-up implementation of evidence-based packages for public mental health in low resource settings. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Hamdani, S. U., Human Development Research Foundation, Implementation Research Unit, House No# 6, Street 55, F-7/4, Islamabad, Pakistan, 44000
AN  - 2018-14834-001
AU  - Hamdani, S. U.
AU  - Akhtar, P.
AU  - Zill e, Huma
AU  - Nazir, H.
AU  - Minhas, F. A.
AU  - Sikander, S.
AU  - Wang, D.
AU  - Servilli, C.
AU  - Rahman, A.
DB  - APA PsycInfo
DO  - 10.1017/gmh.2017.7
DP  - EBSCOhost
KW  - autism spectrum disorders
child mental health
developmental disorders
intellectual disability
low income settings
mental health gap
parent skills training
technology assisted training and supervision
Assistive Technology
Mental Health
Parenting Skills
Family
Lower Income Level
Intellectual Development Disorder
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 2054-4251
ST  - WHO Parents Skills Training (PST) programme for children with developmental disorders and delays delivered by Family Volunteers in rural Pakistan: Study protocol for effectiveness implementation hybrid cluster randomized controlled trial
T2  - Global Mental Health
TI  - WHO Parents Skills Training (PST) programme for children with developmental disorders and delays delivered by Family Volunteers in rural Pakistan: Study protocol for effectiveness implementation hybrid cluster randomized controlled trial
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-14834-001&site=ehost-live&scope=site
usman.hamdani@hdrfoundation.org
VL  - 4
ID  - 205064
ER  - 


TY  - JOUR
AB  - BACKGROUND: Development disorders and delays are recognised as a public health priority and included in the WHO mental health gap action programme (mhGAP). Parents Skills Training (PST) is recommended as a key intervention for such conditions under the WHO mhGAP intervention guide. However, sustainable and scalable delivery of such evidence based interventions remains a challenge. This study aims to evaluate the effectiveness and scaled-up implementation of locally adapted WHO PST programme delivered by family volunteers in rural Pakistan. METHODS: The study is a two arm single-blind effectiveness implementation-hybrid cluster randomised controlled trial. WHO PST programme will be delivered by 'family volunteers' to the caregivers of children with developmental disorders and delays in community-based settings. The intervention consists of the WHO PST along with the WHO mhGAP intervention for developmental disorders adapted for delivery using the android application on a tablet device. A total of 540 parent-child dyads will be recruited from 30 clusters. The primary outcome is child's functioning, measured by WHO Disability Assessment Schedule - child version (WHODAS-Child) at 6 months post intervention. Secondary outcomes include children's social communication and joint engagement with their caregiver, social emotional well-being, parental health related quality of life, family empowerment and stigmatizing experiences. Mixed method will be used to collect data on implementation outcomes. Trial has been retrospectively registered at ClinicalTrials.gov (NCT02792894). DISCUSSION: This study addresses implementation challenges in the real world by incorporating evidence-based intervention strategies with social, technological and business innovations. If proven effective, the study will contribute to scaled-up implementation of evidence-based packages for public mental health in low resource settings. TRIAL REGISTRATION: Registered with ClinicalTrials.gov as Family Networks (FaNs) for Children with Developmental Disorders and Delays. Identifier: NCT02792894 Registered on 6 July 2016.
AD  - Human Development Research Foundation, Islamabad, Pakistan.
Institute of psychiatry, WHO collaborating centre for mental health research and training Rawalpindi, Pakistan.
Liverpool School of Tropical Medicine, Liverpool, UK.
Department of Mental Health and Substance Abuse, World Health Organisation, Geneva, Switzerland.
University of Liverpool, Liverpool, UK.
AN  - 29230307
AU  - Hamdani, S. U.
AU  - Akhtar, P.
AU  - Zill, E. Huma
AU  - Nazir, H.
AU  - Minhas, F. A.
AU  - Sikander, S.
AU  - Wang, D.
AU  - Servilli, C.
AU  - Rahman, A.
C2  - Pmc5719472
DO  - 10.1017/gmh.2017.7
DP  - NLM
ET  - 2017/12/13
J2  - Global mental health (Cambridge, England)
KW  - Autism spectrum disorders
child mental health
developmental disorders
family volunteers
global mental health
implementation effectiveness hybrid trial
intellectual disability
low income settings
mental health gap
parent skills training
technology assisted training and supervision
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2054-4251 (Print)
2054-4251
SP  - e11
ST  - WHO Parents Skills Training (PST) programme for children with developmental disorders and delays delivered by Family Volunteers in rural Pakistan: study protocol for effectiveness implementation hybrid cluster randomized controlled trial
T2  - Glob Ment Health (Camb)
TI  - WHO Parents Skills Training (PST) programme for children with developmental disorders and delays delivered by Family Volunteers in rural Pakistan: study protocol for effectiveness implementation hybrid cluster randomized controlled trial
VL  - 4
ID  - 204685
ER  - 


TY  - THES
AB  - Reading is a process that requires the enactment of many cognitive processes. Each of these processes uses a certain amount of working memory resources, which are severely constrained by biology. More efficiency in the function of working memory may mediate the biological limits of same. Reading relevancy instructions may be one such method to assist readers in utilizing working memory resources more efficiently. This study examines the relationship between perspective relevance instructions and participants' ability to regulate their working memory resources. In a 3 x 2 x 2 design the study extended the literature by utilizing a measure of fluid intelligence in order to gain a more accurate understanding of the working memory central executive mechanism at work when a reader is given perspective relevance instructions. Results showed self-regulation had no effect on relevancy instruction. The treatment group took less time to read relevant information than non relevant and recalled more relevant information than non relevant information. These findings highlight the robustness of the relevancy effect. [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  - Hamilton, Nancy Jo
DB  - ERIC
DP  - EBSCOhost
KW  - Reading Processes
Short Term Memory
Metacognition
Correlation
Intelligence Tests
Recall (Psychology)
Instruction
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-56815-1
ST  - Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing
TI  - Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED545935&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:3523678
ID  - 205248
ER  - 


TY  - JOUR
AB  - BACKGROUND: Auditory processing (AP) is commonly regarded as the perceptual processing of auditory information in the central nervous system. However, the degree to which higher level cognitive processes are involved in AP or its disorders is contentious. Furthermore, there is little evidence regarding the effects of nonauditory cognitive processes on the various tests of AP in common clinical usage and thus on clinical diagnoses of auditory processing disorder. PURPOSE: To determine the effects of increased cognitive demand, generated by using a dual-task paradigm, on performance on different AP tests and types of AP tests in common clinical usage. In addition, to investigate the relationship between executive function and changes in AP test performance associated with increased cognitive demand. RESEARCH DESIGN: Counterbalanced repeated measures design, with assessment of AP test performance both on its own and in a dual-task paradigm designed to increase cognitive demand. STUDY SAMPLE: Twenty-nine young adults, with no reported hearing, learning, language or attention difficulties, English as first language, and hearing and middle-ear status within normal limits. DATA COLLECTION AND ANALYSIS: Testing was completed within a single 90-min session. A selection of standard AP tests, representing both adaptive and nonadaptive tests, as well as tests employing difference scores, was administered. These were Competing Sentences Test, Dichotic Digits Test, Frequency Pattern Test (nonadaptive tests); and Listening in Spatialized Noise-Sentences test, conditions "same-voice, 0°", "different-voice, 0°", and "same-voice, 90°" (adaptive tests), from which the difference scores "talker advantage" and "spatial advantage" were also derived. Each AP test was completed on its own (alone condition), and simultaneously with a visually presented task (dual-task condition). Executive function was assessed using the phonemic subtest of the Verbal Fluency Test. Nonparametric statistical test procedures were used. RESULTS: All five AP measures obtained from the nonadaptive tests showed a significant performance decrement in the dual-task condition compared with the alone condition, with one exception because of a strong ceiling effect. By contrast, none of the three AP measures obtained from the adaptive tests showed a significant performance decrement in the dual-task condition. Furthermore, neither of the two AP measures based on difference scores showed a significant performance decrement, but this finding simply reflects the lack of significant decrements in the relevant raw scores. Consistent with past reports of associations between executive function and AP performance, a significant positive correlation was found between executive function scores and performance on the Dichotic Digits Test. However, there were no significant correlations between executive function scores and changes in AP test scores between alone and dual-task conditions. CONCLUSIONS: Performance on commonly used nonadaptive tests of AP was significantly compromised by the increased cognitive demand resulting from the dual-task paradigm. By contrast, performance on AP measures obtained by adaptive test procedures was not significantly affected. Further investigation of the resilience to increased cognitive demand of the adaptive tests used here, and other adaptive tests of AP, is warranted. Results from this study support the further development of computerized adaptive tests of AP for use in clinical test batteries.
AD  - Department of Speech Pathology and Audiology, Flinders University, Adelaide, Australia.
AN  - 30278864
AU  - Hamlyn, K.
AU  - Welldon, K.
AU  - Clark, B.
AU  - van Steenbrugge, W.
AU  - Kapadia, S.
DA  - Oct
DO  - 10.3766/jaaa.16152
DP  - NLM
ET  - 2018/10/04
J2  - Journal of the American Academy of Audiology
KW  - Adolescent
Adult
Auditory Perception/*physiology
Cognition/*physiology
Female
Hearing Tests
Humans
Male
Task Performance and Analysis
Young Adult
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1050-0545
SP  - 788-801
ST  - The Effect of Increased Cognitive Demand on Auditory Processing Assessment
T2  - J Am Acad Audiol
TI  - The Effect of Increased Cognitive Demand on Auditory Processing Assessment
VL  - 29
ID  - 204266
ER  - 


TY  - JOUR
AB  - Background: This article summarizes the proceedings of the Environmental Barriers and Supports to Health, Function and Participation Work Group that was part of the 'State of the Science in Aging with Developmental Disabilities: Charting Lifespan Trajectories and Supportive Environments for Healthy Living' symposium. The aim was to provide a research and policy agenda targeting the assessment and evaluation of environmental factors influencing the health, function, and participation of people with developmental and intellectual disabilities (I/DD). Methods: Key environmental areas addressed were (1) the built environment including homes and communities; (2) assistive and information technology design and use; (3) social environment factors and interventions; and (4) environmental access and participation policies, legislation, and system change implications. Results: The group identified gaps in knowledge and priorities for future research, including (1) multivariate analyses of attributes of the built environment; (2) large-scale intervention trials of assistive and information technology use with people with cognitive disabilities; (3) development and testing of social, peer-mentoring, and self-management interventions as applied to people with I/DD; (4) incorporation of environmental health research methodologies, such as GIS mapping into I/DD research; (5) participatory action approaches that actively include people with I/DD in the research process; and (6) rigorous examination of the impact of legislative and policy initiatives related to least restrictive community living and participation with people with I/DD. Conclusion: Future research and policy initiatives should focus on examining how the environment (build, technological, social, and system level) influence community living and participation of people with intellectual disabilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Hammel, Joy, Department of Occupational Therapy and Disability and Human Development, University of Illinois at Chicago, 1919 W. Taylor Street, Room 311, Chicago, IL, US, 60608-6904
AN  - 2014-14542-008
AU  - Hammel, Joy
AU  - Jones, Robin
AU  - Smith, Janet
AU  - Sanford, Jon
AU  - Bodine, Cathy
AU  - Johnson, Mark
DB  - APA PsycInfo
DO  - 10.1016/j.dhjo.2008.05.001
DP  - EBSCOhost
KW  - intellectual and developmental disabilities
environmental barriers
conference
self-management
social environments
mental retardation
health care policy
Age Factors
Aging
Architectural Accessibility
Developmental Disabilities
Disabled Persons
Environmental Health
Health Knowledge, Attitudes, Practice
Health Policy
Humans
Intellectual Disability
Self-Help Devices
Social Environment
Social Participation
Social Support
Scientific Communication
Intellectual Development Disorder
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2008
SN  - 1936-6574
1876-7583
SP  - 143-149
ST  - Environmental barriers and supports to the health, function, and participation of people with developmental and intellectual disabilities: Report from the State of the Science in Aging with Developmental Disabilities Conference
T2  - Disability and Health Journal
TI  - Environmental barriers and supports to the health, function, and participation of people with developmental and intellectual disabilities: Report from the State of the Science in Aging with Developmental Disabilities Conference
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-14542-008&site=ehost-live&scope=site
hammel@uic.edu
VL  - 1
ID  - 204928
ER  - 


TY  - JOUR
AB  - Understanding neuronal mechanisms of learned behaviors requires efficient behavioral assays. We designed a high-throughput automatic training system (HATS) for olfactory behaviors in head-fixed mice. The hardware and software were constructed to enable automatic training with minimal human intervention. The integrated system was composed of customized 3D-printing supporting components, an odor-delivery unit with fast response, Arduino based hardware-controlling and data-acquisition unit. Furthermore, the customized software was designed to enable automatic training in all training phases, including lick-teaching, shaping and learning. Using HATS, we trained mice to perform delayed non-match to sample (DNMS), delayed paired association (DPA), Go/No-go (GNG), and GNG reversal tasks. These tasks probed cognitive functions including sensory discrimination, working memory, decision making and cognitive flexibility. Mice reached stable levels of performance within several days in the tasks. HATS enabled an experimenter to train eight mice simultaneously, therefore greatly enhanced the experimental efficiency. Combined with causal perturbation and activity recording techniques, HATS can greatly facilitate our understanding of the neural-circuitry mechanisms underlying learned behaviors.
AD  - State Key Laboratory of Neuroscience, Key Laboratory of Primate Neurobiology, Institute of Neuroscience, CAS Center for Excellence in Brain Science and Intelligence Technology, Chinese Academy of Sciences, Shanghai, China.
School of Future Technology, University of Chinese Academy of Sciences, Beijing, China.
AN  - 29487506
AU  - Han, Z.
AU  - Zhang, X.
AU  - Zhu, J.
AU  - Chen, Y.
AU  - Li, C. T.
C2  - Pmc5816819
DO  - 10.3389/fncir.2018.00015
DP  - NLM
ET  - 2018/03/01
J2  - Frontiers in neural circuits
KW  - Animals
Association
*Automation, Laboratory/instrumentation
*Behavior, Animal
Cognition
Decision Making
Discrimination, Psychological
Equipment Design
Executive Function
*Learning
Male
Memory
*Mice, Inbred C57BL
Models, Animal
Odorants
*Olfactory Perception
Physical Stimulation/instrumentation
*automatic training
*cognitive behavior
*head-fixed mice
*olfaction
*working memory
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1662-5110
SP  - 15
ST  - High-Throughput Automatic Training System for Odor-Based Learned Behaviors in Head-Fixed Mice
T2  - Front Neural Circuits
TI  - High-Throughput Automatic Training System for Odor-Based Learned Behaviors in Head-Fixed Mice
VL  - 12
ID  - 204009
ER  - 


TY  - JOUR
AB  - BACKGROUND: Prevalence of Alzheimer's disease in people with Down's syndrome is very high, and many such individuals who are older than 40 years have pathological changes characteristic of Alzheimer's disease. Evidence to support treatment with Alzheimer's drugs is inadequate, although memantine is beneficial in transgenic mice. We aimed to assess safety and efficacy of memantine on cognition and function in individuals with Down's syndrome. METHODS: In our prospective randomised double-blind trial, we enrolled adults (>40 years) with karyotypic or clinically diagnosed Down's syndrome, with and without dementia, at four learning disability centres in the UK and Norway. We randomly allocated participants (1:1) to receive memantine or placebo for 52 weeks by use of a computer-generated sequence and a minimisation algorithm to ensure balanced allocation for five prognostic factors (sex, dementia, age group, total Down's syndrome attention, memory, and executive function scales [DAMES] score, and centre). The primary outcome was change in cognition and function, measured with DAMES scores and the adaptive behaviour scale (ABS) parts I and II. We analysed differences in DAMES and ABS scores between groups with analyses of covariance or quantile regression in all patients who completed the 52 week assessment and had available follow-up data. This study is registered, number ISRCTN47562898. FINDINGS: We randomly allocated 88 patients to receive memantine (72 [82%] had DAMES data and 75 [85%] had ABS data at 52 weeks) and 85 to receive placebo (74 [87%] and 73 [86%]). Both groups declined in cognition and function but rates did not differ between groups for any outcomes. After adjustment for baseline score, there were non-significant differences between groups of -4·1 (95% CI -13·1 to 4·8) in DAMES scores, -8·5 (-20·1 to 3·1) in ABS I scores, and 2·0 (-7·2 to 11·3) in ABS II scores, all in favour of controls. 10 (11%) of 88 participants in the memantine group and six (7%) of 85 controls had serious adverse events (p=0·33). Five participants in the memantine group and four controls died from serious adverse events (p=0·77). INTERPRETATION: There is a striking absence of evidence about pharmacological treatment of cognitive impairment and dementia in people older than 40 years with Down's syndrome. Despite promising indications, memantine is not an effective treatment. Therapies that are effective for Alzheimer's disease are not necessarily effective in this group of patients. FUNDING: Lundbeck.
AD  - Wolfson Centre for Age-Related Diseases, King's College London, London, UK.
AN  - 22236802
AU  - Hanney, M.
AU  - Prasher, V.
AU  - Williams, N.
AU  - Jones, E. L.
AU  - Aarsland, D.
AU  - Corbett, A.
AU  - Lawrence, D.
AU  - Yu, L. M.
AU  - Tyrer, S.
AU  - Francis, P. T.
AU  - Johnson, T.
AU  - Bullock, R.
AU  - Ballard, C.
DA  - Feb 11
DO  - 10.1016/s0140-6736(11)61676-0
DP  - NLM
ET  - 2012/01/13
J2  - Lancet (London, England)
KW  - Adult
Alzheimer Disease/drug therapy
Cognition/drug effects
Dementia/*drug therapy/etiology
Double-Blind Method
Down Syndrome/*complications/psychology
Female
Humans
Male
Memantine/*therapeutic use
Middle Aged
N-Methylaspartate/antagonists & inhibitors
LA  - eng
M1  - 9815
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0140-6736
SP  - 528-36
ST  - Memantine for dementia in adults older than 40 years with Down's syndrome (MEADOWS): a randomised, double-blind, placebo-controlled trial
T2  - Lancet
TI  - Memantine for dementia in adults older than 40 years with Down's syndrome (MEADOWS): a randomised, double-blind, placebo-controlled trial
VL  - 379
ID  - 204311
ER  - 


TY  - JOUR
AB  - BACKGROUND: The 'Supporting Teachers And childRen in Schools' (STARS) study is a cluster randomised controlled trial evaluating the Incredible Years Teacher Classroom Management (TCM) programme as a public health intervention. TCM is a 6 day training course delivered to groups of 8-12 teachers. The STARS trial will investigate whether TCM can improve children's behaviour, attainment and wellbeing, reduce teachers' stress and improve their self-efficacy. This protocol describes the methodology of the process evaluation embedded within the main trial, which aims to examine the uptake and implementation of TCM strategies within the classroom plus the wider school environment and improve the understanding of outcomes. METHODS/DESIGN: The STARS trial will work with eighty teachers of children aged 4-9 years from eighty schools. Teachers will be randomised to attend the TCM course (intervention arm) or to "teach as normal" (control arm) and attend the course a year later. The process evaluation will use quantitative and qualitative approaches to assess fidelity to model, as well as explore headteachers' and teachers' experiences of TCM and investigate school factors that influence the translation of skills learnt to practice. Four of the eight groups of teachers (n = 40) will be invited to participate in focus groups within one month of completing the TCM course, and again a year later, while 45 of the 80 headteachers will be invited to take part in telephone interviews. Standardised checklists will be completed by group leaders and each training session will be videotaped to assess fidelity to model. Teachers will also complete standardised session evaluations. DISCUSSION: This study will provide important information about whether the Teacher Classroom Management course influences child and teacher mental health and well-being in both the short and long term. The process evaluation will provide valuable insights into factors that may facilitate or impede any impact. TRIAL REGISTRATION: The trial has been registered with ISCTRN (Controlled Trials Ltd) and assigned an ISRCTN number ISRCTN84130388 . Date assigned: 15 May 2012.
AD  - Child Mental Health Research Group, University of Exeter Medical School, Veysey Building, Salmon Pool Lane, Exeter, EX2 4SG, UK. l.j.hansford@exeter.ac.uk.
Primary Care Group, Plymouth University Peninsula School of Medicine & Dentistry (PUPSMD) N32, ITTCC Building Davy Road Tamar Science Park, Derriford, Plymouth, PL6 88X, UK. siobhan.sharkey@plymouth.ac.uk.
Collaboration for Leadership in Applied Health Research and Care for the South West Peninsula, University of Exeter Medical School, Veysey Building, Salmon Pool Lane, Exeter, EX2 4SG, UK. siobhan.sharkey@plymouth.ac.uk.
Child Mental Health Research Group, University of Exeter Medical School, Veysey Building, Salmon Pool Lane, Exeter, EX2 4SG, UK. v.j.edwards@exeter.ac.uk.
Collaboration for Leadership in Applied Health Research and Care for the South West Peninsula, University of Exeter Medical School, Veysey Building, Salmon Pool Lane, Exeter, EX2 4SG, UK. o.c.ukoumunne@exeter.ac.uk.
Centre for the Economics of Mental and Physical Health, Institute of Psychiatry, Kings College London, De Crespigny Park, London, SE5 8AF, UK. s.byford@kcl.ac.uk.
Graduate School of Education, University of Exeter, St Luke's Campus, Exeter, EX1 2 LU, UK. b.norwich@exeter.ac.uk.
Collaboration for Leadership in Applied Health Research and Care for the South West Peninsula, University of Exeter Medical School, Veysey Building, Salmon Pool Lane, Exeter, EX2 4SG, UK. stuart.logan@exeter.ac.uk.
Child Mental Health Research Group, University of Exeter Medical School, Veysey Building, Salmon Pool Lane, Exeter, EX2 4SG, UK. t.j.ford@exeter.ac.uk.
AN  - 25884803
AU  - Hansford, L.
AU  - Sharkey, S.
AU  - Edwards, V.
AU  - Ukoumunne, O.
AU  - Byford, S.
AU  - Norwich, B.
AU  - Logan, S.
AU  - Ford, T.
C2  - Pmc4336516
DA  - Feb 10
DO  - 10.1186/s12889-015-1486-y
DP  - NLM
ET  - 2015/04/18
J2  - BMC public health
KW  - Child
*Child Behavior
Child, Preschool
Comprehension
*Faculty
Female
Humans
Learning
Male
Problem Solving
*Research Design
Schools/*organization & administration
Self Efficacy
Stress, Psychological/*prevention & control
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1471-2458
SP  - 119
ST  - Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial
T2  - BMC Public Health
TI  - Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial
VL  - 15
ID  - 204522
ER  - 


TY  - THES
AB  - This dissertation research addresses a gap in the library and information science literature on everyday life information (ELI) needs and experiences of emerging adults with intellectual disabilities (I/DD). Emerging adulthood refers to the period between the late teen years and mid-twenties. Although this is a period of significant change for all young people, for individuals with I/DD this life stage is recognized as one of the most stressful times of life. The challenges experienced by these individuals suggest considerable areas of information need. This case study research explored the ELI needs, practices, and challenges of four emerging adults with I/DD. Employing a participatory research approach, participants played a central role in the inquiry process by offering time, input, and invitations into their daily lives for observation and study. Data collection methods included semi-structured interviews, participant/non-participant observations, artwork, photography, and document review of IEP and PCP reports. Analyses revealed four rich and multifaceted lives led by individuals exhibiting a wide range of both formidable and whimsical ELI needs. Twenty-nine categories of ELI need were identified, including multiple subcategories. All four participants displayed high motivation and great initiative in their ELI practice as information seekers, consumers, producers, managers, and providers. They also employed a wide range of tools, resources, and strategies to their advantage, despite considerable challenges---inherent and imposed. Barriers inhibiting information access were identified under the following categories: intrapersonal, physical, economic, social, and institutional. Results from this study parallel findings from other youth-ELI studies. The need for cognitively accessible information and proactive LIS service was underscored in each case study as a necessary mean toward supporting the developmental processes of emerging adults with I/DD and the development of knowledge, skills, and dispositions for self-actualization and enhanced adult life outcomes. A person-centered, outcomes-oriented model for LIS research and practice is proposed with emphasis on a strengths-based approach that capitalizes on individual capabilities, interests, and life priorities in recognition of the whole person. Five target areas are identified for LIS attention: individual capacity building, social capital, developmental processes, quality of life, and enabling environments. [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  - Hanson-Baldauf, Dana
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Young Adults
Case Studies
Developmental Disabilities
Participatory Research
Semi Structured Interviews
Observation
Art Products
Photography
Documentation
Content Analysis
Motivation
Access to Information
Barriers
Information Sources
Daily Living Skills
Skill Development
Knowledge Level
Capacity Building
Social Capital
Developmental Stages
Quality of Life
Environmental Influences
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-10793-1
ST  - Exploring the Everyday Life Information Needs, Practices, and Challenges of Emerging Adults with Intellectual Disabilities
TI  - Exploring the Everyday Life Information Needs, Practices, and Challenges of Emerging Adults with Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED553790&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:3562908
ID  - 205215
ER  - 


TY  - JOUR
AB  - Background: The available opinions regarding participation do not appear to be applicable to adults with visual and severe or profound intellectual disabilities (VSPID). Because a clear definition and operationalization are lacking, it is difficult for support professionals to give meaning to participation for adults with VSPID. Aims: The purpose of the present study was to develop a definition and operationalization of the concept of participation of adults with VSPID. Methods: Parents or family members, professionals, and experts participated in an online concept mapping procedure. This procedure includes generating statements, clustering them, and rating their importance. The data were analyzed quantitatively using multidimensional scaling and qualitatively with triangulation. Results: A total of 53 participants generated 319 statements of which 125 were clustered and rated. The final cluster map of the statements contained seven clusters: (1) Experience and discover; (2) Inclusion; (3) Involvement; (4) Leisure and recreation; (5) Communication and being understood; (6) Social relations; and (7) Self-management and autonomy. The average importance rating of the statements varied from 6.49 to 8.95. A definition of participation of this population was developed which included these seven clusters. Conclusions: The combination of the developed definition, the clusters, and the statements in these clusters, derived from the perceptions of parents or family members, professionals, and experts, can be employed to operationalize the construct of participation of adults with VSPID. This operationalization supports professionals in their ability to give meaning to participation in these adults. Future research will focus on using the operationalization as a checklist of participation for adults with VSPID. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Hanzen, Gineke
AN  - 2017-05208-010
AU  - Hanzen, Gineke
AU  - van Nispen, Ruth M. A.
AU  - van der Putten, Annette A. J.
AU  - Waninge, Aly
DB  - APA PsycInfo
DO  - 10.1016/j.ridd.2016.12.017
DP  - EBSCOhost
KW  - Concept mapping
Participation
Severe or profound intellectual disabilities
Visual disability
mental retardation
Attitude to Health
Communication
Family
Health Personnel
Humans
Intellectual Disability
Leisure Activities
Netherlands
Personal Autonomy
Recreation
Self Care
Severity of Illness Index
Social Participation
Vision Disorders
Severity (Disorders)
Intellectual Development Disorder
Cluster Analysis
Visual Perception
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 0891-4222
1873-3379
SP  - 95-107
ST  - Participation of adults with visual and severe or profound intellectual disabilities: Definition and operationalization
T2  - Research in Developmental Disabilities
TI  - Participation of adults with visual and severe or profound intellectual disabilities: Definition and operationalization
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-05208-010&site=ehost-live&scope=site
ginekehanzen@visio.org
VL  - 61
ID  - 204989
ER  - 


TY  - JOUR
AB  - BACKGROUND: Embodied cognition interests physical therapists because efforts to advance motor skills in young infants can affect learning. However, we do not know if simply advancing motor skill is enough to support advances in cognition. OBJECTIVE: The objective was to examine the effect of 2 interventions on the developing motor skill of sitting and problem solving and to describe the feasibility of using eye-tracking technology to explore visual and motor interaction. DESIGN: This was a longitudinal, randomized comparison of interventions. METHODS: Twenty infants with developmental delay and/or cerebral palsy, ranging in age from 8 to 34 months (mean [SD] = 15 [6.9] months), participated in an intervention emphasizing motor-based problem solving, and an intervention focused on advancing motor skill through assistance for attaining optimal movement patterns. Outcome measures were the Gross Motor Function Measure sitting subsection and the Early Problem Solving for Infants test. Active touch and looks were measured with eye-tracking technology. RESULTS: Participants in both groups made significant motor gains from baseline, with no difference between intervention groups on Gross Motor Function Measure change scores. Participants in the problem-solving group showed significant gains in Early Problem Solving for Infants scores over the participants in the optimal movement patterns group. Overall, participants increased active touch of toys and increased concurrent looking with active touching. LIMITATIONS: This exploratory study was small, with variation in participants' skills. The sampled behaviors for analysis were a small portion of the overall function of the participant. CONCLUSIONS: An intervention using motor-based problem solving could improve infants' problem-solving skill. The use of eye-tracking could help to understand embodied cognition as infants develop, but the challenges of embedding the method in natural settings require further work. Listen to the author interview at https://academic.oup.com/ptj/pages/podcasts.
AD  - Department of Physical Therapy, Rangos School of Health Sciences, Duquesne University, 600 Forbes Ave, 104 Rangos School, Pittsburgh, PA 15282 (USA).
The College of Staten Island and the Graduate Center of the City University of New York, New York, New York.
AN  - 30810750
AU  - Harbourne, R. T.
AU  - Berger, S. E.
DA  - Jun 1
DO  - 10.1093/ptj/pzz031
DP  - NLM
ET  - 2019/02/28
J2  - Physical therapy
KW  - Child Development/*physiology
Child, Preschool
Cognition/physiology
Early Intervention, Educational/*methods
Eye Movement Measurements
Eye Movements/*physiology
Female
Humans
Infant
Male
Motor Skills/*physiology
Movement Disorders/*rehabilitation
Outcome Assessment, Health Care
Problem Solving
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0031-9023
SP  - 786-796
ST  - Embodied Cognition in Practice: Exploring Effects of a Motor-Based Problem-Solving Intervention
T2  - Phys Ther
TI  - Embodied Cognition in Practice: Exploring Effects of a Motor-Based Problem-Solving Intervention
VL  - 99
ID  - 203840
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The aim of this study was to describe how professional expertise is defined and understood among gynecologic surgeons and what experiential factors contribute to that understanding. METHODS: Semistructured interviews with 16 experts in Female Pelvic Medicine and Reconstructive Surgery were conducted to identify how expertise in their field is defined, recognized, and assessed. Independent thematic analysis of the interview transcripts was performed by each member of the research team and then distilled and synthesized into convergent themes. RESULTS: Experts described surgical expertise as difficult to define but with several dominant themes including knowledge, technical skills, clinical experience, adaptability, continuous learning, communication, and professional recognition. Expertise requires judgment in applying technical skills to meet each patient's specific needs. Experts described unique ways of seeing and thinking during surgery, characterized by spatial awareness of relevant anatomy, temporal awareness of future changes, and rapidly adaptive application of their skills enabling them to do difficult tasks with fluidity, making the tasks seem easy to observers. These expert surgeons acknowledged that achieving expertise requires hard work and maintaining expertise requires continuous learning, highlighted by challenge seeking to do the most difficult tasks in their field. They also noted the importance of effective communication of their knowledge to others, which contributes to their perception as experts by colleagues in the field. CONCLUSIONS: Surgical expertise is a complex phenomenon with several meaningful themes. Understanding the authentic nature of surgical expertise can be used to support the development of competencies and the effective mentoring of promising surgical trainees to achieve surgical expertise.
AD  - From the Colleges of *Education and †Medicine, University of Oklahoma, Norman, OK; ‡University of Kansas College of Medicine, Kansas City, KS; and §Chicago Medical School, Rosalind Franklin University, North Chicago, IL.
AN  - 27661213
AU  - Hardré, P. L.
AU  - Nihira, M.
AU  - LeClaire, E.
AU  - Moen, M.
DA  - Nov/Dec
DO  - 10.1097/spv.0000000000000336
DP  - NLM
ET  - 2016/10/27
J2  - Female pelvic medicine & reconstructive surgery
KW  - Aptitude
Clinical Competence/*standards
Communication
Comprehension
Female
Gynecologic Surgical Procedures/*standards
Humans
Interprofessional Relations
Judgment
Physician-Patient Relations
Surgeons/*standards
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2151-8378
SP  - 399-403
ST  - Defining Expertise in Gynecologic Surgery: Perspectives of Expert Gynecologic Surgeons
T2  - Female Pelvic Med Reconstr Surg
TI  - Defining Expertise in Gynecologic Surgery: Perspectives of Expert Gynecologic Surgeons
VL  - 22
ID  - 204564
ER  - 


TY  - JOUR
AB  - Cognitive map theory assumes that novel environmental information is automatically incorporated into existing cognitive maps as a function of exploration. Reports of blocking in place learning cast doubt on this claim. In these studies, subjects were first trained to find a place, using a set of landmarks (Set A). Then novel landmarks (Set B) were added for additional trials. Subsequent removal of the Set A landmarks showed that the novel landmarks alone were insufficient for successful navigation. We investigated whether instructing human subjects to explore the environment can moderate blocking. First, we demonstrated that blocking is absent in a computer implementation of the Morris water maze (MWM) in which subjects are instructed to explore. We then studied why others found blocking in a different MWM implementation, in which the task instructions did not suggest exploration. In experiments that faithfully replicated this MWM variant, we found that subjects did not acquire cognitive maps and that blocking was attenuated when instructions were provided that encouraged exploration. Together, these findings indicate that blocking in human place learning may reflect a performance deficit, not a learning deficit, and that instructions can moderate blocking. Our results thus support the automatic update assumption of cognitive map theory.
AD  - McGill University, Montreal, Quebec, Canada. oliver.hardt@mac.com
AN  - 19122052
AU  - Hardt, O.
AU  - Hupbach, A.
AU  - Nadel, L.
DA  - Feb
DO  - 10.3758/lb.37.1.42
DP  - NLM
ET  - 2009/01/06
J2  - Learning & behavior
KW  - Adolescent
Adult
Analysis of Variance
Attention
Cognition
Concept Formation
*Exploratory Behavior
Female
Humans
Male
*Maze Learning
Middle Aged
Models, Educational
Models, Psychological
*Recognition, Psychology
Reference Values
*Set, Psychology
Sex Factors
*Spatial Behavior
Teaching
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1543-4494 (Print)
1543-4494
SP  - 42-59
ST  - Factors moderating blocking in human place learning: the role of task instructions
T2  - Learn Behav
TI  - Factors moderating blocking in human place learning: the role of task instructions
VL  - 37
ID  - 204537
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To determine the reliability of anthropometric and body composition measurements in children with special needs. DESIGN: Observational study. SETTING: Specialist support schools (primary and secondary) in Manchester, UK. PARTICIPANTS: 53 children with moderate-to-severe learning disability; 30 non-standers (14 boys) and 23 standers (15 boys). Mean ages were 11 years (range 3-20) for non-standers and 12.4 years (range 8-19) for standers. MEASURES: Anthropometric measures included: height/length, segmental measures, weight, skinfolds, body circumferences and body composition estimated from bioelectrical impedance analysis (BIA). These were measured twice, 2-4 weeks apart. MAIN OUTCOME MEASURES: Reliability was assessed using the technical error of measurement (TEM). RESULTS: The TEM for height and supine length was 0.55 cm for standers and 2.47 cm for non-standers, respectively. For non-standers, the TEMs for knee height and tibial length were 0.81 and 1.57 cm, respectively. The TEM for weight was 0.55 kg for standers and 0.75 kg for non-standers. For skinfold thickness, the TEM was smaller for non-standers than standers. The TEM for mid-upper arm circumference for standers and non-standers was 0.91 and 0.82 cm, respectively. The TEM for BIA in standers and non-standers was 34.7 and 54.1 Ω, respectively. Some measurements, including waist circumferences, were difficult to obtain reliably. CONCLUSIONS: Anthropometric and body composition measurements were feasible to obtain in children with special needs. However, the reliability of these measures differs between non-standers and standers and should be considered when choosing appropriate measures.
AD  - Department of Community Paediatrics, Manchester University NHS Foundation Trust, Manchester, UK.
Department of Community Paediatric Dietetics, Manchester University NHS Foundation Trust, Manchester, UK.
Division of Nursing, Midwifery & Social Work, School of Health Sciences, The University of Manchester, Manchester, UK.
The George Institute for Global Health, University of Oxford, Oxford, UK.
AN  - 29550764
AU  - Hardy, J.
AU  - Kuter, H.
AU  - Campbell, M.
AU  - Canoy, D.
DA  - Aug
DO  - 10.1136/archdischild-2017-314243
DP  - NLM
ET  - 2018/03/20
J2  - Archives of disease in childhood
KW  - Adolescent
Anthropometry/*methods
Body Composition/*physiology
Body Height/physiology
Body Weight/physiology
Child
Child, Preschool
Feasibility Studies
Female
Humans
Learning Disabilities/*physiopathology
Male
Reproducibility of Results
Skinfold Thickness
Young Adult
*anthropometric measurements
*bioelectrical impedance
*general paediatrics
*reliability
*special needs
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0003-9888
SP  - 757-762
ST  - Reliability of anthropometric measurements in children with special needs
T2  - Arch Dis Child
TI  - Reliability of anthropometric measurements in children with special needs
VL  - 103
ID  - 204008
ER  - 


TY  - JOUR
AB  - BACKGROUND: Disturbances in circadian rhythm functioning, as manifest in abnormal sleep-wake cycles, have been postulated to be present in people with autistic spectrum disorders (ASDs). To date, research into the sleep-wake cycle in people with ASDs has been primarily dependant on third-party data collection. METHOD: The utilization of non-invasive objective recording technologies such as actigraphy permits investigation of both sleep and circadian rhythm functioning in people with ASDs, together with the collection of data on daytime activity. RESULTS: Data were collected from 31 participants with intellectual disabilities living in supported community-based residential provision aged between 20 and 58 years, of whom 14 had an ASD. Analysis indicated that there were no significant differences in sleep patterns and circadian rhythm function between those participants with an ASD and those without. CONCLUSIONS: The mean scores of the participants as a whole indicated abnormalities in the two key circadian rhythm parameters of interdaily stability and intradaily variability. The implications of these findings for both clinical practice and theory are discussed.
AD  - Academic Division of Clinical Psychology, School of Psychological Sciences, University of Manchester, Manchester, UK. dougal.hare@manchester.ac.uk
AN  - 16961699
AU  - Hare, D. J.
AU  - Jones, S.
AU  - Evershed, K.
DA  - Oct
DO  - 10.1111/j.1365-2788.2006.00830.x
DP  - NLM
ET  - 2006/09/12
J2  - Journal of intellectual disability research : JIDR
KW  - Adult
Autistic Disorder/*epidemiology
Demography
Female
Humans
Intellectual Disability/*epidemiology
Male
Middle Aged
Prevalence
Sleep Disorders, Circadian Rhythm/diagnosis/*epidemiology
LA  - eng
M1  - Pt 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0964-2633 (Print)
0964-2633
SP  - 701-10
ST  - Objective investigation of the sleep-wake cycle in adults with intellectual disabilities and autistic spectrum disorders
T2  - J Intellect Disabil Res
TI  - Objective investigation of the sleep-wake cycle in adults with intellectual disabilities and autistic spectrum disorders
VL  - 50
ID  - 204073
ER  - 


TY  - JOUR
AB  - Intensive Early Screen Exposure (IESE) has been associated with detrimental outcomes on different variables including attention, language, emotion regulation and socialisation, some of which are central to the diagnosis of neurodevelopmental disorders, such as ADHD and learning disorders. Following Bradford-Hill's recommendations, we argue that there is growing clinical and empirical evidence supporting a causal relationship between intensive early screen exposure (more than 4 h a day) and subsequent symptoms of Autism Spectrum Disorders in some possibly vulnerable younger children (less than 6 years old). Clinicians should also be aware of the existence of cases of recovery or dramatic improvement after parents accept to stop screen exposure for a few months, associated with daily moments of dyadic interaction, since this intervention has repeatedly been found to be effective with no known side-effects.
AD  - Hôpital de Saint-Cyr-au-Mont-d'Or, Lyon, France. Electronic address: bharle@ch-st-cyr69.fr.
AN  - 31685125
AU  - Harlé, B.
DA  - Dec
DO  - 10.1016/j.tine.2019.100119
DP  - NLM
ET  - 2019/11/07
J2  - Trends in neuroscience and education
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2211-9493
SP  - 100119
ST  - Intensive early screen exposure as a causal factor for symptoms of autistic spectrum disorder: The case for «Virtual autism»
T2  - Trends Neurosci Educ
TI  - Intensive early screen exposure as a causal factor for symptoms of autistic spectrum disorder: The case for «Virtual autism»
VL  - 17
ID  - 204762
ER  - 


TY  - JOUR
AB  - PURPOSE OF THE STATEMENT: ▸ To provide an evidence-based, best practises summary to assist physicians with the evaluation and management of sports concussion. ▸ To establish the level of evidence, knowledge gaps and areas requiring additional research. IMPORTANCE OF AN AMSSM STATEMENT: ▸ Sports medicine physicians are frequently involved in the care of patients with sports concussion. ▸ Sports medicine physicians are specifically trained to provide care along the continuum of sports concussion from the acute injury to return-to-play (RTP) decisions. ▸ The care of athletes with sports concussion is ideally performed by healthcare professionals with specific training and experience in the assessment and management of concussion. Competence should be determined by training and experience, not dictated by specialty. ▸ While this statement is directed towards sports medicine physicians, it may also assist other physicians and healthcare professionals in the care of patients with sports concussion. DEFINITION: ▸ Concussion is defined as a traumatically induced transient disturbance of brain function and involves a complex pathophysiological process. Concussion is a subset of mild traumatic brain injury (MTBI) which is generally self-limited and at the less-severe end of the brain injury spectrum. PATHOPHYSIOLOGY: ▸ Animal and human studies support the concept of postconcussive vulnerability, showing that a second blow before the brain has recovered results in worsening metabolic changes within the cell. ▸ Experimental evidence suggests the concussed brain is less responsive to usual neural activation and when premature cognitive or physical activity occurs before complete recovery the brain may be vulnerable to prolonged dysfunction. INCIDENCE: ▸ It is estimated that as many as 3.8 million concussions occur in the USA per year during competitive sports and recreational activities; however, as many as 50% of the concussions may go unreported. ▸ Concussions occur in all sports with the highest incidence in football, hockey, rugby, soccer and basketball. RISK FACTORS FOR SPORT-RELATED CONCUSSION: ▸ A history of concussion is associated with a higher risk of sustaining another concussion. ▸ A greater number, severity and duration of symptoms after a concussion are predictors of a prolonged recovery. ▸ In sports with similar playing rules, the reported incidence of concussion is higher in female athletes than in male athletes. ▸ Certain sports, positions and individual playing styles have a greater risk of concussion. ▸ Youth athletes may have a more prolonged recovery and are more susceptible to a concussion accompanied by a catastrophic injury. ▸ Preinjury mood disorders, learning disorders, attention-deficit disorders (ADD/ADHD) and migraine headaches complicate diagnosis and management of a concussion. DIAGNOSIS OF CONCUSSION: ▸ Concussion remains a clinical diagnosis ideally made by a healthcare provider familiar with the athlete and knowledgeable in the recognition and evaluation of concussion. ▸ Graded symptom checklists provide an objective tool for assessing a variety of symptoms related to concussions, while also tracking the severity of those symptoms over serial evaluations. ▸ Standardised assessment tools provide a helpful structure for the evaluation of concussion, although limited validation of these assessment tools is available. SIDELINE EVALUATION AND MANAGEMENT: ▸ Any athlete suspected of having a concussion should be stopped from playing and assessed by a licenced healthcare provider trained in the evaluation and management of concussions. ▸ Recognition and initial assessment of a concussion should be guided by a symptoms checklist, cognitive evaluation (including orientation, past and immediate memory, new learning and concentration), balance tests and further neurological physical examination. ▸ While standardised sideline tests are a useful framework for examination, the sensitivity, specificity, validity and reliability of these tests among different age groups, cultural groups and settings is largely undefined. Their practical usefulness with or without an individual baseline test is also largely unknown. ▸ Balance disturbance is a specific indicator of a concussion, but not very sensitive. Balance testing on the sideline may be substantially different than baseline tests because of differences in shoe/cleat-type or surface, use of ankle tape or braces, or the presence of other lower extremity injury. ▸ Imaging is reserved for athletes where intracerebral bleeding is suspected. ▸ There is no same day RTP for an athlete diagnosed with a concussion. ▸ Athletes suspected or diagnosed with a concussion should be monitored for deteriorating physical or mental status. NEUROPSYCHOLOGICAL TESTING: ▸ Neuropsychological (NP) tests are an objective measure of brain-behaviour relationships and are more sensitive for subtle cognitive impairment than clinical exam. ▸ Most concussions can be managed appropriately without the use of NP testing. ▸ Computerised neuropsychological (CNP) testing should be interpreted by healthcare professionals trained and familiar with the type of test and the individual test limitations, including a knowledgeable assessment of the reliable change index, baseline variability and false-positive and false-negative rates. ▸ Paper and pencil NP tests can be more comprehensive, test different domains and assess for other conditions which may masquerade as or complicate assessment of concussion. ▸ NP testing should be used only as part of a comprehensive concussion management strategy and should not be used in isolation. ▸ The ideal timing, frequency and type of NP testing have not been determined. ▸ In some cases, properly administered and interpreted NP testing provides an added value to assess cognitive function and recovery in the management of sports concussions. ▸ It is unknown if use of NP testing in the management of sports concussion helps prevent recurrent concussion, catastrophic injury or long-term complications. ▸ Comprehensive NP evaluation is helpful in the post-concussion management of athletes with persistent symptoms or complicated courses. RETURN TO CLASS: ▸ Students will require cognitive rest and may require academic accommodations such as reduced workload and extended time for tests while recovering from a concussion. RETURN TO PLAY: ▸ Concussion symptoms should be resolved before returning to exercise. ▸ A RTP progression involves a gradual, step-wise increase in physical demands, sports-specific activities and the risk for contact. ▸ If symptoms occur with activity, the progression should be halted and restarted at the preceding symptom-free step. ▸ RTP after concussion should occur only with medical clearance from a licenced healthcare provider trained in the evaluation and management of concussions. SHORT-TERM RISKS OF PREMATURE RTP: ▸ The primary concern with early RTP is decreased reaction time leading to an increased risk of a repeat concussion or other injury and prolongation of symptoms. LONG-TERM EFFECTS: ▸ There is an increasing concern that head impact exposure and recurrent concussions contribute to long-term neurological sequelae. ▸ Some studies have suggested an association between prior concussions and chronic cognitive dysfunction. Large-scale epidemiological studies are needed to more clearly define risk factors and causation of any long-term neurological impairment. DISQUALIFICATION FROM SPORT: ▸ There are no evidence-based guidelines for disqualifying/retiring an athlete from a sport after a concussion. Each case should be carefully deliberated and an individualised approach to determining disqualification taken. EDUCATION: ▸ Greater efforts are needed to educate involved parties, including athletes, parents, coaches, officials, school administrators and healthcare providers to improve concussion recognition, management and prevention. ▸ Physicians should be prepared to provide counselling regarding potential long-term consequences of a concussion and recurrent concussions. PREVENTION: ▸ Primary prevention of some injuries may be possible with modification and enforcement of the rules and fair play. ▸ Helmets, both hard (football, lacrosse and hockey) and soft (soccer, rugby) are best suited to prevent impact injuries (fracture, bleeding, laceration, etc.) but have not been shown to reduce the incidence and severity of concussions. ▸ There is no current evidence that mouth guards can reduce the severity of or prevent concussions. ▸ Secondary prevention may be possible by appropriate RTP management. LEGISLATION: ▸ Legislative efforts provide a uniform standard for scholastic and non-scholastic sports organisations regarding concussion safety and management. FUTURE DIRECTIONS: ▸ Additional research is needed to validate current assessment tools, delineate the role of NP testing and improve identification of those at risk of prolonged post-concussive symptoms or other long-term complications. ▸ Evolving technologies for the diagnosis of concussion, such as newer neuroimaging techniques or biological markers, may provide new insights into the evaluation and management of sports concussion.
AD  - Department of Family Medicine, for Stanley Herring Department of Physical Medicine and Rehabilitation, University of Washington, Seattle, Washington, USA. kharmon@u.washington.edu
AN  - 23243113
AU  - Harmon, K. G.
AU  - Drezner, J. A.
AU  - Gammons, M.
AU  - Guskiewicz, K. M.
AU  - Halstead, M.
AU  - Herring, S. A.
AU  - Kutcher, J. S.
AU  - Pana, A.
AU  - Putukian, M.
AU  - Roberts, W. O.
DA  - Jan
DO  - 10.1136/bjsports-2012-091941
DP  - NLM
ET  - 2012/12/18
J2  - British journal of sports medicine
KW  - Age Factors
Apolipoproteins E/genetics
Athletic Injuries/diagnosis/etiology/*therapy
Attention Deficit Disorder with Hyperactivity/complications
Brain Concussion/diagnosis/etiology/*therapy
Emergency Treatment/methods
Evidence-Based Medicine
Female
Forecasting
Health Education/methods
Humans
Learning Disabilities/complications
Male
Migraine Disorders/complications
Mood Disorders/complications
Neuroimaging/methods
Neurologic Examination/methods
Neuropsychological Tests
Polymorphism, Genetic/genetics
Postural Balance
Prognosis
Recovery of Function
Referral and Consultation
Risk Factors
Sensation Disorders/diagnosis/etiology
Sex Factors
Sports Medicine/*methods
Time Factors
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0306-3674
SP  - 15-26
ST  - American Medical Society for Sports Medicine position statement: concussion in sport
T2  - Br J Sports Med
TI  - American Medical Society for Sports Medicine position statement: concussion in sport
VL  - 47
ID  - 204358
ER  - 


TY  - JOUR
AB  - Although the everyday decision-making of clinically anxious individuals is clearly influenced by their excessive fear and worry, the relationship between anxiety and decision-making remains relatively unexplored in neuroeconomic studies. In this review, we attempt to explore the role of anxiety in decision-making with a neuroeconomic approach. We first review the neural systems mediating fear and anxiety, which overlap with a network of brain regions implicated in studies of economic decision-making. We then discuss the potential influence of cognitive biases associated with anxiety upon economic choice, focusing on a set of decision-making biases involving choice in the face of potential aversive outcomes. We propose that the neural circuitry supporting fear learning and regulation may mediate the influence of anxiety upon choice and suggest that techniques for altering fear and anxiety may also change decisions.
AD  - Department of Psychology, New York University, New York, NY 10003, USA.
AN  - 22325982
AU  - Hartley, C. A.
AU  - Phelps, E. A.
C2  - Pmc3864559
C6  - Nihms350519
DA  - Jul 15
DO  - 10.1016/j.biopsych.2011.12.027
DP  - NLM
ET  - 2012/02/14
J2  - Biological psychiatry
KW  - Anxiety/*physiopathology/*psychology
Brain/*physiology/*physiopathology
Cognition/physiology
Decision Making/*physiology
Economics, Behavioral
Fear/physiology
Humans
Neural Pathways/physiology/physiopathology
Uncertainty
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0006-3223 (Print)
0006-3223
SP  - 113-8
ST  - Anxiety and decision-making
T2  - Biol Psychiatry
TI  - Anxiety and decision-making
VL  - 72
ID  - 204365
ER  - 


TY  - JOUR
AB  - A growing trend in memory rehabilitation is to combine learning principles to enhance treatment effects. While this makes intuitive sense, little is known about the added value of incorporating each method. A further complication is that some interventions, although primarily based on one learning principle, actually incorporate several, which again adds to the difficulty in differentiating the individual contribution of techniques. In this paper we report results of two experiments comparing the effectiveness of combining principles of errorless learning (EL) with vanishing cues (VC) relative to each in isolation. Healthy controls (N = 60), learning under standard and dual-task conditions, and patients with probable Alzheimer's disease (N = 22) took part in Experiments 1 and 2, respectively. In each experiment, participants were asked to learn greeble- or face-name associations, and memory was tested after interference or brief delay. For healthy controls, EL alone and EL + VC produced the best results, but there was no difference between these conditions. For the Alzheimer's patients, all treatment conditions (EL, VC, EL + VC) were significantly better than trial and error, and, in this case, we found that the combined method was significantly better than VC in isolation. Importantly, in both experiments there was little support for use of combined over individual learning principles.
AD  - School of Psychology, University of Exeter, Exeter, UK. c.haslam@exeter.ac.uk
AN  - 20446145
AU  - Haslam, C.
AU  - Moss, Z.
AU  - Hodder, K.
DA  - Nov
DO  - 10.1080/13803391003662686
DP  - NLM
ET  - 2010/05/07
J2  - Journal of clinical and experimental neuropsychology
KW  - Affect/physiology
Aged
Alzheimer Disease/psychology
Association Learning/physiology
Cognition/physiology
*Cues
Diagnostic and Statistical Manual of Mental Disorders
Female
Humans
Intelligence
Learning/*physiology
Male
Memory/physiology
Memory Disorders/psychology
Names
Neuropsychological Tests
Photic Stimulation
Psychomotor Performance/physiology
Young Adult
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1380-3395
SP  - 973-85
ST  - Are two methods better than one? Evaluating the effectiveness of combining errorless learning with vanishing cues
T2  - J Clin Exp Neuropsychol
TI  - Are two methods better than one? Evaluating the effectiveness of combining errorless learning with vanishing cues
VL  - 32
ID  - 204402
ER  - 


TY  - JOUR
AB  - BACKGROUND: Preliminary studies have indicated that training staff in Positive Behaviour Support (PBS) may help to reduce challenging behaviour among people with intellectual disability (ID). OBJECTIVE: To evaluate whether or not such training is clinically effective in reducing challenging behaviour in routine care. The study also included longer-term follow-up (approximately 36 months). DESIGN: A multicentre, single-blind, two-arm, parallel-cluster randomised controlled trial. The unit of randomisation was the community ID service using an independent web-based randomisation system and random permuted blocks on a 1 : 1 allocation stratified by a staff-to-patient ratio for each cluster. SETTING: Community ID services in England. PARTICIPANTS: Adults (aged > 18 years) across the range of ID with challenging behaviour [≥ 15 Aberrant Behaviour Checklist - Community total score (ABC-C(T))]. INTERVENTIONS: Manual-assisted face-to-face PBS training to therapists and treatment as usual (TAU) compared with TAU only in the control arm. MAIN OUTCOME MEASURES: Carer-reported changes in challenging behaviour as measured by the ABC-C(T) over 12 months. Secondary outcomes included psychopathology, community participation, family and paid carer burden, family carer psychopathology, costs of care and quality-adjusted life-years (QALYs). Data on main outcome, service use and health-related quality of life were collected for the 36-month follow-up. RESULTS: A total of 246 participants were recruited from 23 teams, of whom 109 were in the intervention arm (11 teams) and 137 were in the control arm (12 teams). The difference in ABC-C(T) between the intervention and control arms [mean difference -2.14, 95% confidence interval (CI) -8.79 to 4.51; p = 0.528] was not statistically significant. No treatment effects were found for any of the secondary outcomes. The mean cost per participant in the intervention arm was £1201. Over 12 months, there was a difference in QALYs of 0.076 in favour of the intervention (95% CI 0.011 to 0.140 QALYs) and a 60% chance that the intervention is cost-effective compared with TAU from a health and social care cost perspective at the threshold of £20,000 per QALY gained. Twenty-nine participants experienced 45 serious adverse events (intervention arm, n = 19; control arm, n = 26). PBS plans were available for 33 participants. An independent assessment of the quality of these plans found that all were less than optimal. Forty-six qualitative interviews were conducted with service users, family carers, paid carers and service managers as part of the process evaluation. Service users reported that they had learned to manage difficult situations and had gained new skills, and carers reported a positive relationship with therapists. At 36 months' follow-up (n = 184), the mean ABC-C(T) difference between arms was not significant (-3.70, 95% CI -9.25 to 1.85; p = 0.191). The initial cost-effectiveness of the intervention dissipated over time. LIMITATIONS: The main limitations were low treatment fidelity and reach of the intervention. CONCLUSIONS: Findings from the main study and the naturalistic follow-up suggest that staff training in PBS as delivered in this study is insufficient to achieve significant clinical gains beyond TAU in community ID services. Although there is an indication that training in PBS is potentially cost-effective, this is not maintained in the longer term. There is increased scope to develop new approaches to challenging behaviour as well as optimising the delivery of PBS in routine clinical practice. TRIAL REGISTRATION: This study is registered as NCT01680276. 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. 22, No. 15. See the NIHR Journals Library website for further project information.
AD  - Division of Psychiatry, University College London, London, UK.
Tower Hamlets Community Learning Disability Service, Mile End Hospital, London, UK.
Department of Statistical Science, University College London, London, UK.
University College London PRIMENT Clinical Trials Unit, London, UK.
Institute of Mental Health, University of Nottingham, Nottingham, UK.
Leicestershire Partnership NHS Trust, Directorate of Learning Disabilities, Frith Hospital, Leicester, UK.
Warwick Medical School, University of Warwick, Coventry, UK.
Challenging Behaviour Foundation, Chatham, UK.
South West London and St George's Mental Health Trust, Wandsworth Community Mental Health Learning Disabilities Team, Springfield University Hospital, London, UK.
Centre for Mental Health, Department of Medicine, Imperial College London, London, UK.
AN  - 29596045
AU  - Hassiotis, A.
AU  - Poppe, M.
AU  - Strydom, A.
AU  - Vickerstaff, V.
AU  - Hall, I.
AU  - Crabtree, J.
AU  - Omar, R.
AU  - King, M.
AU  - Hunter, R.
AU  - Bosco, A.
AU  - Biswas, A.
AU  - Ratti, V.
AU  - Blickwedel, J.
AU  - Cooper, V.
AU  - Howie, W.
AU  - Crawford, M.
C2  - PMC5900418 Michael King is a member of the PRIMENT Clinical Trials Unit, which is funded by the National Institute for Health Research.
DA  - Mar
DO  - 10.3310/hta22150
DP  - NLM
ET  - 2018/03/30
J2  - Health technology assessment (Winchester, England)
KW  - Adult
Antipsychotic Agents/administration & dosage
*Behavior
Caregivers/psychology
Cost-Benefit Analysis
England
Female
Health Expenditures
Health Personnel/*education
Humans
Inservice Training/economics/*organization & administration
Intellectual Disability/drug therapy/*rehabilitation
Male
Mental Health
Middle Aged
Quality of Life
Quality-Adjusted Life Years
Severity of Illness Index
Single-Blind Method
State Medicine
LA  - eng
M1  - 15
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1366-5278 (Print)
1366-5278
SP  - 1-110
ST  - Positive behaviour support training for staff for treating challenging behaviour in people with intellectual disabilities: a cluster RCT
T2  - Health Technol Assess
TI  - Positive behaviour support training for staff for treating challenging behaviour in people with intellectual disabilities: a cluster RCT
VL  - 22
ID  - 204090
ER  - 


TY  - JOUR
AB  - Background: Women’s centres are community-based third sector organisations providing gender-specific services to vulnerable females, including offenders and those at risk of offending. Mental health is a particular need within this population; however, there is limited knowledge of the type(s) and availability of mental health interventions within women’s centres. Aims: To explore the provision of mental health interventions within women’s centres, providing an overview of services and the extent to which they evaluate interventions offered. Method: A 32-item online survey was developed, and 48 services across England and Wales were invited to participate. Data collected were exported from the survey host website and analysed descriptively. Results: Thirty-four services took part in the survey. Over two-thirds provided psychological interventions, with counselling being the most frequently offered type of therapy. Clients presented to services with a range of issues, including mental health problems, personality disorder and self-harm. Thirteen services undertook evaluations of interventions; data gathered were used for a variety of purposes, including improving interventions and justifying service provision. Conclusions: This exploratory study provides information about current mental health provision in women’s centres and the range of needs experienced by clients. We need to increase our knowledge and understanding of provision within these services, develop a standardised approach to client data collection and management, and create a robust package of valid and reliable outcome measures for use across services. This will augment routine evaluation of the effectiveness and cost-effectiveness of these services in meeting the health, well-being and offending needs of female clients. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Hatchett, Victoria
AN  - 2016-02705-002
AU  - Hatchett, Victoria
AU  - Pybis, Jo
AU  - Tebbet‐Duffin, Ursula
AU  - Rowland, Nancy
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - counselling
women
criminal justice
mental health
vulnerability
Community Mental Health Services
Human Females
Intervention
Risk Factors
Counseling
Intellectual Development Disorder
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 1473-3145
1746-1405
SP  - 88-97
ST  - Provision of mental health interventions in women's centres: An exploratory study
T2  - Counselling & Psychotherapy Research
TI  - Provision of mental health interventions in women's centres: An exploratory study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-02705-002&site=ehost-live&scope=site
victoria.hatchett@bacp.co.uk
VL  - 15
ID  - 205007
ER  - 


TY  - JOUR
AB  - The present study examined the relation between cognitive performance and social networking in older adults from Canada and Greece. The two groups were matched on age, gender, education level, and MMSE scores. Participants reported the amount of both off-line and online networking, as well as the social support received in these contexts. Immediate and delayed recall, speed of processing, and executive functioning were also assessed. Online networking was associated with executive functioning. Interestingly, country context didn’t moderate the relationship, despite differences observed between Greeks and Canadians in executive functioning and online networking. Our findings suggest that online social participation could serve both as a source of social support and as cognitive training, benefiting older adults’ cognitive vitality. The findings are discussed in relation to the characteristics of the specific countries, stressing the need to explore the effects of online social networking and participation on cognitive function in the aging population. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Chrysochoou, Elisavet, Department of Psychology, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece
AN  - 2018-66877-004
AU  - Hatzifilalithis, Stephanie
AU  - Chrysochoou, Elisavet
AU  - Pavlidis, George
AU  - Vivas, Ana B.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - social networking
online networking
executive control
cognitive functions
older adults
Aging
Cognition
Social Networks
Online Social Networks
Executive Function
Cross Cultural Differences
Foreign Language Translation
Rating Scales
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1106-5737
SP  - 43-53
ST  - Online social networking and cognitive performance in older adults: A Greek-Canadian study
T2  - Psychology: The Journal of the Hellenic Psychological Society
TI  - Online social networking and cognitive performance in older adults: A Greek-Canadian study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-66877-004&site=ehost-live&scope=site
vivas@citycollege.sheffield.eu
gpavlidis@citycollege.sheffield.eu
echrysoc@psy.auth.gr
hatzifis@mcmaster.caa
VL  - 22
ID  - 204980
ER  - 


TY  - JOUR
AB  - OBJECTIVES: There is a growing demand to reduce ethnic health disparities. The Healthy Habits Program (HHP) was implemented to provide a community-based physical activity and education intervention for Chinese older adults living in Boston, Massachusetts. This study evaluated the HHP by assessing outcomes that are critical for maintaining independence of older persons. DESIGN, SETTING AND PARTICIPANTS: Quantitative evaluation was performed on 50 Chinese older adults enrolled in the HHP. The community members were trained in data collection and management. MEASUREMENTS: Cognition (Mini Mental State Examination (MMSE), Trail Making Test and Complex Walking Task), mobility (Short Physical Performance Battery (SPPB) and maximal gait speed), depressive symptoms (Patient Health Questionnaire-9), perceived disability (World Health Organization Disability Assessment 2.0), nutritional status (Mini Nutrition Assessment®), and strength (grip and leg strength) were assessed at baseline and at 6 months. All tests were translated into Chinese. RESULTS: Of the 50 participants (mean age 68.4 years; 68% female), 78% achieved the goal of performing exercise ≥3 times/week. After 6 months, clinically meaningful improvements were observed in mobility (mean SPPB score changed from 10.3 to 11.1 points; p=0.01) and cognition (mean MMSE score changed from 26.0 to 27.8 points; p=0.001). There were also statistically significant improvements in executive function, depressive symptoms and perceived disability (p<0.05). CONCLUSION: Culturally sensitive community interventions, such as the HHP, are effective for improving mobility and cognition of Chinese older adults. This reveals the potential of promoting successful aging in minority populations through community settings, and should be advocated to reduce ethnic health disparities in the U.S.
AD  - Roger A. Fielding, PhD, Nutrition, Exercise Physiology and Sarcopenia Laboratory, Jean Mayer USDA Human Nutrition Research Center on Aging at Tufts University, 711 Washington Street, Boston, MA 02111, USA, Phone: +1-617-556-3016, Fax: +1-617-556-3083, E-mail: roger.fielding@tufts.edu.
AN  - 26999238
AU  - Hau, C.
AU  - Reid, K. F.
AU  - Wong, K. F.
AU  - Chin, R. J.
AU  - Botto, T. J.
AU  - Eliasziw, M.
AU  - Bermudez, O. I.
AU  - Fielding, R. A.
DA  - Apr
DO  - 10.1007/s12603-015-0623-8
DP  - NLM
ET  - 2016/03/22
J2  - The journal of nutrition, health & aging
KW  - Aged
Aging
Boston
China/ethnology
*Cognition
Cohort Studies
Disability Evaluation
Executive Function
Exercise/*physiology
Female
*Habits
*Health Behavior
*Health Education
Health Status Disparities
Humans
Male
Middle Aged
Muscle Strength
Nutritional Status
*Program Evaluation
Surveys and Questionnaires
Trail Making Test
*Walking
Walking Speed
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1279-7707
SP  - 391-7
ST  - Collaborative Evaluation of the Healthy Habits Program: An Effective Community Intervention to Improve Mobility and Cognition of Chinese Older Adults Living in the U.S
T2  - J Nutr Health Aging
TI  - Collaborative Evaluation of the Healthy Habits Program: An Effective Community Intervention to Improve Mobility and Cognition of Chinese Older Adults Living in the U.S
VL  - 20
ID  - 204620
ER  - 


TY  - JOUR
AB  - Language has the power to shape cognition, behavior, and even the form and function of the brain. Technological and scientific developments have recently yielded an increasingly diverse set of tools with which to study the way language changes neural structures and processes. Here, we review research investigating the consequences of multilingualism as revealed by brain imaging. A key feature of multilingual cognition is that two or more languages can become activated at the same time, requiring mechanisms to control interference. Consequently, extensive experience managing multiple languages can influence cognitive processes as well as their neural correlates. We begin with a brief discussion of how bilinguals activate language, and of the brain regions implicated in resolving language conflict. We then review evidence for the pervasive impact of bilingual experience on the function and structure of neural networks that support linguistic and non-linguistic cognitive control, speech processing and production, and language learning. We conclude that even seemingly distinct effects of language on cognitive operations likely arise from interdependent functions, and that future work directly exploring the interactions between multiple levels of processing could offer a more comprehensive view of how language molds the mind.
AD  - Department of Communication Sciences and Disorders, Northwestern University, 2240 Campus Drive, Evanston, IL, 60208, USA.
Department of Communication Sciences and Disorders, Northwestern University, 2240 Campus Drive, Evanston, IL, 60208, USA. v-marian@northwestern.edu.
AN  - 30909931
AU  - Hayakawa, S.
AU  - Marian, V.
C2  - Pmc6432751
DA  - Mar 25
DO  - 10.1186/s12993-019-0157-z
DP  - NLM
ET  - 2019/03/27
J2  - Behavioral and brain functions : BBF
KW  - Brain/physiology
Brain Mapping/methods
Cognition/*physiology
Female
Humans
Language
Magnetic Resonance Imaging/methods
Male
*Multilingualism
Neuronal Plasticity/physiology
Bilingualism
Cognitive function
Executive control
Experience-dependent plasticity
Language experience
Language learning
Multilingualism
Neuroplasticity
Speech processing
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1744-9081
SP  - 6
ST  - Consequences of multilingualism for neural architecture
T2  - Behav Brain Funct
TI  - Consequences of multilingualism for neural architecture
VL  - 15
ID  - 203841
ER  - 


TY  - JOUR
AB  - Schizophrenia encompasses a wide variety of cognitive dysfunctions, a number of which can be understood as deficits of inhibition. To date, no research has examined 'conditioned inhibition' in schizophrenia--the ability of a stimulus that signals the absence of an expected outcome to counteract the conditioned response produced by a signal for that outcome (a conditioned excitor). A computer-based task was used to measure conditioned excitation and inhibition in the same discrimination procedure, in 25 patients with a confirmed diagnosis of schizophrenia and a community-based comparison sample. Conditioned inhibition was measured by a ratio score, which compared the degree to which the inhibitory stimulus and a neutral control stimulus reduced conditioned responding to the excitatory cue: the lower the ratio, the greater the inhibitory learning. At test the ratios were 0.45 and 0.39 for patient and control groups respectively, and the relevant interaction term of the ANOVA confirmed that the degree of inhibition was reduced in the patient group, with an effect size of r = 0.28.These results demonstrate for the first time that inhibitory learning is impaired in schizophrenia. Such an impairment provides an attractive framework for the interpretation of the positive symptoms of schizophrenia. However, we were unable to demonstrate any relationship between the level of conditioned inhibition and medication. Similarly, in the present study it must be emphasised that the available data did not demonstrate any relationship between individual variation in inhibitory learning and the level of positive symptoms as measured by the PANSS. In fact inhibitory learning impairment was relatively greater in participants with a predominantly negative symptom profile and their excitatory learning was also reduced. Accordingly the next step will be to investigate such relationships in a larger sample with a priori defined sub-groups displaying predominantly positive versus predominantly negative symptoms.
AD  - Division of Psychiatry, School of Psychology, University of Nottingham, Nottingham, United Kingdom.
AN  - 22860074
AU  - He, Z.
AU  - Cassaday, H. J.
AU  - Park, S. B.
AU  - Bonardi, C.
C2  - Pmc3408477
DO  - 10.1371/journal.pone.0042175
DP  - NLM
ET  - 2012/08/04
J2  - PloS one
KW  - Antipsychotic Agents/therapeutic use
*Cognition
Humans
Schizophrenia/drug therapy
*Schizophrenic Psychology
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1932-6203
SP  - e42175
ST  - When to hold that thought: an experimental study showing reduced inhibition of pre-trained associations in schizophrenia
T2  - PLoS One
TI  - When to hold that thought: an experimental study showing reduced inhibition of pre-trained associations in schizophrenia
VL  - 7
ID  - 204363
ER  - 


TY  - JOUR
AB  - The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.
AD  - University of North Carolina at Chapel Hill, USA.
AN  - 28936882
AU  - Hedges, S. H.
AU  - Odom, S. L.
AU  - Hume, K.
AU  - Sam, A.
DA  - Jan
DO  - 10.1177/1362361317717976
DP  - NLM
ET  - 2017/09/25
J2  - Autism : the international journal of research and practice
KW  - Adolescent
Autism Spectrum Disorder/*psychology/therapy
Education
*Educational Technology
Female
Humans
Male
Students/*psychology
Surveys and Questionnaires
Young Adult
*adolescents
*autism
*secondary school
*self-report
*support
*technology
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1362-3613
SP  - 70-79
ST  - Technology use as a support tool by secondary students with autism
T2  - Autism
TI  - Technology use as a support tool by secondary students with autism
VL  - 22
ID  - 203925
ER  - 


TY  - JOUR
AB  - Efficient vocational skills instruction is needed to meet the needs of a growing number of job seekers with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompting used to teach transition-age students with IDD chained vocational tasks. A multiple probe design across behaviors was replicated across two students. Both students mastered iPhone navigation after observing a model and completing two to three sessions in a training phase. After training, students independently navigated the iPhone and played video prompts. Both students made substantial progress on all three tasks, reaching 100% accuracy in two of the tasks.
AN  - EJ1211142
AU  - Heider, Amy E.
AU  - Cannella-Malone, Helen I.
AU  - Andzik, Natalie R.
DA  - 05/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Independent Study
Job Skills
Students with Disabilities
Handheld Devices
Telecommunications
Moderate Intellectual Disability
Down Syndrome
Instructional Effectiveness
Accuracy
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 2165-1434
SP  - 87-98
ST  - Effects of Self-Directed Video Prompting on Vocational Task Acquisition
T2  - Career Development and Transition for Exceptional Individuals
TI  - Effects of Self-Directed Video Prompting on Vocational Task Acquisition
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1211142&site=ehost-live&scope=site
http://dx.doi.org/10.1177/2165143417752901
VL  - 42
ID  - 205180
ER  - 


TY  - JOUR
AB  - Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of technology to publish) and chained tasks (i.e., linear equation, Punnett square, or Internet research) from a peer tutor and paraprofessionals. Using a multiple probe across participants design, results showed students reached criterion in two to eight sessions and maintained the skills for one month following intervention. Generalization was also at higher levels than in the baseline condition. In addition, general education students who attended class with the participants expressed positive comments based on the intervention.
AN  - EJ1090293
AU  - Heinrich, Sara
AU  - Collins, Belva C.
AU  - Knight, Victoria
AU  - Spriggs, Amy D.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - STEM Education
Prompting
High School Students
Inclusion
Moderate Intellectual Disability
Instructional Effectiveness
Intervention
Generalization
Skill Development
Children
Intelligence Tests
Wechsler Intelligence Scale for Children
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 2154-1647
SP  - 41-54
ST  - Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1090293&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETADDArchives.aspx
VL  - 51
ID  - 205190
ER  - 


TY  - JOUR
AB  - The present work critically examines two assumptions frequently stated by supporters of cognitive neuroenhancement. The first, explicitly methodological, assumption is the supposition of effective and side effect-free neuroenhancers. However, there is an evidence-based concern that the most promising drugs currently used for cognitive enhancement can be addictive. Furthermore, this work describes why the neuronal correlates of key cognitive concepts, such as learning and memory, are so deeply connected with mechanisms implicated in the development and maintenance of addictive behaviour so that modification of these systems may inevitably run the risk of addiction to the enhancing drugs. Such a potential risk of addiction could only be falsified by in-depth empirical research. The second, implicit, assumption is that research on neuroenhancement does not pose a serious moral problem. However, the potential for addiction, along with arguments related to research ethics and the potential social impact of neuroenhancement, could invalidate this assumption. It is suggested that ethical evaluation needs to consider the empirical data as well as the question of whether and how such empirical knowledge can be obtained.
AD  - Klinik für Psychiatrie und Psychotherapie, Charité Universitätsmedizin Berlin, Berlin, Germany.
AN  - 22228818
AU  - Heinz, A.
AU  - Kipke, R.
AU  - Heimann, H.
AU  - Wiesing, U.
DA  - Jun
DO  - 10.1136/medethics-2011-100041
DP  - NLM
ET  - 2012/01/10
J2  - Journal of medical ethics
KW  - Behavior, Addictive/*chemically induced/psychology
Biomedical Enhancement/*ethics/methods
Central Nervous System Stimulants/*adverse effects
Cognition/*drug effects
Humans
Neurosciences/ethics
Risk Factors
Substance-Related Disorders/*etiology
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0306-6800
SP  - 372-5
ST  - Cognitive neuroenhancement: false assumptions in the ethical debate
T2  - J Med Ethics
TI  - Cognitive neuroenhancement: false assumptions in the ethical debate
VL  - 38
ID  - 204267
ER  - 


TY  - JOUR
AB  - The purpose of this study was to (a) examine the employment and career development concerns of postsecondary students with learning disabilities and Attention Deficit Disorder (ADD) or Attention Deficit/Hyperactivity Disorder (AD/HD) and (b) develop strategies for improving their post-graduation employment outcomes. Employing an established survey method grounded in the ideals of Participatory Action Research, the researchers examined the self-perceived strengths and weaknesses of a sub-sample of 110 students with learning disabilities, ADD, and AD/HD in four states, representing seven colleges and universities, regarding their top-priority employment concerns. Students reported that their main employment-related strengths were in regard to expectations, access and accommodations, and job-seeking and technical skills. They reported their relative weaknesses to be in the areas of health insurance, implementation of the Americans with Disabilities Act, and Social Security. Focus groups of university faculty members, student service professionals, rehabilitation professionals, and students with disabilities, convened to assist in the interpretation of results and the formulation of strategies for improving career services, recommended that students' employment-related strengths be maintained and weaknesses remediated by utilizing information, research, services and curriculum, self-advocacy and self-determination, and involvement of key stakeholders. (Contains 3 tables.)
AN  - EJ803962
AU  - Hennessey, Mary L.
AU  - Rumrill, Phillip D., Jr.
AU  - Roessler, Richard T.
AU  - Cook, Bryan G.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Learning Disabilities
Hyperactivity
Attention Deficit Disorders
Career Development
Employment Opportunities
Action Research
Participatory Research
Education Work Relationship
Questionnaires
Improvement Programs
Transitional Programs
Special Needs Students
Needs Assessment
Change Strategies
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2006
SN  - 1046-6819
SP  - 57-66
ST  - Career Development Needs among College and University Students with Learning Disabilities and Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
T2  - Learning Disabilities: A Multidisciplinary Journal
TI  - Career Development Needs among College and University Students with Learning Disabilities and Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ803962&site=ehost-live&scope=site
http://www.ldanatl.org/journal.asp
VL  - 14
ID  - 205100
ER  - 


TY  - THES
AB  - This multiple probe across participants design evaluated the effectiveness of teaching early number sense skills (ENS) to young children (age 4) with autism spectrum disorder (ASD) using Number Talks with supports. Following participation in Number Talks with supports, young children with ASD learned the ENS skills of subitizing, one-to-one correspondence, number conservation, and magnitude discrimination. This study included a baseline condition, a Number Talks alone condition, and a Number Talks with supports condition in order to evaluate how much support young learners with ASD required to learn ENS skills during Number Talks. The Number Talks with support condition combined the socially constructivism learning techniques in Number Talks alone with the direct instruction practices of visual supports, a least to most prompting hierarchy, and explicit modeling. A functional relationship was found between Number Talks with supports and increased ENS skills of all three participants with ASD. The ENS skills were also maintained at near mastery criteria levels by all three participants with ASD. A peer comparison as well as peer pre and post-test data showed that peers also increased their ENS skills from baseline to the end of intervention. This study successfully combined the socially constructed learning technique of Number Talks with direct instruction support, and increased the ENS skills of young children with ASD and peers alike. Implications for practice and future research are discussed. [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  - Henning, Bonnie Lynne
DB  - ERIC
DP  - EBSCOhost
KW  - Preschool Children
Numeracy
Autism
Pervasive Developmental Disorders
Teaching Methods
Constructivism (Learning)
Skill Development
Mathematics Skills
Direct Instruction
Visual Stimuli
Prompting
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2018
SN  - 978-0-438-44746-2
ST  - Using Number Talks with Supports to Increase the Early Number Sense Skills of Preschool Students with Autism Spectrum Disorder
TI  - Using Number Talks with Supports to Increase the Early Number Sense Skills of Preschool Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED590096&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:10830702
ID  - 205422
ER  - 


TY  - JOUR
AB  - BACKGROUND: Patients with Parkinson's disease (PD) and freezing of gait (FOG) suffer from more impaired motor and cognitive functioning than their non-freezing counterparts. This underlies an even higher need for targeted rehabilitation programs in this group. However, so far it is unclear whether FOG affects the ability for consolidation and generalization of motor learning and thus the efficacy of rehabilitation. OBJECTIVE: To investigate the hallmarks of motor learning in people with FOG compared to those without by comparing the effects of an intensive motor learning program to improve handwriting. METHODS: Thirty five patients with PD, including 19 without and 16 with FOG received six weeks of handwriting training consisting of exercises provided on paper and on a touch-sensitive writing tablet. Writing training was based on single- and dual-task writing and was supported by means of visual target zones. To investigate automatization, generalization and retention of learning, writing performance was assessed before and after training in the presence and absence of cues and dual tasking and after a six-week retention period. Writing amplitude was measured as primary outcome measure and variability of writing and dual-task accuracy as secondary outcomes. RESULTS: Significant learning effects were present on all outcome measures in both groups, both for writing under single- and dual-task conditions. However, the gains in writing amplitude were not retained after a retention period of six weeks without training in the patient group without FOG. Furthermore, patients with FOG were highly dependent on the visual target zones, reflecting reduced generalization of learning in this group. CONCLUSIONS: Although short-term learning effects were present in both groups, generalization and retention of motor learning were specifically impaired in patients with PD and FOG. The results of this study underscore the importance of individualized rehabilitation protocols.
AD  - Neuromotor Rehabilitation Research Group-Department of Rehabilitation Sciences-KU, Leuven, Belgium.
Movement Control and Neuroplasticity Research Group-Department of Kinesiology-KU, Leuven, Belgium.
AN  - 26862915
AU  - Heremans, E.
AU  - Nackaerts, E.
AU  - Vervoort, G.
AU  - Broeder, S.
AU  - Swinnen, S. P.
AU  - Nieuwboer, A.
C2  - Pmc4749123
DO  - 10.1371/journal.pone.0148933
DP  - NLM
ET  - 2016/02/11
J2  - PloS one
KW  - Aged
Agraphia/*etiology/rehabilitation
Auditory Perception
Biomechanical Phenomena
Cues
Female
Gait Disorders, Neurologic/*etiology/physiopathology
Hand/physiopathology
Humans
Learning Disabilities/*etiology/physiopathology
Male
Memory Disorders/*etiology/physiopathology
Middle Aged
*Motor Skills
Parietal Lobe/physiopathology
Parkinson Disease/*complications/physiopathology/psychology/rehabilitation
Psychomotor Performance/physiology
Retention, Psychology/*physiology
*Writing
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1932-6203
SP  - e0148933
ST  - Impaired Retention of Motor Learning of Writing Skills in Patients with Parkinson's Disease with Freezing of Gait
T2  - PLoS One
TI  - Impaired Retention of Motor Learning of Writing Skills in Patients with Parkinson's Disease with Freezing of Gait
VL  - 11
ID  - 204207
ER  - 


TY  - JOUR
AB  - BACKGROUND: Beginning reading skills are often taught using phonics. Research has demonstrated the effectiveness of phonics with typically developing students, but less research has evaluated this method with students with intellectual disabilities. METHOD: This paper evaluated the computerized phonics-based intervention Headsprout Early Reading(®) with eight students aged 7-19 years with severe intellectual disability. Six children were verbal, two were non-verbal. Four students completed Headsprout as it was designed for typically developing children, and four students accessed two adapted version of the intervention. Additional table-top teaching was used to support the intervention for some participants. RESULTS: Verbal students improved in initial sound fluency, nonsense word reading, and word recognition, but did not show improvements in phonemic segmentation, regardless of whether or not they accessed the original or adapted intervention. CONCLUSIONS: The findings suggest that Headsprout Early Reading can be used to support the development of reading skills for students with intellectual disability.
AD  - Centre for Innovation in Mental Health - Developmental Lab, School of Psychology, University of Southampton, Southampton, UK.
School of Psychology, Bangor University, Bangor, UK.
Centre for Educational Development, Appraisal and Research, University of Warwick, Coventry, UK.
The Centre of Behaviour Solutions. Ltd, Salisbury, UK.
AN  - 31033106
AU  - Herring, E.
AU  - Grindle, C.
AU  - Kovshoff, H.
DA  - Sep
DO  - 10.1111/jar.12603
DP  - NLM
ET  - 2019/04/30
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - Adolescent
Adult
Child
Educational Technology/instrumentation/*methods
Female
Humans
Intellectual Disability/*rehabilitation
Male
*Reading
Severity of Illness Index
*Teaching
Young Adult
Headsprout
computer-based learning
phonics
reading
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1360-2322
SP  - 1138-1148
ST  - Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading
T2  - J Appl Res Intellect Disabil
TI  - Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading
VL  - 32
ID  - 203980
ER  - 


TY  - JOUR
AB  - Clinical educators have an important role in the successful completion of a student's clinical education. Clinical educating is a dynamic process that occurs in a variety of socio-cultural contexts. This study was conducted to determine Iranian nursing students and faculty members' perceptions of effective clinical educator characteristics. This study was based on Grounded Theory method. A total of 10 nursing students and clinical educators voluntarily participated in this study. Data was obtained through semi-structured interviews. The analysis was carried out by the Straus and Corbin method. Findings of the study yielded five significant categories. These include (1) personal traits; (2) meta-cognition; (3) making clinical learning enjoyable; (4) being a source of support; (5) being a role model. The core variable "professional approach" in clinical education integrates these categories. The results of the study illustrated that, in an Iranian context, effective clinical educators are those who are in harmony with the spirit of nursing, adopt a reflective approach, make clinical learning enjoyable and provide a patient-centred care. They act as a role model enabling their students to manage their vocational challenges, which are a direct result of the specific socio-cultural conditions of nursing profession in Iran.
AD  - Nursing Department, Faculty of Medical Sciences of Tarbiat Modares University, Tehran, Islamic Republic of Iran. fatemehheshmati@yahoo.com
AN  - 19699560
AU  - Heshmati-Nabavi, F.
AU  - Vanaki, Z.
DA  - Feb
DO  - 10.1016/j.nedt.2009.07.010
DP  - NLM
ET  - 2009/08/25
J2  - Nurse education today
KW  - Adult
Affect
Aged
Culture
*Curriculum
*Education, Nursing, Baccalaureate
Empathy
*Faculty, Nursing
Female
Geography
Humans
Iran
Male
Middle Aged
Nursing Theory
Patient-Centered Care
*Professional Competence
Qualitative Research
*Students, Nursing
Tape Recording
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0260-6917
SP  - 163-8
ST  - Professional approach: the key feature of effective clinical educator in Iran
T2  - Nurse Educ Today
TI  - Professional approach: the key feature of effective clinical educator in Iran
VL  - 30
ID  - 204648
ER  - 


TY  - JOUR
AB  - BACKGROUND: Individuals with fragile X syndrome (FXS) typically demonstrate profound executive function (EF) deficits that interfere with learning, socialization, and emotion regulation. We completed the first large, non-pharmacological controlled trial for FXS, designed to evaluate the efficacy of Cogmed, a computer/tablet-based working memory (WM) training program. METHODS: The study was a randomized, blinded, parallel two-arm controlled trial in 100 children and adolescents with FXS (63 male, 37 female; 15.28 ± 3.36 yrs.). Participants were randomized equally to adaptive (difficulty level adjusted to performance) or non-adaptive (control) Cogmed training. Participants were assessed at home using objective measures of WM (primary outcome) and EF at baseline, following 20-25 caregiver-supported sessions over 5-6 weeks, and at follow-up 3 months after cessation of training. Parents and teachers provided ratings of WM, attention, and EF. RESULTS: The WM composite and selective domains of EF (distractibility, cognitive flexibility), as well as parent- and teacher-reported attention and EF, significantly improved across the full study sample, with many changes maintained at follow-up. However, comparisons of improvement between adaptive and non-adaptive control conditions did not differ, showing that progressively challenging the WM system by expanding span length did not provide added benefit overall. CONCLUSIONS: Further experimental comparisons are needed before Cogmed working memory training can be considered empirically validated for children with FXS, forming the basis of treatment recommendation. However, given that prior studies show no significant changes on these measures in FXS without treatment, that improvements were maintained for 3 months, and that blinded teachers reported improvements in the classroom, the modest benefits seen in both adaptive and non-adaptive groups overall are unlikely to be attributable to placebo or practice effects alone. Future analyses examining inter-individual differences (e.g., baseline capacity, training efficiency, co-morbidity, training environment, characteristics of training aide) may help to link this intervention to outcomes and potential transfer effects. TRIAL REGISTRATION: US National Institutes of Health (ClinicalTrials.gov), NCT02747394 .
AD  - MIND Institute, University of California Davis Medical Center, 2825 50th St, Sacramento, CA, 95817, USA. drhessl@ucdavis.edu.
Department of Psychiatry and Behavioral Sciences, University of California Davis School of Medicine, 2230 Stockton Blvd, Sacramento, CA, 95817, USA. drhessl@ucdavis.edu.
Translational Psychophysiology and Assessment Laboratory (T-PAL), MIND Institute, UC Davis Medical Center, 2825 50th Street, Sacramento, CA, 95817, USA. drhessl@ucdavis.edu.
MIND Institute, University of California Davis Medical Center, 2825 50th St, Sacramento, CA, 95817, USA.
Department of Psychiatry and Behavioral Sciences, University of California Davis School of Medicine, 2230 Stockton Blvd, Sacramento, CA, 95817, USA.
Department of Medicine, University of California Irvine, 333 City Blvd. West, Orange, CA, 92868, USA.
Department of Pediatrics, University of California Davis School of Medicine, 2516 Stockton Blvd, Sacramento, CA, 95817, USA.
Institute for Clinical and Translational Science, Irvine, CA, 92697, USA.
AN  - 30982467
AU  - Hessl, D.
AU  - Schweitzer, J. B.
AU  - Nguyen, D. V.
AU  - McLennan, Y. A.
AU  - Johnston, C.
AU  - Shickman, R.
AU  - Chen, Y.
C2  - Pmc6463634
DA  - Apr 15
DO  - 10.1186/s11689-019-9264-2
DP  - NLM
ET  - 2019/04/16
J2  - Journal of neurodevelopmental disorders
KW  - Adolescent
Child
Cognitive Dysfunction/etiology/*rehabilitation
Cognitive Remediation/instrumentation/*methods
Executive Function/*physiology
Female
Fragile X Syndrome/complications/*rehabilitation
Humans
Male
Memory, Short-Term/*physiology
Therapy, Computer-Assisted
Treatment Outcome
*FMR1 gene
*Fragile X mental retardation protein
*Intellectual disability
*Treatment
*Working memory
Institutional Review Board at University of California, Davis, and all participants
provided informed consent. CONSENT FOR PUBLICATION: Not applicable. COMPETING
INTERESTS: Dr. Hessl has received compensation for consulting to Novartis, Roche,
Zynerba, Autifony, and Ovid pharmaceuticals regarding fragile X clinical trials. The
Pearson Corporation provided Cogmed licenses but had no role in the conduct,
analyses, or reporting of the study. The other 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  - 2019
SN  - 1866-1947 (Print)
1866-1947
SP  - 4
ST  - Cognitive training for children and adolescents with fragile X syndrome: a randomized controlled trial of Cogmed
T2  - J Neurodev Disord
TI  - Cognitive training for children and adolescents with fragile X syndrome: a randomized controlled trial of Cogmed
VL  - 11
ID  - 204353
ER  - 


TY  - JOUR
AB  - This project built upon the AchieveAbility initiative, which develops materials and training for teaching specific learning difference learners in schools and colleges. AchieveAbility devised the concept for the "InCurriculum" Project and brought together a consortium of United Kingdom higher education institutions to deliver the practice: Norwich University College of the Arts, the University of Westminster, and De Montfort University. All partners delivered a range of art and design courses, using a variety of complementary learning techniques. The project was set up to investigate how changing teaching and assessment practice could be beneficial to different learning styles. The contextual justification for this action research project was to investigate effective practice to retain students within their higher level courses and to support their successful attainment. The project was funded by the Higher Education Academy for a three year period, during which the United Kingdom educational landscape changed rapidly from a widening access perspective to a more business-orientated model of delivery. To make these changes, technology was shown to be essential to the negotiation that evolved for the learning exchange between the student and staff.
AN  - EJ1058815
AU  - Hewlett, Katherine
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Tutoring
Technology Uses in Education
Teacher Student Relationship
Learning Disabilities
Instructional Development
Instructional Innovation
Partnerships in Education
Teaching Methods
Mixed Methods Research
Questionnaires
Statistical Studies
Learning Strategies
Cognitive Style
Student Experience
Feedback (Response)
Educational Practices
Educational Policy
Educational Change
Participant Satisfaction
Student Attitudes
Art Education
Design
Foreign Countries
College Programs
Action Research
Program Effectiveness
United Kingdom
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 2368-4526
SP  - 142-146
ST  - Using Technology for Tutor and Student Learning Exchange
T2  - Collected Essays on Learning and Teaching
TI  - Using Technology for Tutor and Student Learning Exchange
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1058815&site=ehost-live&scope=site
VL  - 5
ID  - 205432
ER  - 


TY  - JOUR
AB  - Background: The diagnosis of autism spectrum disorder (ASD) relies on behavioral assessment. Efforts to define biomarkers of ASD have not resulted in an objective, reliable test. Studies of RNA levels in ASD have demonstrated potential utility, but have been limited by a focus on single RNA types, small sample sizes, and lack of developmental delay controls. We hypothesized that a saliva-based poly-"omic" RNA panel could objectively distinguish children with ASD from their neurotypical peers and children with non-ASD developmental delay. Methods: This multi-center cross-sectional study included 456 children, ages 19-83 months. Children were either neurotypical (n = 134) or had a diagnosis of ASD (n = 238), or non-ASD developmental delay (n = 84). Comprehensive human and microbial RNA abundance was measured in the saliva of all participants using unbiased next generation sequencing. Prior to analysis, the sample was randomly divided into a training set (82% of subjects) and an independent validation test set (18% of subjects). The training set was used to develop an RNA-based algorithm that distinguished ASD and non-ASD children. The validation set was not used in model development (feature selection or training) but served only to validate empirical accuracy. Results: In the training set (n = 372; mean age 51 months; 75% male; 51% ASD), a set of 32 RNA features (controlled for demographic and medical characteristics), identified ASD status with a cross-validated area under the curve (AUC) of 0.87 (95% CI: 0.86-0.88). In the completely separate validation test set (n = 84; mean age 50 months; 85% male; 60% ASD), the algorithm maintained an AUC of 0.88 (82% sensitivity and 88% specificity). Notably, the RNA features were implicated in physiologic processes related to ASD (axon guidance, neurotrophic signaling). Conclusion: Salivary poly-omic RNA measurement represents a novel, non-invasive approach that can accurately identify children with ASD. This technology could improve the specificity of referrals for ASD evaluation or provide objective support for ASD diagnoses.
AD  - Department of Pediatrics, Penn State College of Medicine, Hershey, PA, United States.
Quadrant Biosciences, Inc., Syracuse, NY, United States.
Departments of Neuroscience and Physiology, State University of New York Upstate Medical University, Syracuse, NY, United States.
Departments of Psychiatry, Biochemistry and Molecular Biology, State University of New York Upstate Medical University, Syracuse, NY, United States.
Department of Pediatrics, State University of New York Upstate Medical University, Syracuse, NY, United States.
AN  - 30473705
AU  - Hicks, S. D.
AU  - Rajan, A. T.
AU  - Wagner, K. E.
AU  - Barns, S.
AU  - Carpenter, R. L.
AU  - Middleton, F. A.
C2  - Pmc6237842
DO  - 10.3389/fgene.2018.00534
DP  - NLM
ET  - 2018/11/27
J2  - Frontiers in genetics
KW  - Rna
autism
diagnosis
epigenetics
machine learning
microRNA
screening
transcriptome
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1664-8021 (Print)
1664-8021
SP  - 534
ST  - Validation of a Salivary RNA Test for Childhood Autism Spectrum Disorder
T2  - Front Genet
TI  - Validation of a Salivary RNA Test for Childhood Autism Spectrum Disorder
VL  - 9
ID  - 204738
ER  - 


TY  - THES
AB  - This qualitative single exploratory case study explored instructional practices of third, fourth, and fifth grade teachers to explore how Florida students with learning disabilities at the elementary school level perform on statewide mathematics assessments of learning following both cognitive and metacognitive skills development. Theoretical foundations for this study included the "environmental" or extrinsic theory of ability and the "maturational" or intrinsic theory of ability. The purposive sample consisted of 10 third, fourth, and fifth-grade teachers employed by a public school district in central Florida. Semi-structured teacher interviews, classroom observations, and student performance on weekly classroom and statewide assessments in mathematics were analyzed to determine how teachers' instructional strategies influenced student performance. Methodological triangulation of these three data sources and thematic analysis revealed 10 major themes. four overarching themes relating to teaching cognitive skills to students with disabilities. Differentiated Teaching--Small Group, Interactive Teaching--Whole Group, Direct Instruction--Whole Group, and Independent Seat Work were proven to have a favorable effect on student performance but not in isolation. These cognitive strategies were found to be most effective when combined with metacognitive strategies. Six overarching themes involving metacognitive skills development in students with disabilities surfaced during this study. These metacognitive skills were Questioning and Prompting, Making Connections, Positive Classroom Climate, Review and Practice, Variety of Methods, and Problem Solving. It was determined that students with learning disabilities at the elementary level perform better on statewide assessments of learning in Florida, following both cognitive and metacognitive skills 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  - Hightower, Regina Winnette
DB  - ERIC
DP  - EBSCOhost
KW  - Case Studies
Elementary School Students
Mathematics Instruction
School Districts
Teaching Methods
Metacognition
Cognitive Ability
Numeracy
Grade 3
Grade 4
Grade 5
Elementary School Teachers
Mathematics Tests
Learning Disabilities
Public Schools
Mathematics Achievement
Individualized Instruction
Small Group Instruction
Direct Instruction
Independent Study
Interaction
Educational Environment
Problem Solving
Prompting
Florida
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2018
SN  - 978-0-438-12963-4
ST  - Teaching Both Cognitive and Metacognitive Skills for Mathematics Literacy: A Case Study of Elementary School Students with Disabilities in Florida
TI  - Teaching Both Cognitive and Metacognitive Skills for Mathematics Literacy: A Case Study of Elementary School Students with Disabilities in Florida
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587539&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:10837062
ID  - 205338
ER  - 


TY  - JOUR
AB  - BACKGROUND: We examined prospectively whether social capital mitigates the adverse effects of natural disaster on cognitive decline. METHODS: The baseline for our study was established seven months before the 2011 Great East Japan Earthquake and Tsunami in a survey of older community-dwelling adults who lived 80 kilometers west of the epicenter (59.0% response rate). Approximately two and a half years after the disaster, the follow-up survey gathered information about personal experiences of disaster as well as incidence of cognitive disability (82.1% follow-up rate). Our primary outcome was cognitive disability (measured on an 8-level scale) assessed by in-home assessment. FINDINGS: The experience of housing damage was associated with risk of cognitive impairment (coefficient = 0.04, 95% confidence interval: 0.02 to 0.06). Factor analysis of our analytic sample (n = 3,566) established two sub-scales of social capital: a cognitive dimension (perceptions of community social cohesion) and a structural dimension (informal socializing and social participation). Fixed effects regression showed that informal socializing and social participation buffered the risk of cognitive decline resulting from housing damage. INTERPRETATION: Informal socializing and social participation may prevent cognitive impairment following natural disaster. FUNDING: National Institutes of Health (R01AG042463-04), the Japan Society for the Promotion of Science, the Japanese Ministry of Health, Labour and Welfare and the Japanese Ministry of Education, Culture, Sports, Science and Technology.
AD  - Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, 677 Huntington Avenue, Boston, Massachusetts 02115, USA.
Department of International and Community Oral Health, Tohoku University Graduate School of Dentistry, 4-1 Seiryo-machi, Aoba-ku, Sendai, Miyagi 980-8575, JAPAN.
Center for Preventive Medical Sciences, Chiba University, 1-8-1 Inohana, Chuo-ku, Chiba, Chiba 260-8670, JAPAN.
Center for Gerontology and Social Science, National Center for Geriatrics and Gerontology, 7-430 Morioka-cho, Obu, Aichi 474-8511, JAPAN.
AN  - 29430569
AU  - Hikichi, H.
AU  - Tsuboya, T.
AU  - Aida, J.
AU  - Matsuyama, Y.
AU  - Kondo, K.
AU  - Subramanian, S. V.
AU  - Kawachi, I.
C2  - Pmc5801543
C6  - NIHMS885245 Form for Disclosure of Potential Conflicts of Interest and none were reported.
DA  - Jun
DO  - 10.1016/s2542-5196(17)30041-4
DP  - NLM
ET  - 2018/02/13
J2  - The Lancet. Planetary health
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2542-5196 (Print)
2542-5196
SP  - e105-e113
ST  - Social capital and cognitive decline in the aftermath of a natural disaster: a natural experiment from the 2011 Great East Japan Earthquake and Tsunami
T2  - Lancet Planet Health
TI  - Social capital and cognitive decline in the aftermath of a natural disaster: a natural experiment from the 2011 Great East Japan Earthquake and Tsunami
VL  - 1
ID  - 204829
ER  - 


TY  - JOUR
AB  - Daily living skills are important to ageing adults with intellectual disabilities (ID). The purpose of this study was to investigate the level of these skills in older adults with ID and to investigate the influence of gender, age, level of ID and mobility on these skills. Daily living skills were measured with the Barthel Index (for Activities of Daily Living, ADL) and the Lawton IADL scale (for Instrumental Activities of Daily Living, IADL) in 989 adults with ID aged 50 years and over living in community-based and institutional settings. Descriptives were presented by categories of gender, age, level of ID and mobility. Regression analysis was used to investigate the influence of these variables on total and item scores of ADL and IADL questionnaires. ADL and IADL scores in older adults with ID are comparable to those of vulnerable patient groups. Total ADL score was mainly determined by mobility, while total IADL score was mainly determined by level of ID. Of all 18 separate items of these questionnaires, 11 were determined more by mobility than level of ID. The Barthel Index and Lawton IADL scale are recommended for future use in research and clinical practice in this group. This study stresses the need to support mobility older adults with ID as much as possible, in order to optimize independency in this group.
AD  - Intellectual Disability Medicine, Erasmus Medical Center Rotterdam, Department of General Practice, Rotterdam, The Netherlands. t.hilgenkamp@erasmusmc.nl
AN  - 21550771
AU  - Hilgenkamp, T. I.
AU  - van Wijck, R.
AU  - Evenhuis, H. M.
DA  - Sep-Oct
DO  - 10.1016/j.ridd.2011.04.003
DP  - NLM
ET  - 2011/05/10
J2  - Research in developmental disabilities
KW  - *Activities of Daily Living
Age Factors
Aged
Aged, 80 and over
Aging/*physiology/*psychology
Cross-Sectional Studies
*Disability Evaluation
Female
Humans
Independent Living
Intellectual Disability/*physiopathology/*psychology
Male
Middle Aged
Motor Skills/physiology
Sex Factors
Surveys and Questionnaires
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0891-4222
SP  - 1977-87
ST  - (Instrumental) activities of daily living in older adults with intellectual disabilities
T2  - Res Dev Disabil
TI  - (Instrumental) activities of daily living in older adults with intellectual disabilities
VL  - 32
ID  - 204148
ER  - 


TY  - JOUR
AB  - Daily living skills are important to ageing adults with intellectual disabilities (ID). The purpose of this study was to investigate the level of these skills in older adults with ID and to investigate the influence of gender, age, level of ID and mobility on these skills. Daily living skills were measured with the Barthel Index (for Activities of Daily Living, ADL) and the Lawton IADL scale (for Instrumental Activities of Daily Living, IADL) in 989 adults with ID aged 50 years and over living in community-based and institutional settings. Descriptives were presented by categories of gender, age, level of ID and mobility. Regression analysis was used to investigate the influence of these variables on total and item scores of ADL and IADL questionnaires. ADL and IADL scores in older adults with ID are comparable to those of vulnerable patient groups. Total ADL score was mainly determined by mobility, while total IADL score was mainly determined by level of ID. Of all 18 separate items of these questionnaires, 11 were determined more by mobility than level of ID. The Barthel Index and Lawton IADL scale are recommended for future use in research and clinical practice in this group. This study stresses the need to support mobility older adults with ID as much as possible, in order to optimalize independency in this group. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Hilgenkamp, Thessa I. M., Erasmus Medical Center, Department of General Practice, Intellectual Disability Medicine, Postbus 2040, 3000 CA, Rotterdam, Netherlands
AN  - 2011-12194-069
AU  - Hilgenkamp, Thessa I. M.
AU  - van Wijck, Ruud
AU  - Evenhuis, Heleen M.
DB  - APA PsycInfo
DO  - 10.1016/j.ridd.2011.04.003
DP  - EBSCOhost
KW  - activities of daily living
intellectual disabilities
mobility
older adults
gender differences
age differences
Mental Retardation
Age Factors
Aged
Aged, 80 and over
Aging
Cross-Sectional Studies
Disability Evaluation
Female
Humans
Independent Living
Intellectual Disability
Male
Middle Aged
Motor Skills
Sex Factors
Surveys and Questionnaires
Human Sex Differences
Physical Mobility
Intellectual Development Disorder
M1  - 5
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2011
SN  - 0891-4222
1873-3379
SP  - 1977-1987
ST  - (Instrumental) activities of daily living in older adults with intellectual disabilities
T2  - Research in Developmental Disabilities
TI  - (Instrumental) activities of daily living in older adults with intellectual disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-12194-069&site=ehost-live&scope=site
ORCID: 0000-0001-9882-163X
t.hilgenkamp@erasmusmc.nl
VL  - 32
ID  - 204856
ER  - 


TY  - JOUR
AB  - Motor coordination impairments frequently co-occur with other developmental disorders and mental health problems in clinically referred populations. But does this reflect a broader dimensional relationship within the general population? A clearer understanding of this relationship might inform improvements in mental health service provision. However, ascertainment and referral bias means that there is limited value in conducting further research with clinically referred samples. We, therefore, conducted a cross-sectional population-based study investigating children's manual coordination using an objective computerised test. These measures were related to teacher-completed responses on a behavioural screening questionnaire [the Strength and Difficulties Questionnaire (SDQ)]. We sampled 298 children (4-11 years old; 136 males) recruited from the general population. Hierarchical (logistic and linear) regression modelling indicated significant categorical and continuous relationships between manual coordination and overall SDQ score (a dimensional measure of psychopathology). Even after controlling for gender and age, manual coordination explained 15 % of the variance in total SDQ score. This dropped to 9 % after exclusion of participants whose SDQ responses indicated potential mental health problems. These results: (1) indicate that there is a clear relationship between children's motor and mental health development in community-based samples; (2) demonstrate the relationship's dimensional nature; and (3) have implications for service provision.
AD  - School of Psychology, University of Leeds, Leeds, LS2 9JT, UK. pscplab@leeds.ac.uk.
School of Psychology, University of Leeds, Leeds, LS2 9JT, UK.
Institute of Medical Sciences, University of Aberdeen, Clinical Research Centre, Royal Cornhill Hospital, Aberdeen, AB25 2ZH, UK.
AN  - 26138672
AU  - Hill, L. J.
AU  - Mushtaq, F.
AU  - O'Neill, L.
AU  - Flatters, I.
AU  - Williams, J. H.
AU  - Mon-Williams, M.
C2  - Pmc4769729
DA  - Mar
DO  - 10.1007/s00787-015-0732-2
DP  - NLM
ET  - 2015/07/04
J2  - European child & adolescent psychiatry
KW  - Child
Child Behavior/*psychology
Child Psychiatry/statistics & numerical data
Child, Preschool
Cross-Sectional Studies
Female
Humans
Male
Mental Health/*statistics & numerical data
Psychomotor Performance/*physiology
Surveys and Questionnaires
Child behaviour
Community psychiatry
Developmental disorders
Motor skills
Psychomotor disorders
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1018-8827 (Print)
1018-8827
SP  - 283-95
ST  - The relationship between manual coordination and mental health
T2  - Eur Child Adolesc Psychiatry
TI  - The relationship between manual coordination and mental health
VL  - 25
ID  - 204720
ER  - 


TY  - JOUR
AB  - Motor coordination impairments frequently co-occur with other developmental disorders and mental health problems in clinically referred populations. But does this reflect a broader dimensional relationship within the general population? A clearer understanding of this relationship might inform improvements in mental health service provision. However, ascertainment and referral bias means that there is limited value in conducting further research with clinically referred samples. We, therefore, conducted a cross-sectional population-based study investigating children’s manual coordination using an objective computerised test. These measures were related to teacher-completed responses on a behavioural screening questionnaire [the Strength and Difficulties Questionnaire (SDQ)]. We sampled 298 children (4–11 years old; 136 males) recruited from the general population. Hierarchical (logistic and linear) regression modelling indicated significant categorical and continuous relationships between manual coordination and overall SDQ score (a dimensional measure of psychopathology). Even after controlling for gender and age, manual coordination explained 15 % of the variance in total SDQ score. This dropped to 9 % after exclusion of participants whose SDQ responses indicated potential mental health problems. These results: (1) indicate that there is a clear relationship between children’s motor and mental health development in community-based samples; (2) demonstrate the relationship’s dimensional nature; and (3) have implications for service provision. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Hill, Liam J. B., School of Psychology, University of Leeds, Leeds, United Kingdom, LS2 9JT
AN  - 2015-30224-001
AU  - Hill, Liam J. B.
AU  - Mushtaq, Faisal
AU  - O'Neill, Lucy
AU  - Flatters, Ian
AU  - Williams, Justin H. G.
AU  - Mon-Williams, Mark
DB  - APA PsycInfo
DO  - 10.1007/s00787-015-0732-2
DP  - EBSCOhost
KW  - Psychomotor disorders
Developmental disorders
Motor skills
Child behaviour
Cross-sectional studies
Community psychiatry
Child
Child Behavior
Child Psychiatry
Child, Preschool
Female
Humans
Male
Mental Health
Psychomotor Performance
Surveys and Questionnaires
Motor Coordination
Developmental Disabilities
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 1018-8827
1435-165X
SP  - 283-295
ST  - The relationship between manual coordination and mental health
T2  - European Child & Adolescent Psychiatry
TI  - The relationship between manual coordination and mental health
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-30224-001&site=ehost-live&scope=site
ORCID: 0000-0001-7881-1127
ORCID: 0000-0002-4069-5121
pscplab@leeds.ac.uk
VL  - 25
ID  - 205042
ER  - 


TY  - JOUR
AB  - The human brain undergoes significant functional and structural changes in the first decades of life, as the foundations for human cognition are laid down. However, non-invasive imaging techniques to investigate brain function throughout neurodevelopment are limited due to growth in head-size with age and substantial head movement in young participants. Experimental designs to probe brain function are also limited by the unnatural environment typical brain imaging systems impose. However, developments in quantum technology allowed fabrication of a new generation of wearable magnetoencephalography (MEG) technology with the potential to revolutionise electrophysiological measures of brain activity. Here we demonstrate a lifespan-compliant MEG system, showing recordings of high fidelity data in toddlers, young children, teenagers and adults. We show how this system can support new types of experimental paradigm involving naturalistic learning. This work reveals a new approach to functional imaging, providing a robust platform for investigation of neurodevelopment in health and disease.
AD  - Sir Peter Mansfield Imaging Centre, School of Physics and Astronomy, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom.
Department of Paediatrics, University of Oxford, John Radcliffe Hospital, Oxford, OX3 9DU, United Kingdom.
QuSpin Inc., 2011 Cherry Street, Unit 112, Louisville, CO, 80027, USA.
Wellcome Centre for Human Neuroimaging, UCL Institute of Neurology, University College London, 12 Queen Square, London, WC1N 3AR, United Kingdom.
Oxford Centre for Human Brain Activity (OHBA), Wellcome Centre for Integrative Neuro-Imaging, Department of psychiatry, University of Oxford, Warneford Hospital, Oxford, OX3 7JX, United Kingdom.
Sir Peter Mansfield Imaging Centre, School of Physics and Astronomy, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom. matthew.brookes@nottingham.ac.uk.
AN  - 31690797
AU  - Hill, R. M.
AU  - Boto, E.
AU  - Holmes, N.
AU  - Hartley, C.
AU  - Seedat, Z. A.
AU  - Leggett, J.
AU  - Roberts, G.
AU  - Shah, V.
AU  - Tierney, T. M.
AU  - Woolrich, M. W.
AU  - Stagg, C. J.
AU  - Barnes, G. R.
AU  - Bowtell, R.
AU  - Slater, R.
AU  - Brookes, M. J.
C2  - PMC6831615 magnetometers. QuSpin built the sensors used here and advised on the system design and operation, but played no part in the subsequent measurements or data analysis. This work was funded by a Wellcome award which involves a collaboration agreement with QuSpin. All other authors declare no competing interests.
DA  - Nov 5
DO  - 10.1038/s41467-019-12486-x
DP  - NLM
ET  - 2019/11/07
J2  - Nature communications
KW  - Adolescent
Adult
Brain/*diagnostic imaging
Brain Mapping/*methods
Child
Child, Preschool
Cognition/physiology
Electrophysiology
Female
Humans
Infant
Magnetoencephalography/*methods
Male
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2041-1723
SP  - 4785
ST  - A tool for functional brain imaging with lifespan compliance
T2  - Nat Commun
TI  - A tool for functional brain imaging with lifespan compliance
VL  - 10
ID  - 204242
ER  - 


TY  - JOUR
AB  - Brain-computer interfaces (BCIs) enable humans or animals to communicate or control external devices without muscle activity using electric brain signals. The BCI used here is based on self-regulation of slow cortical potentials (SCPs), a skill that most people and paralyzed patients can acquire with training periods of several hours up to months. The neurophysiological mechanisms and anatomical sources of SCPs and other event-related brain potentials have been described but the neural mechanisms underlying the self-regulation skill for the use of a BCI are unknown. To uncover the relevant areas of brain activation during regulation of SCPs, the BCI was combined with functional magnetic resonance imaging. The electroencephalogram was recorded inside the magnetic resonance imaging scanner in 12 healthy participants who learned to regulate their SCP with feedback and reinforcement. The results demonstrate activation of specific brain areas during execution of the brain regulation skill allowing a person to activate an external device; a successful positive SCP shift compared with a negative shift was closely related to an increase of the blood oxygen level-dependent response in the basal ganglia. Successful negativity was related to an increased blood oxygen level-dependent response in the thalamus compared with successful positivity. These results may indicate learned regulation of a cortico-striatal-thalamic loop modulating local excitation thresholds of cortical assemblies. The data support the assumption that human subjects learn the regulation of cortical excitation thresholds of large neuronal assemblies as a prerequisite for direct brain communication using an SCP-driven BCI. This skill depends critically on an intact and flexible interaction between the cortico-basal ganglia-thalamic circuits.
AD  - Institute of Medical Psychology and Behavioral Neurobiology, University of Tübingen, Gartenstrasse 29, D-72074 Tübingen, Germany. thilo.hinterberger@uni-tuebingen.de
AN  - 15978025
AU  - Hinterberger, T.
AU  - Veit, R.
AU  - Wilhelm, B.
AU  - Weiskopf, N.
AU  - Vatine, J. J.
AU  - Birbaumer, N.
DA  - Jun
DO  - 10.1111/j.1460-9568.2005.04092.x
DP  - NLM
ET  - 2005/06/28
J2  - The European journal of neuroscience
KW  - Adult
Biofeedback, Psychology/*physiology
Brain/anatomy & histology/*physiology
Brain Mapping
Cerebral Cortex/anatomy & histology/physiology
Cerebrovascular Circulation/physiology
Cognition/*physiology
Corpus Striatum/anatomy & histology/physiology
Electroencephalography
Evoked Potentials/physiology
Female
Functional Laterality/physiology
Humans
Learning/*physiology
Magnetic Resonance Imaging
Male
Neuropsychological Tests
Reinforcement, Psychology
Signal Processing, Computer-Assisted
Thalamus/anatomy & histology/physiology
*User-Computer Interface
Volition/*physiology
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0953-816X (Print)
0953-816x
SP  - 3169-81
ST  - Neuronal mechanisms underlying control of a brain-computer interface
T2  - Eur J Neurosci
TI  - Neuronal mechanisms underlying control of a brain-computer interface
VL  - 21
ID  - 204539
ER  - 


TY  - JOUR
AB  - Brain-computer interfaces (BCIs) can be used for communication in writing without muscular activity or for learning to control seizures by voluntary regulation of brain signals such as the electroencephalogram (EEG). Three of five patients with epilepsy were able to spell their names with electrocorticogram (ECoG) signals derived from motor-related areas within only one or two training sessions. Imagery of finger or tongue movements was classified with support-vector classification of autoregressive coefficients derived from the ECoG signals. After training of the classifier, binary classification responses were used to select letters from a computer-generated menu. Offline analysis showed increased theta activity in the unsuccessful patients, whereas the successful patients exhibited dominant sensorimotor rhythms that they could control. The high spatial resolution and increased signal-to-noise ratio in ECoG signals, combined with short training periods, may offer an alternative for communication in complete paralysis, locked-in syndrome, and motor restoration.
AD  - Institute of Environmental Medicine and Clinical Hygiene, University Medical Center Freiburg, Freiburg, Germany. Thilo.Hinterberger@Uniklinik-Freiburg.de
AN  - 18495541
AU  - Hinterberger, T.
AU  - Widman, G.
AU  - Lal, T. N.
AU  - Hill, J.
AU  - Tangermann, M.
AU  - Rosenstiel, W.
AU  - Schölkopf, B.
AU  - Elger, C.
AU  - Birbaumer, N.
DA  - Aug
DO  - 10.1016/j.yebeh.2008.03.014
DP  - NLM
ET  - 2008/05/23
J2  - Epilepsy & behavior : E&B
KW  - Adult
Biofeedback, Psychology/physiology
Cerebral Cortex/*physiopathology
*Communication Aids for Disabled
Dominance, Cerebral/physiology
*Electroencephalography
Epilepsies, Partial/physiopathology/*rehabilitation
Female
Humans
Imagination/physiology
Male
Middle Aged
Motor Activity/physiology
Motor Cortex/physiopathology
*Signal Processing, Computer-Assisted
Software
Somatosensory Cortex/physiopathology
Theta Rhythm
*User-Computer Interface
*Writing
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1525-5050
SP  - 300-6
ST  - Voluntary brain regulation and communication with electrocorticogram signals
T2  - Epilepsy Behav
TI  - Voluntary brain regulation and communication with electrocorticogram signals
VL  - 13
ID  - 204283
ER  - 


TY  - JOUR
AB  - Spatial visualization abilities are positively related to performance on science, technology, engineering, and math tasks, but this relationship is influenced by task demands and learner strategies. In two studies, we illustrate these interactions by demonstrating situations in which greater spatial ability leads to problematic performance. In Study 1, chemistry students observed and explained sets of simultaneously presented displays depicting chemical phenomena at macroscopic and particulate levels of representation. Prior to viewing, the students were asked to make predictions at the macroscopic level. Eye movement analyses revealed that greater spatial ability was associated with greater focus on the prediction-relevant macroscopic level. Unfortunately, that restricted focus was also associated with lower-quality explanations of the phenomena. In Study 2, we presented the same displays but manipulated whether participants were asked to make predictions prior to viewing. Spatial ability was again associated with restricted focus, but only for students who completed the prediction task. Eliminating the prediction task encouraged attempts to integrate the displays that related positively to performance, especially for participants with high spatial ability. Spatial abilities can be recruited in effective or ineffective ways depending on alignments between the demands of a task and the approaches individuals adopt for completing that task.
AD  - Department of Psychology and School of Education & Social Policy, Northwestern University, 2120 Campus Drive, Evanston, IL 60208, USA.
AN  - 23381193
AU  - Hinze, S. R.
AU  - Williamson, V. M.
AU  - Shultz, M. J.
AU  - Williamson, K. C.
AU  - Deslongchamps, G.
AU  - Rapp, D. N.
DA  - May
DO  - 10.1007/s10339-013-0539-3
DP  - NLM
ET  - 2013/02/06
J2  - Cognitive processing
KW  - Attention/*physiology
Comprehension/*physiology
Eye Movements
Female
Humans
Learning/*physiology
Male
Pattern Recognition, Visual
Photic Stimulation
Predictive Value of Tests
Rotation
Space Perception/*physiology
Students
Universities
Video Recording
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1612-4782
SP  - 129-42
ST  - When do spatial abilities support student comprehension of STEM visualizations?
T2  - Cogn Process
TI  - When do spatial abilities support student comprehension of STEM visualizations?
VL  - 14
ID  - 204515
ER  - 


TY  - JOUR
AB  - Although cerebellar dysfunction has known effects on motor function in Friedreich ataxia (FRDA), it remains unclear the extent to which the reprogramming of eye movements (saccades) and inhibition of well-learned automatic responses are similarly compromised in affected individuals. Here we examined saccade reprogramming to assess the ability of people with FRDA to respond toward unexpected changes in either the amplitude or direction of an "oddball" target. Thirteen individuals with genetically confirmed FRDA and 12 age-matched controls participated in the study. The saccade reprogramming paradigm was used to examine the effect of an unpredictable "oddball" target on saccade latencies and accuracy when compared to a well-learned sequence of reciprocating movements. Horizontal eye movements were recorded using a scleral search coil eye tracking technique. The results showed a proportionally greater increase in latencies for reprogrammed saccades toward an oddball-direction target in the FRDA group when compared to controls. The FRDA group were also less accurate in primary saccade gain (i.e. ratio of saccade amplitude to target amplitude) when reprogramming saccades toward an unexpected change in direction. No significant group differences were found on any of the oddball-amplitude targets. Significant correlations were revealed between latency and disease severity as measured by the Friedreich Ataxia Rating Scale. These findings provide further support to the view that cognitive changes in FRDA may arise from disruption of cerebellar connections to cortical structures.
AD  - School of Psychological Science, La Trobe University, Bundoora, Victoria 3086, Australia. Electronic address: d.hocking@latrobe.edu.au.
Bruce Lefroy Centre for Genetic Health Research, Murdoch Childrens Research Institute, Parkville, Victoria, Australia.
School of Psychology and Psychiatry, Monash University, Clayton, Victoria, Australia.
Royal North Shore Hospital, St. Leonards, New South Wales, Australia.
Department of Neurology, Royal Melbourne Hospital, Parkville, Victoria, Australia.
Bruce Lefroy Centre for Genetic Health Research, Murdoch Childrens Research Institute, Parkville, Victoria, Australia; Clinical Genetics, Department of Medicine, University of Melbourne, Austin Health, Heidelberg, Victoria, Australia.
AN  - 24752035
AU  - Hocking, D. R.
AU  - Corben, L. A.
AU  - Fielding, J.
AU  - Cremer, P. D.
AU  - Millist, L.
AU  - White, O. B.
AU  - Delatycki, M. B.
DA  - Jun
DO  - 10.1016/j.bandc.2014.03.018
DP  - NLM
ET  - 2014/04/23
J2  - Brain and cognition
KW  - Adult
Cognition/*physiology
Friedreich Ataxia/*physiopathology
Humans
Middle Aged
*Saccades
Attention
Cerebellum
Cognition
Inherited ataxias
Saccades
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0278-2626
SP  - 161-7
ST  - Saccade reprogramming in Friedreich ataxia reveals impairments in the cognitive control of saccadic eye movement
T2  - Brain Cogn
TI  - Saccade reprogramming in Friedreich ataxia reveals impairments in the cognitive control of saccadic eye movement
VL  - 87
ID  - 204329
ER  - 


TY  - JOUR
AB  - BACKGROUND: Adapted parenting support may alleviate the high levels of parenting stress experienced by many parents with intellectual disabilities. METHODS: Parents with mild intellectual disabilities or borderline intellectual functioning were randomized to experimental (n = 43) and control (n = 42) conditions. Parents in both groups received care-as-usual. The experimental group also received an adapted version of video-feedback intervention for positive parenting and learning difficulties (VIPP-LD). Measures of parenting stress were obtained pre-test, post-test and 3-month follow-up. RESULTS: Randomization to the experimental group led to a steeper decline in parenting stress related to the child compared to the control group (d = 0.46). No statistically significant effect on stress related to the parent's own functioning or situation was found. CONCLUSIONS: The results of the study suggest the feasibility of reducing parenting stress in parents with mild intellectual disability (MID) through parenting support, to the possible benefit of their children.
AD  - VU University Amsterdam, Faculty of Behavioural and Movement Sciences and EMGO+ Institute for Health Research, Amsterdam, the Netherlands.
ASVZ, Sliedrecht, the Netherlands.
Vilans, Utrecht, the Netherlands.
AN  - 27878951
AU  - Hodes, M. W.
AU  - Meppelder, M.
AU  - de Moor, M.
AU  - Kef, S.
AU  - Schuengel, C.
DA  - May
DO  - 10.1111/jar.12302
DP  - NLM
ET  - 2016/11/24
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - Adult
Child
Child, Preschool
*Feedback, Psychological
Female
Humans
Infant
Intellectual Disability/*rehabilitation
Learning Disabilities/rehabilitation
Male
Mentally Disabled Persons/*psychology
Middle Aged
Parenting/*psychology
Parents/*psychology
Psychotherapy/*methods
Stress, Psychological/*therapy
Treatment Outcome
Young Adult
intervention programs
mild intellectual disability
parenting
parenting stress
randomized controlled trial
video-feedback
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1360-2322
SP  - 423-432
ST  - Alleviating Parenting Stress in Parents with Intellectual Disabilities: A Randomized Controlled Trial of a Video-feedback Intervention to Promote Positive Parenting
T2  - J Appl Res Intellect Disabil
TI  - Alleviating Parenting Stress in Parents with Intellectual Disabilities: A Randomized Controlled Trial of a Video-feedback Intervention to Promote Positive Parenting
VL  - 30
ID  - 203902
ER  - 


TY  - JOUR
AB  - As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.
AD  - Faculty Development Center, University of Maryland, Baltimore County, Baltimore, MD 21250.
AN  - 29749840
AU  - Hodges, L. C.
C2  - Pmc5998321
DA  - Jun
DO  - 10.1187/cbe.17-11-0239
DP  - NLM
ET  - 2018/05/12
J2  - CBE life sciences education
KW  - Cognition
Humans
*Learning
Science/*education
*Students
*Universities
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1931-7913
SP  - es3
ST  - Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement
T2  - CBE Life Sci Educ
TI  - Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement
VL  - 17
ID  - 204356
ER  - 


TY  - JOUR
AB  - [Correction Notice: An erratum for this article was reported in Vol 197(1) of British Journal of Psychiatry (see record [rid]2010-17020-019[/rid]). In the original article, Table 1 (p. 534): the figures in parentheses are upper and lower boundaries (+/–) of the 95% confidence intervals, calculated using corrected standard errors (not s.d. values, as originally reported). The online version of this table has been corrected post-publication in accordance with this correction.] Background: Autism is associated with intellectual disability. The strength and origin of this association is unclear. Aims: To investigate the association between extreme autistic traits and intellectual disability in children from a community-based sample and to examine whether the association can be explained by genetic factors. Method: Children scoring in the extreme 5% on measures of autistic traits, IQ and academic achievement were selected from 7965 7/8-year-old and 3687 9-year-old twin pairs. Phenotypic associations between extreme autistic traits and intellectual disability were compared with associations among the full-range scores. Genetic correlations were estimated using bivariate DeFries–Fulker extremes analyses. Results: Extreme autistic traits were modestly related to intellectual disability; this association was driven by communication problems characteristic of autism. Although this association was largely explained by genetic factors, the genetic correlation between autistic traits and intellectual disability was only modest. Conclusions: Extreme autistic traits are substantially genetically independent of intellectual disability. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Hoekstra, R. A., Open University, Department of Life Sciences, Walton Hall, Milton Keynes, United Kingdom, MK7 6AA
AN  - 2009-24088-013
AU  - Hoekstra, R. A.
AU  - Happé, F.
AU  - Baron-Cohen, S.
AU  - Ronald, A.
DB  - APA PsycInfo
DO  - 10.1192/bjp.bp.108.060889
DP  - EBSCOhost
KW  - extreme autistic traits
intellectual disability
insights
general population twin
genetic factors
Mental Retardation
Analysis of Variance
Autistic Disorder
Child
Diseases in Twins
Female
Humans
Male
Phenotype
Surveys and Questionnaires
Autism Spectrum Disorders
Genetics
Insight
Twins
Disabilities
Intellectual Development Disorder
M1  - 6
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2009
SN  - 0007-1250
1472-1465
SP  - 531-536
ST  - Association between extreme autistic traits and intellectual disability: Insights from a general population twin study
T2  - The British Journal of Psychiatry
TI  - Association between extreme autistic traits and intellectual disability: Insights from a general population twin study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-24088-013&site=ehost-live&scope=site
ORCID: 0000-0002-9576-2176
ORCID: 0000-0001-9226-4000
ORCID: 0000-0002-1333-9762
R.A.Hoekstra@open.ac.uk
VL  - 195
ID  - 204875
ER  - 


TY  - JOUR
AB  - Reports an error in 'Association between extreme autistic traits and intellectual disability: Insights from a general population twin study' by R. A. Hoekstra, F. Happé, S. Baron-Cohen and A. Ronald (British Journal of Psychiatry, 2009[Dec], Vol 195[6], 531-536). In the original article, Table 1 (p. 534): the figures in parentheses are upper and lower boundaries (+/–) of the 95% confidence intervals, calculated using corrected standard errors (not s.d. values, as originally reported). The online version of this table has been corrected post-publication in accordance with this correction. (The following abstract of the original article appeared in record [rid]2009-24088-013[/rid]). Background: Autism is associated with intellectual disability. The strength and origin of this association is unclear. Aims: To investigate the association between extreme autistic traits and intellectual disability in children from a community-based sample and to examine whether the association can be explained by genetic factors. Method: Children scoring in the extreme 5% on measures of autistic traits, IQ and academic achievement were selected from 7965 7/8-year-old and 3687 9-year-old twin pairs. Phenotypic associations between extreme autistic traits and intellectual disability were compared with associations among the full-range scores. Genetic correlations were estimated using bivariate DeFries–Fulker extremes analyses. Results: Extreme autistic traits were modestly related to intellectual disability; this association was driven by communication problems characteristic of autism. Although this association was largely explained by genetic factors, the genetic correlation between autistic traits and intellectual disability was only modest. Conclusions: Extreme autistic traits are substantially genetically independent of intellectual disability. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AN  - 2010-17020-019
AU  - Hoekstra, R. A.
AU  - Happé, F.
AU  - Baron-Cohen, S.
AU  - Ronald, A.
DB  - APA PsycInfo
DO  - 10.1192/bjp.197.1.77a
DP  - EBSCOhost
KW  - extreme autistic traits
intellectual disability
insights
general population twin
genetic factors
Mental Retardation
Autism Spectrum Disorders
Genetics
Insight
Twins
Disabilities
Intellectual Development Disorder
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2010
SN  - 0007-1250
1472-1465
SP  - 77-77
ST  - 'Association between extreme autistic traits and intellectual disability: Insights from a general population twin study': Correction
T2  - The British Journal of Psychiatry
TI  - 'Association between extreme autistic traits and intellectual disability: Insights from a general population twin study': Correction
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-17020-019&site=ehost-live&scope=site
VL  - 197
ID  - 204876
ER  - 


TY  - JOUR
AB  - A grounded theory approach was employed to explore the variation in strategies used by students when solving mental multiplication problems. Metacognitive prompts, externally generated stimuli that activate thoughtful cognition, were automatically generated via computer during the solving of mental multiplication problems to elicit awareness, understanding, and reflection of problem-solving strategies. Students' responses to the prompts were analyzed and indicated students envisioned, evaluated, and tested various strategies when solving mathematics problems. Qualitative analysis was used to develop a metacognitive prompting model of problem solving consisting of conceptual, procedural, and behavioral-based strategies. Our findings suggested that the judicious use of metacognitive prompting may be a catalyst to help encourage students to use reflective cognition. Implications for instruction, limitations, and suggestions for the use of metacognitive prompting are discussed. (Contains 1 table and 7 figures.)
AN  - EJ963668
AU  - Hoffman, Bobby
AU  - Spatariu, Alexandru
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Grounded Theory
Prompting
Multiplication
Preservice Teachers
Educational Experiments
Experimental Groups
Preservice Teacher Education
Self Efficacy
Measures (Individuals)
Coding
Problem Solving
Mathematics Instruction
Metacognition
Educational Technology
Computer Uses in Education
Instructional Design
College Students
Content Analysis
Educational Strategies
Mental Computation
Thinking Skills
Qualitative Research
Data Analysis
United States (Southwest)
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 1093-023X
SP  - 607-635
ST  - Metacognitive Prompts and Mental Multiplication: Analyzing Strategies with a Qualitative Lens
T2  - Journal of Interactive Learning Research
TI  - Metacognitive Prompts and Mental Multiplication: Analyzing Strategies with a Qualitative Lens
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ963668&site=ehost-live&scope=site
http://www.editlib.org/p/35341
VL  - 22
ID  - 205270
ER  - 


TY  - JOUR
AB  - In the past, notions of embodiment have been applied to robotics mainly in the realm of very simple robots, and supporting low-level mechanisms such as dynamics and navigation. In contrast, most human-like, interactive, and socially adept robotic systems turn away from embodiment and use amodal, symbolic, and modular approaches to cognition and interaction. At the same time, recent research in Embodied Cognition (EC) is spanning an increasing number of complex cognitive processes, including language, nonverbal communication, learning, and social behavior. This article suggests adopting a modern EC approach for autonomous robots interacting with humans. In particular, we present three core principles from EC that may be applicable to such robots: (a) modal perceptual representation, (b) action/perception and action/cognition integration, and (c) a simulation-based model of top-down perceptual biasing. We describe a computational framework based on these principles, and its implementation on two physical robots. This could provide a new paradigm for embodied human-robot interaction based on recent psychological and neurological findings.
AD  - Media Innovation Lab, School of Communication, Interdisciplinary Center Herzliya, Herzliya 46150, Israel. hoffman@idc.ac.il
AN  - 22893571
AU  - Hoffman, G.
DA  - Oct
DO  - 10.1111/j.1756-8765.2012.01218.x
DP  - NLM
ET  - 2012/08/16
J2  - Topics in cognitive science
KW  - *Artificial Intelligence
*Cognition
Electronic Data Processing
Humans
Neural Networks, Computer
*Robotics
User-Computer Interface
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1756-8757
SP  - 759-72
ST  - Embodied cognition for autonomous interactive robots
T2  - Top Cogn Sci
TI  - Embodied cognition for autonomous interactive robots
VL  - 4
ID  - 204264
ER  - 


TY  - JOUR
AB  - As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE's insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called "AGORA-net: Participate - Deliberate!". The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills.
AD  - School of Public Policy, Georgia Institute of Technology, 685 Cherry Street, Atlanta, GA, 30332-0345, USA, michael.hoffmann@pubpolicy.gatech.edu.
AN  - 23420467
AU  - Hoffmann, M.
AU  - Borenstein, J.
DA  - Mar
DO  - 10.1007/s11948-013-9430-y
DP  - NLM
ET  - 2013/02/20
J2  - Science and engineering ethics
KW  - Communication
Comprehension
*Cooperative Behavior
Engineering/*ethics
Ethics, Research/*education
Humans
*Problem Solving
*Problem-Based Learning
Software
Teaching/*methods
Thinking
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1353-3452
SP  - 261-76
ST  - Understanding ill-structured engineering ethics problems through a collaborative learning and argument visualization approach
T2  - Sci Eng Ethics
TI  - Understanding ill-structured engineering ethics problems through a collaborative learning and argument visualization approach
VL  - 20
ID  - 204071
ER  - 


TY  - JOUR
AB  - In developed countries, establishing eligibility for persons with disabilities is a requirement for accessing specialized services or benefits. The underlying conceptualizations of disability are often problematic because they concentrate on deficits but try to promote social participation and focus on dependence while trying to strengthen independence. In addition, such conceptualizations are unable to respond to the rights-based approach of the UN Convention on the Rights of Persons with Disabilities. The International Classification of Functioning, Disability and Health Version for Children and Youth provides a model and classification that allows relating disease- or impairment-specific information to participation in the life domains relevant for a specific policy area. Establishing eligibility in education systems needs to be compatible with the principles of inclusive education, participation, and social justice. In addition, the overall goals of education and individualized goals for a specific child with disabilities need to be taken into account. Using the International Classification of Functioning, Disability and Health Version for Children and Youth as a model and classification, the different factors influencing eligibility-related decisions (impairments, activity/participation, environment, personal factors) can be made transparent to provide the basis for a decision-making process to which parents and the child actively contribute.
AD  - Zurich University of Teacher Education, Zurich, Switzerland.
AN  - 22193329
AU  - Hollenweger, J.
AU  - Moretti, M.
DA  - Feb
DO  - 10.1097/PHM.0b013e31823d5501
DP  - NLM
ET  - 2011/12/24
J2  - American journal of physical medicine & rehabilitation
KW  - Adolescent
Child
Child, Preschool
Disability Evaluation
*Disabled Children
Education of Intellectually Disabled/*methods
Education, Special/*classification
Eligibility Determination/*classification
Female
Humans
Intellectual Disability
International Classification of Diseases
Male
Quality Control
Switzerland
LA  - eng
M1  - 13 Suppl 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0894-9115
SP  - S97-102
ST  - Using the International Classification of Functioning, Disability and Health Children and Youth version in education systems: a new approach to eligibility
T2  - Am J Phys Med Rehabil
TI  - Using the International Classification of Functioning, Disability and Health Children and Youth version in education systems: a new approach to eligibility
VL  - 91
ID  - 204111
ER  - 


TY  - JOUR
AB  - This article aims to increase the dental teams' awareness of communicating with people with learning disabilities who have additional communication impairments. The paper presents a brief account of the factors behind why some people with learning disabilities may find it difficult to verbally communicate, and highlights the importance of ensuring high levels of care for all patients. It provides an overview of the principles of communication development and some of the most commonly used augmentative and alternative communication approaches. The paper concludes with suggestions of simple communication techniques as well as practical ideas, which can be easily incorporated into daily general dental practice in order to increase opportunities for successful interactions and minimise communication breakdown. By becoming more aware of the range of communication methods used to support those who have learning disabilities, the dental team will be more able to provide a better experience to their patients and ensure that their needs are met.
AD  - Dorset County Hospital NHS Foundation Trust, UK.
AN  - 26556262
AU  - Hollingsworth, L.
AU  - Kalambouka, A.
DA  - May
DP  - NLM
ET  - 2015/11/12
J2  - Primary dental journal
KW  - Adult
Audiovisual Aids
Child
*Communication
Communication Barriers
Communication Disorders/physiopathology
*Dental Care for Disabled
*Dentist-Patient Relations
Gestures
Health Services Accessibility
Humans
Kinesics
*Learning Disabilities/physiopathology
Nonverbal Communication
Object Attachment
Sign Language
Toothbrushing/instrumentation
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 2050-1684 (Print)
2050-1684
SP  - 70-6
ST  - Giving a Voice to the Person in My Dental Chair: Communication with People with Learning Disabilities
T2  - Prim Dent J
TI  - Giving a Voice to the Person in My Dental Chair: Communication with People with Learning Disabilities
VL  - 4
ID  - 203867
ER  - 


TY  - JOUR
AB  - The life expectancy of people with intellectual disabilities (ID) has steadily increased, which has been accompanied by an increased risk of dementia. Staff and managers are key resources for safety diagnosis since they deliver information about people with ID behavior every day. The aim of the present study was to explore the identification process employed by staff and managers to detect signs of suspected dementia in people with an ID within intellectual disability services (ID-services). Twenty managers and 24 staff within an ID-service were interviewed and qualitative latent content analysis was applied. A model consisting of three themes on three levels of resources for the identification process of signs of suspected dementia emerged from the analysis. On the first level was the time and continuity in the care relationship, which is crucial for identifying and responding to changes in cognitive ability that indicate dementia. On the second level, the staff identify deficiencies in their own knowledge, seek support from colleagues and managers within their workplace and, on the third level, outside their workplace. Staff and managers expressed a need for early and continuous guidance and education from specialists in dementia and primary healthcare. This finding indicates an urgent need for intervention research and digital support for staff in dementia care.
AD  - The Swedish Red Cross University College, Box 1059, SE-141 21 Stockholm, Sweden. Goran.Holst@rkh.se.
Department of Health Sciences, Faculty of Medicine, Lund University, Box 157, SE-221 00 Lund, Sweden. maria.johansson@med.lu.se.
Department of Health Sciences, Faculty of Medicine, Lund University, Box 157, SE-221 00 Lund, Sweden. gerd.ahlstrom@med.lu.se.
AN  - 30149606
AU  - Holst, G.
AU  - Johansson, M.
AU  - Ahlström, G.
C2  - Pmc6164955
DA  - Aug 25
DO  - 10.3390/healthcare6030103
DP  - NLM
ET  - 2018/08/29
J2  - Healthcare (Basel, Switzerland)
KW  - caregivers’ experiences
dementia
frailty
intellectual disability
interview study
learning disability
mental retardation
older people
qualitative study
signs of dementia
the design of the study, the collection, analyses, or interpretation of data, the
writing of the manuscript, or the decision to publish the results.
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2227-9032 (Print)
2227-9032
ST  - Signs in People with Intellectual Disabilities: Interviews with Managers and Staff on the Identification Process of Dementia
T2  - Healthcare (Basel)
TI  - Signs in People with Intellectual Disabilities: Interviews with Managers and Staff on the Identification Process of Dementia
VL  - 6
ID  - 204765
ER  - 


TY  - JOUR
AB  - BACKGROUND: The relationship between executive functions (EF) and gait speed is well established. However, with the exception of dual tasking, the key components of EF that predict differences in gait performance have not been determined. Therefore, the current study was designed to determine whether processing speed, conflict resolution, and intraindividual variability in EF predicted variance in gait performance in single- and dual-task conditions. METHODS: Participants were 234 nondemented older adults (mean age 76.48 years; 55% women) enrolled in a community-based cohort study. Gait speed was assessed using an instrumented walkway during single- and dual-task conditions. The flanker task was used to assess EF. RESULTS: Results from the linear mixed effects model showed that (a) dual-task interference caused a significant dual-task cost in gait speed (estimate = 35.99; 95% CI = 33.19-38.80) and (b) of the cognitive predictors, only intraindividual variability was associated with gait speed (estimate = -.606; 95% CI = -1.11 to -.10). In unadjusted analyses, the three EF measures were related to gait speed in single- and dual-task conditions. However, in fully adjusted linear regression analysis, only intraindividual variability predicted performance differences in gait speed during dual tasking (B = -.901; 95% CI = -1.557 to -.245). CONCLUSION: Among the three EF measures assessed, intraindividual variability but not speed of processing or conflict resolution predicted performance differences in gait speed.
AD  - Ferkauf Graduate School of Psychology, Albert Einstein School of Medicine, Yeshiva University, New York. Department of Neurology, Albert Einstein School of Medicine, Yeshiva University, New York. roee.holtzer@einstein.yu.edu.
Department of Neurology, Albert Einstein School of Medicine, Yeshiva University, New York.
AN  - 24285744
AU  - Holtzer, R.
AU  - Mahoney, J.
AU  - Verghese, J.
C2  - Pmc4111295
DA  - Aug
DO  - 10.1093/gerona/glt180
DP  - NLM
ET  - 2013/11/29
J2  - The journals of gerontology. Series A, Biological sciences and medical sciences
KW  - Aged
Attention/physiology
Cognition/physiology
Cohort Studies
Executive Function/*physiology
Female
Gait/*physiology
Geriatric Assessment
Humans
Male
Problem Solving/physiology
*Task Performance and Analysis
Walking/physiology
Aging
Cognitive control
Dual tasks.
Mobility
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1079-5006 (Print)
1079-5006
SP  - 980-6
ST  - Intraindividual variability in executive functions but not speed of processing or conflict resolution predicts performance differences in gait speed in older adults
T2  - J Gerontol A Biol Sci Med Sci
TI  - Intraindividual variability in executive functions but not speed of processing or conflict resolution predicts performance differences in gait speed in older adults
VL  - 69
ID  - 204321
ER  - 


TY  - JOUR
AB  - Individuals who have limited or no speech as a result of intellectual and developmental disabilities and who are beginning communicators (i.e., are learning early linguistic skills such as first words and early semantic relations) require augmentative and alternative communication (AAC) to build both their expressive communication and their internal language structures. Programing AAC just-in-time is a promising clinical approach to intervention for beginning communicators because of its alignment with early language development theory. Early research efforts also provide emerging evidence to support its theoretical benefits. This paper describes a six-step process for programing AAC content just-in-time for beginning communicators. It highlights clinical challenges and considerations for each step, provides case examples of using the process with beginning communicators, and highlights potential limitations and future research directions related to the just-in-time programing of AAC for beginning communicators.
AD  - Department of Rehabilitation, Human Resources, and Communication Disorders, University of Arkansas, Fayetteville, AR, USA.
Department of Communication Sciences and Disorders, Pennsylvania State University, University Park, PA, USA.
AN  - 31790292
AU  - Holyfield, C.
AU  - Caron, J.
AU  - Light, J.
DA  - Dec
DO  - 10.1080/07434618.2019.1686538
DP  - NLM
ET  - 2019/12/04
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - *Beginning communicators
*intervention
*just-in-time programing
*language
*mobile technology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0743-4618
SP  - 309-318
ST  - Programing AAC just-in-time for beginning communicators: the process
T2  - Augment Altern Commun
TI  - Programing AAC just-in-time for beginning communicators: the process
VL  - 35
ID  - 204713
ER  - 


TY  - THES
AB  - The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity. The purpose of this study was to examine the effectiveness and participant perceptions of implementing the constant time delay (CTD) procedure, using a four second delay interval between presentation of the stimulus and providing a controlling prompt, when teaching students with ASD and ID during community-based instruction (CBI). Additionally, eCoaching, using bug-in-ear (BIE) technology, was used to coach the teacher interventionist. A multiple probe design across participants was used to evaluate the effects of the CTD with eCoaching intervention package on participants' ability to independently sort and arrange clothing in sequential order by size in a local department store. The procedural fidelity of the teacher interventionist implementing CTD while receiving eCoaching, which consisted of real-time praise and corrective feedback, also was measured. Utilizing eCoaching while applying the CTD procedure resulted in consistently high rates of procedural fidelity. Correspondingly, the results demonstrated that young adult students rapidly acquired, generalized, and maintained the newly learned sorting skills up to three weeks post-intervention. All participants highly rated the CTD with eCoaching intervention package in terms of its effectiveness and desire for continued teaching and learning use of the procedure. Last, the discussion focuses on implications for practical application and future 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  - Horn, Annemarie L.
DB  - ERIC
DP  - EBSCOhost
KW  - Young Adults
Autism
Pervasive Developmental Disorders
Intellectual Disability
Job Skills
Coaching (Performance)
Electronic Learning
Teaching Methods
Community Based Instruction (Disabilities)
Instructional Effectiveness
Intervention
Fidelity
Teachers
Student Attitudes
Teacher Attitudes
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2017
SN  - 978-0-355-35876-6
ST  - Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment
TI  - Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED579656&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:10601809
ID  - 205417
ER  - 


TY  - THES
AB  - The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity. The purpose of this study was to examine the effectiveness and participant perceptions of implementing the constant time delay (CTD) procedure, using a four second delay interval between presentation of the stimulus and providing a controlling prompt, when teaching students with ASD and ID during community-based instruction (CBI). Additionally, eCoaching, using bug-in-ear (BIE) technology, was used to coach the teacher interventionist. A multiple probe design across participants was used to evaluate the effects of the CTD with eCoaching intervention package on participants' ability to independently sort and arrange clothing in sequential order by size in a local department store. The procedural fidelity of the teacher interventionist implementing CTD while receiving eCoaching, which consisted of real-time praise and corrective feedback, also was measured. Utilizing eCoaching while applying the CTD procedure resulted in consistently high rates of procedural fidelity. Correspondingly, the results demonstrated that young adult students rapidly acquired, generalized, and maintained the newly learned sorting skills up to three weeks post-intervention. All participants highly rated the CTD with eCoaching intervention package in terms of its effectiveness and desire for continued teaching and learning use of the procedure. Last, the discussion focuses on implications for practical application and future research. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AN  - 2018-00722-138
AU  - Horn, Annemarie L.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - secondary education
intellectual disability
mental retardation
Autism Spectrum Disorders
Intellectual Development Disorder
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2018
SN  - 0419-4209
978-0355358766
ST  - Using constant time delay and eCoaching to teach employment skills to young adults with autism spectrum disorder and intellectual disability in a community work environment
TI  - Using constant time delay and eCoaching to teach employment skills to young adults with autism spectrum disorder and intellectual disability in a community work environment
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-00722-138&site=ehost-live&scope=site
VL  - 79
ID  - 205054
ER  - 


TY  - JOUR
AB  - Video prompting is a training procedure used to teach a complex behavior by showing steps of a task analysis on video. The present study evaluated how many steps in the video model were required for the learner to acquire a 10 step laundry task. Participants were three individuals with mental retardation. Participants viewed the entire task on video and then progressively shorter segments until they performed all task steps. The results, evaluated in a multiple baseline across subjects design, showed that one individual learned the task with 2 video segments and another with 3 segments. The final participant needed a least to most prompting procedure to learn the skills. (Contains 1 figure and 1 table.)
AN  - EJ826967
AU  - Horn, Julie A.
AU  - Miltenberger, Raymond G.
AU  - Weil, Timothy
AU  - Mowery, Judy
AU  - Conn, Maribel
AU  - Sams, Leigh
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Prompting
Developmental Disabilities
Task Analysis
Daily Living Skills
Cues
Video Technology
Teaching Methods
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1555-7855
SP  - 279-286
ST  - Teaching Laundry Skills to Individuals with Developmental Disabilities Using Video Prompting
T2  - International Journal of Behavioral Consultation and Therapy
TI  - Teaching Laundry Skills to Individuals with Developmental Disabilities Using Video Prompting
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ826967&site=ehost-live&scope=site
VL  - 4
ID  - 205347
ER  - 


TY  - JOUR
AB  - BACKGROUND: Obesity and type 2 diabetes are common in adults with a learning disability. It is not known if the principles of self-management can be applied in this population. OBJECTIVES: To develop and evaluate a case-finding method and undertake an observational study of adults with a learning disability and type 2 diabetes, to develop a standardised supported self-management (SSM) intervention and measure of adherence and to undertake a feasibility randomised controlled trial (RCT) of SSM versus treatment as usual (TAU). DESIGN: Observational study and an individually randomised feasibility RCT. SETTING: Three cities in West Yorkshire, UK. PARTICIPANTS: In the observational study: adults aged > 18 years with a mild or moderate learning disability, who have type 2 diabetes that is not being treated with insulin and who are living in the community. Participants had mental capacity to consent to research and to the intervention. In the RCT participants had glycated haemoglobin (HbA(1c)) levels of > 6.5% (48 mmol/mol), a body mass index (BMI) of > 25 kg/m(2) or self-reported physical activity below national guideline levels. INTERVENTIONS: Standardised SSM. TAU supported by an easy-read booklet. MAIN OUTCOME MEASURES: (1) The number of eligible participants identified and sources of referral; (2) current living and support arrangements; (3) current health state, including level of HbA(1c), BMI and waist circumference, blood pressure and lipids; (4) mood, preferences for change; (5) recruitment and retention in RCT; (6) implementation and adherence to the intervention; (7) completeness of data collection and values for candidate primary outcomes; and (8) qualitative data on participant experience of the research process and intervention. RESULTS: In the observational study we identified 147 eligible consenting participants. The mean age was 54.4 years. In total, 130 out of 147 (88%) named a key supporter, with 113 supporters (77%) being involved in diabetes management. The mean HbA(1c) level was 54.5 mmol/mol [standard deviation (SD) 14.8 mmol/mol; 7.1%, SD 1.4%]. The BMI of 65% of participants was > 30 kg/m(2) and of 21% was > 40 kg/m(2). Many participants reported low mood, dissatisfaction with lifestyle and diabetes management and an interest in change. Non-response rates were high (45/147, 31%) for medical data requested from the primary care team. In the RCT, 82 participants were randomised. The mean baseline HbA(1c) level was 56 mmol/mol (SD 16.5 mmol/mol; 7.3%, SD 1.5%) and the mean BMI was 34 kg/m(2) (SD 7.6 kg/m(2)). All SSM sessions were completed by 35 out of 41 participants. The adherence measure was obtained in 37 out of 41 participants. The follow-up HbA(1c) level and BMI was obtained for 75 out of 82 (91%) and 77 out of 82 (94%) participants, respectively. Most participants reported a positive experience of the intervention. A low response rate and difficulty understanding the EuroQol-5 Dimensions were challenges in obtaining data for an economic analysis. LIMITATIONS: We recruited from only 60% of eligible general practices, and 90% of participants were on a general practice learning disability register, which meant that we did not recruit many participants from the wider population with milder learning disability. CONCLUSIONS: A definitive RCT is feasible and would need to recruit 194 participants per arm. The main barrier is the resource-intensive nature of recruitment. Future research is needed into the effectiveness of obesity treatments in this population, particularly estimating the longer-term outcomes that are important for health benefit. Research is also needed into improving ways of assessing quality of life in adults with a learning disability. TRIAL REGISTRATION: Current Controlled Trials ISRCTN41897033. 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. 22, No. 26. See the NIHR Journals Library website for further project information.
AD  - Leeds Institute of Health Sciences, University of Leeds, Leeds, UK.
Clinical Trials Research Unit, University of Leeds, Leeds, UK.
Leeds Partnerships NHS Foundation Trust, Leeds, UK.
Division of Cardiovascular and Diabetes Research, University of Leeds, Leeds, UK.
AN  - 29845932
AU  - House, A.
AU  - Bryant, L.
AU  - Russell, A. M.
AU  - Wright-Hughes, A.
AU  - Graham, L.
AU  - Walwyn, R.
AU  - Wright, J. M.
AU  - Hulme, C.
AU  - O'Dwyer, J. L.
AU  - Latchford, G.
AU  - Meer, S.
AU  - Birtwistle, J. C.
AU  - Stansfield, A.
AU  - Ajjan, R.
AU  - Farrin, A.
C2  - PMC5994644 Design Board and of a Programme Grants for Applied Research subpanel. Amy Russell was an associate member of the Health Services and Delivery Research Commissioning Board (Commissioned and Researcher-Led). Claire Hulme is a member of the HTA Commissioning Board. Amanda Farrin is a member of the HTA Themed Call panel.
DA  - May
DO  - 10.3310/hta22260
DP  - NLM
ET  - 2018/05/31
J2  - Health technology assessment (Winchester, England)
KW  - Adolescent
Adult
Aged
Aged, 80 and over
Blood Pressure
Body Mass Index
Cost-Benefit Analysis
Cross-Sectional Studies
Diabetes Mellitus, Type 2/*epidemiology/*therapy
Feasibility Studies
Female
Glycated Hemoglobin A
Health Status
Humans
Learning Disabilities/*epidemiology
Lipids/blood
Male
Middle Aged
Obesity/*epidemiology
Patient Compliance
Quality of Life
Research Design
Self-Management/*economics/*methods
State Medicine
Young Adult
LA  - eng
M1  - 26
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1366-5278 (Print)
1366-5278
SP  - 1-328
ST  - Managing with Learning Disability and Diabetes: OK-Diabetes - a case-finding study and feasibility randomised controlled trial
T2  - Health Technol Assess
TI  - Managing with Learning Disability and Diabetes: OK-Diabetes - a case-finding study and feasibility randomised controlled trial
VL  - 22
ID  - 203899
ER  - 


TY  - JOUR
AB  - Understanding the relationship between molecular structure and function represents an important goal of undergraduate life sciences. Although evidence suggests that handling physical models supports gains in student understanding of structure-function relationships, such models have not been widely implemented in biochemistry classrooms. Three-dimensional (3D) printing represents an emerging cost-effective means of producing molecular models to help students investigate structure-function concepts. We developed three interactive learning modules with dynamic 3D printed models to help biochemistry students visualize biomolecular structures and address particular misconceptions. These modules targeted specific learning objectives related to DNA and RNA structure, transcription factor-DNA interactions, and DNA supercoiling dynamics. We also designed accompanying assessments to gauge student learning. Students responded favorably to the modules and showed normalized learning gains of 49% with respect to their ability to understand and relate molecular structures to biochemical functions. By incorporating accurate 3D printed structures, these modules represent a novel advance in instructional design for biomolecular visualization. We provide instructors with the materials necessary to incorporate each module in the classroom, including instructions for acquiring and distributing the models, activities, and assessments. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):303-317, 2019.
AD  - Department of Biochemistry, University of Nebraska, Lincoln, Nebraska, 68588-0664.
School of Biological Sciences, University of Nebraska, Lincoln, Nebraska, 68588-0118.
Department of Chemistry, Doane University, Crete, Nebraska, 68333.
AN  - 30897273
AU  - Howell, M. E.
AU  - Booth, C. S.
AU  - Sikich, S. M.
AU  - Helikar, T.
AU  - Roston, R. L.
AU  - Couch, B. A.
AU  - van Dijk, K.
DA  - May
DO  - 10.1002/bmb.21234
DP  - NLM
ET  - 2019/03/22
J2  - Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
KW  - *Comprehension
DNA/*chemistry/*metabolism
Humans
*Learning
Molecular Biology/*education
Nucleic Acid Conformation
*Printing, Three-Dimensional
Structure-Activity Relationship
Students
*3D printing
*Dna
*Rna
*model-based learning
*molecular visualization
*nucleic acid structure and function
*student misconceptions
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1470-8175
SP  - 303-317
ST  - Student Understanding of DNA Structure-Function Relationships Improves from Using 3D Learning Modules with Dynamic 3D Printed Models
T2  - Biochem Mol Biol Educ
TI  - Student Understanding of DNA Structure-Function Relationships Improves from Using 3D Learning Modules with Dynamic 3D Printed Models
VL  - 47
ID  - 204136
ER  - 


TY  - JOUR
AB  - This study aimed at improving the decision-making (DM) skills of 11th graders by incorporating a DM framework, visualisation tools, collaboration, and metacognitive guidance into a socioscientific issue context. Two classes, the experimental group (embedded metacognitive guidance, N = 42) and the comparison group (no metacognitive guidance, N = 32), were involved in the implementation of the experimental methodology. An open-ended test and worksheets were developed to assess the students' DM skills. The results indicated that the two versions of the DM learning modules had similar effects on the improvement in the students' DM skills, but there were significant differences in their overall skills in DM (Z = -6.410, p < 0.001), generating criteria (Z = -6.956, p < 0.001), and evaluating DM results (Z = -2.533, p < 0.011) based on the student responses on the worksheets. These findings indicate that further studies need to explore the mechanism of metacognitive guidance for students with different socioscientific issue DM skills in e-learning environments.
AN  - EJ1142677
AU  - Hsu, Ying-Shao
AU  - Lin, Shu-Sheng
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Electronic Learning
Foreign Countries
Metacognition
Cooperative Learning
Decision Making Skills
Grade 11
Experimental Groups
Control Groups
Research Design
High School Students
Pretests Posttests
Science and Society
Worksheets
Science Education
Secondary School Science
Statistical Analysis
Taiwan (Taipei)
M1  - 7
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 0950-0693
SP  - 964-979
ST  - Prompting Students to Make Socioscientific Decisions: Embedding Metacognitive Guidance in an E-Learning Environment
T2  - International Journal of Science Education
TI  - Prompting Students to Make Socioscientific Decisions: Embedding Metacognitive Guidance in an E-Learning Environment
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1142677&site=ehost-live&scope=site
http://dx.doi.org/10.1080/09500693.2017.1312036
VL  - 39
ID  - 205305
ER  - 


TY  - JOUR
AB  - There is an increasing interest in conducting reading-related studies in science education using a self-regulated learning (SRL) lens. This exploration involved a content analysis of 34 articles (38 studies in total) in highly regarded journals from 1998 to 2012 using an SRL interpretative framework to reveal critical features and relationships in the science reading research. A cross-study comparison revealed that most researchers had applied mixed methods approaches (68%), used instructional cues as an intervention (47%), and collected both performance and process data (50%). The summary figures indicated that a variety of instructional cues had different effects on science reading and SRL strategies and that there were interactions between task conditions and cognitive conditions. Customized or personalized metacognitive prompts are especially useful for comprehending hypertexts and conducting online information searches. Based on the findings, it was suggested that future research should apply the COPES model for SRL to design instructional cues for learners and to investigate how external task conditions influence cognitive conditions, self-regulated processes, and reading performance across different science text genres.
AN  - EJ1087354
AU  - Hsu, Ying-Shao
AU  - Yen, Miao-Hsuan
AU  - Chang, Wen-Hua
AU  - Wang, Chia-Yu
AU  - Chen, Sufen
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Science Education
Content Analysis
Journal Articles
Reading Materials
Mixed Methods Research
Research Methodology
Cues
Intervention
Data Collection
Learning Strategies
Technology Uses in Education
Metacognition
Prompting
Hypermedia
Online Searching
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1571-0068
SP  - 1-27
ST  - Content Analysis of 1998-2012 Empirical Studies in Science Reading Using a Self-Regulated Learning Lens
T2  - International Journal of Science and Mathematics Education
TI  - Content Analysis of 1998-2012 Empirical Studies in Science Reading Using a Self-Regulated Learning Lens
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1087354&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10763-014-9574-5
VL  - 14
ID  - 205130
ER  - 


TY  - JOUR
AB  - OBJECTIVE: This study compares functional status, quality of life and community integration in 2008 Sichuan earthquake survivors with spinal cord injury at hospital discharge and at 1-year follow-up in the community. METHODS: Twenty-six subjects with spinal cord injury completed demographic and medical questionnaires and underwent medical examination at discharge from a hospital rehabilitation department and after 1 year in the community. Functional status, quality of life and community integration were assessed by appropriate instruments over this period. RESULTS: Functional status measures showed significantly increased (p < 0.05) scores for the Modified Barthel Index and Walking Index for Spinal Cord Injury II; depression and pain scores were reduced with no statistical significance. After discharge, nearly half of patients developed a new pressure sore and most patients had urinary complications. Self-reported quality of life, overall health, and satisfaction with social relationships increased significantly (p < 0.05), while the environment domain was reduced (p < 0.05). Social participation (i.e. community integration) results showed an improvement in physical independence and mobility (p < 0.05), but a decline in cognitive independence (p < 0.05). Only 15% of the population returned to work. CONCLUSION: Special attention should be paid to cognitive and emotional function, occupational training and social integration during rehabilitation measures after earthquakes.
AD  - Department of Physical and Rehabilitation Medicine, First Affiliated Hospital of Nanjing Medical University, Nanjing, China.
AN  - 22367060
AU  - Hu, X.
AU  - Zhang, X.
AU  - Gosney, J. E.
AU  - Reinhardt, J. D.
AU  - Chen, S.
AU  - Jin, H.
AU  - Li, J.
DA  - Mar
DO  - 10.2340/16501977-0944
DP  - NLM
ET  - 2012/03/01
J2  - Journal of rehabilitation medicine
KW  - *Activities of Daily Living
Adult
Aged
China
Cognition
Depression/etiology
*Earthquakes
Environment
Female
Follow-Up Studies
Health Status
Humans
Independent Living
Male
Middle Aged
Mobility Limitation
Pain/etiology
Patient Discharge
Pressure Ulcer/etiology
*Quality of Life
*Residence Characteristics
Return to Work
Self Report
*Social Participation
Spinal Cord Injuries/complications/psychology/*rehabilitation
Surveys and Questionnaires
*Survival
Urologic Diseases/etiology
Walking
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1650-1977
SP  - 200-5
ST  - Analysis of functional status, quality of life and community integration in earthquake survivors with spinal cord injury at hospital discharge and one-year follow-up in the community
T2  - J Rehabil Med
TI  - Analysis of functional status, quality of life and community integration in earthquake survivors with spinal cord injury at hospital discharge and one-year follow-up in the community
VL  - 44
ID  - 204664
ER  - 


TY  - JOUR
AB  - Functional connectivity network provides novel insights on how distributed brain regions are functionally integrated, and its deviations from healthy brain have recently been employed to identify biomarkers for neuropsychiatric disorders. However, most of brain network analysis methods utilized features extracted only from one functional connectivity network for brain disease detection and cannot provide a comprehensive representation on the subtle disruptions of brain functional organization induced by neuropsychiatric disorders. Inspired by the principles of multi-view learning which utilizes information from multiple views to enhance object representation, we propose a novel multiple network based framework to enhance the representation of functional connectivity networks by fusing the common and complementary information conveyed in multiple networks. Specifically, four functional connectivity networks corresponding to the four adjacent values of regularization parameter are generated via a sparse regression model with group constraint ( l(2,1) -norm), to enhance the common intrinsic topological structure and limit the error rate caused by different views. To obtain a set of more meaningful and discriminative features, we propose using a modified version of weighted clustering coefficients to quantify the subtle differences of each group-sparse network at local level. We then linearly fuse the selected features from each individual network via a multi-kernel support vector machine for autism spectrum disorder (ASD) diagnosis. The proposed framework achieves an accuracy of 79.35%, outperforming all the compared single network methods for at least 7% improvement. Moreover, compared with other multiple network methods, our method also achieves the best performance, that is, with at least 11% improvement in accuracy.
AD  - School of Computer and Information Technology, Beijing Jiaotong University, Beijing, China.
Biomedical Research Imaging Center (BRIC) and Department of Radiology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.
Department of Brain and Cognitive Engineering, Korea University, Seoul, Republic of Korea.
Department of Biomedical Engineering, National University of Singapore, Singapore.
AN  - 30357998
AU  - Huang, H.
AU  - Liu, X.
AU  - Jin, Y.
AU  - Lee, S. W.
AU  - Wee, C. Y.
AU  - Shen, D.
C2  - Pmc6865533
DA  - Feb 15
DO  - 10.1002/hbm.24415
DP  - NLM
ET  - 2018/10/26
J2  - Human brain mapping
KW  - Autism Spectrum Disorder/*diagnostic imaging/physiopathology
Brain/*diagnostic imaging/physiopathology
Brain Mapping/*methods
Child
Female
Humans
Image Interpretation, Computer-Assisted/*methods
Magnetic Resonance Imaging/methods
Male
Neural Pathways/*diagnostic imaging/physiopathology
Support Vector Machine
*computer-aided diagnosis
*functional connectivity network
*multi-kernel fusion
*multi-view group-sparse network
*multi-view learning
*resting-state functional magnetic resonance imaging (R-fMRI)
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1065-9471 (Print)
1065-9471
SP  - 833-854
ST  - Enhancing the representation of functional connectivity networks by fusing multi-view information for autism spectrum disorder diagnosis
T2  - Hum Brain Mapp
TI  - Enhancing the representation of functional connectivity networks by fusing multi-view information for autism spectrum disorder diagnosis
VL  - 40
ID  - 203953
ER  - 


TY  - JOUR
AB  - Aim: To examine the effects of ride-on car (ROC) training versus conventional therapy on mobility and social function in young children with disabilities in a hospital-based environment. Methods and procedures: Twenty young children with disabilities, aged 1–3 years, were recruited. The treatment group (n = 10) received ROC training of 2h/session, 2 sessions/week for a total of 9 weeks in the hospital environment. The control group (n = 10) received conventional therapy alone. Assessments included the Chinese version of the Pediatric Evaluation of Disability Inventory and the Parenting Stress Index. Outcomes and results: After a 9-week intervention, the treatment group showed improvements in mobility and social function, whereas the control group showed improvements in social function alone. Four children in the treatment group had clinically meaningful changes in mobility and 3 in social function, as compared to 2 and 1, respectively, in the control group. Conclusions and implications: This is the first group study that demonstrated the potential benefits of ROC training on mobility and social function in young children with disabilities in the hospital environment. Future studies should include a larger sample size to detect any differences between ROC training and conventional therapy. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Huang, Hsiang-Han, Department of Occupational Therapy, Chang Gung University, 259 Wen-Hwa 1st Rd, Kwei-Shan, Taoyuan, Taiwan
AN  - 2017-01622-001
AU  - Huang, Hsiang-Han
AU  - Chen, Chia-Ling
DB  - APA PsycInfo
DO  - 10.1016/j.ridd.2017.01.002
DP  - EBSCOhost
KW  - Modified ride-on cars
Young children with disabilities
Mobility
Socialization
Parenting stress level
Cerebral Palsy
Child, Hospitalized
Child, Preschool
Developmental Disabilities
Down Syndrome
Female
Hospitalization
Humans
Infant
Locomotion
Male
Mobility Limitation
Parenting
Social Participation
Stress, Psychological
Wheelchairs
Hospitals
Mobility Aids
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 0891-4222
1873-3379
SP  - 172-180
ST  - The use of modified ride-on cars to maximize mobility and improve socialization-a group design
T2  - Research in Developmental Disabilities
TI  - The use of modified ride-on cars to maximize mobility and improve socialization-a group design
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-01622-001&site=ehost-live&scope=site
hsiangha@mail.cgu.edu.tw
VL  - 61
ID  - 205044
ER  - 


TY  - JOUR
AB  - Research in the fields of second-language acquisition and education has supported the value of written reflection, but scant research has explored how other types of reflection may come into play when learners employ strategies and produce oral language. This paper reports findings from an action research study that focused on integrating individual oral reflection using digital recorders to facilitate 18 graduate-level English-as-an-additional-language (EAL) students' learning of academic speaking skills. The qualitative and quantitative results provide important empirical information about what strategies graduate students used, the relationships between the learners' strategic behaviours and oral performance, and differences in the quality of reflection between advanced and nonadvanced proficiency learners. The study's findings indicate that weekly spoken reflection functions as a mediational tool that learners can use to deal with their language-learning-related thoughts and emotions, which have important implications because of the online nature of speaking. In addition to generating empirical knowledge about a modality of reflection that has direct pedagogical implications, the paper includes a personal reflection on the challenges involved in conducting action research, for the purpose of inviting further dialogue and reflection among action researchers.
AN  - EJ1135571
AU  - Huang, Li-Shih
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Oral Language
Action Research
Graduate Students
English (Second Language)
Second Language Learning
Qualitative Research
Statistical Analysis
Learning Strategies
Correlation
Teaching Methods
Academic Discourse
Language Proficiency
Chinese
Native Language
Metacognition
Reflection
Foreign Countries
Questionnaires
Video Equipment
Student Attitudes
Pretests Posttests
Canada
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 1931-4744
ST  - Use of Oral Reflection in Facilitating Graduate EAL Students' Oral-Language Production and Strategy Use: An Empirical Action Research Study
T2  - International Journal for the Scholarship of Teaching and Learning
TI  - Use of Oral Reflection in Facilitating Graduate EAL Students' Oral-Language Production and Strategy Use: An Empirical Action Research Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1135571&site=ehost-live&scope=site
VL  - 6
ID  - 205403
ER  - 


TY  - JOUR
AB  - A subtle but chronic alteration in metabolic balance between amyloid-beta peptide (Abeta) anabolic and catabolic activities is thought to cause Abeta accumulation, leading to a decade-long pathological cascade of Alzheimer disease. However, it is still unclear whether a reduction of the catabolic activity of Abeta in the brain causes neuronal dysfunction in vivo. In the present study, to clarify a possible connection between a reduction in neprilysin activity and impairment of synaptic and cognitive functions, we cross-bred amyloid precursor protein (APP) transgenic mice (APP23) with neprilysin-deficient mice and biochemically and immunoelectron-microscopically analyzed Abeta accumulation in the brain. We also examined hippocampal synaptic plasticity using an in vivo recording technique and cognitive function using a battery of learning and memory behavior tests, including Y-maze, novel-object recognition, Morris water maze, and contextual fear conditioning tests at the age of 13-16 weeks. We present direct experimental evidence that reduced activity of neprilysin, the major Abeta-degrading enzyme, in the brain elevates oligomeric forms of Abeta at the synapses and leads to impaired hippocampal synaptic plasticity and cognitive function before the appearance of amyloid plaque load. Thus, reduced neprilysin activity appears to be a causative event that is at least partly responsible for the memory-associated symptoms of Alzheimer disease. This supports the idea that a strategy to reduce Abeta oligomers in the brain by up-regulating neprilysin activity would contribute to alleviation of these symptoms.
AD  - Laboratory for Proteolytic Neuroscience, RIKEN Brain Science Institute, 2-1 Hirosawa, Wako-shi, Saitama 351-0198, Japan.
AN  - 16636059
AU  - Huang, S. M.
AU  - Mouri, A.
AU  - Kokubo, H.
AU  - Nakajima, R.
AU  - Suemoto, T.
AU  - Higuchi, M.
AU  - Staufenbiel, M.
AU  - Noda, Y.
AU  - Yamaguchi, H.
AU  - Nabeshima, T.
AU  - Saido, T. C.
AU  - Iwata, N.
DA  - Jun 30
DO  - 10.1074/jbc.M601372200
DP  - NLM
ET  - 2006/04/26
J2  - The Journal of biological chemistry
KW  - Alzheimer Disease/metabolism/pathology/*physiopathology
Amyloid beta-Peptides/genetics/*metabolism
Animals
Cognition/*physiology
Female
Hippocampus/metabolism/pathology/physiopathology
Male
Maze Learning/physiology
Memory/physiology
Mice
Mice, Transgenic
Microscopy, Electron
Neprilysin/genetics/*metabolism
Neuronal Plasticity/*physiology
Peptide Fragments/metabolism
Synapses/pathology/physiology/ultrastructure
LA  - eng
M1  - 26
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0021-9258 (Print)
0021-9258
SP  - 17941-51
ST  - Neprilysin-sensitive synapse-associated amyloid-beta peptide oligomers impair neuronal plasticity and cognitive function
T2  - J Biol Chem
TI  - Neprilysin-sensitive synapse-associated amyloid-beta peptide oligomers impair neuronal plasticity and cognitive function
VL  - 281
ID  - 204532
ER  - 


TY  - JOUR
AB  - Despite consumer growth, few studies have evaluated the cognitive effects of gaming using mobile devices. This study examined the association between video game play platform and cognitive performance. Furthermore, the differential effect of video game genre (action versus nonaction) was explored. Sixty undergraduate students completed a video game experience questionnaire, and we divided them into three groups: mobile video game players (MVGPs), console/computer video game players (CVGPs), and nonvideo game players (NVGPs). Participants completed a cognitive battery to assess executive function, and learning and memory. Controlling for sex and ethnicity, analyses showed that frequent video game play is associated with enhanced executive function, but not learning and memory. MVGPs were significantly more accurate on working memory performances than NVGPs. Both MVGPs and CVGPs were similarly associated with enhanced cognitive function, suggesting that platform does not significantly determine the benefits of frequent video game play. Video game platform was found to differentially associate with preference for action video game genre and motivation for gaming. Exploratory analyses show that sex significantly effects frequent video game play, platform and genre preference, and cognitive function. This study represents a novel exploration of the relationship between mobile video game play and cognition and adds support to the cognitive benefits of frequent video game play.
AD  - Department of Psychology, Ryerson University , Toronto, Ontario, Canada .
AN  - 29048933
AU  - Huang, V.
AU  - Young, M.
AU  - Fiocco, A. J.
DA  - Nov
DO  - 10.1089/cyber.2017.0241
DP  - NLM
ET  - 2017/10/20
J2  - Cyberpsychology, behavior and social networking
KW  - Adult
Cognition/*physiology
Computers/*statistics & numerical data
Humans
Mobile Applications
Motivation
Smartphone/*statistics & numerical data
Surveys and Questionnaires
*Video Games/psychology/statistics & numerical data
Young Adult
cognition
video game genre
video game play
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2152-2715
SP  - 689-694
ST  - The Association Between Video Game Play and Cognitive Function: Does Gaming Platform Matter?
T2  - Cyberpsychol Behav Soc Netw
TI  - The Association Between Video Game Play and Cognitive Function: Does Gaming Platform Matter?
VL  - 20
ID  - 203908
ER  - 


TY  - JOUR
AB  - Video-based intervention (VBI) has strong evidence supporting efficiency in teaching social, communication, functional, behavior, play, and self-help skills and emerging evidence for teaching academic skills to students with autism spectrum disorder (ASD). VBI allows opportunities to electronically provide personalized, consistent, and prerecorded instruction. Handheld devices, such as smartphones and tablets, make VBI portable for students. This article supports teachers who wish to implement VBI with their students with ASD by (a) describing types of VBI, such as video prompting, video modeling, video self-modeling, and point-of-view video modeling; (b) providing teachers with a 10-step guide to create, implement, and assess the success of the VBI; and (c) sharing a case-based example illustrating the versatility of VBI.
AN  - EJ1116164
AU  - Hughes, Elizabeth M.
AU  - Yakubova, Gulnoza
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Teaching Methods
Social Development
Communication Skills
Student Behavior
Play
Self Help Programs
Academic Ability
Technology Uses in Education
Educational Technology
Handheld Devices
Prompting
Modeling (Psychology)
Autism
Pervasive Developmental Disorders
Intervention
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1053-4512
SP  - 115-121
ST  - Developing Handheld Video Intervention for Students with Autism Spectrum Disorder
T2  - Intervention in School and Clinic
TI  - Developing Handheld Video Intervention for Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1116164&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1053451216636059
VL  - 52
ID  - 205148
ER  - 


TY  - JOUR
AB  - An inherent aspect of learner-controlled instructional environments is the ability of learners to affect the degree of difficulty faced during training. However, research has yet to examine how learner-controlled practice difficulty affects learning. Based on the notion of desirable difficulties (Bjork, 1994), this study examined the cognitive and motivational antecedents and outcomes of learner-controlled practice difficulty in relation to learning a complex task. Using a complex videogame involving both strong cognitive and psychomotor demands, 112 young adult males were given control over their practice difficulty, which was reflected in the complexity of the training task. Results show that general mental ability, prior experience, pre-training self-efficacy, and error encouragement were positively related to learner-controlled practice difficulty. In turn, practice difficulty was directly related to task knowledge and post-training performance, and it was related to adaptive performance through the mediating influences of task knowledge and post-training performance. In general, this study supports the notion that training difficulty operationalized in terms of task complexity is positively related to both knowledge and performance outcomes. Results are discussed with respect to the need for more research examining how task complexity and other forms of difficulty could be leveraged to advance learner-controlled instructional practices.
AD  - Department of Psychology, University of Oklahoma, Norman, OK 73019-2007, USA.
AN  - 22925045
AU  - Hughes, M. G.
AU  - Day, E. A.
AU  - Wang, X.
AU  - Schuelke, M. J.
AU  - Arsenault, M. L.
AU  - Harkrider, L. N.
AU  - Cooper, O. D.
DA  - Jan
DO  - 10.1037/a0029821
DP  - NLM
ET  - 2012/08/29
J2  - The Journal of applied psychology
KW  - Adolescent
Adult
Cognition/*physiology
Humans
*Individuality
Learning/*physiology
Male
Motivation/*physiology
*Practice, Psychological
Psychomotor Performance/*physiology
Self Efficacy
Students/psychology
Video Games/psychology
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0021-9010
SP  - 80-98
ST  - Learner-controlled practice difficulty in the training of a complex task: cognitive and motivational mechanisms
T2  - J Appl Psychol
TI  - Learner-controlled practice difficulty in the training of a complex task: cognitive and motivational mechanisms
VL  - 98
ID  - 204361
ER  - 


TY  - JOUR
AB  - BACKGROUND: People with developmental disabilities are at disproportionately high risk of abuse. Although considerable evidence exists on the health-related consequences of abuse in the general population, little is known about those consequences in people with developmental disabilities. OBJECTIVE: To examine the relation of abuse with psychological and physical health outcomes in adults with developmental disabilities. METHODS: We used an accessible audio computer-assisted self-interview to collect anonymous data on demographic and disability characteristics, childhood and adult abuse experiences, and physical and psychological health from 350 women and men with developmental disabilities. Abuse experience was reflected by five factor scores consisting of three child abuse factors (childhood sexual abuse, childhood physical abuse, childhood disability-related abuse) and two adult abuse factors (adult sexual abuse, adult mixed abuse). We examined each of four health outcomes (depression, post trraumatic stress disorder, physical health symptoms, secondary health conditions) separately to determine the extent to which childhood and adult abuse experiences uniquely predicted psychological and physical health outcomes above and beyond demographic and disability-related characteristics. RESULTS: All five abuse factor scores were significantly related to all four health outcomes. When examined simultaneously, childhood disability-related abuse and adult mixed abuse accounted for unique variance in outcomes. Exploratory analyses revealed no difference in the impact of abuse by gender. CONCLUSIONS: In this study, childhood disability-related abuse and adult mixed abuse significantly predicted lower levels of psychological and physical health in a sample of adults with developmental disabilities. Our findings highlight the importance of addressing abuse and its sequalae in the developmental disabilities community.
AD  - The Rural Institute for Inclusive Communities, University of Montana, Missoula, MT, USA; Department of Psychology, University of Montana, Missoula, MT, USA. Electronic address: rosemary.hughes@mso.umt.edu.
Center for Research on Women with Disabilities, Baylor College of Medicine and TIRR Memorial Hermann, Houston, TX, USA.
Regional Research Institute for Human Services, School of Social Work, Portland State University, Portland, OR, USA; Autistic Self Advocacy Network, Portland, OR, USA; Autism Women's Network, Lincoln, NE, USA.
The Rural Institute for Inclusive Communities, University of Montana, Missoula, MT, USA.
Regional Research Institute for Human Services, School of Social Work, Portland State University, Portland, OR, USA.
Community Advisory Board, Partnering with People Developmental Disabilities to Address Violence, USA.
Regional Research Institute for Human Services, School of Social Work, Portland State University, Portland, OR, USA; Department of Medicine, Oregon Health & Science University, USA.
AN  - 30655190
AU  - Hughes, R. B.
AU  - Robinson-Whelen, S.
AU  - Raymaker, D.
AU  - Lund, E. M.
AU  - Oschwald, M.
AU  - Katz, M.
AU  - Starr, A.
AU  - Ashkenazy, E.
AU  - Powers, L. E.
AU  - Nicolaidis, C.
DA  - Apr
DO  - 10.1016/j.dhjo.2018.09.007
DP  - NLM
ET  - 2019/01/19
J2  - Disability and health journal
KW  - Adolescent
Adult
Adult Survivors of Child Adverse Events/psychology
Aged
Child
Child Abuse/psychology
Child Abuse, Sexual/psychology
Crime Victims/psychology
Depression/etiology
Depressive Disorder/etiology
*Developmental Disabilities/complications/psychology
Disabled Children/psychology
*Disabled Persons/psychology
Female
*Health Status
Humans
Male
Mental Disorders/*etiology
*Mental Health
Middle Aged
Sex Offenses/psychology
Stress Disorders, Post-Traumatic/etiology
*Violence/psychology
Young Adult
*Abuse
*Community-based participatory research
*Developmental disability
*Health
*Violence
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1876-7583
SP  - 227-234
ST  - The relation of abuse to physical and psychological health in adults with developmental disabilities
T2  - Disabil Health J
TI  - The relation of abuse to physical and psychological health in adults with developmental disabilities
VL  - 12
ID  - 203863
ER  - 


TY  - JOUR
AB  - To assess the effectiveness of person-related interventions on driving ability in older adults, this literature review was completed as a part of the Evidence-Based Literature Review Project of the American Occupational Therapy Association. Nineteen articles were incorporated into the systematic review and include interventions in the following areas: visual, cognitive, and motor; educational; passengers; and medical. The results provide inconclusive evidence for the use of interventions such as the Useful Field of View training, home exercise programs, and passenger interactions. Conclusive evidence shows that older adults respond positively to programs stressing self-awareness of driving skills and that some medical interventions affect the ability to drive. Despite limitations, the studies reviewed provide useful information that deserves further exploration. Reading the literature provides therapists with knowledge that might improve client care. Learning about cutting-edge interventions and educating peers and students about evidence-based interventions may lead to safer community mobility for older adults.
AD  - School of Occupational Therapy, Pacific University, 222 SE Eighth Avenue, Hillsboro, OR 97123, USA. lhunt@pacificu.edu
AN  - 18390008
AU  - Hunt, L. A.
AU  - Arbesman, M.
DA  - Mar-Apr
DO  - 10.5014/ajot.62.2.136
DP  - NLM
ET  - 2008/04/09
J2  - The American journal of occupational therapy : official publication of the American Occupational Therapy Association
KW  - Activities of Daily Living
Age Factors
Aged
Aged, 80 and over
*Automobile Driving
*Automobiles
Cognition
*Evidence-Based Medicine
Female
Geriatrics
Humans
Male
*Occupational Therapy
Personal Autonomy
*Social Support
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0272-9490 (Print)
0272-9490
SP  - 136-48
ST  - Evidence-based and occupational perspective of effective interventions for older clients that remediate or support improved driving performance
T2  - Am J Occup Ther
TI  - Evidence-based and occupational perspective of effective interventions for older clients that remediate or support improved driving performance
VL  - 62
ID  - 204519
ER  - 


TY  - JOUR
AB  - A graduate course on culture, diversity, and cultural competence was developed based on constructivist learning theory and Campinha-Bacote's constructs of cultural awareness, knowledge, skill, and encounters. The epistemology, structure, assignments, and activities used in both online and classroom courses were highly effective and well received by the students. Student course evaluations and outcome assessments of students' cultural competence levels, as compared to precourse levels, provided supportive evidence that the course design produced intended outcomes. Course resources are shared, making them available for use by others in cultural competence education.
AD  - University of Missouri- Kansas City, Missouri, USA.
AN  - 18667629
AU  - Hunter, J. L.
DA  - Oct
DO  - 10.1177/1043659608322421
DP  - NLM
ET  - 2008/08/01
J2  - Journal of transcultural nursing : official journal of the Transcultural Nursing Society
KW  - Attitude of Health Personnel/ethnology
Awareness
Communication
Cultural Competency/*education/organization & administration
Cultural Diversity
Curriculum
Education, Nursing, Graduate/*organization & administration
Faculty, Nursing
Health Knowledge, Attitudes, Practice
Humans
Interprofessional Relations
Knowledge
Midwestern United States
*Models, Educational
*Models, Nursing
Nursing Assessment
Nursing Education Research
Nursing Methodology Research
*Philosophy, Nursing
Program Evaluation
Psychological Theory
Psychology, Educational
Students, Nursing/psychology
Transcultural Nursing/*education/organization & administration
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1043-6596 (Print)
1043-6596
SP  - 354-62
ST  - Applying constructivism to nursing education in cultural competence: a course that bears repeating
T2  - J Transcult Nurs
TI  - Applying constructivism to nursing education in cultural competence: a course that bears repeating
VL  - 19
ID  - 204656
ER  - 


TY  - THES
AB  - Three student employees with intellectual disabilities and autism used an iPod touch with video prompts to increase their level of independence at work. Using the iPod, they each experienced an increase in correct task completion across three work tasks. In addition, I conducted a social validation study to determine if employers and job coaches felt that the use of technology was effective and appropriate for the student employee. They all agreed or strongly agreed that the tool with the video prompts was effective and appropriate. Most importantly, the student employees reported that they liked using the tool and being independent at work, with one participant reporting an added benefit of helping her stay on task and be socially appropriate. [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  - Huntington, Angela A.
DB  - ERIC
DP  - EBSCOhost
KW  - Technology
Mental Retardation
Autism
Vocational Education
Handheld Devices
Video Technology
Community Based Instruction (Disabilities)
Students
Employers
Employer Attitudes
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-303-01710-0
ST  - Examining the Effectiveness of an iPod Touch with Video Prompts to Teach Community Based Vocational Tasks to Students with Intellectual Disabilities and Autism
TI  - Examining the Effectiveness of an iPod Touch with Video Prompts to Teach Community Based Vocational Tasks to Students with Intellectual Disabilities and Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED550993&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:3538803
ID  - 205210
ER  - 


TY  - THES
AB  - Three student employees with intellectual disabilities and autism used an iPod touch with video prompts to increase their level of independence at work. Using the iPod, they each experienced an increase in correct task completion across three work tasks. In addition, I conducted a social validation study to determine if employers and job coaches felt that the use of technology was effective and appropriate for the student employee. They all agreed or strongly agreed that the tool with the video prompts was effective and appropriate. Most importantly, the student employees reported that they liked using the tool and being independent at work, with one participant reporting an added benefit of helping her stay on task and be socially appropriate. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2014-99010-109
AU  - Huntington, Angela A.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - educational program effectiveness
disabled students
intellectual disabilities
autism
technology
Educational Program Evaluation
Special Education Students
Teaching
Autism Spectrum Disorders
Disabilities
Intellectual Development
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2014
SN  - 0419-4209
978-1-303-01710-0
ST  - Examining the effectiveness of an ipod touch with video prompts to teach community based vocational tasks to students with intellectual disabilities and autism
TI  - Examining the effectiveness of an ipod touch with video prompts to teach community based vocational tasks to students with intellectual disabilities and autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-99010-109&site=ehost-live&scope=site
VL  - 74
ID  - 204930
ER  - 


TY  - JOUR
AB  - OBJECTIVE: This study examined the effectiveness of instruction and video feedback on staff's ABA skills during one-to-one play situations and initiations of children with autism spectrum disorder (ASD). METHODS: Data were collected within a multiple baseline design across 5 dyads. A continuous 20 s interval recording system was used to record motivation, creating opportunities, prompting and reinforcement of staff and child initiations. Training included instruction, consisting of instructions, video examples and role-plays. After this, a 4-h delayed video feedback condition started. RESULTS: Three staff members created significantly more learning opportunities during post-instruction and a significant increase occurred during video feedback for one staff member. Initiatives increased significantly in two children during post-instruction. During follow-up, three children showed unprompted initiatives. The mean percentage of spontaneous initiations increased during follow-up. CONCLUSION: The findings provide support for training staff in a clinical setting to create learning opportunities, which also may result in concomittant improvement in child initiations.
AD  - Research & Development Division, Dr Leo Kannerhuis, Doorwerth, The Netherlands. b.huskens@leokannerhuis.nl
AN  - 23030785
AU  - Huskens, B.
AU  - Reijers, H.
AU  - Didden, R.
DO  - 10.3109/17518423.2012.705910
DP  - NLM
ET  - 2012/10/04
J2  - Developmental neurorehabilitation
KW  - Child
Child Development Disorders, Pervasive/*psychology
*Communication
Humans
*Learning
*Play and Playthings
Teaching
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1751-8423
SP  - 435-47
ST  - Staff training effective in increasing learning opportunities for school-aged children with autism spectrum disorders
T2  - Dev Neurorehabil
TI  - Staff training effective in increasing learning opportunities for school-aged children with autism spectrum disorders
VL  - 15
ID  - 204795
ER  - 


TY  - THES
AB  - Adults with developmental disabilities are increasingly reaching old age in significant numbers while living in community-based, non-institutional settings. The overlay of cognitive and physical age-related impairments onto existing intellectual and physical disabilities, a paucity of informal social relationships, and a limited education and low income levels place this generation at risk for premature behavioral limitations and dependency. The purpose of this study was to explore the relationships between individual functional ability in the performance of typical self-care and household activities, personal expectations of competency, and the physical and social environment of the home to better understand how these factors contribute to both the autonomy and dependency of people aging with developmental disabilities. This study hypothesized that physiological impairment, the built environment, and personal expectations would be among the factors impacting individual functional ability level. Using a combination of qualitative and quantitative methods, this study gathered data from adults with developmental disabilities through individual in-person interviews and self-care/household task observations conducted in the participants' homes. A small sample of the consumers' direct care staff were also interviewed. Results from the study revealed that both levels of participation and competency in the performance of self-care activities varied widely. Physical impairments, and particularly severe mobility impairments, had a stronger impact on functional ability than the cognitive impairments of the participants. Those who used wheelchairs for all mobility both reported and were observed to have very limited person-environment fit. Settings that offered a higher degree of supervision were also more likely to physically support a wide range of activities. Ninety percent of the interview participants expected to perform less well than they did during the task observation assessment. Qualitative data revealed that participants valued privacy, safety and a physically and socially supportive environment. These data also suggested factors that may have inhibited functional ability, such as an over-concern with the risks involved in participation, low perceptions of ability, and staffs' habitual caregiving behaviors. Methods of encouraging and fostering independence and autonomy in the home are discussed. Behavioral methods included having high expectations of consumers, encouraging consumers to attempt tasks that they previously may have considered too challenging, and supporting consumers to take calculated risks in order to develop judgment and increase skills. Environmental methods included providing supportive physical environments, modified to meet individual needs, and appropriate and timely home maintenance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2012-99110-474
AU  - Hutchings, Barbara Lynn
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - functional ability
community-dwelling adults aging
developmental disabilities
Ability
Aging
Communities
Cognitive Impairment
Hypericum Perforatum
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2012
SN  - 0419-4209
978-1-124-92123-5
SP  - 4760-4760
ST  - Factors influencing functional ability among community-dwelling adults aging with developmental disabilities
TI  - Factors influencing functional ability among community-dwelling adults aging with developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-99110-474&site=ehost-live&scope=site
VL  - 72
ID  - 204935
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The objective was to conduct research synthesis for the U.S.Army on the effectiveness of two error prevention training strategies (training wheels and scaffolding) on the transfer of training. BACKGROUND: Motivated as part of an ongoing program of research on training effectiveness, the current work presents some of the program's research into the effects on transfer of error prevention strategies during training from a cognitive load perspective. Based on cognitive load theory, two training strategies were hypothesized to reduce intrinsic load by supporting learners early in acquisition during schema development. METHOD: A transfer ratio and Hedges' g were used in the two meta-analyses conducted on transfer studies employing the two training strategies. Moderators relevant to cognitive load theory and specific to the implemented strategies were examined.The transfer ratio was the ratio of treatment transfer performance to control transfer. Hedges' g was used in comparing treatment and control group standardized mean differences. Both effect sizes were analyzed with versions of sample weighted fixed effect models. RESULTS: Analysis of the training wheels strategy suggests a transfer benefit. The observed benefit was strongest when the training wheels were a worked example coupled with a principle-based prompt. Analysis of the scaffolding data also suggests a transfer benefit for the strategy. CONCLUSION: Both training wheels and scaffolding demonstrated positive transfer as training strategies.As error prevention techniques, both support the intrinsic load--reducing implications of cognitive load theory. APPLICATION: The findings are applicable to the development of instructional design guidelines in professional skill-based organizations such as the military.
AD  - Alion Science and Technology, Boulder, Colorado 80301, USA. shutchins@alionscience.com
AN  - 23964423
AU  - Hutchins, S. D.
AU  - Wickens, C. D.
AU  - Carolan, T. F.
AU  - Cumming, J. M.
DA  - Aug
DO  - 10.1177/0018720812469985
DP  - NLM
ET  - 2013/08/24
J2  - Human factors
KW  - Cognition/*physiology
Humans
Learning/*physiology
*Psychology, Educational
Teaching/*methods
*Transfer, Psychology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0018-7208 (Print)
0018-7208
SP  - 854-74
ST  - The influence of cognitive load on transfer with error prevention training methods: a meta-analysis
T2  - Hum Factors
TI  - The influence of cognitive load on transfer with error prevention training methods: a meta-analysis
VL  - 55
ID  - 204272
ER  - 


TY  - JOUR
AB  - BACKGROUND: Despite the known benefits of early, specialized intervention for toddlers with Autism Spectrum Disorder (ASD), access to such intervention remains limited. This pragmatic trial examines a novel healthcare delivery model (Screen-Refer-Treat [SRT]), which capitalizes upon existing health care and early intervention (EI) infrastructure to increase community capacity for ASD detection and treatment before age 3, when it is likely to have the greatest impact. This model comprises three components: (1) universal use of Stage 1 ASD screening by primary care providers (PCPs) at 18-month well-child visits (i.e., Screen); (2) immediate referral of positive screens to a community-based EI program (i.e., Refer); and (3) provision of an inexpensive, evidence-based ASD-specialized treatment by EI providers, after verifying ASD risk with a Stage 2 screen (i.e., Treat). This paper describes our research design and the initial successes, challenges, and adaptations made during the early implementation phase. METHOD/DESIGN: A stepped-wedge cluster RCT was used to implement the SRT model sequentially in four diverse Washington State counties ("clusters"). Counties are randomly assigned to the time of receipt of the SRT intervention, which comprises training workshops and technical assistance focused on the use of evidence-based ASD screening and intervention tools. Separate cohorts of families with toddlers (16-35 months old) with and without ASD concerns are recruited before and after the SRT intervention from participating PCP practices and EI programs. PCPs and EI providers complete measures on their screening, referral, and intervention practices before and after the SRT intervention. Each family cohort completes surveys about their well-being, parenting efficacy, health care satisfaction, and toddler's social-communicative behaviors. CONCLUSION: This trial is the first of its kind to work simultaneously with two service delivery systems with the goal of improving early detection and treatment for ASD. Our approach was successful in attaining buy-in from PCPs and EI providers, building and maintaining partnerships with providers, and achieving high levels of retention and survey completion. Fostering provider engagement and problem-solving issues together as partners were integral to overcoming the main challenges. Numerous lessons have been learned thus far, which have applicability for implementation researchers in ASD and those in other fields. TRIAL REGISTRATION: The registration number for this trial is NCT02409303 and it was posted on ClinicalTrials.gov on April 6, 2015.
AD  - Department of Psychology, University of Washington, CHDD, Box 357920, Seattle, WA, 98195, USA. libanez1@uw.edu.
Department of Psychiatry and Behavioral Sciences, Department of Epidemiology, University of Washington, Seattle, WA, 98195, USA.
Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, 98195, USA.
Department of Pediatrics, School of Medicine, University of Washington, Seattle, WA, 98195, USA.
Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, WA, 98145, USA.
Department of Psychology, University of Washington, CHDD, Box 357920, Seattle, WA, 98195, USA.
Departments of Neurology, Psychiatry & Behavioral Sciences, and Pediatrics, University of Washington, Seattle, WA, 98195, USA.
Center for Integrative Brain Research, Seattle Children's Research Institute, Seattle, WA, 98101, USA.
AN  - 31174514
AU  - Ibañez, L. V.
AU  - Stoep, A. V.
AU  - Myers, K.
AU  - Zhou, C.
AU  - Dorsey, S.
AU  - Steinman, K. J.
AU  - Stone, W. L.
C2  - Pmc6556010
DA  - Jun 7
DO  - 10.1186/s12888-019-2150-3
DP  - NLM
ET  - 2019/06/09
J2  - BMC psychiatry
KW  - Autism Spectrum Disorder/*diagnosis/psychology/*therapy
Child, Preschool
Early Diagnosis
Early Medical Intervention/*methods
Female
Humans
Infant
Male
Mass Screening/methods
*Medically Underserved Area
Parenting/psychology
Referral and Consultation
Surveys and Questionnaires
*Autism Spectrum Disorder
*Early detection
*Pragmatic trial
*Preventive intervention
*Stage 2 screening
*Stepped-wedge design
*Universal screening
royalties from its sales.
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1471-244x
SP  - 169
ST  - Promoting early autism detection and intervention in underserved communities: study protocol for a pragmatic trial using a stepped-wedge design
T2  - BMC Psychiatry
TI  - Promoting early autism detection and intervention in underserved communities: study protocol for a pragmatic trial using a stepped-wedge design
VL  - 19
ID  - 203861
ER  - 


TY  - JOUR
AB  - BACKGROUND: Hepatitis C virus (HCV) infection is associated with cognitive dysfunction in clinic-based studies. The risk could be attributed to factors such as antiviral medications, substance abuse, or coincidental infection. AIM: The aim was to evaluate cognitive function in relation to HCV antibody titers in a community-based sample of asymptomatic individuals at low risk for substance abuse. METHOD: Adults were ascertained from a community in Mansoura, Egypt, where HCV is endemic (n = 258). Cognitive performance was evaluated using the Arabic version of the Penn Computerized Neurocognitive Battery. Substance abuse and psychopathology were also assessed. Antibodies to HCV and Toxoplasma gondii (TOX), a common protozoan that can affect cognition, were estimated using serological IgG assays. RESULTS: The prevalence of HCV and TOX infection was 17.6% and 52.9%, respectively. HCV antibody titers were significantly associated with worse function in four cognitive tests for accuracy and three tests for speed, after adjusting for covariates (p < .05, beta coefficients, 2.1-3.2). TOX antibody titers were associated with impaired accuracy in one test. CONCLUSIONS: The association between HCV antibody titers and cognitive impairment is not mediated by antiviral treatment or substance abuse in this sample. Whether HCV has a causal role in the cognitive dysfunction should be investigated.
AD  - b Department of Psychiatry , Mansoura University School of Medicine , Mansoura , Egypt.
a Department of Psychiatry , University of Pittsburgh School of Medicine, Western Psychiatric Institute and Clinic , Pittsburgh , PA , USA.
d Neuropsychiatry Section, Department of Psychiatry , University of Pennsylvania Perelman School of Medicine , Philadelphia , PA , USA.
e Department of Pediatrics , Johns Hopkins School of Medicine , Baltimore , MD , USA.
f Department of Pediatrics , Stanley Division of Developmental Neurovirology , Baltimore , MD , USA.
c Department of Human Genetics , Graduate School of Public Health, University of Pittsburgh , Pittsburgh , PA , USA.
AN  - 27269819
AU  - Ibrahim, I.
AU  - Salah, H.
AU  - El Sayed, H.
AU  - Mansour, H.
AU  - Eissa, A.
AU  - Wood, J.
AU  - Fathi, W.
AU  - Tobar, S.
AU  - Gur, R. C.
AU  - Gur, R. E.
AU  - Dickerson, F.
AU  - Yolken, R. H.
AU  - El Bahaey, W.
AU  - Nimgaonkar, V.
C2  - Pmc5266595
C6  - Nihms803545
DA  - Oct
DO  - 10.1080/13803395.2016.1168780
DP  - NLM
ET  - 2016/06/09
J2  - Journal of clinical and experimental neuropsychology
KW  - Adult
Antibodies, Viral/*isolation & purification
Cognition/*physiology
Cognitive Dysfunction/*complications/psychology/virology
Cross-Sectional Studies
Female
Hepacivirus/*immunology
Hepatitis C/*complications/psychology/virology
Humans
Male
Middle Aged
Young Adult
*Cognition
*Computerized Neurocognitive Battery
*Hepatitis C virus
*Toxoplasma
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1380-3395 (Print)
1380-3395
SP  - 861-8
ST  - Hepatitis C virus antibody titers associated with cognitive dysfunction in an asymptomatic community-based sample
T2  - J Clin Exp Neuropsychol
TI  - Hepatitis C virus antibody titers associated with cognitive dysfunction in an asymptomatic community-based sample
VL  - 38
ID  - 204399
ER  - 


TY  - JOUR
AB  - Objectives: The purpose of this study is to clarify the influence of social interaction on the effect of a cognitive intervention program using Go. Methods: A single‐blind, randomized controlled trial using a classical board game 'Go' was conducted. A total of 72 community‐dwelling older adults, without previous experience playing Go, were randomly assigned to three groups: (1) a face‐to‐face group (FG) in which members attended 12 Go group lessons held once a week; (2) a non‐face‐to‐face group (NFG) in which members individually underwent the same Go lessons as the FG using a tablet computer; or (3) a health education control group (CG). The main outcome variable, working memory, was assessed before and after the interventions using the Visual Memory Span Test (VMST) and the Visual Memory Span Backward (VMSB) task. Go performance and additional cognitive domains were also examined. Results: Analysis of covariance revealed that VMST scores significantly improved after the intervention in both the FG and NFG (both P < .05). Compared with the CG, the effect size of the FG (Cohen's d = 0.89) was greater than that of the NFG (Cohen's d = 0.67). Although VMSB scores significantly improved after the intervention in the FG (P < .05), no significant changes were observed in other groups. Conclusions: This study showed that Go game could improve visual working memory regardless of social interaction. Furthermore, findings suggested that playing board games face‐to‐face with others is more effective for cognitive function than playing alone. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Iizuka, Ai, Research Team for Social Participation and Community Health, Tokyo Metropolitan Institute of Gerontology, 35‐2 Sakae‐cho, Itabashi‐ku, Tokyo, Japan, 173 0015
AN  - 2018-63654-001
AU  - Iizuka, Ai
AU  - Suzuki, Hiroyuki
AU  - Ogawa, Susumu
AU  - Kobayashi‐Cuya, Kimi Estela
AU  - Kobayashi, Momoko
AU  - Inagaki, Hiroki
AU  - Sugiyama, Mika
AU  - Awata, Shuichi
AU  - Takebayashi, Toru
AU  - Fujiwara, Yoshinori
DB  - APA PsycInfo
DO  - 10.1002/gps.5024
DP  - EBSCOhost
KW  - cognitive intervention
community‐dwelling older adults
Go game
leisure activity
social interaction
working memory
Aged
Aged, 80 and over
Cognition
Cognitive Behavioral Therapy
Executive Function
Female
Games, Recreational
Health Education
Humans
Interpersonal Relations
Male
Memory, Short-Term
Single-Blind Method
Games
Intervention
Short Term Memory
Brain Training
Social Influences
Visual Memory
Randomized Controlled Trials
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 0885-6230
1099-1166
SP  - 324-332
ST  - Does social interaction influence the effect of cognitive intervention program? A randomized controlled trial using go game
T2  - International Journal of Geriatric Psychiatry
TI  - Does social interaction influence the effect of cognitive intervention program? A randomized controlled trial using go game
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-63654-001&site=ehost-live&scope=site
ORCID: 0000-0002-8268-8026
ORCID: 0000-0002-6360-2813
ORCID: 0000-0002-3495-7383
aiizuka@tmig.or.jp
VL  - 34
ID  - 204916
ER  - 


TY  - JOUR
AB  - The aim of this study was to review the theories and methodologies for helping persons with schizophrenia to gain employment because working is one of the important factors for normalizing lives. The rate of employment among schizophrenics is determined by several factors including the unemployment rate of the nation, the date, sampling method and so on. However, persons with schizophrenia generally have had a lower employment rate around 20%, calculated as the rate of competitive employment compared to other psychiatric disorders both in the U.S. and Japan. Because traditional vocational rehabilitation did not lead to a good vocational outcome, supported employment has been developed over the last 20 years. Many studies clarified that supported employment led to a better outcome in the competitive employment, especially "Individual Placement and Support (IPS)". The systematic review of the Cochrane database, the Treatment Guideline of Schizophrenia of APA, and the PORT Treatment Guideline of Schizophrenia recommended the use of supported employment. Supplementary programs such as cognitive rehabilitation have been recently developed because psychiatric symptoms and social functioning were not improved and income and tenure of employment were not sufficient, even with supported employment. Cognitive functioning, attention, learning, memory, and executive functioning were verified to have influences on vocational functioning in many studies, and cognitive rehabilitation with supported employment was verified to improve vocational outcome. Six evidence based technologies of vocational rehabilitation were discussed. Vocational rehabilitation centers, day treatment centers aiming at competitive employment, and NPOs for employment of disabled persons are recommended as good clinical models of evidence based vocational rehabilitation. Professionals of the same agency in these models help people concerning both working and independent living, which is one of the important principles of IPS. Finally, we discussed several issues about methodologies and social framework which need further research and social agreement.
AD  - Department of Psychiatry, Teikyo University School of Medicine.
AN  - 16869391
AU  - Ikebuchi, E.
DP  - NLM
ET  - 2006/07/28
J2  - Seishin shinkeigaku zasshi = Psychiatria et neurologia Japonica
KW  - Cognition
*Employment, Supported/methods/statistics & numerical data
Humans
Japan/epidemiology
Rehabilitation, Vocational
Schizophrenia/*rehabilitation
*Schizophrenic Psychology
*Social Support
United States/epidemiology
LA  - jpn
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0033-2658 (Print)
0033-2658
SP  - 436-48
ST  - [Support of working life of persons with schizophrenia]
T2  - Seishin Shinkeigaku Zasshi
TI  - [Support of working life of persons with schizophrenia]
VL  - 108
ID  - 204551
ER  - 


TY  - JOUR
AB  - PURPOSE: Clinical educators often raise concerns that learners are not comfortable with uncertainty in clinical work, yet existing literature provides little insight into practicing clinicians' experiences of comfort when navigating the complex, ill-defined problems pervasive in practice. Exploring clinicians' comfort as they identify and manage uncertainty in practice could help us better support learners through their discomfort. METHOD: The authors employed a constructivist grounded theory approach to explore experiences of uncertainty in emergency medicine faculty. The authors used a critical incident technique to elicit narratives about decision-making immediately following participants' clinical shifts, exploring how they experienced uncertainty and made real-time judgments regarding their comfort to manage a given problem. Two investigators analyzed the transcripts, coding data line-by-line using constant comparative analysis to organize narratives into focused codes. These codes informed the development of conceptual categories that formed a framework for understanding comfort with uncertainty. RESULTS: Participants identified multiple forms of uncertainty, organized around their understanding of the problems they were facing and the potential actions they could take. When discussing their comfort in these situations, they described a fluid, actively negotiated state. This state was informed by their efforts to project forward and imagine how a problem might evolve, with boundary conditions signaling the borders of their expertise. It was also informed by ongoing monitoring activities pertaining to patients, their own metacognitions, and their environment. CONCLUSIONS: The authors' findings offer nuances to current notions of comfort with uncertainty. Uncertainty involved clinical, environmental and social aspects, and comfort dynamically evolved through iterative cycles of forward planning and monitoring.
AD  - J.S. Ilgen is associate professor, Department of Emergency Medicine, and associate director, Center for Leadership and Innovation in Medical Education, University of Washington, Seattle, Washington; ORCID: https://orcid.org/0000-0003-4590-6570. J. Bowen is professor, Elson S. Floyd College of Medicine, Washington State University, Spokane, Washington; ORCID: https://orcid.org/0000-0001-6914-0413. A. de Bruin is professor, Department of Educational Development and Research, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0001-5178-0287. G. Regehr is professor, Department of Surgery and Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: https://orcid.org/0000-0002-3144-331X. P. Teunissen is professor, School of Health Professions Education, Maastricht University, Maastricht, and maternal fetal medicine specialist, Amsterdam University Medical Centers, Amsterdam, the Netherlands; ORCID: https://orcid.org/0000-0002-0930-0048.
AN  - 32769464
AU  - Ilgen, J. S.
AU  - Bowen, J.
AU  - de Bruin, A.
AU  - Regehr, G.
AU  - Teunissen, P.
DA  - Aug 4
DO  - 10.1097/acm.0000000000003634
DP  - NLM
ET  - 2020/08/10
J2  - Academic medicine : journal of the Association of American Medical Colleges
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1040-2446
ST  - "I Was Worried About the Patient, But I Wasn't Feeling Worried": How Physicians Judge Their Comfort in Settings of Uncertainty
T2  - Acad Med
TI  - "I Was Worried About the Patient, But I Wasn't Feeling Worried": How Physicians Judge Their Comfort in Settings of Uncertainty
ID  - 204823
ER  - 


TY  - JOUR
AB  - Down Syndrome (DS), the most common cause of genetic intellectual disability, is characterized by over-expression of the APP and DYRK1A genes, located on the triplicated chromosome 21. This chromosomal abnormality leads to a cognitive decline mediated by Amyloid-β (Aβ) overproduction and tau hyper-phosphorylation as early as the age of 40. In this study, we used the Ts65Dn mouse model of DS to evaluate the beneficial effect of a DNA vaccination against the Aβ(1-11) fragment, in ameliorating Aβ-related neuropathology and rescue of cognitive and behavioral abilities. Anti-Aβ(1-11) vaccination induced antibody production and facilitated clearance of soluble oligomers and small extracellular inclusions of Aβ from the hippocampus and cortex of Ts65Dn mice. This was correlated with reduced neurodegeneration and restoration of the homeostatic phenotype of microglial and astroglial cells. Vaccinated Ts65Dn mice performed better in spatial-learning tasks, exhibited reduced motor hyperactivity typical for this strain, and restored short-term memory abilities. Our findings support the hypothesis that DS individuals may benefit from active immunotherapy against Aβ from a young age by slowing the progression of dementia.
AD  - The Leslie and Susan Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan 5290002, Israel; The Paul Feder Laboratory on Alzheimer's Disease Research, Bar-Ilan University, Ramat Gan 5290002, Israel.
The Leslie and Susan Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan 5290002, Israel; The Mina and Everard Goodman Faculty of Life Sciences, Bar-Ilan University, Ramat Gan 5290002, Israel; The Paul Feder Laboratory on Alzheimer's Disease Research, Bar-Ilan University, Ramat Gan 5290002, Israel.
Laboratory of Molecular Biology and Immunology, NIA, NIH, MD 21224, USA.
The Leslie and Susan Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan 5290002, Israel; The Mina and Everard Goodman Faculty of Life Sciences, Bar-Ilan University, Ramat Gan 5290002, Israel; The Paul Feder Laboratory on Alzheimer's Disease Research, Bar-Ilan University, Ramat Gan 5290002, Israel. Electronic address: eitan.okun@biu.ac.il.
AN  - 30389461
AU  - Illouz, T.
AU  - Madar, R.
AU  - Biragyn, A.
AU  - Okun, E.
C2  - Pmc6358279
C6  - Nihms1005590
DA  - Jan
DO  - 10.1016/j.bbi.2018.10.004
DP  - NLM
ET  - 2018/11/06
J2  - Brain, behavior, and immunity
KW  - Alzheimer Disease/pathology
Amyloid beta-Peptides/genetics/*immunology/metabolism
Amyloid beta-Protein Precursor/genetics/metabolism
Animals
Astrocytes/immunology/metabolism
Brain/metabolism
DNA/immunology
Disease Models, Animal
Down Syndrome/*immunology/*metabolism
Hippocampus/metabolism
Immunization/methods
Male
Mice
Mice, Transgenic
Microglia/immunology/metabolism
Phenotype
Phosphorylation
Protein-Serine-Threonine Kinases/genetics/metabolism
Protein-Tyrosine Kinases/genetics/metabolism
tau Proteins
*Alzheimer's disease
*Amyloid-β
*Astrocytes
*Down Syndrome
*Microglia
*Ts65Dn
*Vaccine
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0889-1591 (Print)
0889-1591
SP  - 163-180
ST  - Restoring microglial and astroglial homeostasis using DNA immunization in a Down Syndrome mouse model
T2  - Brain Behav Immun
TI  - Restoring microglial and astroglial homeostasis using DNA immunization in a Down Syndrome mouse model
VL  - 75
ID  - 204588
ER  - 


TY  - JOUR
AB  - The paper presents a method of creating abnormality classifiers learned from Diffusion Tensor Imaging (DTI) data of a population of patients and controls. The score produced by the classifier can be used to aid in diagnosis as it quantifies the degree of pathology. Using anatomically meaningful features computed from the DTI data we train a non-linear support vector machine (SVM) pattern classifier. The method begins with high dimensional elastic registration of DT images followed by a feature extraction step that involves creating a feature by concatenating average anisotropy and diffusivity values in anatomically meaningful regions. Feature selection is performed via a mutual information based technique followed by sequential elimination of the features. A non-linear SVM classifier is then constructed by training on the selected features. The classifier assigns each test subject with a probabilistic abnormality score that indicates the extent of pathology. In this study, abnormality classifiers were created for two populations; one consisting of schizophrenia patients (SCZ) and the other with individuals with autism spectrum disorder (ASD). A clear distinction between the SCZ patients and controls was achieved with 90.62% accuracy while for individuals with ASD, 89.58% classification accuracy was obtained. The abnormality scores clearly separate the groups and the high classification accuracy indicates the prospect of using the scores as a diagnostic and prognostic marker.
AD  - Section of Biomedical Image Analysis, University of Pennsylvania, Philadelphia, PA, USA. Madhura.Ingalhalikar@uphs.upenn.edu
AN  - 20879275
AU  - Ingalhalikar, M.
AU  - Kanterakis, S.
AU  - Gur, R.
AU  - Roberts, T. P.
AU  - Verma, R.
DO  - 10.1007/978-3-642-15705-9_68
DP  - NLM
ET  - 2010/10/01
J2  - Medical image computing and computer-assisted intervention : MICCAI ... International Conference on Medical Image Computing and Computer-Assisted Intervention
KW  - *Algorithms
Autistic Disorder/*diagnosis
Brain/*pathology
Diagnosis, Differential
Diffusion Tensor Imaging/*methods
Humans
Image Enhancement/methods
Image Interpretation, Computer-Assisted/*methods
Pattern Recognition, Automated/*methods
Reproducibility of Results
Schizophrenia/*pathology
Sensitivity and Specificity
LA  - eng
M1  - Pt 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SP  - 558-65
ST  - DTI based diagnostic prediction of a disease via pattern classification
T2  - Med Image Comput Comput Assist Interv
TI  - DTI based diagnostic prediction of a disease via pattern classification
VL  - 13
ID  - 204370
ER  - 


TY  - JOUR
AB  - BACKGROUND: There has been growing interest in using telehealth to increase access to parent-mediated interventions for children with ASD. However, little is known about how parents engage with such programs. OBJECTIVE: This paper presents program engagement data from a pilot study comparing self-directed and therapist-assisted versions of a novel telehealth-based parent-mediated intervention for young children with autism spectrum disorders (ASD). METHODS: Parents of young children with ASD were randomly assigned to receive a self-directed or therapist-assisted version of ImPACT Online. Parent engagement and satisfaction with the different components of the program website were examined using the program's automated data collection and a post-treatment evaluation survey. We examined the relationship between program engagement and changes in parent knowledge and implementation and participant characteristics associated with program engagement. RESULTS: Of the 27 parent participants, the majority were female (26/27, 96%), married (22/27, 81%), with a college degree or higher (18/27, 66%), and less than half were employed outside of the home (10/27, 37%). The mean chronological age of the child participants was 43.26 months, and the majority were male (19/27, 70%) and white (21/27, 78%). Most of the families (19/27, 70%) resided in a rural or medically underserved area. Parents logged into the website an average of 46.85 times, spent an average of 964.70 minutes on the site, and completed an average of 90.17% of the lesson learning activities. Participants in the therapist-assisted group were more likely to engage with the website than those in the self-directed group: F2,24=17.65, P<.001. In total, 85% of participants completed the program, with a significantly greater completion rate in the therapist-assisted group (N=27): χ(2) 1=5.06, P=.03. Lesson learning activities were visited significantly more often than the supplemental activities (all Ps<.05). Multiple regression controlling for pretreatment performance indicated that program completion (beta=.51, P=.02) predicted post-treatment intervention knowledge, and program completion (beta=.43, P=.03) and group assignment (beta=-.37, P=.045) predicted post-treatment intervention fidelity. Partial correlations indicated that parent depressive symptoms at pretreatment were negatively associated with program completion (r=-.40, P=.04), but other key parent and child demographic factors were not. Post-treatment measures of website usability (r=.65, P<.001), treatment acceptability (r=.58, P=.002), and overall satisfaction (r=.58, P=.002) were all related to program completion. CONCLUSIONS: Parent engagement and satisfaction with ImPACT Online was high for both self-directed and therapist-assisted versions of the program, although therapist assistance increased engagement. Program completion was associated with parent outcomes, providing support for the role of the website in parent learning. This program has the potential to increase access to parent-mediated intervention for families of children with ASD.
AD  - Michigan State University, Department of Psychology, East Lansing, MI, United States. ingers19@msu.edu.
AN  - 26443557
AU  - Ingersoll, B.
AU  - Berger, N. I.
C2  - Pmc4642401
DA  - Oct 6
DO  - 10.2196/jmir.4913
DP  - NLM
ET  - 2015/10/08
J2  - Journal of medical Internet research
KW  - Autism Spectrum Disorder/*therapy
Behavior Therapy/*methods
Early Intervention, Educational
Education/*methods
Female
Humans
Male
Parents
Pilot Projects
Telemedicine/*statistics & numerical data
autism
parent training
telehealth
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1439-4456 (Print)
1438-8871
SP  - e227
ST  - Parent Engagement With a Telehealth-Based Parent-Mediated Intervention Program for Children With Autism Spectrum Disorders: Predictors of Program Use and Parent Outcomes
T2  - J Med Internet Res
TI  - Parent Engagement With a Telehealth-Based Parent-Mediated Intervention Program for Children With Autism Spectrum Disorders: Predictors of Program Use and Parent Outcomes
VL  - 17
ID  - 204149
ER  - 


TY  - JOUR
AB  - BACKGROUND: There is a significant need for strategies to increase access to evidence-based interventions for children with autism spectrum disorder (ASD). One novel approach is to train parents to use evidence-based interventions for their child with ASD via telehealth. Pilot work examining the efficacy of one such program, ImPACT Online, demonstrated a high rate of parent program engagement, low attrition, and associated gains in parent learning and child social communication. OBJECTIVE: The objective of this study was to conduct an open trial of ImPACT Online to better understand its dissemination potential. METHODS: We examined the reach and representativeness of families who registered (n=36) compared to families who were referred (n=139) to the open trial for one referral site. We then compared the demographics of all families who enrolled in the open trial (n=112) to families who enrolled in one of two controlled trials of the same program (n=50). We also examined metrics of program engagement for the open and controlled trials, the relationship between program engagement and changes in parents' intervention knowledge, and program evaluation for the participants in the open trial. RESULTS: In total, 25.8% (36/139) of the parents who were given information about the program at their child's diagnostic feedback session registered with the program. The parents who enrolled in the open (OT) and controlled trials (CT), respectively, were similar in gender (OT: 84.8% (95/112); CT: 88% (44/50), female), marital status (OT: 80.4% (90/112) ; CT: 69.6% (32/46), married), education (OT: 58.0% (65/112); CT: 54.0% (27/50), college degree or higher), and employment status (OT: 58.0% (65/112); CT: 65.3% (32/49), employed outside the home). The child participants were similar in terms of gender (OT: 83.0% (93/112); CT: 76.0% (38/50), male) and race and ethnicity (OT: 38.4% (43/112); CT: 24.0% (12/50), minority). However, the mean chronological age of the child participants in the open trial group was significantly higher (Mean=60.0 months) than in the controlled trial group (Mean=43.0 months), with t(160)=5.22, P<.001. Parents in the open trial engaged with the program at a significantly lower rate than the controlled trial, F(3,81)=21.14, P<.001. Program engagement was significantly associated with gains in parent intervention knowledge across both the groups, beta=.41, t=2.43, P=.02. Participants in the open access trial evaluated the program highly, but several barriers were noted. CONCLUSIONS: These data suggest that additional strategies may need to be developed to support families in using telehealth-based parent-mediated intervention in community settings.
AD  - Michigan State University, Department of Psychology, East Lansing, MI, United States.
Michigan State University, Department of Communication and Public Relations, East Lansing, MI, United States.
AN  - 28701294
AU  - Ingersoll, B.
AU  - Shannon, K.
AU  - Berger, N.
AU  - Pickard, K.
AU  - Holtz, B.
C2  - Pmc5529736
DA  - Jul 12
DO  - 10.2196/jmir.7484
DP  - NLM
ET  - 2017/07/14
J2  - Journal of medical Internet research
KW  - Autism Spectrum Disorder/*therapy
Child
Child, Preschool
Female
Humans
Infant
Male
Parents/*psychology
Program Evaluation
Residence Characteristics
Telemedicine/*methods
*autism
*parenting education
*telemedicine
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1439-4456 (Print)
1438-8871
SP  - e248
ST  - Self-Directed Telehealth Parent-Mediated Intervention for Children With Autism Spectrum Disorder: Examination of the Potential Reach and Utilization in Community Settings
T2  - J Med Internet Res
TI  - Self-Directed Telehealth Parent-Mediated Intervention for Children With Autism Spectrum Disorder: Examination of the Potential Reach and Utilization in Community Settings
VL  - 19
ID  - 204041
ER  - 


TY  - JOUR
AB  - Parent training, in which providers teach parents intervention strategies to promote their children's skill acquisition and/or behavior management, is considered a best practice in the treatment for children with autism spectrum disorder (ASD) and yet is underutilized in community settings. The present study examined the role of training experiences and manual use in promoting the use of parent training by community providers who serve children with ASD. Applied behavior analysis (ABA) providers (N = 1,089) from across the United States completed self-report questionnaires online. The total number of professional training experiences related to parent training significantly predicted the extensiveness of providers' use of parent training. Receiving supervision in parent training, being trained in a specific parent training approach, taking a course related to parent training, and participating in self-guided learning (e.g., webinar) were unique predictors of parent training extensiveness. While only 15% of ABA providers used manualized parent training programs, using a manual was also a unique predictor of parent training extensiveness. Parallel multiple mediator analyses demonstrated that family-, provider-, and organization-level barriers all partially mediated the relationship between number of training experiences and parent training extensiveness; only provider- and organization-level barriers mediated the relationship between manual use and parent training extensiveness. Recommendations for training and supporting providers at the pre-service and in-service levels are discussed as a means of increasing access to parent training for children with ASD in community settings.
AD  - Michigan State University. Electronic address: ingers19@msu.edu.
Michigan State University.
Pontificia Universidad Católica de Puerto Rico.
AN  - 32586432
AU  - Ingersoll, B.
AU  - Straiton, D.
AU  - Caquias, N. R.
DA  - Jul
DO  - 10.1016/j.beth.2019.09.004
DP  - NLM
ET  - 2020/06/27
J2  - Behavior therapy
KW  - *autism spectrum disorder
*manual use
*parent training
*professional training experiences
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0005-7894
SP  - 588-600
ST  - The Role of Professional Training Experiences and Manualized Programs in ABA Providers' Use of Parent Training With Children With Autism
T2  - Behav Ther
TI  - The Role of Professional Training Experiences and Manualized Programs in ABA Providers' Use of Parent Training With Children With Autism
VL  - 51
ID  - 204748
ER  - 


TY  - JOUR
AB  - AIM: To evaluate the capability of a computerized test battery for Alzheimer's disease screening which has been newly developed to provide a standardized and efficient method for widespread use in routine clinical and community-based settings. METHODS: Participants were 72 individuals diagnosed with Alzheimer's disease and 102 healthy elderly individuals. Both groups were tested by the battery. Receiver operating characteristic analysis was used to examine the ability of the battery to differentiate between those with Alzheimer's disease and cognitively healthy elderly individuals. RESULTS: On a group level, the Alzheimer's disease group performed worse than the control group on each of the 4 computerized test tasks. Receiver operating characteristic analysis yielded maximum sensitivity and specificity values of 96% and 86% for total scores, respectively. CONCLUSION: We believe the battery is very useful for routine clinical and community-based settings.
AD  - Information Media Center, Department of Biological Regulation, School of Health Science, Faculty of Medicine, Tottori University, Yonago, Japan. masashi@med.totttori-u.ac.jp
AN  - 19150968
AU  - Inoue, M.
AU  - Jinbo, D.
AU  - Nakamura, Y.
AU  - Taniguchi, M.
AU  - Urakami, K.
DA  - Apr-May
DO  - 10.1177/1533317508330222
DP  - NLM
ET  - 2009/01/20
J2  - American journal of Alzheimer's disease and other dementias
KW  - Aged
Aged, 80 and over
Alzheimer Disease/*diagnosis
Cognition
Diagnosis, Computer-Assisted/*methods/*standards
Female
Humans
Male
Mass Screening/*methods/*standards
ROC Curve
Reproducibility of Results
Residence Characteristics
Sensitivity and Specificity
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1533-3175 (Print)
1533-3175
SP  - 129-35
ST  - Development and evaluation of a computerized test battery for Alzheimer's disease screening in community-based settings
T2  - Am J Alzheimers Dis Other Demen
TI  - Development and evaluation of a computerized test battery for Alzheimer's disease screening in community-based settings
VL  - 24
ID  - 204582
ER  - 


TY  - GEN
AB  - The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
AU  - International Association for Development of the Information, Society
DB  - ERIC
DP  - EBSCOhost
J2  - International Association for Development of the Information Society
KW  - Academic Achievement
Academic Persistence
Academic Support Services
Access to Computers
Access to Education
Access to Information
Accounting
Acoustics
Administration
Adolescents
Alignment (Education)
Appropriate Technology
Art Teachers
Artificial Intelligence
At Risk Students
Attention
Autism
Automation
Barriers
Behavior Change
Biology
Books
Brain
Business Administration Education
Business
Calculus
Career Exploration
Career Readiness
Case Studies
Causal Models
Cerebral Palsy
Change Agents
Classification
Classroom Communication
Classroom Environment
Client Server Architecture
Cognitive Processes
Cognitive Science
Cognitive Structures
Cognitive Style
Collaborative Writing
College Faculty
College Freshmen
College Instruction
College Readiness
College Students
Color
Communication (Thought Transfer)
Communication Skills
Communications
Communities of Practice
Community Development
Comparative Analysis
Competition
Computer Assisted Instruction
Computer Assisted Testing
Computer Games
Computer Interfaces
Computer Literacy
Computer Mediated Communication
Computer Networks
Computer Science Education
Computer Science
Computer Security
Computer Simulation
Computer Software
Computers
Concept Mapping
Constructivism (Learning)
Content Analysis
Context Effect
Conventional Instruction
Cooperation
Cooperative Learning
Corporate Education
Correlation
Cost Effectiveness
Creativity
Criteria
Critical Thinking
Cues
Curriculum Design
Curriculum
Data Analysis
Data Collection
Data Processing
Data
Database Management Systems
Decision Making
Delivery Systems
Design
Development
Difficulty Level
Disabilities
Discovery Learning
Distance Education
Educational Research
Down Syndrome
Dropouts
Ecology
Editing
Educational Assessment
Educational Attainment
Educational Environment
Educational Finance
Educational Games
Educational Media
Educational Objectives
Educational Practices
Educational Psychology
Educational Quality
Educational Resources
Educational Technology
Electronic Learning
Electronic Publishing
Electronics
Elementary Education
Elementary Secondary Education
Emotional Response
Energy
Engineering
English (Second Language)
Entrepreneurship
Environmental Education
Epistemology
Equipment
Evaluation Methods
Evaluative Thinking
Evidence
Exhibits
Expertise
Eye Movements
Faculty Development
Feedback (Response)
Foreign Countries
Foreign Policy
Forestry
Formative Evaluation
General Education
Geographic Location
Global Approach
Goal Orientation
Graduate Students
Grammar
Grounded Theory
Group Dynamics
Group Experience
Group Membership
Handheld Devices
Heterogeneous Grouping
High School Students
High Schools
High Stakes Tests
Higher Education
Holistic Approach
Hypermedia
Identification
Imagination
Immigration
Indexing
Indigenous Populations
Influence of Technology
Informal Education
Information Dissemination
Information Literacy
Information Management
Information Retrieval
Information Science
Information Seeking
Information Skills
Information Storage
Information Technology
Inquiry
Instruction
Instructional Design
Instructional Effectiveness
Integrated Learning Systems
Interaction
Interdisciplinary Approach
Internet
Interpersonal Communication
Interpersonal Relationship
Interrater Reliability
Intervention
Introductory Courses
Italian
Item Banks
Kindergarten
Knowledge Level
Laboratories
Laboratory Equipment
Language Role
Learner Engagement
Learning Activities
Learning Experience
Learning Motivation
Learning Processes
Learning Theories
Learning
Lexicography
Lifelong Learning
Likert Scales
Literacy
Logical Thinking
Man Machine Systems
Mathematical Logic
Mathematical Models
Mathematics
Metacognition
Metadata
Middle School Students
Mixed Methods Research
Models
Motivation
Multimedia Materials
Museums
National Programs
Native Speakers
Natural Language Processing
Nonprint Media
Norwegian
Novices
Official Languages
Online Courses
Online Searc
ing
Open Source Technology
Opportunities
Outcomes of Education
Ownership
Pattern Recognition
Peer Evaluation
Peer Relationship
Performance Based Assessment
Personal Autonomy
Personality Traits
Physical Environment
Pilot Projects
Planning
Play
Prediction
Predictor Variables
Preservice Teacher Education
Preservice Teachers
Prior Learning
Privacy
Probability
Problem Based Learning
Problem Solving
Production Techniques
Programming
Public Agencies
Public Policy
Questioning Techniques
Reading Improvement
Reference Materials
Reflection
Relevance (Education)
Religious Education
Research Methodology
Role Playing
Scaffolding (Teaching Technique)
Schemata (Cognition)
Scholarship
School Policy
Science Activities
Science Process Skills
Scientific Methodology
Scores
Search Engines
Second Language Instruction
Second Language Learning
Secondary Education
Secondary School Science
Secondary School Students
Selection
Self Control
Self Evaluation (Individuals)
Semantics
Semi Structured Interviews
Semitic Languages
Sharing Behavior
Simulated Environment
Social Behavior
Social Networks
Social Studies
Social Support Groups
Social Systems
Special Needs Students
Stakeholders
Standards
Story Telling
Strategic Planning
Student Attitudes
Student Behavior
Student Centered Curriculum
Student Characteristics
Student Empowerment
Student Evaluation
Student Improvement
Student Motivation
Student Surveys
Students
Study Habits
Summative Evaluation
Summer Schools
Sustainability
Synthesis
Systems Analysis
Taxonomy
Teacher Influence
Teacher Student Relationship
Teaching Methods
Teaching Skills
Teamwork
Technical Education
Technical Occupations
Technological Advancement
Technology Integration
Technology Uses in Education
Telecommunications
Test Reliability
Tests
Textbooks
Theory Practice Relationship
Thinking Skills
Time Management
Time
Tutoring
Tutors
Underachievement
Undergraduate Students
Users (Information)
Video Technology
Virtual Classrooms
Visual Aids
Visual Environment
Visual Literacy
Visualization
Vocabulary Development
Water Quality
Web 2.0 Technologies
Web Sites
Weighted Scores
Workshops
World Views
Writing Improvement
Connecticut
Europe
Ireland
Netherlands
Philippines
Spain (Madrid)
Denmark
Florida
Israel
Norway
Portugal
Turkey
Brazil
Estonia
Hawaii
Kazakhstan
Pennsylvania
Spain
United States
Australia
England
Greece
Japan
Pakistan
South Korea
United States (Southeast)
Asia
Egypt
Germany
Italy
Ohio
Singapore
United Kingdom
Asia
Australia
Brazil
Connecticut
Denmark
Egypt
Estonia
Florida
Germany
Greece
Hawaii
Ireland
Israel
Italy
Japan
Kazakhstan
Netherlands
Norway
Ohio
Pakistan
Pennsylvania
Philippines
Portugal
Singapore
South Korea
Spain
Spain (Madrid)
Turkey
United Kingdom
United Kingdom (England)
United States
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - International Association for Development of the Information Society
PY  - 2012
SN  - 978-989-8533-12-8
ST  - Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
TI  - Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED542606&site=ehost-live&scope=site
ID  - 205295
ER  - 


TY  - JOUR
AB  - Children with autism spectrum disorder (ASD) have significant difficulty in social functioning to include engaging in natural play with peers. Many children with ASD exhibit significantly less interactive play and more physiological stress during benign social encounters with same-age peers on a playground. Theatrical role-playing and performance with expert role models may provide a unique opportunity for children with ASD to learn to engage with other children in a safe, supportive environment. SENSE Theatre(®) is a peer-mediated, theater-based program aimed at improving social competence in youth with ASD. Previous studies have shown significant improvements in social and communication skills following SENSE Theatre(®) intervention. The current project examined play with novel peers and self-reported anxiety before and after participation in SENSE Theatre(®). Participants included 77 children between 8 and 16 years with high-functioning (IQ ≥ 70) ASD. The combined sample of three cohorts was randomized to the experimental (EXP, N = 44) or waitlist control (WLC, N = 33) group. Participants in the EXP group received 40 h (10, 4-h sessions) of SENSE Theatre(®). The Peer Interaction Paradigm (PIP), an ecologically valid measure of natural play, was administered before and after the intervention. Group Play and Self Play on the playground equipment during solicited (T4) and unsolicited (T1) play were used in the current study. The State Trait Anxiety Scale for Children (STAIC; Spielberger et al., 1983) was used to measure self-reported current and persistent anxiety, respectively. Following treatment, children in the EXP group engaged in significantly more Group Play with novel peers [F(2,73) = 7.78, p = 0.007] and much less Self Play [F(2,73) = 6.70, p = 0.01] during solicited play compared to the WLC group. Regression analysis revealed that pretreatment play and group status were significant predictors of solicited Group Play. Children in the EXP group reported significantly less Trait anxiety following intervention [F(2,71) = 6.87, p = 0.01]; however, State anxiety was comparable. Results corroborate previous findings of significant changes in social and play behavior in children with ASD following the peer-mediated, theater-based intervention. Acting and theatrical performance with supportive role models facilitates social engagement in everyday settings with novel peers and reductions in self-reported anxiety.
AD  - Department of Psychiatry and Behavioral Sciences, Vanderbilt University Medical Center, Nashville, TN, United States.
Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, United States.
Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN, United States.
Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, United States.
Department of Psychology, Vanderbilt University, Nashville, TN, United States.
AN  - 32536887
AU  - Ioannou, S.
AU  - Key, A. P.
AU  - Muscatello, R. A.
AU  - Klemencic, M.
AU  - Corbett, B. A.
C2  - Pmc7269006
DO  - 10.3389/fpsyg.2020.00908
DP  - NLM
ET  - 2020/06/17
J2  - Frontiers in psychology
KW  - anxiety
autism
peers
play
theater
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1664-1078 (Print)
1664-1078
SP  - 908
ST  - Peer Actors and Theater Techniques Play Pivotal Roles in Improving Social Play and Anxiety for Children With Autism
T2  - Front Psychol
TI  - Peer Actors and Theater Techniques Play Pivotal Roles in Improving Social Play and Anxiety for Children With Autism
VL  - 11
ID  - 204788
ER  - 


TY  - JOUR
AB  - Once people perceive what is in the hidden figure such as Dallenbach's cow and Dalmatian, they seldom seem to come back to the previous state when they were ignorant of the answer. This special type of learning process can be accomplished in a short time, with the effect of learning lasting for a long time (visual one-shot learning). Although it is an intriguing cognitive phenomenon, the lack of the control of difficulty of stimuli presented has been a problem in research. Here we propose a novel paradigm to create new hidden figures systematically by using a morphing technique. Through gradual changes from a blurred and binarized two-tone image to a blurred grayscale image of the original photograph including objects in a natural scene, spontaneous one-shot learning can occur at a certain stage of morphing when a sufficient amount of information is restored to the degraded image. A negative correlation between confidence levels and reaction times is observed, giving support to the fluency theory of one-shot learning. The correlation between confidence ratings and correct recognition rates indicates that participants had an accurate introspective ability (metacognition). The learning effect could be tested later by verifying whether or not the target object was recognized quicker in the second exposure. The present method opens a way for a systematic production of "good" hidden figures, which can be used to demystify the nature of visual one-shot learning.
AN  - 22942913
AU  - Ishikawa, T.
AU  - Mogi, K.
C2  - Pmc3179546
DA  - Sep
DO  - 10.1007/s11571-011-9171-z
DP  - NLM
ET  - 2012/09/04
J2  - Cognitive neurodynamics
KW  - Fluency theory
Hidden figure
Metacognition
Morphing
Visual one-shot learning
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1871-4080 (Print)
1871-4080
SP  - 231-9
ST  - Visual one-shot learning as an 'anti-camouflage device': a novel morphing paradigm
T2  - Cogn Neurodyn
TI  - Visual one-shot learning as an 'anti-camouflage device': a novel morphing paradigm
VL  - 5
ID  - 204821
ER  - 


TY  - JOUR
AB  - Systematic research into implicit learning requires well-developed awareness-measurement techniques. Recently, trial-by-trial measures have been widely used. However, they can increase complexity of a study because they are an additional experimental variable. We tested the effects of these measures on performance in artificial grammar learning study. Four groups of participants were assigned to different awareness measures conditions: confidence ratings, post-decision wagering, decision strategy attribution or none. Decision-strategy-attribution participants demonstrated better grammar learning and longer response times compared to controls. They also exhibited a conservative bias. Grammaticality by itself was a stronger predictor of strings endorsement in decision-strategy-attribution group compared to other groups. Confidence ratings and post-decision wagering only affected the response times. These results were supported by an additional experiment that used a balanced chunk strength design. We conclude that a decision-strategy-attribution procedure may force participants to adopt an analytical decision-making strategy and rely mostly on conscious knowledge of artificial grammar.
AD  - Cognitive Research Lab, Russian Academy of National Economy and Public Administration, pr. Vernadskogo 82, 119571 Moscow, Russia; Department of Psychology, Saint Petersburg State University, nab. Makarova 6, 199034 Saint Petersburg, Russia. Electronic address: ivanchey-ii@ranepa.ru.
Department of Psychology, Saint Petersburg State University, nab. Makarova 6, 199034 Saint Petersburg, Russia.
AN  - 29220702
AU  - Ivanchei, II
AU  - Moroshkina, N. V.
DA  - Jan
DO  - 10.1016/j.concog.2017.11.010
DP  - NLM
ET  - 2017/12/09
J2  - Consciousness and cognition
KW  - Adult
Awareness/*physiology
Consciousness/*physiology
Decision Making/*physiology
Female
Humans
Learning/*physiology
Male
Pattern Recognition, Visual/physiology
*Psycholinguistics
Reading
Young Adult
*Artificial grammar learning
*Awareness measures
*Confidence ratings
*Consciousness
*Decision making
*Dual process
*Implicit learning
*Post-decision wagering
*Processing strategies
*Rules
*Structural knowledge
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1053-8100
SP  - 116-133
ST  - The effect of subjective awareness measures on performance in artificial grammar learning task
T2  - Conscious Cogn
TI  - The effect of subjective awareness measures on performance in artificial grammar learning task
VL  - 57
ID  - 204288
ER  - 


TY  - JOUR
AB  - PURPOSE: A recent approach to identifying early markers of risk for autism spectrum disorder (ASD) has been to study infants who have an older sibling with ASD. These infants are at heightened risk (HR) for ASD and for other developmental difficulties, and even those who do not receive an eventual ASD diagnosis manifest a high degree of variability in trajectories of development. The primary goal of this review is to summarize findings from research on early motor and communicative development in these HR infants. METHOD: This review focuses on 2 lines of inquiry. The first assesses whether delays and atypicalities in early motor abilities and in the development of early communication provide an index of eventual ASD diagnosis. The second asks whether such delays also influence infants' interactions with objects and people in ways that exert far-reaching, cascading effects on development. RESULTS: HR infants who do and who do not receive a diagnosis of ASD vary widely in motor and communicative development. In addition, variation in infant motor and communicative development appears to have cascading effects on development, both on the emergence of behavior in other domains and on the broader learning environment. CONCLUSIONS: Advances in communicative and language development are supported by advances in motor skill. When these advances are slowed and/or when new skills are not consolidated and remain challenging for the infant, the enhanced potential for exploration afforded by new abilities and the concomitant increase in opportunities for learning are reduced. Improving our understanding of communicative delays of the sort observed in ASD and developing effective intervention methods requires going beyond the individual to consider the constant, complex interplay between developing communicators and their environments. PRESENTATION VIDEO: https://doi.org/10.23641/asha.7299308.
AD  - Department of Psychology, University of Pittsburgh, PA.
AN  - 30418495
AU  - Iverson, J. M.
C2  - Pmc6693573
DA  - Nov 8
DO  - 10.1044/2018_jslhr-l-rsaut-18-0035
DP  - NLM
ET  - 2018/11/13
J2  - Journal of speech, language, and hearing research : JSLHR
KW  - *Autism Spectrum Disorder/complications/diagnosis/physiopathology
*Child Development
Communication
Developmental Disabilities/etiology
Humans
Infant
Language Development
*Motor Skills
*Siblings
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1092-4388 (Print)
1092-4388
SP  - 2673-2684
ST  - Early Motor and Communicative Development in Infants With an Older Sibling With Autism Spectrum Disorder
T2  - J Speech Lang Hear Res
TI  - Early Motor and Communicative Development in Infants With an Older Sibling With Autism Spectrum Disorder
VL  - 61
ID  - 203979
ER  - 


TY  - JOUR
AB  - In this study, the effectiveness of a "hands free" approach for operating video prompts to complete multi-step tasks was measured. Students advanced the video prompts by using a motion (hand wave) over a proximity sensor switch. Three young adult females with a diagnosis of moderate intellectual disability participated in the study. Effectiveness of the intervention was determined using a multiple probe design across three craft activities and replicated with the three young adults. Results indicate all three students demonstrated the ability to: master operation of the proximity sensor switch to operate the video prompts; independently complete the craft activities and; maintain their performance using the "hands free" approach.
AN  - EJ1072079
AU  - Ivey, Alexandria N.
AU  - Mechling, Linda C.
AU  - Spencer, Galen P.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Moderate Mental Retardation
Young Adults
Video Technology
Prompting
Electronic Equipment
Females
Intervention
Program Effectiveness
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 2154-1647
SP  - 278-289
ST  - Use of a Proximity Sensor Switch for "Hands Free" Operation of Computer-Based Video Prompting by Young Adults with Moderate Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Use of a Proximity Sensor Switch for "Hands Free" Operation of Computer-Based Video Prompting by Young Adults with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1072079&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 50
ID  - 205400
ER  - 


TY  - JOUR
AB  - BACKGROUND: The prevalence of epilepsy among people with intellectual disabilities is much higher than in the general population. Seizures in this population are often complex and refractory to treatment and antiepileptic medication may have a profound effect upon behaviour (Kerr 1997).This is an updated version of a Cochrane Review first published in Issue 3, 2007. OBJECTIVES: To assess the data available from randomised controlled trials (RCTs) of the efficacy of antiepileptic drug (AED) interventions in people with epilepsy and intellectual disabilities. SEARCH METHODS: For the latest update of this review, we searched the Cochrane Epilepsy Group Specialised Register (2 September 2014), the Cochrane Central Register of Controlled Trials (CENTRAL) via the Cochrane Register of Studies Online (CRSO) (2 September 2014), MEDLINE (Ovid, 1946 to 3 September 2014) and PsycINFO (EBSCOhost, 1887 to 3 September 2014). SELECTION CRITERIA: Randomised and quasi-randomised controlled trials (RCTs) of pharmacological interventions for people with epilepsy and a learning disability. DATA COLLECTION AND ANALYSIS: Two review authors independently assessed trial quality and extracted data. We contacted study authors for additional information. We assessed epilepsy/seizure, behavioural and cognitive outcomes, as well as quality of life and adverse effects. MAIN RESULTS: We included 14 RCTs (1116 participants) in the present review. Data were heterogenous and a descriptive analysis is presented. In the majority of cases where antiepileptic drugs (AEDs) were trialled in this population, we found moderate reductions in seizure frequency in that there was a significantly higher rate of responders (reduction of 50% or more) in the treatment group compared with the placebo group, with some studies reporting a higher incidence of seizure freedom in the treatment group. In general, AEDs that are proven to be effective in the general epilepsy population are also effective for refractory epilepsy in people with intellectual disability. It is not possible to comment on the relative efficacy of medications, making clinical decisions difficult.In trial settings patients continued on treatment in the majority of cases. Placebo groups often experienced fewer adverse events. Where adverse events were experienced they appeared similar to those in the general population. The methods by which adverse events were recorded and reported appeared to be inconsistent, resulting in very large variation between studies. This is problematic as clinically relevant interpretation of these findings is limited.The quality of evidence provided in the present review is low to moderate. Additionally the majority of studies lacked or used non-reliable measures of behavioural exacerbation. However, where measured, little obvious impact on behaviour was seen in terms of behaviour disorder. AUTHORS' CONCLUSIONS: This review broadly supports the use of AEDs to reduce seizure frequency in people with refractory epilepsy and intellectual disability. The evidence suggests that adverse events are similar to those in the general population and that behavioural adverse events leading to discontinuation are rare; however, other adverse effects are under-researched.
AD  - Department of Molecular and Clinical Pharmacology, Institute of Translational Medicine, University of Liverpool, Clinical Sciences Centre for Research and Education, Lower Lane, Fazakerley, Liverpool, UK, L9 7LJ.
AN  - 26333428
AU  - Jackson, C. F.
AU  - Makin, S. M.
AU  - Marson, A. G.
AU  - Kerr, M.
DA  - Sep 3
DO  - 10.1002/14651858.CD005399.pub3
DP  - NLM
ET  - 2015/09/04
J2  - The Cochrane database of systematic reviews
KW  - Anticonvulsants/adverse effects/*therapeutic use
Epilepsy/*drug therapy
Humans
*Mentally Disabled Persons
Randomized Controlled Trials as Topic
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1361-6137
SP  - Cd005399
ST  - Pharmacological interventions for epilepsy in people with intellectual disabilities
T2  - Cochrane Database Syst Rev
TI  - Pharmacological interventions for epilepsy in people with intellectual disabilities
ID  - 204769
ER  - 


TY  - JOUR
AB  - BACKGROUND: Fibromyalgia (FM) has been understudied in the elderly population, a group with particular vulnerabilities to pain, reduced mobility, and sleep disruption. AIMS: To characterize FM symptoms and treatments in a cohort of older subjects examined over time to determine the extent to which current, community-based treatment for older FM patients is in accord with published guidelines, and effective in reducing symptoms. METHODS: A longitudinal, observational study of 51 subjects with FM (range 55-95 years) and 81 control subjects (58-95 years) performed at Banner Sun Health Research Institute in Sun City, AZ, USA. Serial history and examination data were obtained over a 6-year period. FM data included medical history, medications, physical examination, tender point examination, neuropsychological testing, sleep and pain ratings, the Physical Function Subscale of the Fibromyalgia Impact Questionnaire, and other standardized scales to evaluate depression and other psychiatric symptoms, and cognitive and functional impairment. RESULTS: Pain and stiffness that interfered with physical activity, sleep, and mood were reported by 80 % or more of subjects. Over time, pain involved an increasing number of body areas. Over half of subjects were treated with NSAIDs, one-quarter with opioids, and one-quarter with estrogen. Few were treated with dual-acting antidepressants or pregabalin. DISCUSSION: In this cohort of elders with suboptimally treated FM, substantial persistence of symptoms was seen over time. In general, recommended treatments were either not used or not tolerated. CONCLUSIONS: Age-appropriate treatments as well as education of primary care providers are needed to improve treatment of FM in the older population.
AD  - Banner Sun Health Research Institute, 10515 W Santa Fe Dr, Sun City, AZ, 85351, USA, Sandra.Jacobson@bannerhealth.com.
AN  - 24859821
AU  - Jacobson, S. A.
AU  - Simpson, R. G.
AU  - Lubahn, C.
AU  - Hu, C.
AU  - Belden, C. M.
AU  - Davis, K. J.
AU  - Nicholson, L. R.
AU  - Long, K. E.
AU  - Osredkar, T.
AU  - Lorton, D.
C2  - Pmc4244273
C6  - NIHMS599023 there is no conflict of interest.
DA  - Feb
DO  - 10.1007/s40520-014-0238-7
DP  - NLM
ET  - 2014/05/27
J2  - Aging clinical and experimental research
KW  - Aged
Aged, 80 and over
Anti-Inflammatory Agents, Non-Steroidal/therapeutic use
Cognition
Female
Fibromyalgia/*drug therapy/physiopathology/psychology
Humans
Longitudinal Studies
Male
Middle Aged
Pregabalin/therapeutic use
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1594-0667 (Print)
1594-0667
SP  - 75-82
ST  - Characterization of fibromyalgia symptoms in patients 55-95 years old: a longitudinal study showing symptom persistence with suboptimal treatment
T2  - Aging Clin Exp Res
TI  - Characterization of fibromyalgia symptoms in patients 55-95 years old: a longitudinal study showing symptom persistence with suboptimal treatment
VL  - 27
ID  - 204572
ER  - 


TY  - JOUR
AB  - In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students’ autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback and the design of a rubric containing criteria negotiated with the students as the scoring method. Results showed that the students developed some autonomy reflected in three dimensions: ownership of their learning process, metacognition, and critical thinking, which positively influenced an enhancement of their writing skills in both English and Spanish. Likewise, the role of the teacher was found to be paramount to set appropriate conditions for the students’ development of autonomy. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Jácome, Édgar Picón
AN  - 2014-23003-010
AU  - Jácome, Édgar Picón
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - Action research
assessment for learning
learner autonomy
rubrics
summative assessment
Educational Measurement
High School Education
Psychometrics
Teacher Student Interaction
Teachers
Critical Thinking
Internet
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2012
SN  - 1657-0790
2256-5760
SP  - 145-162
ST  - Promoting learner autonomy through teacher-student partnership assessment in an American high school: A cycle of action research
T2  - PROFILE Issues in Teachers' Professional Development
TI  - Promoting learner autonomy through teacher-student partnership assessment in an American high school: A cycle of action research
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-23003-010&site=ehost-live&scope=site
edgar.picon@idiomas.udea.edu.co
VL  - 14
ID  - 205006
ER  - 


TY  - JOUR
AB  - Teaching children with intellectual disabilities is a big challenge for most parents and educators. Special education teachers use learning strategies to develop and enhance motivation for complex learning tasks. Literacy acquisition is an essential and life-long skill for a child with intellectual disabilities. In this context, technology can support specific strategies that will help children learn to read. This paper introduces a Tangible User Interface (TUI) system based on Radio Frequency Identification (RFID) technology to support literacy for children with Down syndrome. Our proposed system focuses on the integration of RFID tags in 3D printed objects and low cost toys. The paper describes the experience of using some materials covering the tags and the different problems related to the material and distance of radio wave propagation. The results of a preliminary evaluation in a special education institution showed that the system helps to improve the interaction between teachers and children. The use of a TUI seems to give a physical sensory experience to develop literacy skills in children with Down syndrome.
AD  - Research Center for Communication and Information Technologies, Universidad de Costa Rica CITIC-UCR, Ciudad Universitaria Rodrigo Facio, San José 2060, Costa Rica. janiojadan@uti.edu.ec.
Research Center for Communication and Information Technologies, Universidad de Costa Rica CITIC-UCR, Ciudad Universitaria Rodrigo Facio, San José 2060, Costa Rica. luis.guerrero@ecci.ucr.ac.cr.
Research Center for Communication and Information Technologies, Universidad de Costa Rica CITIC-UCR, Ciudad Universitaria Rodrigo Facio, San José 2060, Costa Rica. gustavo.lopez_h@ucr.ac.cr.
Universidad Politécnica de Madrid, Campus de Montegancedo, Madrid 28660, Spain. doris.caliz.ramos@alumnos.upm.es.
MAmI Research Lab, Universidad de Castilla La Mancha, Ciudad Real 13071, Spain. Jose.Bravo@uclm.es.
AN  - 26115455
AU  - Jadán-Guerrero, J.
AU  - Guerrero, L.
AU  - López, G.
AU  - Cáliz, D.
AU  - Bravo, J.
C2  - Pmc4541810
DA  - Jun 24
DO  - 10.3390/s150714845
DP  - NLM
ET  - 2015/06/27
J2  - Sensors (Basel, Switzerland)
KW  - Child
*Down Syndrome
Equipment Design
Faculty
Humans
*Literacy
*Play and Playthings
Radio Frequency Identification Device/*methods
*Reading
Teaching Materials
User-Computer Interface
Down syndrome
Rfid
interaction
literacy
tangible user interface
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1424-8220
SP  - 14845-63
ST  - Creating TUIs Using RFID Sensors--A Case Study Based on the Literacy Process of Children with Down Syndrome
T2  - Sensors (Basel)
TI  - Creating TUIs Using RFID Sensors--A Case Study Based on the Literacy Process of Children with Down Syndrome
VL  - 15
ID  - 204224
ER  - 


TY  - JOUR
AB  - To successfully interact with software agents, people must call upon basic concepts about goals and intentionality and strategically deploy these concepts in a range of circumstances where specific entailments may or may not apply. We hypothesize that people who can effectively deploy agency concepts in new situations will be more effective in interactions with software agents. Further, we posit that interacting with a software agent can itself refine a person's deployment of agency concepts. We investigated this reciprocal relationship in one particularly important context: the classroom. In three experiments we examined connections between middle school students' concepts about agency and their success learning from a teachable-agent-based computer system called "Betty's Brain". We found that the students who made more intentional behavioral predictions about humans learned more effectively from the system. We also found that students who used the Betty's Brain system distinguished human behavior from machine behavior more strongly than students who did not. We conclude that the ability to effectively deploy agency concepts both supports, and is refined by, interactions with software agents.
AD  - Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203-5701, USA. christopher.b.jaeger.1@vanderbilt.edu.
Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203-5701, USA.
Department of Electrical Engineering and Computer Science, Vanderbilt University, Box 1824, Station B,, Nashville, TN, 37325, USA.
mabl, 141 Tremont Street, Boston, MA, 02111, USA.
AN  - 31001708
AU  - Jaeger, C. B.
AU  - Hymel, A. M.
AU  - Levin, D. T.
AU  - Biswas, G.
AU  - Paul, N.
AU  - Kinnebrew, J.
C2  - Pmc6473007
DA  - Apr 18
DO  - 10.1186/s41235-019-0163-6
DP  - NLM
ET  - 2019/04/20
J2  - Cognitive research: principles and implications
KW  - Agency
Learning technology
Metacognition
Theory of mind
article were conducted with the approval of the Vanderbilt Institutional Review
Board. Informed consent was obtained from all students and at least one legal
guardian of each student. CONSENT FOR PUBLICATION: Not applicable. 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  - 2019
SN  - 2365-7464
SP  - 14
ST  - The interrelationship between concepts about agency and students' use of teachable-agent learning technology
T2  - Cogn Res Princ Implic
TI  - The interrelationship between concepts about agency and students' use of teachable-agent learning technology
VL  - 4
ID  - 204714
ER  - 


TY  - JOUR
AB  - The use of online social networks in medical education can remodel and enhance anatomy teaching and learning; one such network is the video-sharing site YouTube. Limited research in the literature exists on the use of YouTube as a platform for anatomy education. The aim of this study is to assess student's perceptions and patterns of usage of this resource, as well as the effectiveness of YouTube videos within a problem-based learning (PBL) curriculum. The study was conducted on 91 second-year medical students for whom video links were suggested throughout the academic year. In addition, the Human Anatomy Education (HAE) Channel was launched on YouTube to support classroom teaching with videos that emphasized applied aspects of anatomy. The results demonstrated that 98% of the students used YouTube as an online information resource, albeit in different frequencies. Out of the 86% who have been to the HAE Channel, 92% agreed/strongly agreed that the channel helped them learn anatomy. The study also reports the popularity of and awareness about using YouTube as a social network as well as in learning. Based on these findings, YouTube can be considered as an effective tool to enhance anatomy instruction if the videos are scrutinized, diversified, and aimed toward course objectives. Faculty of average computer literacy should be enabled to produce videos on their own YouTube channels to support independent learning and integration in a PBL curriculum. The methods described for capturing and editing the videos can be used as a prototype.
AD  - Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates. akramjfr@gmail.com
AN  - 22383096
AU  - Jaffar, A. A.
DA  - May-Jun
DO  - 10.1002/ase.1268
DP  - NLM
ET  - 2012/03/03
J2  - Anatomical sciences education
KW  - Anatomy/*education
Attitude to Computers
*Audiovisual Aids
Awareness
Education, Medical, Undergraduate/*methods
Educational Measurement
Humans
*Internet
Perception
Problem-Based Learning
Program Evaluation
Schools, Medical
*Social Networking
Students, Medical/psychology
United Arab Emirates
*Video Recording
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1935-9772
SP  - 158-64
ST  - YouTube: An emerging tool in anatomy education
T2  - Anat Sci Educ
TI  - YouTube: An emerging tool in anatomy education
VL  - 5
ID  - 204216
ER  - 


TY  - JOUR
AB  - BACKGROUND: Depression is the most prevalent mental health problem among people with learning disabilities. OBJECTIVE: The trial investigated the clinical effectiveness and cost-effectiveness of behavioural activation for depression experienced by people with mild to moderate learning disabilities. The intervention was compared with a guided self-help intervention. DESIGN: A multicentre, single-blind, randomised controlled trial, with follow-up at 4, 8 and 12 months post randomisation. There was a nested qualitative study. SETTING: Participants were recruited from community learning disability teams and services and from Improving Access to Psychological Therapies services in Scotland, England and Wales. PARTICIPANTS: Participants were aged ≥ 18 years, with clinically significant depression, assessed using the Diagnostic Criteria for Psychiatric Disorders for use with Adults with Learning Disabilities. Participants had to be able to give informed consent and a supporter could accompany them to therapy. INTERVENTIONS: BeatIt was a manualised behavioural activation intervention, adapted for people with learning disabilities and depression. StepUp was an adapted guided self-help intervention. MAIN OUTCOME MEASURES: The primary outcome measure was the Glasgow Depression Scale for people with a Learning Disability (GDS-LD). Secondary outcomes included carer ratings of depressive symptoms and aggressiveness, self-reporting of anxiety symptoms, social support, activity and adaptive behaviour, relationships, quality of life (QoL) and life events, and resource and medication use. RESULTS: There were 161 participants randomised (BeatIt, n = 84; StepUp, n = 77). Participant retention was strong, with 141 completing the trial. Most completed therapy (BeatIt: 86%; StepUp: 82%). At baseline, 63% of BeatIt participants and 66% of StepUp participants were prescribed antidepressants. There was no statistically significant difference in GDS-LD scores between the StepUp (12.94 points) and BeatIt (11.91 points) groups at the 12-month primary outcome point. However, both groups improved during the trial. Other psychological and QoL outcomes followed a similar pattern. There were no treatment group differences, but there was improvement in both groups. There was no economic evidence suggesting that BeatIt may be more cost-effective than StepUp. However, treatment costs for both groups were approximately only 4-6.5% of the total support costs. Results of the qualitative research with participants, supporters and therapists were in concert with the quantitative findings. Both treatments were perceived as active interventions and were valued in terms of their structure, content and perceived impact. LIMITATIONS: A significant limitation was the absence of a treatment-as-usual (TAU) comparison. CONCLUSIONS: Primary and secondary outcomes, economic data and qualitative results all clearly demonstrate that there was no evidence for BeatIt being more effective than StepUp. FUTURE WORK: Comparisons against TAU are required to determine whether or not these interventions had any effect. TRIAL REGISTRATION: Current Controlled Trials ISRCTN09753005. FUNDING: This project was funded by the National Institute for Health Research Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 22, No. 53. See the NIHR Journals Library website for further project information.
AD  - Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK.
Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK.
Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, School of Clinical Sciences at Monash Health, Monash University, Melbourne, VIC, Australia.
Department of Health Research, Faculty of Health and Medicine, Lancaster University, Lancaster, UK.
Cumbria Partnership NHS Foundation Trust, Penrith, UK.
School of Psychology, Bangor University, Bangor, UK.
AN  - 30265239
AU  - Jahoda, A.
AU  - Hastings, R.
AU  - Hatton, C.
AU  - Cooper, S. A.
AU  - McMeekin, N.
AU  - Dagnan, D.
AU  - Appleton, K.
AU  - Scott, K.
AU  - Fulton, L.
AU  - Jones, R.
AU  - McConnachie, A.
AU  - Zhang, R.
AU  - Knight, R.
AU  - Knowles, D.
AU  - Williams, C.
AU  - Briggs, A.
AU  - Melville, C.
C2  - PMC6187110 and from Five Areas Ltd (Clydebank, UK) outside the submitted work and is president of the British Association for Behavioural and Cognitive Psychotherapies (BABCP). Sally-Ann Cooper reports grants from the National Institute for Health Research Health Technology Assessment programme during the conduct of the study.
DA  - Sep
DO  - 10.3310/hta22530
DP  - NLM
ET  - 2018/09/29
J2  - Health technology assessment (Winchester, England)
KW  - Adaptation, Psychological
Adult
Aggression
Anxiety/epidemiology
Behavior Therapy/*economics/*methods
Cost-Benefit Analysis
Depression/*epidemiology/*therapy
Female
Health Resources/statistics & numerical data
Humans
Interpersonal Relations
Learning Disabilities/*epidemiology
Male
Middle Aged
Quality of Life
Quality-Adjusted Life Years
Single-Blind Method
Social Support
LA  - eng
M1  - 53
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1366-5278 (Print)
1366-5278
SP  - 1-130
ST  - Behavioural activation versus guided self-help for depression in adults with learning disabilities: the BeatIt RCT
T2  - Health Technol Assess
TI  - Behavioural activation versus guided self-help for depression in adults with learning disabilities: the BeatIt RCT
VL  - 22
ID  - 203892
ER  - 


TY  - JOUR
AB  - BACKGROUND: Alcohol misuse imposes substantial harm on Indigenous Australians whose health status is poorer than non-Indigenous Australians. Although Indigenous youth are over represented in Indigenous alcohol harms, few interventions addressing alcohol-related harm among Indigenous youth have been evaluated. Given this paucity of evidence, a survey was designed to evaluate the effects of a whole-of-community, anti-binge drinking intervention for young people in an Indigenous community in far north Queensland, Australia. METHODS: A cross sectional, baseline-post intervention study assessed the impact of a two year anti-binge drinking intervention targeting young people (18-24 years). A survey was developed and implemented at baseline and again two-years post-intervention, administered by young local people employed as research assistants. Survey respondents were recruited through snowballing techniques. Survey items asked about respondents' knowledge of binge drinking and standard drinks, involvement in alcohol-free social activities, frequency of short-term risky drinking (binge drinking), and mean alcohol expenditure during short-term risky drinking occasions. The intervention was called Beat da Binge. Two major events and multiple minor activities each year were implemented, focusing on drinking education, alcohol-free community-wide social events, and youth-specific sporting and social activities to facilitate self-empowerment. RESULTS: Beat da Binge was associated with a statistically significant 10% reduction in the proportion of survey respondents who reported that they had engaged in an episode of short-term risky drinking, in the frequency of short-term risky drinking for all beverage types except wine (ranging from 4% to 31% reductions), in mean expenditure on alcohol during short-term risky drinking sessions ($6.25) and in the proportion of activities with family/friends that usually include alcohol (7%). There were also statistically significant increases in awareness of binge drinking and standard drinks (28% and 21% respectively). In addition to alcohol-specific outcomes, there was a statistically significant 8 % increase in the proportions of respondents engaged in training as their main weekday activity, which was partly off-set by a 13% reduction in those whose main weekday activity was family care or home-related tasks. CONCLUSIONS: Reductions in the proportion of survey respondents who reported binge drinking, along with increases in awareness and involvement in alcohol-free social activities suggest the community-based intervention was effective. The potential impact of sample selection and self-reporting limitations on results need further investigation. There is an urgent need for Indigenous, community-driven public health programs that are well evaluated to both improve Indigenous health and the strength of the current evidence base to inform future community interventions.
AD  - National Drug and Alcohol Research Centre, UNSW Australia, Sydney, NSW, 2052, Australia. Ansari.Abudeen@racp.edu.au.
Gindaja Treatment Centre, Yarrabah, Qld, Australia. ailsa@gindaja.org.
Gindaja Treatment Centre, Yarrabah, Qld, Australia. michele.singleton@bigpond.com.
National Drug and Alcohol Research Centre, UNSW Australia, Sydney, NSW, 2052, Australia. a.shakeshaft@unsw.edu.au.
The Cairns Institute, James Cook University, Townsville City, QLD, 4811, Australia. komla.tsey@jcu.edu.au.
The Cairns Institute, James Cook University, Townsville City, QLD, 4811, Australia. janya.mccalman@jcu.edu.au.
School of Human Health and Social Sciences, Central Queensland University, 160 Ann Street Brisbane, QLD, 4000, Brisbane, Australia. c.doran@cqu.edu.au.
The Cairns Institute, James Cook University, Townsville City, QLD, 4811, Australia. susan.jacups2@jcu.edu.au.
AN  - 26715449
AU  - Jainullabudeen, T. A.
AU  - Lively, A.
AU  - Singleton, M.
AU  - Shakeshaft, A.
AU  - Tsey, K.
AU  - McCalman, J.
AU  - Doran, C.
AU  - Jacups, S.
C2  - Pmc4696266
DA  - Dec 30
DO  - 10.1186/s12889-015-2675-4
DP  - NLM
ET  - 2015/12/31
J2  - BMC public health
KW  - Adolescent
Awareness
Binge Drinking/*prevention & control
Cross-Sectional Studies
Female
Friends
Health Education/*organization & administration
Health Knowledge, Attitudes, Practice
Humans
Male
*Oceanic Ancestry Group
Program Evaluation
Queensland
Residence Characteristics
Self Report
Surveys and Questionnaires
Young Adult
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1471-2458
SP  - 1319
ST  - The impact of a community-based risky drinking intervention (Beat da Binge) on Indigenous young people
T2  - BMC Public Health
TI  - The impact of a community-based risky drinking intervention (Beat da Binge) on Indigenous young people
VL  - 15
ID  - 204546
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The paper investigates the presence of autism using the functional brain connectivity measures derived from electro-encephalogram (EEG) of children during face perception tasks. APPROACH: Phase synchronized patterns from 128-channel EEG signals are obtained for typical children and children with autism spectrum disorder (ASD). The phase synchronized states or synchrostates temporally switch amongst themselves as an underlying process for the completion of a particular cognitive task. We used 12 subjects in each group (ASD and typical) for analyzing their EEG while processing fearful, happy and neutral faces. The minimal and maximally occurring synchrostates for each subject are chosen for extraction of brain connectivity features, which are used for classification between these two groups of subjects. Among different supervised learning techniques, we here explored the discriminant analysis and support vector machine both with polynomial kernels for the classification task. MAIN RESULTS: The leave one out cross-validation of the classification algorithm gives 94.7% accuracy as the best performance with corresponding sensitivity and specificity values as 85.7% and 100% respectively. SIGNIFICANCE: The proposed method gives high classification accuracies and outperforms other contemporary research results. The effectiveness of the proposed method for classification of autistic and typical children suggests the possibility of using it on a larger population to validate it for clinical practice.
AD  - School of Electronics and Computer Science, University of Southampton, Southampton SO17 1BJ, UK.
AN  - 24981017
AU  - Jamal, W.
AU  - Das, S.
AU  - Oprescu, I. A.
AU  - Maharatna, K.
AU  - Apicella, F.
AU  - Sicca, F.
DA  - Aug
DO  - 10.1088/1741-2560/11/4/046019
DP  - NLM
ET  - 2014/07/02
J2  - Journal of neural engineering
KW  - Adolescent
Algorithms
Child
Child Development Disorders, Pervasive/*classification
Discriminant Analysis
Electroencephalography
Electroencephalography Phase Synchronization
Face
Female
Humans
Male
Neural Pathways/*physiology
Reproducibility of Results
*Support Vector Machine
Visual Perception/physiology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1741-2552
SP  - 046019
ST  - Classification of autism spectrum disorder using supervised learning of brain connectivity measures extracted from synchrostates
T2  - J Neural Eng
TI  - Classification of autism spectrum disorder using supervised learning of brain connectivity measures extracted from synchrostates
VL  - 11
ID  - 204754
ER  - 


TY  - THES
AB  - Social participation is an important area of occupation and is central to an individual's identity and sense of competence (AOTA, 2014). Social participation includes engagement in social interactions and formation of friendships, both of which support social interdependence and wellbeing. Friendships are a significant social experience for children as they create a valuable context to learn and practice skills essential to children's psychosocial development (Guralnick, Neville, Hammond, & Connor, 2007). Forming friendships can be difficult for individuals with autism spectrum disorder (ASD) due to a variety of reasons. Social-related challenges associated with ASD place the child at risk for decreased social interactions (Bauminger & Shulman, 2003; Humphrey & Lewis, 2008). The movement towards including children with disabilities in general education classrooms has resulted in an overreliance on one-to-one paraprofessionals to provide support to these students. Paraprofessionals are offered little prerequisite training and ongoing support, and may unintentionally hinder students' social participation by providing too much assistance or causing students to become overly dependent (Broer, Doyle, & Giangreco, 2005; Carter & Hughes, 2006; Giangreco, Edelman, & Broer, 2003; Patterson, 2006). Decreased social participation during childhood places individuals at greater risk for adjustment challenges later in life (Copeland et al., 2004; Guralnick et al., 2007; Kasari, Locke, Gulsrud, & Rotheram-Fuller, 2011). Paras to Peers is an occupational-therapist-led training program for paraprofessionals providing one-to-one support to students with ASD. This six-week, multi-modal program utilizes both evidence-based learning theories and paraprofessional instructional techniques to train paraprofessionals, including modeling, performance feedback, and follow-up support. The program incorporates both group and individualized training sessions to teach paraprofessionals social facilitation strategies to promote social participation for students with ASD. Data regarding students with ASD's social interactions and paraprofessionals' use of social facilitation strategies will be gathered via trained observers as well as through a paraprofessional survey. Paras to Peers is an innovative method for promoting social participation for students with ASD as well as improving interdisciplinary collaboration between occupational therapists and educational staff in the school setting. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AN  - 2020-04052-177
AU  - Jandl, Katrina
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - social interactions
school-aged children
autism spectrum disorder
Autism Spectrum Disorders
Paraprofessional Education
Paraprofessional Personnel
Peers
Social Interaction
Childhood Development
Friendship
Social Facilitation
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2020
SN  - 0419-4209
978-1687993366
ST  - Paras to peers: Facilitating social interactions for school-aged children with autism spectrum disorder
TI  - Paras to peers: Facilitating social interactions for school-aged children with autism spectrum disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-04052-177&site=ehost-live&scope=site
VL  - 81
ID  - 204983
ER  - 


TY  - JOUR
AB  - Many neurodevelopmental disorders feature learning and memory difficulties. Regulation of neurite outgrowth during development is critical for neural plasticity and memory function. Here, we show a novel regulator of neurite outgrowth during cortical neurogenesis, Lin28, which is an RNA-binding protein. Persistent Lin28 upregulation by in utero electroporation at E14.5 resulted in neurite underdevelopment during cortical neurogenesis. We also showed that Lin28-overexpressing cells had an attenuated response to excitatory inputs and altered membrane properties including higher input resistance, slower action potential repolarization, and smaller hyperpolarization-activated cation currents, supporting impaired neuronal functionality in Lin28-electroporated mice. When we ameliorated perturbed Lin28 expression by siRNA, Lin28-induced neurite underdevelopment was rescued with reduction of Lin28-downstream molecules, high mobility group AT-Hook 2, and insulin-like growth factor 1 receptor. Finally, Lin28-electroporated mice showed significant memory deficits as assessed by the Morris water maze test. Taken together, these findings demonstrate a new role and the essential requirement of Lin28 in developmental control of neurite outgrowth, which has an impact on synaptic plasticity and spatial memory. These findings suggest that targeting Lin28 may attenuate intellectual disabilities by correction of impaired dendritic complexity, providing a novel therapeutic candidate for treating neurodevelopmental disorders.
AD  - Department of Physiology, Department of Biomedicine & Health Sciences, Catholic Neuroscience Institute, College of Medicine, The Catholic University of Korea, Seoul, 06591, South Korea.
Department of Pharmacology, Department of Biomedicine & Health Sciences, Catholic Neuroscience Institute, College of Medicine, The Catholic University of Korea, Seoul, 06591, South Korea.
Department of Pharmacology, Department of Biomedicine & Health Sciences, Catholic Neuroscience Institute, College of Medicine, The Catholic University of Korea, Seoul, 06591, South Korea. kocho@catholic.ac.kr.
AN  - 30203263
AU  - Jang, H. J.
AU  - Kim, J. Y.
AU  - Kim, S. Y.
AU  - Cho, K. O.
DA  - May
DO  - 10.1007/s12035-018-1297-0
DP  - NLM
ET  - 2018/09/12
J2  - Molecular neurobiology
KW  - Action Potentials
Animals
Cerebral Cortex/growth & development
Cognition/*physiology
Female
Gene Silencing
Green Fluorescent Proteins/metabolism
Lysine/analogs & derivatives/metabolism
Mice, Inbred C57BL
Neocortex/*metabolism
Neurites/metabolism
Neurogenesis/genetics
*Neuronal Outgrowth/genetics
Phenotype
RNA, Small Interfering/metabolism
RNA-Binding Proteins/genetics/*metabolism
Synapses/physiology
Up-Regulation/genetics
Cognitive function
Cortical neurogenesis
Lin28
Neurite outgrowth
Neurodevelopmental disorders
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0893-7648
SP  - 3780-3795
ST  - Persistent Lin28 Expression Impairs Neurite Outgrowth and Cognitive Function in the Developing Mouse Neocortex
T2  - Mol Neurobiol
TI  - Persistent Lin28 Expression Impairs Neurite Outgrowth and Cognitive Function in the Developing Mouse Neocortex
VL  - 56
ID  - 204630
ER  - 


TY  - JOUR
AB  - Objective: To determine physical, cognitive and social activity levels of stroke patients undergoing rehabilitation, and whether these changed over time. Design: Observational study using behavioural mapping techniques to record patient activity over 12 hours on one weekday and one weekend day at baseline (week 1) and again two weeks later (week 2). Setting: A 20-bed mixed rehabilitation unit. Subjects: Fourteen stroke patients. Interventions: None. Main measures: Percentage of day spent in any activity or physical, cognitive and social activities. Level of independence using the Functional Independence Measure (FIM) and mood using the Patient Health Questionniare-9 (PHQ-9). Results: The stroke patients performed any activity for 49%, social activity for 32%, physical activity for 23% and cognitive activity for 4% of the day. Two weeks later, physical activity levels had increased by 4% (95% confidence interval (CI) 1 to 8), but levels of any activity or social and cognitive activities had not changed significantly. There was a significant: (i) positive correlation between change in physical activity and change in FIM score (r = 0.80), and (ii) negative correlation between change in social activity and change in PHQ-9 score (r = −0.72). The majority of activity was performed by the bedside (37%), and most physical (47%) and cognitive (54%) activities performed when alone. Patients undertook 5% (95% CI 2 to 9) less physical activity on the weekends compared with the weekdays. Conclusions: Levels of physical, cognitive and social activity of stroke patients were low and remained so even though level of independence and mood improved. These findings suggest the need to explore strategies to stimulate activity within rehabilitation environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Janssen, Heidi, University of Newcastle, Hunter Medical Research Institute and Hunter Stroke Service, Level 2, Lodge, John Hunter Campus, Lookout Rd, New Lambton, NSW, Australia, 2305
AN  - 2014-00752-009
AU  - Janssen, Heidi
AU  - Ada, Louise
AU  - Bernhardt, Julie
AU  - McElduff, Patrick
AU  - Pollack, Michael
AU  - Nilsson, Michael
AU  - Spratt, Neil
DB  - APA PsycInfo
DO  - 10.1177/0269215512466252
DP  - EBSCOhost
KW  - social activity levels
stroke patients
rehabilitation
behavioral mapping
Aged
Aged, 80 and over
Cognition
Female
Humans
Longitudinal Studies
Male
Motor Activity
Social Participation
Stroke
Activity Level
Cerebrovascular Accidents
Social Interaction
Behavioral Assessment
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 0269-2155
1477-0873
SP  - 91-101
ST  - Physical, cognitive and social activity levels of stroke patients undergoing rehabilitation within a mixed rehabilitation unit
T2  - Clinical Rehabilitation
TI  - Physical, cognitive and social activity levels of stroke patients undergoing rehabilitation within a mixed rehabilitation unit
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-00752-009&site=ehost-live&scope=site
ORCID: 0000-0002-9023-6177
ORCID: 0000-0002-2787-8484
Heidi.Janssen@hnehealth.nsw.gov.au
VL  - 28
ID  - 204997
ER  - 


TY  - JOUR
AB  - BACKGROUND: Advances in obstetric and neonatal medical care and assisted reproductive technology have increased the rates of preterm birth, decreased preterm mortality rates, and lowered the limit of viability. However, morbidity in survivors, including neurodevelopmental disabilities, has increased, especially in extremely preterm infants born at ≤25 weeks' gestation. A better understanding of the prevalence and patterns of adverse neurodevelopmental outcomes in extremely preterm infants is important for patient care, counseling of families, and research. METHODS: The PubMed and Ovid Medline databases were searched for full text articles published between 1999 and 2013 in English that reported neurodevelopmental outcomes after extreme prematurity, and a review of identified relevant cohort studies was performed. RESULTS: Extreme prematurity of 22 to 25 weeks' gestation is associated with an overall high mortality of ≥50%. High rates (17% to 59%) of severe neurodevelopmental disabilities occur among survivors on short-term follow-up. The rates of surviving unimpaired or minimally impaired are 6% to 20% for live-born infants at ≤25 weeks' gestation and <5% for infants born at 22 and 23 weeks' gestation. Long-term adverse outcomes after extreme prematurity include intellectual disability (5% to 36%), cerebral palsy (9% to 18%), blindness (0.7% to 9%), and deafness (2% to 4%). Milder degrees of disability involving cognition, behavior, and learning are increasingly recognized among older preterm children, teens, and young adults. CONCLUSIONS: Infants who are born at ≤25 weeks' gestation, especially those born at 22 and 23 weeks' gestation, have a very low likelihood of surviving little or no impairment. Nearly half of surviving extremely premature infants have significant neurodevelopmental disabilities on short- and long-term follow-up. Instituting early intervention programs, providing family support, and establishing special educational school programs can pay high dividends and lead to brighter futures and, hence, help improve neurodevelopmental outcome of preterm infants.
AD  - Section of Child Neurology and Developmental Neuroscience, Texas Children's Hospital, Baylor College of Medicine, Houston, Texas; Section of Developmental Pediatrics, Texas Children's Hospital, Baylor College of Medicine, Houston, Texas. Electronic address: Jarjour@bcm.edu.
AN  - 25497122
AU  - Jarjour, I. T.
DA  - Feb
DO  - 10.1016/j.pediatrneurol.2014.10.027
DP  - NLM
ET  - 2014/12/17
J2  - Pediatric neurology
KW  - Developmental Disabilities/complications/*etiology
Gestational Age
Humans
*Infant, Extremely Premature
Infant, Premature, Diseases/*etiology
Nervous System Diseases/complications/*etiology
PubMed/statistics & numerical data
Premature birth
extreme prematurity
neonatal developmental outcome
very low birth weight infant
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0887-8994
SP  - 143-52
ST  - Neurodevelopmental outcome after extreme prematurity: a review of the literature
T2  - Pediatr Neurol
TI  - Neurodevelopmental outcome after extreme prematurity: a review of the literature
VL  - 52
ID  - 203833
ER  - 


TY  - JOUR
AB  - Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children.
AD  - Department of Psychiatry, M.I.N.D. Institute, UC Davis, Sacramento, California.
AN  - 23696132
AU  - Jarrold, W.
AU  - Mundy, P.
AU  - Gwaltney, M.
AU  - Bailenson, J.
AU  - Hatt, N.
AU  - McIntyre, N.
AU  - Kim, K.
AU  - Solomon, M.
AU  - Novotny, S.
AU  - Swain, L.
C2  - Pmc3778085
C6  - Nihms473308
DA  - Oct
DO  - 10.1002/aur.1302
DP  - NLM
ET  - 2013/05/23
J2  - Autism research : official journal of the International Society for Autism Research
KW  - *Attention
Attention Deficit Disorder with Hyperactivity/diagnosis/psychology
Child
Child Development Disorders, Pervasive/*diagnosis/*psychology
Female
Humans
Individuality
*Intelligence
Learning Disabilities/*diagnosis/*psychology
Male
Peer Group
Phobic Disorders/diagnosis/psychology
*Social Behavior
Social Environment
Socialization
*Speech
*User-Computer Interface
cognition and learning
individual differences
school-aged development
social attention
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1939-3792 (Print)
1939-3806
SP  - 393-410
ST  - Social attention in a virtual public speaking task in higher functioning children with autism
T2  - Autism Res
TI  - Social attention in a virtual public speaking task in higher functioning children with autism
VL  - 6
ID  - 204159
ER  - 


TY  - JOUR
AB  - In a two-part article, Robert Jenkins considers how nursing care needs to develop in order to support the growing numbers of people with learning disabilities who are living into older age. Here, he looks at definitions, health issues and nursing needs.
AD  - Unit for Development in Intellectual Disabilities, School of Care Sciences, University of Glamorgan, Wales.
AN  - 15717503
AU  - Jenkins, R.
DA  - Feb
DP  - NLM
ET  - 2005/02/19
J2  - Nursing older people
KW  - Aged
*Aging
Geriatric Nursing/*organization & administration
Health Services Accessibility
Health Services Needs and Demand/*organization & administration
Health Services for the Aged/*organization & administration
Humans
Information Services
Intellectual Disability/classification/*therapy
Internet
Philosophy, Nursing
Practice Guidelines as Topic
Primary Health Care
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1472-0795 (Print)
1472-0795
SP  - 30-4
ST  - Older people with learning disabilities. Part 1: Individuals, ageing and health
T2  - Nurs Older People
TI  - Older people with learning disabilities. Part 1: Individuals, ageing and health
VL  - 16
ID  - 204269
ER  - 


TY  - JOUR
AB  - Objective To examine the job accommodation and benefit needs of young adults with disabilities as they transition into employment, and their perceived barriers to meeting support needs. Methods An online survey was conducted of 155 Canadian young adults with disabilities (mean age = 25.8 years). Respondents were either employed or seeking employment, and were asked about their need for health benefits, and soft (e.g., flexible scheduling) and hard accommodations (e.g., ergonomic interventions), and perceived accommodation barriers. Disability characteristics (e.g., disability type), demographic details and work context information were collected. Multivariable logistic analyses were conducted to examine the factors associated with a greater need for health benefits and hard and soft accommodations. Result Participants reported having a physical (79%), psychological (79%) or cognitive/learning disability (77%); 68% had > 1 disability. Over half (55%) were employed. Health benefits and soft accommodations were most needed by participants. Also, an average of six perceived accommodation barriers were indicated; difficulty with disability disclosure was most frequently reported. More perceived accommodation barriers were associated with a greater need for health benefits (OR 1.17, 95% CI 1.04-1.31) and soft accommodations (OR 1.13, 95% CI 1.01-1.27). A psychological disability was a associated with a greater need for health benefits (OR 2.91, 95% CI 1.09-7.43) and soft accommodations (OR 3.83, 95% CI 1.41-10.42). Discussion Employers can support the employment of young adults with disabilities through provision of extended health benefits and soft accommodations. Addressing accommodation barriers could minimize unmet workplace need, and improve employment outcomes for young adults with disabilities as they begin their career and across the life course.
AD  - Institute for Work & Health, 481 University Avenue, Toronto, ON, M5G 2E9, Canada. AJetha@iwh.on.ca.
Dalla Lana School of Public Health, University of Toronto, Toronto, Canada. AJetha@iwh.on.ca.
Institute for Work & Health, 481 University Avenue, Toronto, ON, M5G 2E9, Canada.
Adele Furrie Consulting Inc., Ottawa, Canada.
National Educational Association for Disabled Students, Ottawa, Canada.
Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.
Seneca College, Toronto, Canada.
AN  - 29696476
AU  - Jetha, A.
AU  - Bowring, J.
AU  - Furrie, A.
AU  - Smith, F.
AU  - Breslin, C.
DA  - Mar
DO  - 10.1007/s10926-018-9772-z
DP  - NLM
ET  - 2018/04/27
J2  - Journal of occupational rehabilitation
KW  - Adult
Canada
Cross-Sectional Studies
*Disabled Persons
Employment/*classification/standards
Female
Humans
Male
Needs Assessment/*statistics & numerical data
Workplace/standards
Young Adult
*Accommodation
*Disability
*Health benefits
*School-to-work transition
*Work
*Young adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1053-0487
SP  - 140-149
ST  - Supporting the Transition into Employment: A Study of Canadian Young Adults Living with Disabilities
T2  - J Occup Rehabil
TI  - Supporting the Transition into Employment: A Study of Canadian Young Adults Living with Disabilities
VL  - 29
ID  - 204845
ER  - 


TY  - JOUR
AB  - Goal-directed behavior requires the representation of a task-set that defines the task-relevance of stimuli and guides stimulus-action mappings. Past experience provides one source of knowledge about likely task demands in the present, with learning enabling future predictions about anticipated demands. We examine whether spatial contexts serve to cue retrieval of associated task demands (e.g., context A and B probabilistically cue retrieval of task demands X and Y, respectively), and the role of the hippocampus and dorsolateral prefrontal cortex (dlPFC) in mediating such retrieval. Using 3D virtual environments, we induce context-task demand probabilistic associations and find that learned associations affect goal-directed behavior. Concurrent fMRI data reveal that, upon entering a context, differences between hippocampal representations of contexts (i.e., neural pattern separability) predict proactive retrieval of the probabilistically dominant associated task demand, which is reinstated in dlPFC. These findings reveal how hippocampal-prefrontal interactions support memory-guided cognitive control and adaptive behavior.
AD  - Department of Psychology, Stanford University, Stanford, CA, 94305, USA. jiefeng.jiang@stanford.edu.
Department of Psychology, Stanford University, Stanford, CA, 94305, USA.
Psychology Department, University of Oregon, Eugene, OR, 97401, USA.
Neuroscience Program, Stanford University, Stanford, CA, 94305, USA.
Wu Tsai Neurosciences Institute, Stanford University, Stanford, CA, 94305, USA.
AN  - 32345979
AU  - Jiang, J.
AU  - Wang, S. F.
AU  - Guo, W.
AU  - Fernandez, C.
AU  - Wagner, A. D.
C2  - Pmc7188806
DA  - Apr 28
DO  - 10.1038/s41467-020-15928-z
DP  - NLM
ET  - 2020/04/30
J2  - Nature communications
KW  - Adolescent
Adult
Behavior
Cognition/physiology
Female
Hippocampus/*physiology
Humans
Male
Prefrontal Cortex/*physiology
Reinforcement, Psychology
*Task Performance and Analysis
Time Factors
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2041-1723
SP  - 2053
ST  - Prefrontal reinstatement of contextual task demand is predicted by separable hippocampal patterns
T2  - Nat Commun
TI  - Prefrontal reinstatement of contextual task demand is predicted by separable hippocampal patterns
VL  - 11
ID  - 204318
ER  - 


TY  - JOUR
AB  - PURPOSE: Autism spectrum disorder (ASD) is a neurodevelopmental disorder, of which Asperger syndrome and high-functioning autism are subtypes. Our goal is: 1) to determine whether a diagnostic model based on single-nucleotide polymorphisms (SNPs), brain regional thickness measurements, or brain regional volume measurements can distinguish Asperger syndrome from high-functioning autism; and 2) to compare the SNP, thickness, and volume-based diagnostic models. MATERIAL AND METHODS: Our study included 18 children with ASD: 13 subjects with high-functioning autism and 5 subjects with Asperger syndrome. For each child, we obtained 25 SNPs for 8 ASD-related genes; we also computed regional cortical thicknesses and volumes for 66 brain structures, based on structural magnetic resonance (MR) examination. To generate diagnostic models, we employed five machine-learning techniques: decision stump, alternating decision trees, multi-class alternating decision trees, logistic model trees, and support vector machines. RESULTS: For SNP-based classification, three decision-tree-based models performed better than the other two machine-learning models. The performance metrics for three decision-tree-based models were similar: decision stump was modestly better than the other two methods, with accuracy = 90%, sensitivity = 0.95 and specificity = 0.75. All thickness and volume-based diagnostic models performed poorly. The SNP-based diagnostic models were superior to those based on thickness and volume. For SNP-based classification, rs878960 in GABRB3 (gamma-aminobutyric acid A receptor, beta 3) was selected by all tree-based models. CONCLUSION: Our analysis demonstrated that SNP-based classification was more accurate than morphometry-based classification in ASD subtype classification. Also, we found that one SNP--rs878960 in GABRB3--distinguishes Asperger syndrome from high-functioning autism.
AD  - Key Laboratory of Child Development and Learning Science, Ministry of Education, Southeast University, Nanjing, China.
AN  - 22037176
AU  - Jiao, Y.
AU  - Chen, R.
AU  - Ke, X.
AU  - Cheng, L.
AU  - Chu, K.
AU  - Lu, Z.
AU  - Herskovits, E. H.
DO  - 10.2478/v10039-011-0042-y
DP  - NLM
ET  - 2011/11/01
J2  - Advances in medical sciences
KW  - Artificial Intelligence
Asperger Syndrome/diagnosis/genetics/pathology
Autistic Disorder/diagnosis/genetics/pathology
Brain/pathology
Child
Child Development Disorders, Pervasive/*diagnosis/genetics/pathology
Decision Support Techniques
Female
Humans
Magnetic Resonance Imaging/*methods
Male
*Polymorphism, Single Nucleotide
Predictive Value of Tests
Receptors, GABA-A/genetics
Reproducibility of Results
Sensitivity and Specificity
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1896-1126
SP  - 334-42
ST  - Predictive models for subtypes of autism spectrum disorder based on single-nucleotide polymorphisms and magnetic resonance imaging
T2  - Adv Med Sci
TI  - Predictive models for subtypes of autism spectrum disorder based on single-nucleotide polymorphisms and magnetic resonance imaging
VL  - 56
ID  - 204024
ER  - 


TY  - JOUR
AB  - Autism spectrum disorder (ASD) is a neurodevelopmental disorder with a wide phenotypic range, often affecting personality and communication. Previous voxel-based morphometry (VBM) studies of ASD have identified both gray- and white-matter volume changes. However, the cerebral cortex is a 2-D sheet with a highly folded and curved geometry, which VBM cannot directly measure. Surface-based morphometry (SBM) has the advantage of being able to measure cortical surface features, such as thickness. The goals of this study were twofold: to construct diagnostic models for ASD, based on regional thickness measurements extracted from SBM, and to compare these models to diagnostic models based on volumetric morphometry. Our study included 22 subjects with ASD (mean age 9.2+/-2.1 years) and 16 volunteer controls (mean age 10.0+/-1.9 years). Using SBM, we obtained regional cortical thicknesses for 66 brain structures for each subject. In addition, we obtained volumes for the same 66 structures for these subjects. To generate diagnostic models, we employed four machine-learning techniques: support vector machines (SVMs), multilayer perceptrons (MLPs), functional trees (FTs), and logistic model trees (LMTs). We found that thickness-based diagnostic models were superior to those based on regional volumes. For thickness-based classification, LMT achieved the best classification performance, with accuracy=87%, area under the receiver operating characteristic (ROC) curve (AUC)=0.93, sensitivity=95%, and specificity=75%. For volume-based classification, LMT achieved the highest accuracy, with accuracy=74%, AUC=0.77, sensitivity=77%, and specificity=69%. The thickness-based diagnostic model generated by LMT included 7 structures. Relative to controls, children with ASD had decreased cortical thickness in the left and right pars triangularis, left medial orbitofrontal gyrus, left parahippocampal gyrus, and left frontal pole, and increased cortical thickness in the left caudal anterior cingulate and left precuneus. Overall, thickness-based classification outperformed volume-based classification across a variety of classification methods.
AD  - Key Laboratory of Child Development and Learning Science (Southeast University), Ministry of Education, Nanjing, China. Jaio.Yun@uphs.upenn.edu
AN  - 20026220
AU  - Jiao, Y.
AU  - Chen, R.
AU  - Ke, X.
AU  - Chu, K.
AU  - Lu, Z.
AU  - Herskovits, E. H.
C2  - Pmc2823830
C6  - Nihms166159
DA  - Apr 1
DO  - 10.1016/j.neuroimage.2009.12.047
DP  - NLM
ET  - 2009/12/23
J2  - NeuroImage
KW  - Adolescent
Brain/*pathology
Brain Mapping/*methods
Child
Child Development Disorders, Pervasive/*pathology
Female
Humans
Image Interpretation, Computer-Assisted/*methods
Magnetic Resonance Imaging
Male
Models, Neurological
Autism spectrum disorder
cortical thickness
diagnostic model
surface-based morphometry
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1053-8119 (Print)
1053-8119
SP  - 589-99
ST  - Predictive models of autism spectrum disorder based on brain regional cortical thickness
T2  - Neuroimage
TI  - Predictive models of autism spectrum disorder based on brain regional cortical thickness
VL  - 50
ID  - 204796
ER  - 


TY  - JOUR
AB  - Autism spectrum disorder (ASD) is a wide range of disabilities that cause life-long cognitive impairment and social, communication, and behavioral challenges. Early diagnosis and medical intervention are important for improving the life quality of autistic patients. However, in the current practice, diagnosis often has to be delayed until the behavioral symptoms become evident during childhood. In this study, we demonstrate the feasibility of using machine learning techniques for identifying high-risk ASD infants at as early as six months after birth. This is based on the observation that ASD-induced abnormalities in white matter (WM) tracts and whole-brain connectivity have already started to appear within 24 months after birth. In particular, we propose a novel multikernel support vector machine classification framework by using the connectivity features gathered from WM connectivity networks, which are generated via multiscale regions of interest (ROIs) and multiple diffusion statistics such as fractional anisotropy, mean diffusivity, and average fiber length. Our proposed framework achieves an accuracy of 76% and an area of 0.80 under the receiver operating characteristic curve (AUC), in comparison to the accuracy of 70% and the AUC of 70% provided by the best single-parameter single-scale network. The improvement in accuracy is mainly due to the complementary information provided by multiparameter multiscale networks. In addition, our framework also provides the potential imaging connectomic markers and an objective means for early ASD diagnosis.
AD  - Biomedical Research Imaging Center, Department of Radiology, School of Medicine, University of North Carolina at Chapel Hill, North Carolina.
The Guangdong Key Laboratory for Biomedical Measurements and Ultrasound Imaging, Department of Biomedical Engineering, Shenzhen University, China.
Department of Brain and Cognitive Engineering, Korea University, Seoul, Republic of Korea.
AN  - 26368659
AU  - Jin, Y.
AU  - Wee, C. Y.
AU  - Shi, F.
AU  - Thung, K. H.
AU  - Ni, D.
AU  - Yap, P. T.
AU  - Shen, D.
C2  - Pmc4715721
C6  - Nihms749551
DA  - Dec
DO  - 10.1002/hbm.22957
DP  - NLM
ET  - 2015/09/15
J2  - Human brain mapping
KW  - Algorithms
Autism Spectrum Disorder/*diagnosis
Brain/*pathology
Brain Mapping
Databases, Factual/statistics & numerical data
Diffusion Tensor Imaging
Female
Humans
Image Processing, Computer-Assisted
Infant
Machine Learning
Male
Neural Pathways/*pathology
White Matter/*pathology
Autism spectrum disorder
classification
connectivity networks
diffusion weighted imaging
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1065-9471 (Print)
1065-9471
SP  - 4880-96
ST  - Identification of infants at high-risk for autism spectrum disorder using multiparameter multiscale white matter connectivity networks
T2  - Hum Brain Mapp
TI  - Identification of infants at high-risk for autism spectrum disorder using multiparameter multiscale white matter connectivity networks
VL  - 36
ID  - 204069
ER  - 


TY  - JOUR
AB  - The goal of this article is to share some reflection on the astonishing evolution of the ideas in communication neuroscience and neurolinguistics over the last 30 years, since the founding of the société de neuropsychologie de langue française. in particular, a number of conceptual and methodological advancements have characterized this period, many of which have been lead or heavily contributed by french-speaking research groups in that field. among the advances discussed, are (a) the widening to discourse and pragmatic components of the concept of language, as well as the theoretical and clinical implication of this conceptual extension, (b) the unique contribution of anatomical and functional neuroimaging, (c) the massive impact of the cognitive revolution on theoretical frameworks of language components, and its influence on therapy, (d) the disappearance and the re-appearance of the brain in the main stream research on language over this period, (e) the new perspectives offered though attention put on social aspects of language and the social participation of the individual with language disorders, (f) the emergence of a genuine science of aphasia rehabilitation, and (g) the rediscovery of inter-individual characteristics both genetically- and environmentally- determined. The authors then risk themselves in trying to envision what could characterize the evolution in the field for the next 30 years. Though perilous, this speculative exercise allowed to pinpoint to a number of anticipated advancements including (a) a probable reconciliation between cognitive and connectionist models to the benefit of both visions, (b) an increased contribution of social and emotional neurosciences, (c) some inescapable technological advancements, including light portable neuroimaging devices which will allow to study the neurobiological bases of communication in natural contexts, (d) the integration between communication and aging in cognitive neuroscience and (e) the development of new research fields at some unexpected cross-roads (e.g., physical activity and communication ?) as well as the description of new types of aphasia (e.g., towards a chat aphasia !). Taken together, the advancements made over the 30 last years, and the perspective of future development, confirms the premier role of cognitive neuroscience of language and neurolinguistics in setting the pace through innovative approaches that allow unveiling the mysteries of the mutual relationships between brain and cognition.
AD  - Faculté de médecine, Université de Montréal, Montréal, Canada; Centre de recherche, institut universitaire de gériatrie de Montréal, 4565 ch Reine-Marie Canada H 3w 1w5. yves.joanette@umontreal.ca
AN  - 18675052
AU  - Joanette, Y.
AU  - Ansaldo, A. I.
AU  - Carbonnel, S.
AU  - Ska, B.
AU  - Kahlaoui, K.
AU  - Nespoulous, J. L.
DA  - May
DO  - 10.1016/s0035-3787(08)73296-x
DP  - NLM
ET  - 2008/08/19
J2  - Revue neurologique
KW  - Aphasia/physiopathology/psychology
Brain/*physiology
Cognition/physiology
*Communication
Diagnostic Imaging
History, 20th Century
History, 21st Century
Humans
*Language
Neurosciences/*history/trends
Psycholinguistics/*history/trends
LA  - fre
N1  - PubMed NLM literature search August 25, 2020
OP  - Communication, langage et cerveau : du passé antérieur au futur proche.
PY  - 2008
SN  - 0035-3787 (Print)
0035-3787
SP  - S83-90
ST  - [Communication, language and the brain: from past anterior to near future]
T2  - Rev Neurol (Paris)
TI  - [Communication, language and the brain: from past anterior to near future]
VL  - 164 Suppl 3
ID  - 204420
ER  - 


TY  - JOUR
AB  - The goal of this article is to share some reflection on the astonishing evolution of the ideas in communication neuroscience and neurolinguistics over the last 30 years, since the founding of the Société de Neuropsychologie de Langue Française. in particular, a number of conceptual and methodological advancements have characterized this period, many of which have been lead or heavily contributed by French-speaking research groups in that field. among the advances discussed, are (a) the widening to discourse and pragmatic components of the concept of language, as well as the theoretical and clinical implication of this conceptual extension, (b) the unique contribution of anatomical and functional neuroimaging, (c) the massive impact of the cognitive revolution on theoretical frameworks of language components, and its influence on therapy, (d) the disappearance and the re-appearance of the brain in the main stream research on language over this period, (e) the new perspectives offered though attention put on social aspects of language and the social participation of the individual with language disorders, (f) the emergence of a genuine science of aphasia rehabilitation, and (g) the rediscovery of inter-individual characteristics both genetically- and environmentally-determined. The authors then risk themselves in trying to envision what could characterize the evolution in the field for the next 30 years. Though perilous, this speculative exercise allowed to pinpoint to a number of anticipated advancements including (a) a probable reconciliation between cognitive and connectionist models to the benefit of both visions, (b) an increased contribution of social and emotional neurosciences, (c) some inescapable technological advancements, including light portable neuroimaging devices which will allow to study the neurobiological bases of communication in natural contexts, (d) the integration between communication and aging in cognitive neuroscience and (e) the development of new research fields at some unexpected cross-roads (e.g., physical activity and communication ?) as well as the description of new types of aphasia (e.g., towards a chat aphasia !). Taken together, the advancements made over the 30 last years, and the perspective of future development, confirms the premier role of cognitive neuroscience of language and neurolinguistics in setting the pace through innovative approaches that allow unveiling the mysteries of the mutual relationships between brain and cognition. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Joanette, Y.
AN  - 2008-11744-007
AU  - Joanette, Y.
AU  - Ansaldo, A. I.
AU  - Carbonnel, S.
AU  - Ska, B.
AU  - Kahlaoui, K.
AU  - Nespoulous, J. L.
DB  - APA PsycInfo
DO  - 10.1016/S0035-3787(08)73296-X
DP  - EBSCOhost
KW  - communication neuroscience
language
brain
neurolinguistics
neuropsychology
Aphasia
Cognition
Communication
Diagnostic Imaging
History, 20th Century
History, 21st Century
Humans
Neurosciences
Psycholinguistics
M1  - Suppl 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2008
SN  - 0035-3787
2213-0004
SP  - S83-S90
ST  - Communication, langage et cerveau: Du passé antérieur au futur proche = Communication, language and the brain: From past anterior to near future
T2  - Revue Neurologique
TI  - Communication, langage et cerveau: Du passé antérieur au futur proche = Communication, language and the brain: From past anterior to near future
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-11744-007&site=ehost-live&scope=site
yves.joanette@umontreal.ca
VL  - 164
ID  - 204895
ER  - 


TY  - JOUR
AB  - Current neuroimaging and neurophysiologic techniques have substantially increased our possibilities to study processes related to various language functions in the intact human brain. Learning to read and write influences the functional organization of the brain. What is universal and what is specific in the languages of the world are important issues. Most studies on healthy bilinguals indicate that essentially the same neural mechanisms are used for first and second languages, albeit with some linguistic and cultural influences related to speech and writing systems, particularly between alphabetical and nonalphabetical languages. Proficiency, age of acquisition, and amount of exposure can affect the cerebral representations of the languages. Accumulating data support the important role of working memory for acquiring high proficiency in the reading of native and second languages. It is proposed that longitudinal studies on second language acquisition are essential and that the specific problems related to second language learning in dyslexic children should have high priority.
AD  - Wallenberg Neuroscience Center, Lund University, Sweden. Barbro.Johansson@med.lu.se
AN  - 17849207
AU  - Johansson, B. B.
DA  - Jun
DO  - 10.1007/s11881-006-0002-6
DP  - NLM
ET  - 2007/09/13
J2  - Annals of dyslexia
KW  - Adult
Cerebral Cortex/*physiopathology
Child
Child, Preschool
*Culture
Dominance, Cerebral/physiology
Dyslexia/*physiopathology
Humans
Infant
*Multilingualism
Music
Neuronal Plasticity/*physiology
Occipital Lobe/physiopathology
Phonetics
Psycholinguistics
Reading
Speech Perception/physiology
Temporal Lobe/physiopathology
Verbal Learning/physiology
Writing
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0736-9387 (Print)
0736-9387
SP  - 13-50
ST  - Cultural and linguistic influence on brain organization for language and possible consequences for dyslexia: a review
T2  - Ann Dyslexia
TI  - Cultural and linguistic influence on brain organization for language and possible consequences for dyslexia: a review
VL  - 56
ID  - 204530
ER  - 


TY  - JOUR
AB  - Learning to live with diabetes in such a way that the new conditions will be a normal and natural part of life imposes requirements on the person living with diabetes. Previous studies have shown that there is no clear picture of what and how the learning that would allow persons to incorporate the illness into their everyday life will be supported. The aim of this study is to describe the phenomenon of support for learning to live with diabetes to promote health and well-being, from the patient's perspective. Data were collected by interviews with patients living with type 1 or type 2 diabetes. The interviews were analysed using a reflective lifeworld approach. The results show that reflection plays a central role for patients with diabetes in achieving a new understanding of the health process, and awareness of their own responsibility was found to be the key factor for such a reflection. The constituents are responsibility creating curiosity and willpower, openness enabling support, technology verifying bodily feelings, a permissive climate providing for participation and exchanging experiences with others. The study concludes that the challenge for caregivers is to create interactions in an open learning climate that initiates and supports reflection to promote health and well-being.
AD  - Department of Health and Care Sciences, Faculty of Health and Life Science, Linnaeus University, Växjö, Sweden.
Department of Administration, Kronoberg County Council, Växjö, Sweden.
Primary Care, Region Kronoberg County Council, Växjö, Sweden; karin.johansson@kronoberg.se.
School of Health and Social Sciences, University Dalarna, Falun, Sweden.
Department of Medical Sciences, Uppsala University, Uppsala, Sweden.
School of Health and Education, University of Skövde, Skövde, Sweden.
AN  - 27539956
AU  - Johansson, K.
AU  - Österberg, S. A.
AU  - Leksell, J.
AU  - Berglund, M.
C2  - Pmc4990532
DO  - 10.3402/qhw.v11.31330
DP  - NLM
ET  - 2016/08/20
J2  - International journal of qualitative studies on health and well-being
KW  - *Adaptation, Psychological
Aged
*Attitude to Health
Awareness
Comprehension
Diabetes Mellitus, Type 1/*psychology
Diabetes Mellitus, Type 2/*psychology
Female
Health
Humans
*Learning
Male
Middle Aged
Quality of Life
Thinking
Diabetes
lifeworld
phenomenology
reflection
support for learning
well-being
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1748-2623 (Print)
1748-2623
SP  - 31330
ST  - Patients' experiences of support for learning to live with diabetes to promote health and well-being: A lifeworld phenomenological study
T2  - Int J Qual Stud Health Well-being
TI  - Patients' experiences of support for learning to live with diabetes to promote health and well-being: A lifeworld phenomenological study
VL  - 11
ID  - 204098
ER  - 


TY  - JOUR
AB  - Video technology is a potentially effective means to teach individuals with developmental disabilities (DD) about healthy eating. Research in this area, however, is relatively unexplored. This study developed and tested a video intervention to teach healthy eating to adults with DD. A 5-segment educational video, an accompanying workbook, and a facilitator guide were developed to teach basic healthy eating concepts to adults with DD. Twelve adults with DD took part in a 5-week educational program led by trained facilitators using the materials created. Pre- and posttests were used to measure knowledge gained from participating in the intervention. Seventy-five percent (n = 9) of participants improved their knowledge scores, 8% (n = 1) maintained residue knowledge, and 17% (n = 2) had a decrease in their score. Video instructions can be an effective intervention modality to increase knowledge in adults with DD about healthy eating. Key enablers identified for participants' knowledge gain included video content developed based on the learning need and cognitive level of intended users; program delivered by facilitators trained in effective teaching strategies; and engaging the participants' staff, family, and caregivers to provide ongoing reinforcement about healthy eating.
AD  - a Hamilton, ON.
AN  - 26066818
AU  - Johnson, C.
DA  - Sep
DO  - 10.3148/cjdpr-2014-002
DP  - NLM
ET  - 2015/06/13
J2  - Canadian journal of dietetic practice and research : a publication of Dietitians of Canada = Revue canadienne de la pratique et de la recherche en dietetique : une publication des Dietetistes du Canada
KW  - *Activities of Daily Living
Adult
Aged
Cognition Disorders/*etiology
Developmental Disabilities/*complications/physiopathology/psychology
Female
Group Processes
*Health Knowledge, Attitudes, Practice
*Health Promotion
Humans
Male
Middle Aged
*Nutrition Policy
Ontario
Patient Compliance
*Patient Education as Topic
Pilot Projects
Teaching Materials
Video Recording
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1486-3847 (Print)
1486-3847
SP  - 140-4
ST  - Development and Pilot Testing of a Healthy Eating Video-Supported Program for Adults with Developmental Disabilities
T2  - Can J Diet Pract Res
TI  - Development and Pilot Testing of a Healthy Eating Video-Supported Program for Adults with Developmental Disabilities
VL  - 75
ID  - 203939
ER  - 


TY  - JOUR
AB  - Assistive technologies can improve the quality of life of people diagnosed with different forms of social communication disorders. We report on the design and evaluation of an affective avatar aimed at engaging the user in a social interaction with the purpose of assisting in communication therapies. A human-avatar taxonomy is proposed to assist the design of affective avatars aimed at addressing social communication disorder. The avatar was evaluated with 30 subjects to assess how effectively it conveys the desired emotion and elicits empathy from the user. Results provide evidence that users become used to the avatar after a number of interactions, and they perceive the defined behavior as being logical. The users' interactions with the avatar entail affective reactions, including the mimic emotions that users felt, and establish a preliminary ground truth about prototypic empathic interactions with avatars that is being used to train learning algorithms to support social communication disorder evaluation.
AD  - University of Castilla-La Mancha, Spain.
University of Castilla-La Mancha, Spain; eSmile, Spain.
Universidad de Chile, Chile.
Centro de Investigación Científica y de Educación Superior de Ensenada (CICESE), Mexico.
AN  - 27694616
AU  - Johnson, E.
AU  - Hervás, R.
AU  - Gutiérrez López de la Franca, C.
AU  - Mondéjar, T.
AU  - Ochoa, S. F.
AU  - Favela, J.
DA  - Jun
DO  - 10.1177/1460458216661864
DP  - NLM
ET  - 2016/10/04
J2  - Health informatics journal
KW  - Adult
Affect
*Empathy
Female
Humans
Internet
Male
Quality of Life/psychology
Social Communication Disorder/complications/*psychology
User-Computer Interface
*Virtual Reality
*affective computing
*cognitive disabilities
*human–avatar interaction
*social communication disorder
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1460-4582
SP  - 182-193
ST  - Assessing empathy and managing emotions through interactions with an affective avatar
T2  - Health Informatics J
TI  - Assessing empathy and managing emotions through interactions with an affective avatar
VL  - 24
ID  - 204362
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To investigate the association of television viewing with educational and intellectual outcomes during adolescence and early adulthood. DESIGN: Prospective epidemiological study. SETTING: Families participating in the Children in the Community Study, a prospective longitudinal investigation, were interviewed at mean offspring ages 14, 16, and 22 years. PARTICIPANTS: A community-based sample of 678 families from upstate New York. MAIN EXPOSURES: Television viewing, attention difficulties, learning difficulties, and educational achievement during adolescence and early adulthood. MAIN OUTCOME MEASURES: The Disorganizing Poverty Interview and age-appropriate versions of the Diagnostic Interview Schedule for Children. RESULTS: Frequent television viewing during adolescence was associated with elevated risk for subsequent attention and learning difficulties after family characteristics and prior cognitive difficulties were controlled. Youths who watched 1 or more hours of television per day at mean age 14 years were at elevated risk for poor homework completion, negative attitudes toward school, poor grades, and long-term academic failure. Youths who watched 3 or more hours of television per day were the most likely to experience these outcomes. In addition, youths who watched 3 or more hours of television per day were at elevated risk for subsequent attention problems and were the least likely to receive postsecondary education. There was little evidence of bidirectionality in the association of television viewing with attention and learning difficulties. CONCLUSION: Frequent television viewing during adolescence may be associated with risk for development of attention problems, learning difficulties, and adverse long-term educational outcomes.
AD  - Department of Psychiatry, Columbia University College of Physicians and Surgeons and the New York State Psychiatric Institute, New York, NY 10032, USA. jjohnso@pi.cpmc.columbia.edu
AN  - 17485625
AU  - Johnson, J. G.
AU  - Cohen, P.
AU  - Kasen, S.
AU  - Brook, J. S.
DA  - May
DO  - 10.1001/archpedi.161.5.480
DP  - NLM
ET  - 2007/05/09
J2  - Archives of pediatrics & adolescent medicine
KW  - Adolescent
*Adolescent Behavior
Age Factors
Attention Deficit Disorder with Hyperactivity/*epidemiology/etiology
Educational Status
Health Surveys
Humans
Interviews as Topic
Learning
Learning Disabilities/*epidemiology/etiology
New York/epidemiology
Residence Characteristics
Risk Factors
Television/*statistics & numerical data
Time Factors
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1072-4710 (Print)
1072-4710
SP  - 480-6
ST  - Extensive television viewing and the development of attention and learning difficulties during adolescence
T2  - Arch Pediatr Adolesc Med
TI  - Extensive television viewing and the development of attention and learning difficulties during adolescence
VL  - 161
ID  - 203938
ER  - 


TY  - JOUR
AB  - A multiple-probe-across-behaviors design was used to evaluate the effectiveness of video prompts delivered on an iPod Touch to teach food-preparation skills to two high school students with autism spectrum disorders (ASD) and intellectual disability. The special education teacher implemented the procedure in the high school classroom. Student data are interpreted to conclude that video prompting on an iPod Touch was effective in increasing independent performance of both students. The special education teacher was able to implement the procedure with a high degree of fidelity without disrupting the ongoing instructional activities of the classroom. Teacher ratings of the acceptability and perceived effectiveness of the procedures suggested that teacher viewed video prompting on an iPod Touch as a practical, effective, and efficient strategy for teaching food-preparation skills to students with ASD and intellectual disability. (Contains 2 tables and 5 figures.)
AN  - EJ1015031
AU  - Johnson, Jesse W.
AU  - Blood, Erika
AU  - Freeman, Amy
AU  - Simmons, Karen
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
High School Students
Foods Instruction
Cooking Instruction
Video Technology
Prompting
Instructional Effectiveness
Handheld Devices
Educational Technology
Teaching Methods
Daily Living Skills
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 1088-3576
SP  - 147-158
ST  - Evaluating the Effectiveness of Teacher-Implemented Video Prompting on an iPod Touch to Teach Food-Preparation Skills to High School Students with Autism Spectrum Disorders
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Evaluating the Effectiveness of Teacher-Implemented Video Prompting on an iPod Touch to Teach Food-Preparation Skills to High School Students with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1015031&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357613476344
VL  - 28
ID  - 205200
ER  - 


TY  - THES
AB  - Students with significant developmental disabilities who engage in activities outside the classroom appear to have better post-school outcomes in the areas of employability, living skills, and independence. No research has examined whether functional independence was significantly different in graduates with autism spectrum disorder (ASD) who have and have not participated in community-based instruction (CBI) programs; however, because this information can support the outcomes of adults with ASD, this study used a quantitative post-test only, non-equivalent groups design to investigate the differences in functional independence between two groups of high school graduates with ASD and differentiated by CBI experience. As suggested in Kolb's experiential learning theory, tangible experiences, like CBI, help students make connections to the world beyond the classroom. Thus, the CBI group was expected to demonstrate greater functional independence, which was assessed by having caregivers complete an online demographic questionnaire and a mailed protocol of the Scales of Independent Behavior-Revised. The study drew on 134 participants, and an analysis of covariance was used to adjust for intellectual disability. The results showed a modest statistically significant difference in support scores between the two groups. However, the non-CBI group in this study functioned higher with less support needed. The findings demonstrate that attributes of specific programs serving individuals with ASD should be assessed to ensure that they produce positive post-school outcomes. This finding will significantly inform legislative, educational, and vocational decision-makers involved in these programs, promoting positive social change. [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  - Johnson, Temperance L.
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Autism
Pervasive Developmental Disorders
Community Based Instruction (Disabilities)
Program Effectiveness
Statistical Analysis
Skill Development
Daily Living Skills
High School Graduates
Experiential Learning
Relevance (Education)
Questionnaires
Scales of Independent Behavior
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2014
SN  - 978-1-303-80902-6
ST  - Community-Based Instruction and Differences in Functional Independence of Young Adults with Autism Spectrum Disorder
TI  - Community-Based Instruction and Differences in Functional Independence of Young Adults with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED567430&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:3615118
ID  - 205106
ER  - 


TY  - THES
AB  - Students with significant developmental disabilities who engage in activities outside the classroom appear to have better post-school outcomes in the areas of employability, living skills, and independence. No research has examined whether functional independence was significantly different in graduates with autism spectrum disorder (ASD) who have and have not participated in community-based instruction (CBI) programs; however, because this information can support the outcomes of adults with ASD, this study used a quantitative post-test only, non-equivalent groups design to investigate the differences in functional independence between two groups of high school graduates with ASD and differentiated by CBI experience. As suggested in Kolb's experiential learning theory, tangible experiences, like CBI, help students make connections to the world beyond the classroom. Thus, the CBI group was expected to demonstrate greater functional independence, which was assessed by having caregivers complete an online demographic questionnaire and a mailed protocol of the Scales of Independent Behavior-Revised. The study drew on 134 participants, and an analysis of covariance was used to adjust for intellectual disability. The results showed a modest statistically significant difference in support scores between the two groups. However, the non-CBI group in this study functioned higher with less support needed. The findings demonstrate that attributes of specific programs serving individuals with ASD should be assessed to ensure that they produce positive post-school outcomes. This finding will significantly inform legislative, educational, and vocational decision-makers involved in these programs, promoting positive social change. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2015-99040-433
AU  - Johnson, Temperance L.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - autism spectrum disorder
community-based instruction
intellectual disability
functional independence
young adults
Autism Spectrum Disorders
Communities
Classrooms
Developmental Disabilities
Teaching
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2015
SN  - 0419-4217
978-1-303-80902-6
ST  - Community-based instruction and differences in functional independence of young adults with Autism Spectrum Disorder
TI  - Community-based instruction and differences in functional independence of young adults with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-99040-433&site=ehost-live&scope=site
VL  - 75
ID  - 204899
ER  - 


TY  - JOUR
AB  - Context and issues: The introduction of individualised funding under the National Disability Insurance Scheme in Australia aimed to increase individual choice and control over how people received disability supports. An increase in the allied health disability workforce was anticipated; however, disability workforce sector reports have consistently indicated difficulties in attracting and retaining sufficient allied health staff to satisfy current and future demand. Autism spectrum disorder is the most prevalent primary diagnosis of participants receiving individualised funding to date and requires support staff to have specialised skills and experience. Given that overall staff attraction and retention issues are reported to be exacerbated in regional and remote areas of Australia, it is important to seek innovative ways of supporting individuals on the autism spectrum in their local communities. Technology has the potential to provide a timely and low-cost alternative that extends access to specialist services for people in remote locations. The current project aimed to identify the feasibility, essential requirements and potential barriers in delivering therapy support to regional and remote participants on the autism spectrum via video-conferencing technology. Lessons learned: A multidisciplinary team (speech pathologist, occupational therapist, psychologist and a special educator) were recruited and trained to deliver tele-therapy services to 16 participants on the autism spectrum, in collaboration with their families and local support teams. Participants resided in two northern, nine western and one southern regional area in New South Wales (NSW), Australia. There were three sets of siblings. One participant resided on remote Lord Howe Island off the coast of northern NSW. Researchers used semi-structured telephone interviews to gain insight into the program from key stakeholder groups including parents, education staff, allied health professionals and tele-therapists. A general inductive approach to data analysis was used under five project evaluation areas. The evaluation focused on five areas including: development of the tele-health delivery team, understanding the role of collaboration, examining the need for autism-specific support, establishing the need for in-person contact and identifying barriers to success. The project evaluation found that investment in staff training and support was key to building a competent tele-therapy team and delivering successful tele-therapy services under a sustainable model. For many families and support team members, collaboration was reported as an important part of the tele-therapy program, with families and teachers finding it helpful to work together with the same information. The evaluation confirmed that access to autism-specific knowledge and support was novel and regarded as beneficial for families and support teams living in regional and remote areas. There were mixed responses to the inclusion of in-person support as part of a tele-therapy service. While some families felt a tele-therapy service was no different to in-person services, other families and tele-therapists indicated that the addition of at least one in-person session would help to increase rapport. Barriers within the tele-therapy model included scheduling and local staff changes, as well as the delivery of intervention requiring physical support. Technology was not seen as a barrier in the current study. This research adds to the growing body of information supporting the use of tele-practice for geographically isolated regions. Ideally, tele-therapy should not replace in-person services; however, it is necessary when no other comparable service option is available locally. Larger scale research is needed to compare blended, online and in-person models so that an optimal ratio can be established.
AD  - Autism Spectrum Australia, Building 1, Level 2, 14 Aquatic Drive, Frenchs Forest, NSW 2086, Australia gjohnsson@autismspectrum.org.au.
Autism Spectrum Australia, Building 1, Level 2, 14 Aquatic Drive, Frenchs Forest, NSW 2086, Australia rkerslake@autismspectrum.org.au.
Autism Spectrum Australia, Building 1, Level 2, 14 Aquatic Drive, Frenchs Forest, NSW 2086, Australia scrook@autismspectrum.org.au.
AN  - 31474113
AU  - Johnsson, G.
AU  - Kerslake, R.
AU  - Crook, S.
DA  - Sep
DO  - 10.22605/rrh5358
DP  - NLM
ET  - 2019/09/03
J2  - Rural and remote health
KW  - Activities of Daily Living/*psychology
*Allied Health Personnel
Autism Spectrum Disorder/psychology/*therapy
Female
Health Services Accessibility
Humans
Male
New South Wales
Program Evaluation
Qualitative Research
Residence Characteristics
Rural Health Services/*organization & administration
Videoconferencing/*organization & administration
* Australia
* Ndis
* autism
* disability
* regional
* remote
* tele-practice
* tele-therapy
* video-conferencing
* workforce
*allied health
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1445-6354
SP  - 5358
ST  - Delivering allied health services to regional and remote participants on the autism spectrum via video-conferencing technology: lessons learned
T2  - Rural Remote Health
TI  - Delivering allied health services to regional and remote participants on the autism spectrum via video-conferencing technology: lessons learned
VL  - 19
ID  - 203846
ER  - 


TY  - JOUR
AB  - Objectives It is known that there are difficulties in recruiting and retaining practitioners in rural and remote communities and that access to support and professional development can be key in breaking this cycle. Technology provides a possible solution not only for increasing access to these opportunities, but also in building community capacity to support children with autism. The aim of the present study was to investigate the current learning and support needs within rural and remote professionals prior to setting up a model of support. Methods An online survey was used to gather information from service providers in rural and remote communities on their demographics, current skills and confidence in working with clients on the autism spectrum, current supervision and professional development, identified learning and support needs, and the availability and uptake of technology for accessing professional development. Results Respondents reported below average levels of perceived confidence and skills when working with children with autism, most notably children with challenging behaviour. Half the respondents do not currently attend supervision sessions, with only 15% receiving regular supervision (fortnightly or more often), and 66% of respondents had travelled more than 3h to access professional development workshops. The majority of participants had access to technology and over half had already used this for online training. Conclusion Overall, service providers in rural and remote areas are generally not currently meeting their needs in terms of frequency of supervision and professional development. The present needs analysis identifies key areas for learning, the ideal frequency of support and the acceptability of using technology to deliver this support. This information will guide future researchers in the development of an evidence-based model that will be accessible and meaningful to its participants. What is known about the topic? It is known that there are difficulties in recruiting and retaining practitioners in rural and remote communities and that access to support and professional development can be key in breaking this cycle, which may be triggered by geographical isolation. Technology-delivered intervention and support, also known as eHealth or Telehealth, has been used successfully in the disability sector for medical rehabilitation, direct intervention, employment support and support groups, but there is little evidence as to how technology is received by and implemented with disability and mainstream service providers supporting children with autism living in remote regions. What does this paper add? This paper provides an insight into the current skills and confidence of a broad range of service providers, including educators, allied health therapists and therapy and community support workers, in working with children with autism. This paper also investigates the experience, feasibility and potential uptake of a technology-driven program of support and professional development in rural and remote Australia. Finally, this paper provides an insight into the desired frequency of training and support, as well as identified learning support needs. What are the implications for practitioners? These findings have and will continue to guide practitioners in the development of an evidence-based, technology-driven model of supporting rural and remote staff working with children with autism. Technology has the potential to provide practitioners in geographically isolated areas with access to more responsive, collaborative and individualised professional support and training. Such practice may improve the skills of practitioners and the level of support they can provide their clients with autism, with the added potential of increasing staff retention in rural and remote areas of Australia.
AD  - Autism Spectrum Australia, Building 1, Level 2, 14 Aquatic Drive, Frenchs Forest, NSW 2086, Australia. Email: ;
AN  - 27890046
AU  - Johnsson, G.
AU  - Kerslake, R.
AU  - Crook, S.
AU  - Cribb, C.
DA  - Dec
DO  - 10.1071/ah16132
DP  - NLM
ET  - 2016/11/29
J2  - Australian health review : a publication of the Australian Hospital Association
KW  - Adult
Autistic Disorder/therapy
Child
*Computer-Assisted Instruction
*Disabled Persons/statistics & numerical data
Female
Health Services Needs and Demand/statistics & numerical data
Humans
Male
Middle Aged
*Needs Assessment
New South Wales
Rural Health Services/*statistics & numerical data
Surveys and Questionnaires
Young Adult
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0156-5788 (Print)
0156-5788
SP  - 693-697
ST  - Investigation of training and support needs in rural and remote disability and mainstream service providers: implications for an online training model
T2  - Aust Health Rev
TI  - Investigation of training and support needs in rural and remote disability and mainstream service providers: implications for an online training model
VL  - 41
ID  - 204005
ER  - 


TY  - JOUR
AB  - There is growing evidence that using e-learning and digital gaming technology can support students in their learning. An international project, Continuing/Higher Education in Research Methods Using Games, funded by the European Commission's Lifelong Learning Programme and led by a team at the University of the West of Scotland, aims to develop interactive activities and games to support nursing and social science students. This article looks at the scope of the project in helping to deliver nurse education.
AD  - School of Health, Nursing and Midwifery, University of the West of Scotland (UWS), Paisley. brian.johnston@uws.ac.uk
AN  - 23556215
AU  - Johnston, B.
AU  - Boyle, L.
AU  - MacArthur, E.
AU  - Manion, B. F.
DA  - Mar 13
DO  - 10.7748/ns2013.03.27.28.35.s9612
DP  - NLM
ET  - 2013/04/06
J2  - Nursing standard (Royal College of Nursing (Great Britain) : 1987)
KW  - Cognition
Education, Nursing/*organization & administration
Evidence-Based Nursing
Humans
Task Performance and Analysis
United Kingdom
LA  - eng
M1  - 28
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0029-6570 (Print)
0029-6570
SP  - 35-8
ST  - The role of technology and digital gaming in nurse education
T2  - Nurs Stand
TI  - The role of technology and digital gaming in nurse education
VL  - 27
ID  - 204346
ER  - 


TY  - RPRT
AB  - As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but that students' responsiveness varies. A critical part of individualizing reading instruction for students with disabilities is the reliable assessment of progress and mastery of reading skills. However, assessment of many students with ID and students with ASD is challenging because of attention, behavioral, and communication issues related to testing situation; therefore, obtaining consistent results often proves to be a difficult task. We hypothesized that alternate assessment presentation formats, as a testing accommodation, would improve the reliability, validity, and consistency of assessment performance. In this study, three different presentation formats--word lists, flash cards, and PowerPoint presentation--were used when administering proximal, curriculum-based reading assessments to determine whether a particular format increased student engagement, reduced the need for prompts, and increased accuracy of identifying known items on the test. While statistical analyses did not support the hypothesis of a format by student effect, visual analysis of the data did suggest that the number of prompts required varied by student as a function of assessment format. Most noteworthy, assessment reliability, estimated with generalizability theory, indicated that reliability increased as a function of format by student. [This is the online version of an article published in "Focus on Autism and Other Developmental Disabilities."]
AU  - Jones, Francesca G.
AU  - Gifford, Diane
AU  - Yovanoff, Paul
AU  - Al Otaiba, Stephanie
AU  - Levy, Dawn
AU  - Allor, Jill
DB  - ERIC
DP  - EBSCOhost
J2  - Grantee Submission
KW  - Alternative Assessment
Intellectual Disability
Progress Monitoring
Autism
Pervasive Developmental Disorders
Reading Instruction
Behavior Problems
Testing Accommodations
Word Lists
Visual Aids
Computer Software
Computer Assisted Testing
Children
Down Syndrome
Cues
Prompting
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Grantee Submission
PY  - 2018
RP  - ERIC EbscoHost Literature Search August 25, 2020
ST  - Alternate Assessment Formats for Progress Monitoring Students with Intellectual Disabilities and below Average IQ: An Exploratory Study
TI  - Alternate Assessment Formats for Progress Monitoring Students with Intellectual Disabilities and below Average IQ: An Exploratory Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED586421&site=ehost-live&scope=site
https://doi.org/10.1177/1088357618762749
ID  - 205084
ER  - 


TY  - JOUR
AB  - As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but that students' responsiveness varies. A critical part of individualizing reading instruction for students with disabilities is the reliable assessment of progress and mastery of reading skills. However, assessment of many students with ID and students with ASD is challenging because of attention, behavioral, and communication issues related to testing situation; therefore, obtaining consistent results often proves to be a difficult task. We hypothesized that alternate assessment presentation formats, as a testing accommodation, would improve the reliability, validity, and consistency of assessment performance. In this study, three different presentation formats--word lists, flash cards, and PowerPoint presentation--were used when administering proximal, curriculum-based reading assessments to determine whether a particular format increased student engagement, reduced the need for prompts, and increased accuracy of identifying known items on the test. While statistical analyses did not support the hypothesis of a format by student effect, visual analysis of the data did suggest that the number of prompts required varied by student as a function of assessment format. Most noteworthy, assessment reliability, estimated with generalizability theory, indicated that reliability increased as a function of format by student. [For the corresponding grantee submission, see ED586421.]
AN  - EJ1206347
AU  - Jones, Francesca G.
AU  - Gifford, Diane
AU  - Yovanoff, Paul
AU  - Al Otaiba, Stephanie
AU  - Levy, Dawn
AU  - Allor, Jill
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Alternative Assessment
Intellectual Disability
Progress Monitoring
Autism
Pervasive Developmental Disorders
Reading Instruction
Behavior Problems
Testing Accommodations
Word Lists
Visual Aids
Computer Software
Computer Assisted Testing
Children
Down Syndrome
Cues
Prompting
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1088-3576
SP  - 41-51
ST  - Alternate Assessment Formats for Progress Monitoring Students with Intellectual Disabilities and below Average IQ: An Exploratory Study
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Alternate Assessment Formats for Progress Monitoring Students with Intellectual Disabilities and below Average IQ: An Exploratory Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1206347&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357618762749
VL  - 34
ID  - 205085
ER  - 


TY  - JOUR
AB  - BACKGROUND: Clinical trials and observational data have variously shown a protective, harmful or neutral effect of antihypertensives on cognitive function. In theory, withdrawal of antihypertensives could improve cerebral perfusion and reduce or delay cognitive decline. However, it is also plausible that withdrawal of antihypertensives may have a detrimental effect on cognition through increased incidence of stroke or other vascular events. OBJECTIVES: To assess the effects of complete withdrawal of at least one antihypertensive medication on incidence of dementia, cognitive function, blood pressure and other safety outcomes in cognitively intact and cognitive impaired adults. SEARCH METHODS: We searched ALOIS, the specialised register of the Cochrane Dementia and Cognitive Improvement Group, with additional searches conducted in MEDLINE, Embase, PsycINFO, CINAHL, LILACS, Web of Science Core Collection, ClinicalTrials.gov and the World Health Organization Portal/ICTRP on 12 December 2015. There were no language or date restrictions applied to the electronic searches, and no methodological filters were used to restrict the search. SELECTION CRITERIA: We included randomised controlled trials (RCTs) and controlled clinical trials (CCTs) provided they compared withdrawal of antihypertensive medications with continuation of the medications and included an outcome measure assessing cognitive function or a clinical diagnosis of dementia. We included studies with healthy participants, but we also included studies with participants with all grades of severity of existing dementia or cognitive impairment. DATA COLLECTION AND ANALYSIS: Two review authors examined titles and abstracts of citations identified by the search for eligibility, retrieving full texts where needed to identify studies for inclusion, with any disagreement resolved by involvement of a third author. Data were extracted independently on primary and secondary outcomes. We used standard methodological procedures expected by Cochrane.The primary outcome measures of interest were changes in global and specific cognitive function and incidence of dementia; secondary outcomes included change in systolic and diastolic blood pressure, mortality, adverse events (including cardiovascular events, hospitalisation and falls) and adherence to withdrawal. The quality of the evidence was evaluated using the GRADE approach. MAIN RESULTS: We included two RCTs investigating withdrawal of antihypertensives in 2490 participants. There was substantial clinical heterogeneity between the included studies, therefore we did not combine data for our primary outcome. Overall, the quality of included studies was high and the risk of bias was low. Neither study investigated incident dementia.One study assessed withholding previously prescribed antihypertensive drugs for seven days following acute stroke. Cognition was assessed using telephone Mini-Mental State Examination (t-MMSE) and Telephone Interview for Cognitive Status (TICS-M) at 90 days as a secondary outcome. The t-MMSE score was a mean of 1.0 point higher in participants who withdrew antihypertensive medications compared to participants who continued them (95% confidence interval (CI) 0.35 to 1.65; 1784 participants) and the TICS-M was a mean of 2.10 points higher (95% CI 0.69 to 3.51; 1784 participants). However, in both cases the evidence was of very low quality downgraded due to risk of bias, indirectness and evidence from a single study. The other study was community based and included participants with mild cognitive impairment. Drug withdrawal was for 16 weeks. Cognitive performance was assessed using a composite of at least five out of six cognitive tests. There was no evidence of a difference comparing participants who withdrew antihypertensive medications and participants who continued (mean difference 0.02 points, 95% CI -0.19 to 0.21; 351 participants). This evidence was of low quality and was downgraded due to risk of bias and evidence from single study.In one study, the systolic blood pressure after seven days of withdrawal was 9.5 mmHg higher in the intervention compared to the control group (95% CI 7.43 to 11.57; 2095 participants) and diastolic blood pressure was 5.1 mmHg higher (95% CI 3.86 to 6.34; 2095 participants). This evidence was low quality, downgraded due to indirectness, because the data must be interpreted in the context of the wider study looking at glyceryl trinitrate administration or not, and evidence from a single study. In the other study, systolic blood pressure increased by 7.4 mmHg in the withdrawal group compared to the control group (95% CI 7.08 to 7.72; 356 participants) and diastolic blood pressure increased by 2.6 mmHg (95% CI 2.42 to 2.78; 356 participants). This was moderate quality evidence, downgraded as evidence was from a single study. We combined data for mortality and cardiovascular events. There was no clear evidence that antihypertensive medication withdrawal affected adverse events, although there was a possible trend to increased cardiovascular events in the large post-stroke study (pooled mortality risk ratio 0.88, 95% CI 0.72 to 1.08; 2485 participants; and cardiovascular events risk ratio 1.29, 95% CI 0.96 to 1.72). Certain prespecified outcomes of interest (falls, hospitalisation) were not reported. AUTHORS' CONCLUSIONS: The effects of withdrawing antihypertensive medications on cognition or prevention of dementia are uncertain. There was a signal of a positive effect in one study looking at withdrawal after acute stroke but these results are unlikely to be generalisable to non-stroke settings and were not a primary outcome of the study. Withdrawing antihypertensive drugs was associated with increased blood pressure. It is unlikely to increase mortality at three to four months' follow-up, although there was a signal from one large study looking at withdrawal after stroke that withdrawal was associated an increase in cardiovascular events.
AD  - Department of Neurology, Academic Medical Centre, University of Amsterdam, Meibergdreef 9, Amsterdam, Netherlands, 1105 AZ.
AN  - 27802359
AU  - Jongstra, S.
AU  - Harrison, J. K.
AU  - Quinn, T. J.
AU  - Richard, E.
C2  - PMC6465000 Institute for Health Research (NIHR) grant conducting a feasibility study of antihypertensive withdrawal for people with dementia, jointly run by the University of Nottingham and the University of Leicester. TQ has no known conflicts of interest. ER has no known conflicts of interest.
DA  - Nov 1
DO  - 10.1002/14651858.CD011971.pub2
DP  - NLM
ET  - 2016/11/02
J2  - The Cochrane database of systematic reviews
KW  - Adult
*Antihypertensive Agents
Blood Pressure/physiology
Cognition/drug effects
Cognitive Dysfunction/*prevention & control
Dementia/prevention & control
Humans
Randomized Controlled Trials as Topic
Stroke
Time Factors
*Withholding Treatment
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1361-6137
SP  - Cd011971
ST  - Antihypertensive withdrawal for the prevention of cognitive decline
T2  - Cochrane Database Syst Rev
TI  - Antihypertensive withdrawal for the prevention of cognitive decline
VL  - 11
ID  - 204265
ER  - 


TY  - JOUR
AB  - Background: Young adults with autism spectrum disorder (ASD) are at increased risk for a sedentary lifestyle and its associated health problems. In neurotypical (NT) individuals, social participation and enjoyment are related to physical activity engagement. Exergaming has been shown to increase energy expenditure compared to traditional video games and is an effective option for community-based recreation.Methods: We measured physiological and psychological responses of young adults with ASD to exergaming under varying conditions and sought to determine whether playing alone versus with a partner influenced physical activity level and/or experience in NT young adults (n = 18) and those with ASD (n = 18).Results: Both ASD and NT groups experienced high enjoyment and perceived exertion while exergaming. Perceived exertion was moderated by enjoyment when young adults with ASD played with a partner, reporting less effort despite actually expending more energy.Conclusion: Social interaction may lead to increased intensity and duration of physical activity for individuals with ASD. Exergaming is a socially acceptable and age-appropriate exercise modality for this group and likely represents a cost-effective and accessible way to incorporate physical activity and social interaction into their daily lives. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Jozkowski, Amanda C.
AN  - 2019-07721-001
AU  - Jozkowski, Amanda C.
AU  - Cermak, Sharon A.
DB  - APA PsycInfo
DO  - 10.1080/20473869.2019.1567091
DP  - EBSCOhost
KW  - Disease prevention
fitness
occupational therapy
participation
motivation
technology
videogames
No terms assigned
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 2047-3869
2047-3877
ST  - Moderating effect of social interaction on enjoyment and perception of physical activity in young adults with autism spectrum disorders
T2  - International Journal of Developmental Disabilities
TI  - Moderating effect of social interaction on enjoyment and perception of physical activity in young adults with autism spectrum disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-07721-001&site=ehost-live&scope=site
ORCID: 0000-0001-5043-0381
ajozkowski@towson.edu
ID  - 204975
ER  - 


TY  - JOUR
AB  - RATIONALE: Stimulation of nicotinic cholinergic systems has been shown to alleviate ADHD symptoms and to improve cognitive performance. AZD1446 is a selective α4β2* nicotinic acetylcholine receptor agonist with potential effect on the symptoms of ADHD. OBJECTIVES: The purpose of this study is to evaluate the efficacy, safety, and pharmacokinetics of AZD1446 in adults with ADHD treated for 2 weeks. METHOD: This was a randomized, double-blind, placebo-controlled crossover trial. Participants were 79 adults with ADHD, grouped according to their use of nicotine-containing products. Nicotine non-users received placebo and two of three AZD1446 treatment regimens (80 mg tid, 80 mg qd, 10 mg tid). Nicotine users received placebo, AZD1446 80 mg tid and 80 mg qd. Efficacy measures included the Conners' Adult ADHD Rating Scale and cognitive measures of immediate and delayed verbal episodic memory, learning, attention, working memory, executive functioning, and spatial problem solving (CogState computerized test battery). RESULTS: There was no significant effect of AZD1446 on any of the clinical scores irrespective of dose, schedule, or concomitant use of nicotine products. A statistically significant improvement was seen on the Groton Maze Learning Task, a measure of executive functioning, in nicotine non-users after treatment with AZD1446 80 mg qd. CONCLUSIONS: AZD1446 was well tolerated, but did not significantly improve ADHD symptoms after 2 weeks of treatment compared to placebo. While the present study does not support the therapeutic utility of AZD1446 in ADHD, its potential pro-cognitive effects remain to be explored in other neuropsychiatric disorders.
AD  - AstraZeneca R&D, Södertälje, Sweden, aurelija.jucaite@ki.se.
AN  - 23640072
AU  - Jucaite, A.
AU  - Öhd, J.
AU  - Potter, A. S.
AU  - Jaeger, J.
AU  - Karlsson, P.
AU  - Hannesdottir, K.
AU  - Boström, E.
AU  - Newhouse, P. A.
AU  - Paulsson, B.
C2  - Pmc3838503
C6  - Nihms500051
DA  - Mar
DO  - 10.1007/s00213-013-3116-7
DP  - NLM
ET  - 2013/05/04
J2  - Psychopharmacology
KW  - Adult
Attention Deficit Disorder with Hyperactivity/blood/complications/*drug therapy
Bridged Bicyclo Compounds, Heterocyclic/adverse
effects/pharmacokinetics/*therapeutic use
Cognition/drug effects
Cross-Over Studies
Dose-Response Relationship, Drug
Double-Blind Method
Female
Humans
Male
Middle Aged
Neuropsychological Tests
Nicotinic Agonists/adverse effects/pharmacokinetics/*therapeutic use
Psychiatric Status Rating Scales
Receptors, Nicotinic/metabolism
Time Factors
Tobacco Use Disorder/blood/complications
Treatment Outcome
Young Adult
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0033-3158 (Print)
0033-3158
SP  - 1251-65
ST  - A randomized, double-blind, placebo-controlled crossover study of α4β 2* nicotinic acetylcholine receptor agonist AZD1446 (TC-6683) in adults with attention-deficit/hyperactivity disorder
T2  - Psychopharmacology (Berl)
TI  - A randomized, double-blind, placebo-controlled crossover study of α4β 2* nicotinic acetylcholine receptor agonist AZD1446 (TC-6683) in adults with attention-deficit/hyperactivity disorder
VL  - 231
ID  - 204631
ER  - 


TY  - JOUR
AB  - Background: Children with autism spectrum disorder (ASD) may exhibit delayed play skills or repetitive play and have difficulty engaging in spontaneous play with peers. Method: A multiple-probe design across participants was used to investigate the effectiveness of a video modelling intervention and the use of children's special interests on their engagement with games and with peers for kindergarten children with ASD. Results: Results indicated that all three children with ASD demonstrated increased engagement with the games and social engagement with their peers. Inappropriate behaviour decreased with the intervention. The effects were maintained during the follow-up and generalised to a novel game. Social validity data indicated that the study was meaningful and the intervention was feasible and effective. Conclusion: Future research should focus on designing play skills interventions that serve to motivate both children with ASD and their typically developing peers in order to promote more spontaneous and interactive play among them.
AN  - EJ1189448
AU  - Jung, Sunhwa
AU  - Sainato, Diane M.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Instruction
Teaching Methods
Educational Games
Young Children
Kindergarten
Autism
Pervasive Developmental Disorders
Student Interests
Video Technology
Play
Interpersonal Competence
Skill Development
Modeling (Psychology)
Outcomes of Education
Learner Engagement
Behavior Change
Intervention
Interaction
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1469-9532
SP  - 198-212
ST  - Teaching Games to Young Children with Autism Spectrum Disorder Using Special Interests and Video Modelling
T2  - Journal of Intellectual & Developmental Disability
TI  - Teaching Games to Young Children with Autism Spectrum Disorder Using Special Interests and Video Modelling
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1189448&site=ehost-live&scope=site
http://dx.doi.org/10.3109/13668250.2015.1027674
VL  - 40
ID  - 205344
ER  - 


TY  - JOUR
AB  - Students with developmental disabilities may not have the necessary skills or the same opportunities to access multimedia-based leisure materials as their typical peers. Portable multimedia devices such as the iPod Touch[R] may provide them with a useful tool for accessing age-appropriate leisure material. The present study examined the feasibility of teaching 3 students with developmental disabilities to independently operate an iPod to watch age-appropriate entertainment videos. A delayed multiple-probe design across participants was implemented with baseline, intervention, fading, and follow-up phases. Video modeling and least-to-most response prompting were successfully used to teach these 3 students to operate an iPod Touch[R] to watch preferred videos without adult assistance. The results complement previous findings supporting the use of video modeling as an instructional strategy and add to the literature by using portable multimedia devices as assistive technology for teaching an age-appropriate leisure skill.
AN  - EJ917103
AU  - Kagohara, Debora M.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Educational Technology
Assistive Technology
Handheld Devices
Models
Prompting
Films
Video Technology
Teaching Methods
Leisure Time
Multimedia Materials
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 1053-0819
SP  - 33-43
ST  - Three Students with Developmental Disabilities Learn to Operate an iPod to Access Age-Appropriate Entertainment Videos
T2  - Journal of Behavioral Education
TI  - Three Students with Developmental Disabilities Learn to Operate an iPod to Access Age-Appropriate Entertainment Videos
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ917103&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10864-010-9115-4
VL  - 20
ID  - 205387
ER  - 


TY  - JOUR
AB  - How is public opinion towards nanotechnology likely to evolve? The 'familiarity hypothesis' holds that support for nanotechnology will likely grow as awareness of it expands. The basis of this conjecture is opinion polling, which finds that few members of the public claim to know much about nanotechnology, but that those who say they do are substantially more likely to believe its benefits outweigh its risks. Some researchers, however, have avoided endorsing the familiarity hypothesis, stressing that cognitive heuristics and biases could create anxiety as the public learns more about this novel science. We conducted an experimental study aimed at determining how members of the public would react to balanced information about nanotechnology risks and benefits. Finding no support for the familiarity hypothesis, the study instead yielded strong evidence that public attitudes are likely to be shaped by psychological dynamics associated with cultural cognition.
AN  - 19197308
AU  - Kahan, D. M.
AU  - Braman, D.
AU  - Slovic, P.
AU  - Gastil, J.
AU  - Cohen, G.
DA  - Feb
DO  - 10.1038/nnano.2008.341
DP  - NLM
ET  - 2009/02/07
J2  - Nature nanotechnology
KW  - Association
Awareness
*Culture
Diffusion of Innovation
Generalization, Psychological
Humans
Information Dissemination
Nanotechnology/economics/ethics/*trends
Observer Variation
*Public Opinion
Research Support as Topic/statistics & numerical data/trends
Risk Assessment/statistics & numerical data
*Set, Psychology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1748-3387
SP  - 87-90
ST  - Cultural cognition of the risks and benefits of nanotechnology
T2  - Nat Nanotechnol
TI  - Cultural cognition of the risks and benefits of nanotechnology
VL  - 4
ID  - 204260
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To better understand hazard awareness abilities among traumatic brain injury (TBI) survivors of which little is currently known. TBI survivors express degradation in driving abilities, particularly the proactive strategy in which indicators of potentially hazardous situations are sought and identified. The current study examined differences in hazard awareness learning between TBI survivors and noninjured control individuals matched for age and driving experience. METHOD: Forty individuals equally divided among the 2 groups were assessed by exposure to repetitive video-based hazard scenarios, which have been shown to improve hazard awareness in noninjured individuals. Differences in participants' eye movements and behavioral response while watching video clips of genuine traffic scenes were recorded. RESULTS: Although survivors of TBI demonstrated relatively intact hazard awareness abilities under baseline conditions, they failed to learn from repetitive presentation of the same hazardous situation (i.e., they did not improve hazard detection) and thus failed to adjust their scanning and behavioral reaction (e.g., time to reaction, adapt of scanning behavior). Differences were more prominent for hidden hazards. Our results show impoverished anticipation abilities in driving simulation tasks performed in the subacute recovery phase after TBI and that differences in materialized hazards awareness are distinguishable between TBI survivors and noninjured drivers of similar age and driving experience. CONCLUSIONS: Our findings signal the need for further research to clarify the relationship between TBI and hazard awareness training that might be supportive of driving rehabilitation after TBI. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
AD  - Department of Psychology.
Department of Industrial Engineering and Management.
Loewenstein Hospital.
AN  - 31804104
AU  - Kahana-Levy, N.
AU  - Vakil, E.
AU  - Borowsky, A.
AU  - Sacher, Y.
DA  - Feb
DO  - 10.1037/neu0000604
DP  - NLM
ET  - 2019/12/06
J2  - Neuropsychology
KW  - Adult
Aged
*Automobile Driving
*Awareness
Brain Injuries, Traumatic/*physiopathology/psychology
Eye Movement Measurements
Eye Movements
Female
Humans
Male
Middle Aged
Reaction Time
Video Recording
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0894-4105
SP  - 199-210
ST  - Traumatic brain injury hinders learning of road hazard awareness by repeated exposure to video-based hazards
T2  - Neuropsychology
TI  - Traumatic brain injury hinders learning of road hazard awareness by repeated exposure to video-based hazards
VL  - 34
ID  - 204562
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To investigate changes in attitudes, resources, and practices of general practitioners (GPs) toward evaluating medical fitness to drive (MFTD) following the publication of national guidelines and an extensive educational programme in traffic medicine. METHOD: Postal questionnaire survey to GPs (n = 1,000) in November 2013. RESULTS: The final response rate was 46%. GPs are confident (57%) or very confident (14%) in assessing MFTD. There is a high awareness of the new Irish guidelines, with 86% of GPs using them for assistance in assessing MFTD. GPs are divided as to whether GPs (49%) or practitioners specially trained to assess MFTD (44%) should be primarily responsible for assessing MFTD. GPs expressed interest in traffic medicine educational programs, most notably a resource pack for continuous medical education (CME) Small Group learning (87%), MFTD software (71%), and an online moodle (68%). Many (68%) remain concerned about their liability in regard to MFTD assessments. CONCLUSION: Irish GPs are confident in assessing MFTD and show a high level of awareness of the new guidelines. There is a clear interest among GPs in further educational supports and training in traffic medicine, particularly MFTD assessments.
AD  - a National Programme Office for Traffic Medicine, Royal College of Physicians of Ireland , Dublin , Ireland.
AN  - 25357143
AU  - Kahvedžić, A.
AU  - McFadden, R.
AU  - Cummins, G.
AU  - Carr, D.
AU  - O'Neill, D.
DO  - 10.1080/15389588.2014.979408
DP  - NLM
ET  - 2014/10/31
J2  - Traffic injury prevention
KW  - Adult
*Attitude of Health Personnel
Automobile Driving/*legislation & jurisprudence
Awareness
*Education, Medical, Continuing
Female
General Practitioners/*education/*psychology/statistics & numerical data
*Guidelines as Topic
Humans
Ireland
Male
Middle Aged
Practice Patterns, Physicians'
Self Efficacy
Surveys and Questionnaires
assessment
education programs
general practitioners
guidelines
medical fitness to drive
safety
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1538-9588
SP  - 593-8
ST  - Impact of new guidelines and educational program on awareness of medical fitness to drive among general practitioners in Ireland
T2  - Traffic Inj Prev
TI  - Impact of new guidelines and educational program on awareness of medical fitness to drive among general practitioners in Ireland
VL  - 16
ID  - 204584
ER  - 


TY  - JOUR
AB  - There is a tendency to exclude people with intellectual disabilities from participating in research about their own lives. While the use of participatory research approaches is increasing, the methods used for engaging people with intellectual disabilities in research are generally limited to interviews and focus groups. Yet a focus on the spoken or written word can present a challenge for those who may prefer to use alternative forms of communication. The purpose of this article is to share the methodological insights gained from a visual ethnographic study that sought to explore the experiences of people with intellectual disabilities engaged in nature based (or "green care") therapeutic interventions for health and well-being. If used within carefully negotiated relationships, we suggest that video can be an empowering visual medium for doing research that can help to elicit the experiences of people with intellectual disabilities firsthand, without having to rely on the views and perspectives of other people.
AD  - 1 Lancaster University, Bailrigg, UK.
AN  - 30520345
AU  - Kaley, A.
AU  - Hatton, C.
AU  - Milligan, C.
DA  - Jun
DO  - 10.1177/1049732318811704
DP  - NLM
ET  - 2018/12/07
J2  - Qualitative health research
KW  - *Anthropology, Cultural
Communication
Disabled Persons/*psychology
Humans
*Intellectual Disability
Interviews as Topic
Longitudinal Studies
Observation
Qualitative Research
United Kingdom
*Video Recording
*United Kingdom
*disability
*disabled persons
*learning disability
*methodology
*qualitative
*research evaluation
*video method
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1049-7323 (Print)
1049-7323
SP  - 931-943
ST  - More Than Words: The Use of Video in Ethnographic Research With People With Intellectual Disabilities
T2  - Qual Health Res
TI  - More Than Words: The Use of Video in Ethnographic Research With People With Intellectual Disabilities
VL  - 29
ID  - 204398
ER  - 


TY  - JOUR
AB  - Health professionals acknowledge that their education does not prepare them for teaching. However, society's increasingly high expectations of them demand that they be taught teaching techniques/skills and trained effectively. Microteaching is a teaching-simulation exercise that will provide immediate supportive feedback. It can be useful in honing soft emotional intelligence skills, presentation skills, and interpersonal skills. This focused approach encourages growth through practice and critique. The "teach, critique, reteach" model gives the faculty member immediate feedback and increases retention by providing an opportunity to learn good teaching values.
AD  - Department of Oral Pathology and Microbiology, Career Post Graduate Institute of Dental Sciences and Hospital , C-1111, Indiranagar, Lucknow 226016, Uttar Pradesh, India. malskam@gmail.com
AN  - 21045230
AU  - Kamboj, M.
AU  - Kamboj, P.
AU  - George, J.
AU  - Jha, U. K.
DA  - Nov
DP  - NLM
ET  - 2010/11/04
J2  - Journal of dental education
KW  - Cognition
Communication
Emotional Intelligence
*Faculty, Dental
Feedback
Humans
Interpersonal Relations
Motivation
Problem-Based Learning
Professional Competence
Psychomotor Performance
Self-Assessment
Self-Evaluation Programs
Students, Dental
Teaching/*methods
Teaching Materials
Video Recording
Voice
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0022-0337
SP  - 1243-4
ST  - Microteaching in dental education
T2  - J Dent Educ
TI  - Microteaching in dental education
VL  - 74
ID  - 204536
ER  - 


TY  - JOUR
AB  - We investigated a participatory design of rehabilitation technology for people with disabilities. Conventionally, rehabilitation technology is designed through the collaboration of medical experts and professional engineers. Potential users of the technology are introduced only at the testing stage after the proof of concept has been established and working prototypes have been constructed, leading to insufficient scope for modification. However, rehabilitation technology that does not address the needs of people often results in decreased efficacy and its eventual nonuse. In our study, we used action research to guide the development of rehabilitation technology. People with disabilities were invited to participate in designing the assistive technology at the outset of the project and played the role of experts in living with disabilities. They acted as resources and assets in the process of developing and validating the technology. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Chang, Yao-Jen
AN  - 2018-10431-001
AU  - Kang, Ya-Shu
AU  - Chang, Yao-Jen
DB  - APA PsycInfo
DO  - 10.1007/s11213-018-9449-8
DP  - EBSCOhost
KW  - Rehabilitation
Disabilities
Technology
Action research
Service learning
Participatory design
Social inclusion
Engineering ethics
Assistive Technology
Computer Assisted Instruction
Learning Disabilities
Collaborative Learning
Games
Voice
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 1094-429X
1573-9295
SP  - 1-12
ST  - Sharing the voice and experience of our community members with significant disabilities in the development of rehabilitation games
T2  - Systemic Practice and Action Research
TI  - Sharing the voice and experience of our community members with significant disabilities in the development of rehabilitation games
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-10431-001&site=ehost-live&scope=site
yjchang@cycu.edu.tw
yashu@cycu.edu.tw
VL  - 32
ID  - 205018
ER  - 


TY  - JOUR
AB  - BACKGROUND: Little is known about the actual impact of the schooling experience on adolescents with specific learning disability (SpLD). AIMS: To analyze the recollections of adolescents with SpLD who were undergoing education in regular mainstream schools. SETTINGS AND DESIGN: Prospective interview-based study conducted in our clinic. MATERIALS AND METHODS: Adolescents' responses to a semi-structured interview were audio-taped, transcribed verbatim and interpreted by content analysis. The number of participants was determined by 'saturation sampling,' resulting in a total of 30 adolescents. RESULTS: Twelve (40%) adolescents had 'overall' neutral recollections, 9 (30%) had 'overall' positive recollections and 9 (30%) had 'overall' negative recollections about having SpLD during their schooling. Fourteen (46.7%) adolescents stated 'getting provisions' as good features, whereas 7 (23.3%) stated 'feeling different from classmates' and 6 (20%) stated 'being teased by classmates about their disability' as bad features of having SpLD. Nineteen (63.3%) adolescents remembered classroom teachers being supportive, while 7 (23.3%) remembered being insulted by them. Of the 21 adolescents who had undergone remedial education, only 10 (47.6%) acknowledged that it had benefited them. Twenty-one (70%) adolescents stated that availing provisions helped in getting better marks in examinations. Ten (33.3%) adolescents had negative recollections about their parents' behavior in relation to their disability. Twenty (66.7%) adolescents wanted changes in their school to help students with SpLD. CONCLUSION: Improving the knowledge of classroom teachers, classmates and family members about SpLD and about the rationale of provisions will help reduce the unpleasant experiences students with SpLD undergo during their schooling years.
AD  - Learning Disability Clinic, Department of Pediatrics, Lokmanya Tilak Municipal Medical College and General Hospital, Mumbai, India. karandesunil@yahoo.com
AN  - 19805917
AU  - Karande, S.
AU  - Mahajan, V.
AU  - Kulkarni, M.
DA  - Sep
DO  - 10.4103/0019-5359.56109
DP  - NLM
ET  - 2009/10/07
J2  - Indian journal of medical sciences
KW  - *Adaptation, Psychological
Adolescent
Child
Female
Humans
Interview, Psychological
Learning Disabilities/*psychology
Male
*Mental Recall
Needs Assessment
*Prejudice
Prospective Studies
Qualitative Research
*Schools
Stress, Psychological/*complications
Surveys and Questionnaires
Tape Recording
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0019-5359
SP  - 382-91
ST  - Recollections of learning-disabled adolescents of their schooling experiences: a qualitative study
T2  - Indian J Med Sci
TI  - Recollections of learning-disabled adolescents of their schooling experiences: a qualitative study
VL  - 63
ID  - 204279
ER  - 


TY  - CHAP
A2  - Craven, Rhonda G.
A2  - Morin, Alexandre J. S.
A2  - Tracey, Danielle
A2  - Parker, Philip D.
A2  - Zhong, Hua Flora
AB  - In the mid-1990s, the Salamanca Statement focused the majority of Western countries on the need to include children with special educational needs in regular education. Today, more than 2 decades later, ensuring high quality education for all children is still a challenge. Inclusive education involves much more than placing children with special educational needs in regular classrooms. Thus, what happens in classrooms is critical for achieving genuine inclusive education. In recent years, the discourse around inclusive education has moved from justifying why the approach should be adopted, to figuring out how to build effective inclusive learning environments. This chapter will introduce the idea of a supportive technology-enhanced learning environment that emphasizes the emergence of the strengths and creativity of children with autism spectrum disorder (ASD) and intellectual disabilities. The environment is developed in the ongoing interdisciplinary research project, Children with Autism Spectrum Disorders as Creative Actors in a Strength-Based Technology-Enhanced Learning Environment (CASCATE) that aims to investigate the actions of children with ASD in a strength-based multiple-technology learning environment. The environment is developed to be adaptable and transferrable and thus, it could be used in the future to support learning and inclusion of children with special educational needs in different educational contexts. The chapter will utilize the results of a midevaluation study of the project and include discussion on the participating teachers' and assistants' views on the adaptivity and transferability of the learning environment and on participants' inclusion in the project. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Kärnä, Eija
AN  - 2015-29487-006
AU  - Kärnä, Eija
CY  - Charlotte, NC
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - inclusive education
learning environments
autism
intellectual disabilities
special education
supportive technology
Autism Spectrum Disorders
Learning Environment
Mainstreaming (Educational)
Intellectual Development Disorder
Technology
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - IAP Information Age Publishing
PY  - 2015
SN  - 978-1-62396-998-1
978-1-62396-999-8
978-1-68123-000-9
SP  - 117-138
ST  - Inclusive research and learning environments: Ideas and suggestions for inclusive research and the development of supportive learning environments for children with autism and intellectual disabilities
T2  - Inclusive education for students with intellectual disabilities.
T3  - International advances in education: Global initiatives for equity and social justice
TI  - Inclusive research and learning environments: Ideas and suggestions for inclusive research and the development of supportive learning environments for children with autism and intellectual disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-29487-006&site=ehost-live&scope=site
eija.karna@uef.fi
ID  - 204953
ER  - 


TY  - THES
AB  - As the prevalence of autism spectrum disorders (ASD) increases, it is important for practitioners to continue to improve evidence-based practices (EBP) for the treatment of ASD symptoms (i.e., impairments in social communication and repetitive behaviors and restricted interests; American Psychiatric Association [APA], 2013). It is estimated that 30-50% of individuals with autism do not acquire functional speech (Wodka, Mathy, & Kalb, 2013). These individuals would make appropriate candidates for Augmentative and Alternative Communication (AAC; Mirenda, 2003). One form of AAC is the speech-generating device (SGD). Over the last ten years, tablet-based technologies including iPad minis [registered trademark] have been emphasized in the SGD research (Lorah, Parnell, Whitby, & Hantula, 2014b). One of the limitations in the tablet-based technology literature is that there are few protocols using EBP for teaching verbal behavior using tablet-based technology as a SGD (Hedges & AFIRM Team, 2017). Practitioners working with SGD users require support in designing the screen layout, selecting the vocabulary, and determining effective teaching procedures for increasing verbal behavior. Therefore, the current study introduced the topic of motor planning with core vocabulary as considerations for use with tablet-based technology as SGDs to the behavior analytic literature. Because motor planning refers to the inner process of determining how to move, behavior analysts may be skeptical of using motor planning in practice. However, this study identified that motor planning is not an intervention but a strategy used in designing the screen layout or icon location. In addition, this study evaluated a basic protocol using motor planning with core vocabulary and a prompting package including within stimulus prompts and constant time delay with response prompts to teach manding using the iPad mini [registered trademark] and Proloquo2Go [trademark] as a SGD to three preschool aged children with ASD. This study also evaluated the effectiveness of the protocol on increasing vocal utterances throughout the session and decreasing problem behaviors during mand training. Results of the study indicated the protocol was effective in increasing a manding repertoire and that there were no effects on vocal utterances and problem behaviors. [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  - Karnes, Alison Judith
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Psychomotor Skills
Motor Development
Vocabulary Development
Augmentative and Alternative Communication
Handheld Devices
Evidence Based Practice
Design
Prompting
Speech Acts
Verbal Operant Conditioning
Behavior Problems
Outcomes of Treatment
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2019
SN  - 978-1-392-16924-7
ST  - Evaluating the Effectiveness of Motor Planning with Core Vocabulary: A Behavior Analytic Account
TI  - Evaluating the Effectiveness of Motor Planning with Core Vocabulary: A Behavior Analytic Account
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED598918&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:13878221
ID  - 205199
ER  - 


TY  - JOUR
AB  - This quasi-experimental study investigated the noticeability and effectiveness of three corrective feedback (CF) techniques (recasts, prompts and a combination of the two) delivered in the language classroom. The participants were four groups of high-beginner college level francophone learners of English as a second language (ESL) (n = 99) and their teachers. Each teacher was assigned to a treatment condition that fit his CF style, but the researcher taught the controls. CF was provided to the learners in response to their production problems with the simple past and questions in the past. While the noticing of CF was assessed through immediate recall protocols, learning outcomes were measured by way of picture description and spot-the-differences tasks administered through a pre-test/post-test design. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses (i.e. feedback on past tense errors was noticed more) and that the CF techniques that push learners to self-correct alone or in combination with target exemplars are more effective in bringing out the corrective intent of the feedback move. In relation to the learning outcomes, the past tense accuracy levels increased more than those for questions, but the differences between the two targets were not significant across groups.
AN  - EJ1041185
AU  - Kartchava, Eva
AU  - Ammar, Ahlem
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Error Correction
Feedback (Response)
Teaching Methods
Second Language Learning
Second Language Instruction
Grammar
Cues
Introductory Courses
College Students
Instructional Effectiveness
English (Second Language)
Morphemes
Accuracy
Pretests Posttests
Recall (Psychology)
Pictorial Stimuli
Task Analysis
Prompting
Metacognition
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1362-1688
SP  - 428-452
ST  - The Noticeability and Effectiveness of Corrective Feedback in Relation to Target Type
T2  - Language Teaching Research
TI  - The Noticeability and Effectiveness of Corrective Feedback in Relation to Target Type
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1041185&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1362168813519373
VL  - 18
ID  - 205379
ER  - 


TY  - JOUR
AB  - The Leukemia & Lymphoma Society develops and distributes both detailed and easy-to-read booklets intended to help patients and caregivers communicate with healthcare providers about their treatment and support needs. The easy-to-read booklets initially were developed for newly diagnosed patients; however, the society has learned that all patients with cancer are likely to benefit from the information at some point in their journeys. To date, the society has developed easy-to-read booklets about acute lymphocytic leukemia, acute myelogenous leukemia, chronic lymphocytic leukemia, chronic myelogenous leukemia, lymphomas, myeloma, and coping with blood cancer. All booklets are free to patients, healthcare providers, and the general public, and most titles are available in Spanish-language versions. They can be ordered through the society's Information Resource Center (800-955-4572, infocenter@lls.org, or www.lls.org) or its 68 chapters. This article focuses on the development of the booklet Myeloma: A Guide for Patients and Caregivers and includes a handout based on its content.
AD  - The Leukemia & Lymphoma Society, White Plains, NY, USA. clare.karten@lls.org
AN  - 17723963
AU  - Karten, C.
DA  - Aug
DO  - 10.1188/07.cjon.506-510
DP  - NLM
ET  - 2007/08/29
J2  - Clinical journal of oncology nursing
KW  - Adaptation, Psychological
Attitude to Health
*Comprehension
Educational Status
Feedback, Psychological
Guidelines as Topic
Humans
Information Centers
Internet
*Multiple Myeloma/diagnosis/etiology/therapy
*Pamphlets
Patient Education as Topic/*methods
Primary Health Care
Self Care
*Teaching Materials/standards
*Writing
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1092-1095 (Print)
1092-1095
SP  - 506-10
ST  - Easy to write? Creating easy-to-read patient education materials
T2  - Clin J Oncol Nurs
TI  - Easy to write? Creating easy-to-read patient education materials
VL  - 11
ID  - 204287
ER  - 


TY  - JOUR
AB  - CONTEXT: Student-athletes may require cognitive rest and academic support after concussion. Athletic trainers (ATs) in secondary schools are uniquely positioned to provide medical care and to collaborate with school professionals while managing concussions. However, little is known regarding return-to-learn policies and their implementation in secondary schools. OBJECTIVE: To examine ATs' perspectives on return to learn, cognitive rest, and communication with school professionals after concussion. DESIGN: Cross-sectional study. SETTING: Web-based survey. PATIENTS OR OTHER PARTICIPANTS: A total of 1124 secondary school ATs completed the survey (28.5% response rate). The majority of participants were employed full time (752/1114 [67.5%]) in public schools (911/1117 [81.6%]). MAIN OUTCOME MEASURE(S): School and AT employment characteristics, demographics, number of concussions evaluated annually, and perceptions of school professionals' familiarity with ATs' responsibilities were independent variables. RESULTS: Of the ATs, 44% reported having an existing return-to-learn policy. The strongest predictor of a return-to-learn policy was frequent communication with teachers after concussion (odds ratio = 1.5; 95% confidence interval = 1.2, 1.7). Most ATs recommended complete cognitive rest (eg, no reading, television; 492/1087 [45.3%]) or limited cognitive activity based upon symptoms (391/1087 [36.0%]). Common academic accommodations were postponed due dates (789/954 [82.7%]), rest breaks (765/954 [80.2%]), and partial attendance (740/954 [77.6%]). Athletic trainers self-reported as primary monitors of health (764/1037 [73.7%]) and academic progression (359/1011 [35.5%]). The strongest predictor of ATs' communication with school professionals was their perception of school professionals' understanding of ATs' roles. CONCLUSIONS: Overall, ATs followed best practices for cognitive rest and return to learn after concussion. Although ATs are central to the management of student-athletes' physical health after concussion, school professionals may be better suited to monitor academic progress. Increased communication between the AT and school professionals is recommended to monitor recovery and facilitate academic support for symptomatic student-athletes.
AD  - California State University, Fullerton;
Chapman University, Orange, CA;
A.T. Still University, Mesa, AZ.
AN  - 26942658
AU  - Kasamatsu, T.
AU  - Cleary, M.
AU  - Bennett, J.
AU  - Howard, K.
AU  - McLeod, T. V.
C2  - Pmc4852321
DA  - Feb
DO  - 10.4085/1062-6050-51.4.02
DP  - NLM
ET  - 2016/03/05
J2  - Journal of athletic training
KW  - Adolescent
Athletic Injuries/diagnosis/*psychology
Brain Concussion/diagnosis/*psychology
Cognition
Cross-Sectional Studies
Faculty
Humans
*Interdisciplinary Communication
*Learning
*Physical Education and Training
Schools
Surveys and Questionnaires
academic accommodations
return to learn
sport-related concussion
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1062-6050 (Print)
1062-6050
SP  - 153-61
ST  - Examining Academic Support After Concussion for the Adolescent Student-Athlete: Perspectives of the Athletic Trainer
T2  - J Athl Train
TI  - Examining Academic Support After Concussion for the Adolescent Student-Athlete: Perspectives of the Athletic Trainer
VL  - 51
ID  - 204531
ER  - 


TY  - JOUR
AB  - PURPOSE: The purpose of this study was to examine the effects of facilitating generalized use of teaching strategies by parents of children with autism within daily routines. METHOD: Five preschool children with autism participated in intervention with a parent within daily routines in the family's home. Parents learned to include 2 teaching strategies in target routines to address their child's communication objectives. Parent-child interactions in routines were videotaped for data coding and analysis. Proactive programming of generalization occurred by systematic selection of intervention routines and by embedding intervention in multiple routines. Generalization data were collected by measuring strategy use in untrained routines. A multiple baseline design across teaching strategies was used to assess experimental effects. RESULTS: All parents demonstrated proficient use of teaching strategies and generalized their use across routines. The intervention had positive effects on child communication outcomes. All parents perceived the intervention to be beneficial. CONCLUSION: Results from this study add to the limited body of evidence supporting parent-implemented interventions in natural environments with young children with autism spectrum disorder. Additional research that replicates this approach with children of varying ages and disabilities and families with diverse characteristics is needed to support the generality of these findings.
AD  - Department of Communication Disorders, Florida State University, Tallahassee, 32306-1200, USA. skashina@fsu.edu
AN  - 16787891
AU  - Kashinath, S.
AU  - Woods, J.
AU  - Goldstein, H.
DA  - Jun
DO  - 10.1044/1092-4388(2006/036)
DP  - NLM
ET  - 2006/06/22
J2  - Journal of speech, language, and hearing research : JSLHR
KW  - Activities of Daily Living
Autistic Disorder/*therapy
Child
Child, Preschool
Female
Humans
Language Therapy/*methods
Male
*Parents
Reproducibility of Results
Speech Production Measurement
Teaching/*methods/standards
Videotape Recording
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 1092-4388 (Print)
1092-4388
SP  - 466-85
ST  - Enhancing generalized teaching strategy use in daily routines by parents of children with autism
T2  - J Speech Lang Hear Res
TI  - Enhancing generalized teaching strategy use in daily routines by parents of children with autism
VL  - 49
ID  - 204174
ER  - 


TY  - JOUR
AB  - Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.
AD  - Department of Neuropsychology, University of Zurich, Switzerland. monika.kast@inf.ethz.ch
AN  - 21562919
AU  - Kast, M.
AU  - Baschera, G. M.
AU  - Gross, M.
AU  - Jäncke, L.
AU  - Meyer, M.
DA  - Dec
DO  - 10.1007/s11881-011-0052-2
DP  - NLM
ET  - 2011/05/13
J2  - Annals of dyslexia
KW  - Acoustic Stimulation/*methods
Child
Dyslexia/*physiopathology/psychology
Female
Humans
Learning/*physiology
Male
Photic Stimulation/*methods
Psychomotor Performance/physiology
*Reading
*Software
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0736-9387
SP  - 177-200
ST  - Computer-based learning of spelling skills in children with and without dyslexia
T2  - Ann Dyslexia
TI  - Computer-based learning of spelling skills in children with and without dyslexia
VL  - 61
ID  - 203944
ER  - 


TY  - JOUR
AB  - Heuristics embodying limited information search and noncompensatory processing of information can yield robust performance relative to computationally more complex models. One criticism raised against heuristics is the argument that complexity is hidden in the calculation of the cue order used to make predictions. We discuss ways to order cues that do not entail individual learning. Then we propose and test the thesis that when orders are learned individually, people's necessarily limited knowledge will curtail computational complexity while also achieving robustness. Using computer simulations, we compare the performance of the take-the-best heuristic--with dichotomized or undichotomized cues--to benchmarks such as the naïve Bayes algorithm across 19 environments. Even with minute sizes of training sets, take-the-best using undichotomized cues excels. For 10 environments, we probe people's intuitions about the direction of the correlation between cues and criterion. On the basis of these intuitions, in most of the environments take-the-best achieves the level of performance that would be expected from learning cue orders from 50% of the objects in the environments. Thus, ordinary information about cues--either gleaned from small training sets or intuited--can support robust performance without requiring Herculean computations.
AD  - Center for Adaptive Behavior and Cognition, Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin, Germany. katsikop@mpib-berlin.mpg.de
AN  - 20822293
AU  - Katsikopoulos, K. V.
AU  - Schooler, L. J.
AU  - Hertwig, R.
DA  - Oct
DO  - 10.1037/a0020418
DP  - NLM
ET  - 2010/09/09
J2  - Psychological review
KW  - Bayes Theorem
Causality
Cognition/physiology
Cues
Humans
Intuition/physiology
*Learning/physiology
Memory/physiology
Models, Psychological
Psychomotor Performance
Recognition, Psychology/physiology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0033-295x
SP  - 1259-66
ST  - The robust beauty of ordinary information
T2  - Psychol Rev
TI  - The robust beauty of ordinary information
VL  - 117
ID  - 204325
ER  - 


TY  - JOUR
AB  - This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on college students' problem solving and writing within a Web-based instructional module. We found that students who received problem-solving prompts solved problems and wrote with more clarity than did students who did not receive problem solving prompts. Reflection prompts also positively influenced problem solving and writing, but only when students also received the problem solving prompts. This suggests that asking students to reflect on their work has a positive influence on students' problem solving, but only when they have clear understanding of what they are being asked to reflect on. Results are discussed relative to feedback and self-regulation theories. (Contains 3 tables.)
AN  - EJ789472
AU  - Kauffman, Douglas F.
AU  - Ge, Xun
AU  - Xie, Kui
AU  - Chen, Ching-Huei
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - College Students
Problem Solving
Metacognition
Internet
Prompting
Web Based Instruction
Computer Uses in Education
Interaction
Writing Skills
Thinking Skills
Feedback (Response)
Student Role
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 0735-6331
SP  - 115-137
ST  - Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students
T2  - Journal of Educational Computing Research
TI  - Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ789472&site=ehost-live&scope=site
http://baywood.metapress.com/link.asp?target=contribution&id=B175688145G31332
VL  - 38
ID  - 205304
ER  - 


TY  - THES
AB  - Adults with developmental disabilities may not learn the safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with developmental disabilities a basic life-saving skill, specifically how to perform cardiopulmonary resuscitation (CPR) with the use of an automated external defibrillator (AED). Phase 1 of the study used the instructional package to teach the students to perform CPR. Once mastered, Phase 2 of the study taught students to use an AED, incorporating it into the CPR chain. Results showed that the students' accuracy with the tasks increased after the introduction of the instructional package, generalized to a novel environment, and maintained once the instructional package was removed. Implications and future research are discussed. [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  - Kearney, Kelly B.
DB  - ERIC
DP  - EBSCOhost
KW  - Adults
Developmental Disabilities
Safety Education
Modeling (Psychology)
Prompting
College Students
First Aid
Equipment
Accuracy
Generalization
Teaching Methods
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2018
SN  - 978-0-438-44736-3
ST  - Using an Instructional Package to Teach Cardiopulmonary Resuscitation with Automated External Defibrillator to College Students with Developmental Disabilities
TI  - Using an Instructional Package to Teach Cardiopulmonary Resuscitation with Automated External Defibrillator to College Students with Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED590093&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:10830090
ID  - 205416
ER  - 


TY  - JOUR
AB  - Learning in a constant environment, and adapting flexibly to a changing one, through changes in reinforcement contingencies or valence-free cues, depends on overlapping circuitry that interconnects the prefrontal cortex (PFC) with the striatum and is subject to several forms of neurochemical modulation. We present evidence from recent studies in animals employing electrophysiological, pharmacological and lesion techniques, and neuroimaging, neuropsychological and pharmacological investigations of healthy humans and clinical patients. Dopamine (DA) neurotransmission in the medial striatum and PFC is critical for basic reinforcement learning and the integration of negative feedback during reversal learning, whilst orbitofrontal 5-hydroxytryptamine (5-HT) likely mediates this type of low level flexibility, perhaps by reducing interference from salient stimuli. The role of prefrontal noradrenaline (NA) in higher order flexibility indexed through attentional set-shifting has recently received significant empirical support, and similar avenues appear promising in the field of task switching.
AD  - Behavioural and Clinical Neuroscience Institute, University of Cambridge, Downing Street, Cambridge CB2 3EB, UK. ak423@cam.ac.uk
AN  - 20167474
AU  - Kehagia, A. A.
AU  - Murray, G. K.
AU  - Robbins, T. W.
DA  - Apr
DO  - 10.1016/j.conb.2010.01.007
DP  - NLM
ET  - 2010/02/20
J2  - Current opinion in neurobiology
KW  - Animals
Attention/physiology
Biogenic Monoamines/*physiology
Cognition/*physiology
Corpus Striatum/anatomy & histology/*physiology
Executive Function/physiology
Humans
Learning/*physiology
Neural Pathways/anatomy & histology/physiology
Prefrontal Cortex/anatomy & histology/*physiology
Psychomotor Performance/physiology
Synaptic Transmission/physiology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0959-4388
SP  - 199-204
ST  - Learning and cognitive flexibility: frontostriatal function and monoaminergic modulation
T2  - Curr Opin Neurobiol
TI  - Learning and cognitive flexibility: frontostriatal function and monoaminergic modulation
VL  - 20
ID  - 204444
ER  - 


TY  - JOUR
AB  - In error management training, participants are explicitly encouraged to make errors and learn from them. Error management training has frequently been shown to lead to better performance than conventional trainings that adopt an error avoidant approach. The present study investigated self-regulatory processes mediating this effect. Fifty-five volunteer students learned a computer program under 1 of 3 conditions: error avoidant training, error management training, or error management training supplemented with a metacognitive module. As predicted, both forms of error management training led to better transfer performance than did error avoidant training (d = 0.75). Mediation hypotheses were fully supported: Emotion control and metacognitive activity (from verbal protocols) mediated performance differences. These findings highlight the potential of promoting self-regulatory processing during training.
AD  - Work and Organizational Psychology, Justus-Liebig-University of Giessen, Giessen, Germany. nina.keith@psychol.uni-giessen.de
AN  - 16060786
AU  - Keith, N.
AU  - Frese, M.
DA  - Jul
DO  - 10.1037/0021-9010.90.4.677
DP  - NLM
ET  - 2005/08/03
J2  - The Journal of applied psychology
KW  - *Adaptation, Psychological
Adult
*Affect
*Cognition
Female
Humans
Learning
*Social Control, Informal
Teaching/*methods
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0021-9010 (Print)
0021-9010
SP  - 677-91
ST  - Self-regulation in error management training: emotion control and metacognition as mediators of performance effects
T2  - J Appl Psychol
TI  - Self-regulation in error management training: emotion control and metacognition as mediators of performance effects
VL  - 90
ID  - 204371
ER  - 


TY  - THES
AB  - The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a Portable media player (video iPod) as a means of teaching three job-related tasks to four young adults with autism spectrum disorders (ASD) in a community-based employment setting. The videos used in the study were enhanced by adding written instructions to a blank white screen prior to the step being modeled. Videos for two of the individuals were further enhanced with voiceovers of the written instructions. The effectiveness of the video modeling was evaluated using a multiple probe across tasks design. Results indicated that the introduction of the video iPod was associated with immediate and substantial gains in the percentage of steps the young adults were able to complete correctly. All of the participants demonstrated maintenance of the acquired tasks. In addition, all four of the young adults were able to use the video iPod independently to access and watch the videos. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some vocational settings. [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  - Kellems, Ryan O.
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Young Adults
Autism
Pervasive Developmental Disorders
Handheld Devices
Instructional Effectiveness
Vocational Education
Community Based Instruction (Disabilities)
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2010
SN  - 978-1-124-99592-2
ST  - Using Video Modeling Delivered through iPods to Teach Vocational Tasks to Young Adults with Autism Spectrum Disorders (ASD)
TI  - Using Video Modeling Delivered through iPods to Teach Vocational Tasks to Young Adults with Autism Spectrum Disorders (ASD)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED535148&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:3481352
ID  - 205435
ER  - 


TY  - THES
AB  - The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a Portable media player (video iPod) as a means of teaching three job-related tasks to four young adults with autism spectrum disorders (ASD) in a community-based employment setting. The videos used in the study were enhanced by adding written instructions to a blank white screen prior to the step being modeled. Videos for two of the individuals were further enhanced with voiceovers of the written instructions. The effectiveness of the video modeling was evaluated using a multiple probe across tasks design. Results indicated that the introduction of the video iPod was associated with immediate and substantial gains in the percentage of steps the young adults were able to complete correctly. All of the participants demonstrated maintenance of the acquired tasks. In addition, all four of the young adults were able to use the video iPod independently to access and watch the videos. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some vocational settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2012-99150-300
AU  - Kellems, Ryan O.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - video modeling
iPods
vocational tasks
young adults
autism spectrum disorders
Occupations
Simulation
Videotape Instruction
Employment Status
Teaching
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2012
SN  - 0419-4209
978-1-124-99592-2
SP  - 575-575
ST  - Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders (ASD)
TI  - Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders (ASD)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-99150-300&site=ehost-live&scope=site
VL  - 73
ID  - 205055
ER  - 


TY  - JOUR
AB  - Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with LD. This article provides readers with the knowledge necessary to understand VM, and includes directions and resources needed to implement an academic VM intervention for a student with LD.
AN  - EJ1100006
AU  - Kellems, Ryan O.
AU  - Edwards, Sean
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Learning Disabilities
Assistive Technology
Prompting
Teaching Methods
Intervention
Teaching Guides
Educational Resources
Skill Analysis
Check Lists
Task Analysis
Progress Monitoring
Multimedia Instruction
Evidence Based Practice
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1045-988X
SP  - 207-214
ST  - Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities
T2  - Preventing School Failure
TI  - Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1100006&site=ehost-live&scope=site
http://dx.doi.org/10.1080/1045988X.2015.1067875
VL  - 60
ID  - 205434
ER  - 


TY  - JOUR
AB  - This study compared the effectiveness of static picture prompting to video prompting when used as precursors for teaching daily living and motor skills to three individuals with autism spectrum disorders. The video prompting intervention was delivered on an iPad. Participants learned three out of six different tasks, which included throwing a ball overhand, walking backward, performing jumping jacks, washing a mirror, cutting a banana, and brushing teeth. The effects of the instructional methods were compared and assessed using an alternating treatment design. Results show that video prompting and static pictures are both effective in teaching correct independent skill responses to children with ASD. Although one participant showed greater gains on one of the three tasks using static pictures, video prompting resulted in overall faster acquisition.
AN  - EJ1172977
AU  - Kellems, Ryan O.
AU  - Frandsen, Kaitlyn
AU  - Cardon, Teresa A.
AU  - Knight, Katie
AU  - Andersen, Margaret
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Prompting
Video Technology
Daily Living Skills
Teaching Methods
Pictorial Stimuli
Instructional Effectiveness
Psychomotor Skills
Handheld Devices
Educational Technology
Technology Uses in Education
Early Adolescents
Observation
Special Schools
Intervention
Surveys
Interviews
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1045-988X
SP  - 129-139
ST  - Effectiveness of Static Pictures vs. Video Prompting for Teaching Functional Life Skills to Students with Autism Spectrum Disorders
T2  - Preventing School Failure
TI  - Effectiveness of Static Pictures vs. Video Prompting for Teaching Functional Life Skills to Students with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1172977&site=ehost-live&scope=site
http://dx.doi.org/10.1080/1045988X.2017.1393790
VL  - 62
ID  - 205169
ER  - 


TY  - JOUR
AB  - Devices like smartphones, tablets, and MP3 players are becoming everyday tools for the majority of the population. Technology can assist students with disabilities in many self-determination activities, such as choice making, decision making, and self-management. In addition, technology tools can support them in a wide range of transition-related settings, including daily living, postsecondary education, employment, and recreation and leisure. When engaged appropriately, these technologies can have dramatic effects, improving the long-term outcomes for individuals with disabilities. Specifically, various technologies can (1) provide support for response prompting to enhance job-related performance; (2) allow for virtual experiences to teach desired postsecondary skills; and (3) facilitate access to transportation options to desired postsecondary locations. Given the important role of transition in preparing students with disabilities for life after high school, practitioners can take advantage of expanding technology-based supports. As technology continues to advance, the possibilities for increasing the effectiveness of instructional practices and student support will increase. These advances will ultimately improve the ways that transitioning students will be able to live, work, and navigate their communities.
AN  - EJ1067390
AU  - Kellems, Ryan O.
AU  - Grigal, Meg
AU  - Unger, Darlene D.
AU  - Simmons, Thomas J.
AU  - Bauder, Debra
AU  - Williams, Caroline
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Technology Uses in Education
Autism
Pervasive Developmental Disorders
Career Development
Transitional Programs
Planning
Video Technology
Modeling (Psychology)
Prompting
Skill Development
Job Skills
Simulated Environment
Computer Simulation
Job Shadowing
High School Students
Geographic Information Systems
Handheld Devices
Transportation
Barriers
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 0040-0599
SP  - 336-343
ST  - Technology and Transition in the 21st Century
T2  - TEACHING Exceptional Children
TI  - Technology and Transition in the 21st Century
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1067390&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0040059915588089
VL  - 47
ID  - 205354
ER  - 


TY  - JOUR
AB  - This article discusses the creation of video modeling (VM) and video prompting (VP) interventions for teaching novel multi-step tasks to individuals with disabilities. This article reviews factors to consider when selecting skills to teach, and students for whom VM/VP may be successful, as well as the difference between VM and VP and circumstances affecting which to choose. The purpose of this article is to provide practitioners with step-by-step instruction on how to teach cooking skills using VM and VP for young adults with disabilities.
AN  - EJ1107687
AU  - Kellems, Ryan O.
AU  - Mourra, Kjerstin
AU  - Morgan, Robert L.
AU  - Riesen, Tim
AU  - Glasgow, Malinda
AU  - Huddleston, Robin
DA  - 08/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Prompting
Cooking Instruction
Intervention
Intellectual Disability
Teaching Methods
Skill Development
Evidence Based Practice
Disabilities
Educational Legislation
Federal Legislation
Equal Education
Film Production
Educational Technology
Individuals with Disabilities Education Act
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 2165-1434
SP  - 185-190
ST  - Video Modeling and Prompting in Practice: Teaching Cooking Skills
T2  - Career Development and Transition for Exceptional Individuals
TI  - Video Modeling and Prompting in Practice: Teaching Cooking Skills
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1107687&site=ehost-live&scope=site
http://dx.doi.org/10.1177/2165143416651718
VL  - 39
ID  - 205442
ER  - 


TY  - JOUR
AB  - Transportation access is a major contributor to independence, productivity, and societal inclusion for individuals with intellectual and development disabilities (IDD). This study examined the effects of pedestrian navigation training using picture prompts displayed through a video iPod on travel route completion with 4 adults and IDD. Results indicated a functional relation between picture prompts on the video IPod and pedestrian navigation skills to and from various locations. Maintenance data indicated all participants continued navigating trained routes for up to 232 days using the video iPod. Generalization measures to untrained routes were positive. Social validity data suggested iPod training was useful and practical for teaching independent pedestrian navigation skills. Last, limitations, suggestions for future research, and implication for practice were provided.
AN  - EJ1016766
AU  - Kelley, Kelly R.
AU  - Test, David W.
AU  - Cooke, Nancy L.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Developmental Disabilities
Mental Retardation
Pictorial Stimuli
Video Technology
Handheld Devices
Travel Training
Navigation (Information Systems)
Generalization
Teaching Methods
Navigation
Young Adults
Two Year College Students
Validity
Program Effectiveness
Observation
Educational Technology
Intervention
United States (Southeast)
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 0014-4029
SP  - 459-474
ST  - Effects of Picture Prompts Delivered by a Video iPod on Pedestrian Navigation
T2  - Exceptional Children
TI  - Effects of Picture Prompts Delivered by a Video iPod on Pedestrian Navigation
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1016766&site=ehost-live&scope=site
http://cec.metapress.com/content/168x8774t37h6636
VL  - 79
ID  - 205177
ER  - 


TY  - JOUR
AB  - RATIONALE: Recent advances in the learning sciences offer remarkable potential for improving medical learning and performance. Difficult to teach pattern recognition skills can be systematically accelerated using techniques of perceptual learning (PL). The effectiveness of PL interventions is amplified when they are combined with adaptive learning (AL) technology in perceptual-adaptive learning modules (PALMs). INNOVATION: Specifically, PALMs incorporate the Adaptive Response Time-based Sequencing (ARTS) system, which leverages learner performance (accuracy and speed) in interactive learning episodes to guide the course of factual, perceptual, or procedural learning, optimize spacing, and lead learners to comprehensive mastery. Here we describe elements and scientific foundations of PL and its embodiment in learning technology. We also consider evidence that AL systems utilizing both accuracy and speed enhance learning efficiency and provide a unified account and potential optimization of spacing effects in learning, as well as supporting accuracy, transfer, and fluency as goals of learning. RESULTS: To illustrate this process, we review some results of earlier PALMs and present new data from a PALM designed to accelerate and improve diagnosis in electrocardiography. CONCLUSIONS: Through relatively short training interventions, PALMs produce large and durable improvements in trainees' abilities to accurately and fluently interpret clinical signs and tests, helping to bridge the gap between novice and expert clinicians.
AD  - a Department of Psychology , University of California , Los Angeles , CA , USA.
b Department of Physiology , David Geffen School of Medicine, University of California , Los Angeles , CA , USA.
AN  - 30091650
AU  - Kellman, P. J.
AU  - Krasne, S.
C2  - Pmc6584026
C6  - NIHMS1031713 are responsible for the content and writing of this article.
DA  - Aug
DO  - 10.1080/0142159x.2018.1484897
DP  - NLM
ET  - 2018/08/10
J2  - Medical teacher
KW  - *Cognition
Education, Medical/*methods
Educational Measurement/methods
Humans
Information Technology
Knowledge
*Learning/physiology
Perception/physiology
Students, Medical/*psychology
Task Performance and Analysis
User-Computer Interface
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0142-159X (Print)
0142-159x
SP  - 797-802
ST  - Accelerating expertise: Perceptual and adaptive learning technology in medical learning
T2  - Med Teach
TI  - Accelerating expertise: Perceptual and adaptive learning technology in medical learning
VL  - 40
ID  - 204460
ER  - 


TY  - JOUR
AB  - Pharmaceuticals and medical devices hold the promise of enhancing brain function, not only of those suffering from neurodevelopmental, neuropsychiatric or neurodegenerative illnesses, but also of healthy individuals. However, a number of lifestyle interventions are proven cognitive enhancers, improving attention, problem solving, reasoning, learning and memory or even mood. Several of these interventions, such as physical exercise, cognitive, mental and social stimulation, may be described as environmental enrichments of varying types. Use of these non-pharmacological cognitive enhancers circumvents some of the ethical considerations associated with pharmaceutical or technological cognitive enhancement, being low in cost, available to the general population and presenting low risk to health and well-being. In this chapter, there will be particular focus on the effects of exercise and enrichment on learning and memory and the evidence supporting their efficacy in humans and in animal models will be described.
AD  - Department of Physiology, School of Medicine, Level 2, Trinity Biomedical Sciences Institute, Trinity College Dublin, 152-160 Pearse Street, Dublin 2, Ireland, aikelly@tcd.ie.
AN  - 25977091
AU  - Kelly Á, M.
DO  - 10.1007/978-3-319-16522-6_14
DP  - NLM
ET  - 2015/05/16
J2  - Handbook of experimental pharmacology
KW  - Animals
Brain/*physiopathology
*Cognition
Cognitive Behavioral Therapy/*methods
Environment
Humans
Mental Disorders/physiopathology/psychology/*therapy
*Risk Reduction Behavior
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0171-2004 (Print)
0171-2004
SP  - 417-39
ST  - Non-pharmacological Approaches to Cognitive Enhancement
T2  - Handb Exp Pharmacol
TI  - Non-pharmacological Approaches to Cognitive Enhancement
VL  - 228
ID  - 204433
ER  - 


TY  - JOUR
AB  - Data sources PubMED Medical Literature Analysis and Retrieval System online (MEDLINE), Web of Knowledge/Science (WoK/WoS), Psychological Information Databases (PsycINFO) and Excerpta Medica database (EMBASE).Study selection Limited to articles published between 2008 and 2018, following the previous systematic review up to 2008 (Anders and Davis 2010). The first reviewer screened articles, using clear inclusion and exclusion criteria, and a random selection of 10% of articles were checked by the second reviewer for inconsistencies.Data extraction and synthesis Data extracted using a pre-prepared database. Independent quality assessment of included articles was undertaken using the Oxford Critical Appraisal Skills Programme (CASP) Checklist of 12 questions, resulting in a total CASP 'score'. A second reviewer checked CASP appraisal of 10% of articles, to discuss and resolve any discrepancies found. Kappa statistics indicated almost perfect agreement between the two reviewers (Cohen's k: 0.88). Results included the country of study, methodology, population characteristics, key study findings, and the study's quality.Results Thirty three studies were included, and quality assessments indicated 17 articles were of strong quality (CASP score 8+). Oral examination findings were presented in 28 studies. Nine studies indicated a high prevalence of decayed teeth, with ten studies indicating untreated decay. Many studies included DMFT scores, with the missing component relatively high. Almost all studies reported poor oral hygiene levels and gingival health, regardless of ID population characteristics. The prevalence of periodontitis was reviewed in ten studies, ranging between 22.5% and 69.2%, with one study finding a high degree of periodontitis in every age group. Two studies demonstrated adults with ID experience higher rates of edentulism, compared to the general population, despite attending a dentist. Poor quality of life associated with oral disease was reported in two studies. In three studies, which included adults with ID in either community-based or institution settings, poorer oral health was reported for those living in an institution. Two studies investigated the effects of periodontal treatment, both demonstrating positive health outcomes. Conclusions Studies indicated adults with ID still experience poor oral health, with a high level of unmet dental need, despite improvements in care provision. There are limitations to this review, including study design. This patient group present with many confounding factors that influence oral health, including manual dexterity and co-morbidities, however, only 19 studies considered these factors. However, the need to reduce oral health inequalities globally can be extrapolated, with recommendations of improvement in access to dental services, training and resources of general dental practitioners to improve the oral health of adults with ID. Further studies are needed, with robust study design, to include confounding factors.
AD  - Senior Lecturer/Honorary Consultant in Special Care Dentistry, School of Dentistry, Cardiff University, Wales, UK. KellyG6@cardiff.ac.uk.
AN  - 32221492
AU  - Kelly, G.
DA  - Mar
DO  - 10.1038/s41432-020-0083-9
DP  - NLM
ET  - 2020/03/30
J2  - Evidence-based dentistry
KW  - Adult
Dentists
Humans
*Intellectual Disability
*Oral Health
Professional Role
Quality of Life
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1462-0049
SP  - 26-27
ST  - How do intellectual disabilities affect oral health?
T2  - Evid Based Dent
TI  - How do intellectual disabilities affect oral health?
VL  - 21
ID  - 204175
ER  - 


TY  - JOUR
AB  - Violence against women is a major influence on women's mental health. We used popular education techniques to train 14 Spanish-speaking women as promotoras (community health workers) to increase awareness about violence against women in low income Texas communities. These women then conducted over 80 presentations in Spanish in local community settings. The impact of the program on the promotoras and on women attending the presentations was evaluated using qualitative methods. This research lends support to the idea that nurses working in community mental health settings must use innovative primary prevention strategies and evaluation mechanisms to change awareness about violence against women.
AD  - School of Nursing, University of Missouri Kansas City, Kansas City, MO 64108, USA. kellypj@umkc.edu
AN  - 17454278
AU  - Kelly, P. J.
AU  - Lesser, J.
AU  - Peralez-Dieckmann, E.
AU  - Castilla, M.
DA  - Mar
DO  - 10.1080/01612840601172577
DP  - NLM
ET  - 2007/04/25
J2  - Issues in mental health nursing
KW  - Adolescent
Adult
Aged
Aged, 80 and over
Attitude of Health Personnel/ethnology
Attitude to Health/ethnology
Awareness
Community Health Workers/*education/psychology
Curriculum
Female
Health Education/*organization & administration
Health Knowledge, Attitudes, Practice
Humans
Mexican Americans/*education/ethnology
Middle Aged
Nursing Methodology Research
Poverty Areas
Program Evaluation
Qualitative Research
Spouse Abuse/ethnology/*prevention & control
Surveys and Questionnaires
Texas
Women/*education/psychology
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0161-2840 (Print)
0161-2840
SP  - 241-53
ST  - Community-based violence awareness
T2  - Issues Ment Health Nurs
TI  - Community-based violence awareness
VL  - 28
ID  - 204649
ER  - 


TY  - THES
AB  - A single subject study with multiple baselines across participants was used to explore the effect of giving access to picture-to-text software for writing to young students, with moderate autism, and documented difficulties with written language. For this intervention study, three participants, who had strengths in visual processing and who were motivated by technology, responded to picture prompts by typing for three minutes under two conditions. During baseline participants were given a blank document with picture-to-text software and a bank of randomly positioned words below the writing area. For the intervention condition, the participants had access to a similar word bank with a picture above each word as well as word placement according to sentence structure, auditory feedback, and color cues. During the 21 writing sessions, scores earned for number of sentences written, percent of correct word sequences (CWS), and number of incorrect word sequences (IWS) was analyzed to determine significance between the baseline samples and samples generated using words with corresponding pictures. An assistive technology assessment, participant and parental surveys, scoring sheets, and fidelity checklists were used to gather additional information. Inter-rater reliability and fidelity of treatment were determined. During intervention sessions, participants wrote an average of three more sentences, earned an average of 52% more percent CWS and decreased number of IWS by an average of 42 errors. For the three participants the mean of percent of non-overlapping data (PND) was 92% for number of sentences, which is considered a large effect; and the mean PND was 89% for percent CWS, which is considered effective. Randomization tests were also run and two out of the three dependent variables, number of sentences and CWS were found to be statistically significant. These results extended other research studies with young students with moderate autism by adding the use of pictures to computer enriched instruction that was found to be effective for improving writing products for similar 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  - Kenney, Susan
DB  - ERIC
DP  - EBSCOhost
KW  - Assistive Technology
Autism
Writing Instruction
Writing (Composition)
Computer Software
Visual Aids
Intervention
Prompting
Sentence Structure
Auditory Stimuli
Feedback (Response)
Cues
Scores
Error Patterns
Statistical Significance
Computer Assisted Instruction
Writing Improvement
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-13038-0
ST  - The Impact of Using Assistive Technology on Writing Productivity of Young Writers with Autism
TI  - The Impact of Using Assistive Technology on Writing Productivity of Young Writers with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED554140&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:3564281
ID  - 205375
ER  - 


TY  - JOUR
AB  - BACKGROUND: Use of technology to structure and support the daily activities of the residents in a small-scale group accommodation (SSGA) for dementia is a new innovation in the Netherlands. This paper presents the process of development of this new way of structuring activities and the findings of a pilot study looking at the experiences of using this device in people with dementia. METHOD: A qualitative method was chosen, data were collected using individual interviews with the residents (n = 6), focus groups interviews with informal carers (n = 5) and members of staff (n = 6). Data were analysed using Ritchie & Spencer's framework (1994). FINDINGS: Three main themes emerged: issues regarding the implementation, needs for further development and the learning experiences acquired during the development. The majority of the residents were happy with the use and function of the memory aid. However, the occurrence of installation errors, limited ease of use and a lack of knowledge regarding the function and use of the memory aid were issues that prevented a successful implementation. Findings highlighted shared views about ways of improving through adaptation of the software program and additional technological applications; internet connectivity, improving its accessibility by using a remote control and adding videos and photos. CONCLUSION: Lessons are learned about the use and transferability of this innovation in people with dementia and other vulnerable target groups including those with learning disabilities as well as its limitation and the needs for further development.
AD  - Expertise Center of Health, Social Work and Technology, Saxion University of Applied Science, The Netherlands y.j.f.kerkhof@saxion.nl.
Faculty of Health, Birmingham City University (BCU), UK.
Expertise Center of Health, Social Work and Technology, Saxion University of Applied Science, The Netherlands.
AN  - 24339118
AU  - Kerkhof, Y. J.
AU  - Rabiee, F.
AU  - Willems, C. G.
DA  - Sep
DO  - 10.1177/1471301213504210
DP  - NLM
ET  - 2013/12/18
J2  - Dementia (London, England)
KW  - Activities of Daily Living
Aged
Aged, 80 and over
Caregivers
Dementia/*therapy
Focus Groups
Humans
Internet
Middle Aged
Netherlands
Pilot Projects
*Software
dementia
memory-aid
small-scale group accommodation
technology
user centred design
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1471-3012
SP  - 633-49
ST  - Experiences of using a memory aid to structure and support daily activities in a small-scale group accommodation for people with dementia
T2  - Dementia (London)
TI  - Experiences of using a memory aid to structure and support daily activities in a small-scale group accommodation for people with dementia
VL  - 14
ID  - 204225
ER  - 


TY  - JOUR
AB  - IMPORTANCE: Autistic adults face decreased community participation for employment, education, and social activities plus barriers to driving and transportation. However, little is known about their experiences of moving around community environments. OBJECTIVE: To explore contextual issues and experiences of independent community mobility and driving for autistic adults and to determine the modes of community mobility, regions studied, and methodologies used. DATA SOURCES: Seven databases were searched from 2000 to 2019. All empirical research relating to autism, community mobility, and driving for people older than age 5 yr was mapped. Studies examining experiences of community mobility and driving were selected for scoping review. STUDY SELECTION AND DATA COLLECTION: Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews methodology was used. Thirteen studies reporting specifically on autistic adults' experiences with public transportation, driving, and pedestrian navigation of community environments were included. These studies were analyzed using concepts from the Person-Environment-Occupation-Performance Model. FINDINGS: Nine studies examined experiences of autistic adults. Seven studies explored proxy perspectives. Those studies examining driving primarily focused on learner driver experiences. Although most studies reported on personal and environmental factors, some studies reported on broader social communication and personal narrative factors. None used inclusive methodology involving autistic adults. CONCLUSIONS AND RELEVANCE: A broader focus on the contextual experiences of community mobility and driving is needed to support participation of autistic adults in their communities. Linking community mobility experiences with participation outcomes and expanding research to include experienced drivers and nonurban populations is an important component of this work. WHAT THIS ARTICLE ADDS: Occupational therapy interventions should address community mobility and driving skills before school transition. Autistic adults' skill development may be affected by person factors such as motivation, anxiety, social skills, communication, and occupational performance desires. Environmental factors such as parental concerns, community safety, pedestrian environments, traffic volume, and public transportation design are important. Further research partnering with autistic adults could better inform future occupational therapy interventions for community mobility and driving.
AD  - Michelle Kersten, Registered OT, is PhD Candidate, School of Nursing and Midwifery, Western Sydney University, Sydney, New South Wales, Australia; m.kersten@westernsydney.edu.au.
Kristy Coxon, Registered OT, PhD, is Senior Lecturer in Occupational Therapy, School of Health Science, Translational Health Research Institute, Western Sydney University, Sydney, New South Wales, Australia.
Hoe Lee, MSc(OT), PhD, is Associate Professor in Occupational Therapy, School of Occupational Therapy, Social Work, and Speech Pathology, Faculty of Health Sciences, Curtin University, Bentley, Western Australia, Australia.
Nathan J. Wilson, RN, PhD, is Associate Professor in Nursing, School of Nursing and Midwifery, Western Sydney University, Sydney, New South Wales, Australia.
AN  - 32804632
AU  - Kersten, M.
AU  - Coxon, K.
AU  - Lee, H.
AU  - Wilson, N. J.
DA  - Sep/Oct
DO  - 10.5014/ajot.2020.040311
DP  - NLM
ET  - 2020/08/18
J2  - The American journal of occupational therapy : official publication of the American Occupational Therapy Association
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0272-9490 (Print)
0272-9490
SP  - 7405205140p1-7405205140p17
ST  - Independent Community Mobility and Driving Experiences of Adults on the Autism Spectrum: A Scoping Review
T2  - Am J Occup Ther
TI  - Independent Community Mobility and Driving Experiences of Adults on the Autism Spectrum: A Scoping Review
VL  - 74
ID  - 204838
ER  - 


TY  - JOUR
AB  - BACKGROUND: Given the challenges of aging populations, calls have been issued for more sustainable urban re-development and implementation of local solutions to address global environmental and healthy aging issues. However, few studies have considered older adults' daily mobility to better understand how local built and social environments may contribute to healthy aging. Meanwhile, wearable sensors and interactive map-based applications offer novel means for gathering information on people's mobility, levels of physical activity, or social network structure. Combining such data with classical questionnaires on well-being, physical activity, perceived environments and qualitative assessment of experience of places opens new opportunities to assess the complex interplay between individuals and environments. In line with current gaps and novel analytical capabilities, this research proposes an international research agenda to collect and analyse detailed data on daily mobility, social networks and health outcomes among older adults using interactive web-based questionnaires and wearable sensors. METHODS/DESIGN: Our study resorts to a battery of innovative data collection methods including use of a novel multisensor device for collection of location and physical activity, interactive map-based questionnaires on regular destinations and social networks, and qualitative assessment of experience of places. This rich data will allow advanced quantitative and qualitative analyses in the aim to disentangle the complex people-environment interactions linking urban local contexts to healthy aging, with a focus on active living, social networks and participation, and well-being. DISCUSSION: This project will generate evidence about what characteristics of urban environments relate to active mobility, social participation, and well-being, three important dimensions of healthy aging. It also sets the basis for an international research agenda on built environment and healthy aging based on a shared and comprehensive data collection protocol.
AD  - Montreal University Research Center (CRCHUM), 850, rue St-Denis, Montréal, QC, H2X 0A9, Canada. yan.kestens@umontreal.ca.
École de Santé Publique de l'Université de Montréal (ESPUM), 7101, rue du Parc, Montréal, QC, H3N 1X9, Canada. yan.kestens@umontreal.ca.
Inserm, UMR-S 1136, Pierre Louis Institute of Epidemiology and Public Health, Faculté de médecine Saint-Antoine, 27 rue Chaligny, cedex 12, Paris, 75571, France.
Luxembourg Institute of Socio-Economic Research, 11, Porte des Sciences, Esch-sur-Alzette, L-4366, Luxembourg.
École d'urbanisme et d'architecture de paysage, Université de Montréal, 2940, chemin de la Côte-Sainte-Catherine, Montréal, QC, H3C 3 J7, Canada.
Montreal University Research Center (CRCHUM), 850, rue St-Denis, Montréal, QC, H2X 0A9, Canada.
École de Santé Publique de l'Université de Montréal (ESPUM), 7101, rue du Parc, Montréal, QC, H3N 1X9, Canada.
Canada Research Center on Aging, CIUSSS de l'Estrie-CHUS, Faculty of Medicine & Health Sciences, University of Sherbrooke, Sherbrooke, QC, Canada.
Faculty of Nursing, Université de Montréal, Montreal, QC, H3C 3 J7, Canada.
London School of Hygiene and Tropical Medicine, London, UK.
UMR Géographie-Cités, 13 rue du Four, Paris, 75006, France.
Département d'Ecologie, Physiologie et Ethologie; Institut Pluridisciplinaire Hubert Curien, 23, rue Becquerel, Strasbourg, 67087, France.
AN  - 27151297
AU  - Kestens, Y.
AU  - Chaix, B.
AU  - Gerber, P.
AU  - Desprès, M.
AU  - Gauvin, L.
AU  - Klein, O.
AU  - Klein, S.
AU  - Köppen, B.
AU  - Lord, S.
AU  - Naud, A.
AU  - Payette, H.
AU  - Richard, L.
AU  - Rondier, P.
AU  - Shareck, M.
AU  - Sueur, C.
AU  - Thierry, B.
AU  - Vallée, J.
AU  - Wasfi, R.
C2  - Pmc4858908
DA  - May 5
DO  - 10.1186/s12877-016-0273-7
DP  - NLM
ET  - 2016/05/07
J2  - BMC geriatrics
KW  - Adult
Aged
Aging/*psychology
Cohort Studies
Comprehension
*Environment Design
Female
*Geographic Information Systems/instrumentation
Humans
*Internationality
Male
Social Environment
Social Participation/*psychology
Surveys and Questionnaires
*Urban Population
Daily mobility
Gis
Healthy aging
Mixed methods
Physical activity
Social networks
Social participation
Spatial epidemiology
Wearable sensors
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1471-2318
SP  - 96
ST  - Understanding the role of contrasting urban contexts in healthy aging: an international cohort study using wearable sensor devices (the CURHA study protocol)
T2  - BMC Geriatr
TI  - Understanding the role of contrasting urban contexts in healthy aging: an international cohort study using wearable sensor devices (the CURHA study protocol)
VL  - 16
ID  - 204488
ER  - 


TY  - JOUR
AB  - OBJECTIVE: There are several user-based and expert-based usability evaluation methods that may perform differently according to the context in which they are used. The objective of this study was to compare 2 expert-based methods, heuristic evaluation (HE) and cognitive walkthrough (CW), for evaluating usability of health care information systems. MATERIALS AND METHODS: Five evaluators independently evaluated a medical office management system using HE and CW. We compared the 2 methods in terms of the number of identified usability problems, their severity, and the coverage of each method. RESULTS: In total, 156 problems were identified using the 2 methods. HE identified a significantly higher number of problems related to the "satisfaction" attribute ( P  = .002). The number of problems identified using CW concerning the "learnability" attribute was significantly higher than those identified using HE ( P  = .005). There was no significant difference between the number of problems identified by HE, based on different usability attributes ( P  = .232). Results of CW showed a significant difference between the number of problems related to usability attributes ( P  < .0001). The average severity of problems identified using CW was significantly higher than that of HE ( P  < .0001). CONCLUSION: This study showed that HE and CW do not differ significantly in terms of the number of usability problems identified, but they differ based on the severity of problems and the coverage of some usability attributes. The results suggest that CW would be the preferred method for evaluating systems intended for novice users and HE for users who have experience with similar systems. However, more studies are needed to support this finding.
AD  - Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
Department of Health Information Management and Technology, Faculty of Management and Medical Information Sciences, Kerman University of Medical Sciences, Kerman, Iran.
Regional Knowledge Hub and World Health Organization Collaborating Centre for HIV Surveillance, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
Department of Biostatistics and Epidemiology, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran.
AN  - 27497799
AU  - Khajouei, R.
AU  - Zahiri Esfahani, M.
AU  - Jahani, Y.
DA  - Apr 1
DO  - 10.1093/jamia/ocw100
DP  - NLM
ET  - 2016/08/09
J2  - Journal of the American Medical Informatics Association : JAMIA
KW  - *Cognition
Evaluation Studies as Topic
*Health Information Systems
*Heuristics
Humans
*User-Computer Interface
cognitive walkthrough
comparison
health information systems
heuristic evaluation
user-computer interface
LA  - eng
M1  - e1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1067-5027
SP  - e55-e60
ST  - Comparison of heuristic and cognitive walkthrough usability evaluation methods for evaluating health information systems
T2  - J Am Med Inform Assoc
TI  - Comparison of heuristic and cognitive walkthrough usability evaluation methods for evaluating health information systems
VL  - 24
ID  - 204382
ER  - 


TY  - JOUR
AB  - This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning.
AD  - Department of Biomedical Sciences, University of South Carolina, School of Medicine-Greenville, Greenville, South Carolina.
AN  - 23408507
AU  - Khalil, M. K.
AU  - Kirkley, D. L.
AU  - Kibble, J. D.
DA  - Sep-Oct
DO  - 10.1002/ase.1350
DP  - NLM
ET  - 2013/02/15
J2  - Anatomical sciences education
KW  - Adult
Attitude
Comprehension
Computer Graphics
*Computer-Assisted Instruction
Curriculum
Education, Medical, Undergraduate/*methods
Female
Florida
Group Processes
Histology/*education
Humans
*Learning
Male
Perception
Program Development
Program Evaluation
Students, Medical/psychology
Surveys and Questionnaires
Teaching/*methods
Universities
User-Computer Interface
Young Adult
computer-assisted learning
cooperative/collaborative learning
e-learning
histology education
laboratory instruction
medical education
medical histology
microscopic anatomy
virtual microscopy
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1935-9772
SP  - 342-50
ST  - Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology
T2  - Anat Sci Educ
TI  - Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology
VL  - 6
ID  - 204585
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To evaluate the concurrent validity of the environment content in the newly developed Young Children's Participation and Environment Measure (YC-PEM). DESIGN: Cross-sectional study. SETTING: Data were collected online. PARTICIPANTS: Convenience and snowball sampling methods were used to survey caregivers of children (N=381; 85 children with developmental disabilities and delays and 296 children without developmental disabilities and delays) aged 0 and 5 years (mean age, 36.49±20.18 mo). INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: The YC-PEM includes an assessment of the effect of environment on children's participation for 3 settings: home, daycare/preschool, and community. Pearson and Spearman correlational analyses were used to examine the concurrent validity of the YC-PEM environmental content according to a criterion measure, the Craig Hospital Inventory of Environmental Factors-Child and Parent Version (CHIEF-CP). The YC-PEM and the CHIEF-CP items were first mapped to the International Classification of Functioning, Disability, and Health-Children and Youth Version to identify items for pairwise comparison. RESULTS: We found small to moderate negative associations for 51 of 66 pairwise comparisons involving CHIEF-CP and YC-PEM environment items (r=-.13 to -.39; P<.01). Significant associations were found for items in all 5 International Classification of Functioning, Disability and Health-Children and Youth Version environmental domains. CONCLUSIONS: Results lend further support for the use of the YC-PEM for valid caregiver assessment of the physical, social, attitudinal, and institutional features of environments in terms of their effect on young children's participation within the home, daycare/preschool, and community settings.
AD  - Department of Occupational Therapy, Colorado State University, Fort Collins, CO. Electronic address: mary.khetani@colostate.edu.
AN  - 25486608
AU  - Khetani, M. A.
C2  - Pmc4306606
C6  - Nihms647440
DA  - Feb
DO  - 10.1016/j.apmr.2014.11.016
DP  - NLM
ET  - 2014/12/09
J2  - Archives of physical medicine and rehabilitation
KW  - Activities of Daily Living
Child Day Care Centers/organization & administration
Child, Preschool
Cross-Sectional Studies
*Developmental Disabilities/psychology
*Environment
Equipment and Supplies
Facility Design and Construction
Fathers
Female
Health Surveys
Humans
Infant
Learning
Male
Mothers
Play and Playthings
Policy
Schools, Nursery/organization & administration
*Social Participation
*Surveys and Questionnaires
Child
Children with disabilities
Environmental
Rehabilitation
Social participation
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0003-9993 (Print)
0003-9993
SP  - 317-22
ST  - Validation of environmental content in the Young Children's Participation and Environment Measure
T2  - Arch Phys Med Rehabil
TI  - Validation of environmental content in the Young Children's Participation and Environment Measure
VL  - 96
ID  - 204230
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To evaluate the psychometric properties of the newly developed Young Children's Participation and Environment Measure (YC-PEM). DESIGN: Cross-sectional study. SETTING: Data were collected online and by telephone. PARTICIPANTS: Convenience and snowball sampling methods were used to survey caregivers of children (N=395, comprising children with [n=93] and without [n=302] developmental disabilities and delays) between the ages of 0 and 5 years (mean age±SD, 35.33±20.29 mo) and residing in North America. INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: The YC-PEM includes 3 participation scales and 1 environment scale. Each scale is assessed across 3 settings: home, daycare/preschool, and community. Data were analyzed to derive estimates of internal consistency, test-retest reliability, and construct validity. RESULTS: Internal consistency ranged from .68 to .96 and .92 to .96 for the participation and environment scales, respectively. Test-retest reliability (2-4 wk) ranged from .31 to .93 for participation scales and from .91 to .94 for the environment scale. One of 3 participation scales and the environment scale demonstrated significant group differences by disability status across all 3 settings, and all 4 scales discriminated between disability groups for the daycare/preschool setting. The participation scales exhibited small to moderate positive associations with functional performance scores. CONCLUSIONS: Results lend initial support for the use of the YC-PEM in research to assess the participation of young children with disabilities and delays in terms of (1) home, daycare/preschool, and community participation patterns; (2) perceived environmental supports and barriers to participation; and (3) activity-specific parent strategies to promote participation.
AD  - Department of Occupational Therapy, Colorado State University, Fort Collins, CO. Electronic address: mary.khetani@colostate.edu.
Division of Rehabilitation Sciences, University of Texas Medical Branch, Galveston, TX.
Department of Occupational Therapy, Colorado State University, Fort Collins, CO.
CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Ontario, Canada.
School of Education, University of North Carolina, Chapel Hill, NC.
AN  - 25449189
AU  - Khetani, M. A.
AU  - Graham, J. E.
AU  - Davies, P. L.
AU  - Law, M. C.
AU  - Simeonsson, R. J.
C2  - Pmc4306635
C6  - Nihms636283
DA  - Feb
DO  - 10.1016/j.apmr.2014.09.031
DP  - NLM
ET  - 2014/12/03
J2  - Archives of physical medicine and rehabilitation
KW  - Activities of Daily Living
Child Day Care Centers/organization & administration
Child, Preschool
Cross-Sectional Studies
*Developmental Disabilities/psychology
*Environment
Equipment and Supplies
Facility Design and Construction
Fathers
Female
Health Surveys
Humans
Infant
Learning
Male
Mothers
Play and Playthings
Policy
Psychometrics
Reproducibility of Results
Schools, Nursery/organization & administration
*Social Participation
*Surveys and Questionnaires
Child
Environment
Rehabilitation
Social participation
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0003-9993 (Print)
0003-9993
SP  - 307-16
ST  - Psychometric properties of the Young Children's Participation and Environment Measure
T2  - Arch Phys Med Rehabil
TI  - Psychometric properties of the Young Children's Participation and Environment Measure
VL  - 96
ID  - 204302
ER  - 


TY  - JOUR
AB  - Providing patients with specific information about their own drugs can reduce unintentional misuse and improve compliance. Searching for information is time-consuming when information is not personalized and is written using medical vocabulary that is difficult for patients to understand. In this study we explored patient information needs regarding visualizing of drug information and interrelationships by conducting a total of four co-design workshops with patients, other users and pharmacists. We developed a prototype and drug ontology to support reasoning about drug interactions. We evaluated individual performance in finding information, understanding the drug interactions, and learning from the provided information in the prototype compared to using patient information leaflets (PILs). We concluded that interactive visualization of drug information helps individuals find information about drugs, their side effects and interactions more quickly and correctly compared to using PILs. Our study is limited to co-morbid patients with transient ischaemic attack with several chronic diseases.
AD  - Department of Computer and Information Science, Norwegian University of Science and Technology, Trondheim, Norway.
Faculty of Medicine, Norwegian University of Science and Technology, Trondheim, Norway.
AN  - 29295198
AU  - Khodambashi, S.
AU  - Haugland, D.
AU  - Ellingsberg, A.
AU  - Kottum, H.
AU  - Sund, J. K.
AU  - Nytrø, Ø
DP  - NLM
ET  - 2018/01/04
J2  - Studies in health technology and informatics
KW  - Comprehension
*Drug Interactions
Humans
*Pamphlets
*Patient Compliance
Patient Education as Topic
*Pharmacists
Computer Graphics
Drug Interactions
Patient Medication Knowledge
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0926-9630
SP  - 748-752
ST  - An Experimental Comparison of a Co-Design Visualizing Personal Drug Information and Patient Information Leaflets: Usability Aspects
T2  - Stud Health Technol Inform
TI  - An Experimental Comparison of a Co-Design Visualizing Personal Drug Information and Patient Information Leaflets: Usability Aspects
VL  - 245
ID  - 204415
ER  - 


TY  - JOUR
AB  - Course management systems are software packages that support teaching and learning by providing web-based tools, services, and resources. Electronic course management can facilitate course organization, teaching delivery, communication, collaboration, and assessment. This article reports on a symposium on the use of course management systems, presented by the Teaching of Physiology Section of the American Physiological Society, at the Experimental Biology Meeting of 2007.
AD  - Memorial University of Newfoundland, St. John's, Newfoundland, Canada. jonathan.kibble@med.mun.ca <jonathan.kibble@med.mun.ca>
AN  - 18057417
AU  - Kibble, J. D.
AU  - Kingsbury, J.
AU  - Ramirez, B. U.
AU  - Schlegel, W. M.
AU  - Sokolove, P.
DA  - Dec
DO  - 10.1152/advan.00064.2007
DP  - NLM
ET  - 2007/12/07
J2  - Advances in physiology education
KW  - Biological Science Disciplines/*education/organization & administration
Comprehension
Computer Literacy
*Computer Systems
*Computer-Assisted Instruction
Cooperative Behavior
Curriculum
Education, Professional/*organization & administration
Humans
Internet
*Learning
Models, Educational
Program Evaluation
Software
*Students
Teaching/methods/organization & administration
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1043-4046
SP  - 377-9
ST  - Effective use of course management systems to enhance student learning: Experimental Biology 2007
T2  - Adv Physiol Educ
TI  - Effective use of course management systems to enhance student learning: Experimental Biology 2007
VL  - 31
ID  - 204330
ER  - 


TY  - JOUR
AB  - Running may affect the mood, behavior and neurochemistry of running animals. In the present study, we investigated whether voluntary daily running, sustained over several months, might improve cognition and motor function and modify the brain levels of selected proteins (SOD1, DYRK1A, MAP2, APP and synaptophysin) in Ts65Dn mice, a mouse model for Down syndrome (DS). Ts65Dn and age-matched wild-type mice, all females, had free access to a running wheel either from the time of weaning (post-weaning cohort) or from around 7 months of age (adult cohort). Sedentary female mice were housed in similar cages, without running wheels. Behavioral testing and evaluation of motor performance showed that running improved cognitive function and motor skills in Ts65Dn mice. However, while a dramatic improvement in the locomotor functions and learning of motor skills was observed in Ts65Dn mice from both post-weaning and adult cohorts, improved object memory was seen only in Ts65Dn mice that had free access to the wheel from weaning. The total levels of APP and MAP2ab were reduced and the levels of SOD1 were increased in the runners from the post-weaning cohort, while only the levels of MAP2ab and α-cleaved C-terminal fragments of APP were reduced in the adult group in comparison with sedentary trisomic mice. Hence, our study demonstrates that Ts65Dn females benefit from sustained voluntary physical exercise, more prominently if running starts early in life, providing further support to the idea that a properly designed physical exercise program could be a valuable adjuvant to future pharmacotherapy for DS.
AD  - Department of Developmental Neurobiology, New York State Institute for Basic Research in Developmental Disabilities, Staten Island, NY 10314, USA.
AN  - 23201095
AU  - Kida, E.
AU  - Rabe, A.
AU  - Walus, M.
AU  - Albertini, G.
AU  - Golabek, A. A.
DA  - Feb
DO  - 10.1016/j.expneurol.2012.11.022
DP  - NLM
ET  - 2012/12/04
J2  - Experimental neurology
KW  - Animals
Behavior, Animal/*physiology
Brain/metabolism/physiopathology
Disease Models, Animal
Down Syndrome/genetics/*physiopathology/*therapy
Exercise Therapy/*methods
Exploratory Behavior/physiology
Female
Genetic Predisposition to Disease/genetics
Male
Mice
Mice, Inbred C57BL
Mice, Neurologic Mutants
Physical Conditioning, Animal/*physiology
Running/*physiology
Sex Characteristics
Sex Factors
Time Factors
Trisomy/genetics
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0014-4886
SP  - 178-89
ST  - Long-term running alleviates some behavioral and molecular abnormalities in Down syndrome mouse model Ts65Dn
T2  - Exp Neurol
TI  - Long-term running alleviates some behavioral and molecular abnormalities in Down syndrome mouse model Ts65Dn
VL  - 240
ID  - 204124
ER  - 


TY  - THES
AB  - Autistic individuals experience marginalization and stigmatization, and are often not connected to mainstream services or organizations fostering peer relationships (Boundy, 2008; Jaarsma & Welin, 2012; Robertson, 2010). Therefore, the accomplishments of the online Autistic community in building a community for self-advocacy, peer-support, friendships, and identity development (Brownlow & O'Dell, 2006; Kidney, 2012) are important to recognize, empirically examine, and promote (Blume, 1997a; Davidson, 2008). Utilizing a community-based participatory research approach (CBPR; Israel, Schulz, Parker, & Becker, 1998) the Academic Autistic Spectrum Partnership in Research and Education (AASPIRE; www.aaspire.org) conducted the AASPIRE Internet Use, Community, and Well-Being Study, and collected data from 151 autistic adults and 173 non-autistic adults. The current study utilized data from the AASPIRE Internet Use, Community, and Well-Being Study on involvement in the online Autistic community, communication preferences, Autistic identity, and self-determination. The aims and rationale for the study were to contribute to the small body of quantitative literature on the online Autistic community, including expanding on findings that support positive outcomes of involvement in the online Autistic community (Kidney, 2012), and whether communication preference influences the relationships. The study also sought to examine the fit of an integrated model of associations among involvement in the online Autistic community, Autistic Identity, and self-determination in autistic adults who do and do not prefer online communication. Additionally, the study aimed to promote positive Autistic research and the voices of autistic participants and CBPR partners by challenging common misperceptions about autistic individuals and community/social interactions, understand the impact of communication preference, and inform policy and education designed for autistic individuals. The study used data to develop a multi-dimensional construct of involvement in the online community as well as explore the Autistic Identity Scale. The main findings included positive relationships between involvement in the online Autistic community and Autistic identity (r=.33, p<.01), as well as between involvement and self-determination (r=.38, p<.01) in autistic adults. Exploratory analyses yielded mixed results in the cross-sectional sample that was relatively limited in demographic diversity and small considering the number and type of analyses (n=324). Main findings include no moderating impact of preference to communicate online or population type (autistic or non-autistic) on the significant relationships between (1) involvement in the online community and self-determination or (2) involvement in the online community and Autistic identity. However, exploring the relationships among the variables with structural equation modeling, analyses indicated that no significant relationship exists between involvement in the online Autistic community and self-determination in autistic adults who do not prefer online communication. Findings indicate the need for further research on the complex impact of communication preference in larger samples of autistic adults. Despite sample limitations and mixed results from exploratory analyses, the findings mostly support the associations of involvement in the online Autistic community with Autistic identity and self-determination. The discussion addresses implications of the findings for theory, research, and action. For example, findings may influence how autistic individuals are provided education about and access to new media for fostering community, or lead to the development of online interventions or techniques for the promotion of positive outcomes in autistic individuals. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2016-17339-107
AU  - Kidney, Colleen Anne
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - autism
communication preferences
online community involvement
autistic identity
self-determination
Autism Spectrum Disorders
Community Involvement
Interpersonal Communication
Online Community
Preferences
Self-Concept
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2016
SN  - 0419-4217
978-1321658354
ST  - Rethinking autism, communication, and community involvement: Exploring involvement in online communities, communication preference, autistic identity, and self-determination
TI  - Rethinking autism, communication, and community involvement: Exploring involvement in online communities, communication preference, autistic identity, and self-determination
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-17339-107&site=ehost-live&scope=site
VL  - 76
ID  - 205011
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Although the benefits of diagnosis disclosure have been recognized for a number of pediatric medical conditions, there is a paucity of research about the process by which youth with autism spectrum disorder (ASD) are informed about their diagnosis. The aim of this study was to systematically characterize the antecedents, correlates, and outcomes of diagnosis disclosure to youth with ASD. METHODS: In this cross-sectional study, parents and guardians of youth with ASD (ages 8-25) completed a detailed online questionnaire about their experiences with diagnosis disclosure. The perceived impact of disclosure on affected youth was also assessed. RESULTS: Five hundred seventy-five parents of youth with ASD (mean age: 14 years) completed the questionnaire, of whom 81% reported their affected child had been told that he or she had ASD. Most youth who had been told about their diagnosis (86%) were currently aware that they had ASD, according to the parent report. Youth awareness of the diagnosis was reported to be associated with improved self-advocacy skills (60%), enhanced self-awareness of personal strengths (69%) and weaknesses (68%), and other benefits. Youth who had sought information about ASD from support groups and other individuals with ASD had better outcomes regarding self-esteem [adjusted odds ratio = 2.73, 95% confidence interval: (1.34, 3.98)] and acceptance of the diagnosis (p = 0.001) than those who exclusively learned about ASD from other sources. CONCLUSION: Given the numerous potential benefits of diagnosis disclosure, there is a need for physicians and other professionals to support parents in educating youth with ASD about their diagnosis.
AD  - *Division of Developmental and Behavioral Pediatrics, Steven and Alexandra Cohen Children's Medical Center of New York, Lake Success, NY; †Donald & Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY.
AN  - 32735421
AU  - Kiely, B.
AU  - Adesman, A.
AU  - Rapoport, E.
AU  - Gutman, A.
DA  - Aug
DO  - 10.1097/dbp.0000000000000802
DP  - NLM
ET  - 2020/08/01
J2  - Journal of developmental and behavioral pediatrics : JDBP
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0196-206x
SP  - 443-451
ST  - Patterns and Outcomes of Diagnosis Disclosure to Youth with Autism Spectrum Disorder
T2  - J Dev Behav Pediatr
TI  - Patterns and Outcomes of Diagnosis Disclosure to Youth with Autism Spectrum Disorder
VL  - 41
ID  - 204785
ER  - 


TY  - JOUR
AB  - This study describes a university capstone course designed to increase student critical thinking skills and preparation for the workforce. Principles of action research and qualitative methods were used to focus on how pedagogical choices of the instructor would influence student learning in these areas. Through extensive use of case studies, direct instruction in questioning techniques (e.g. pre-quizzes and thinking routines), and introduction to the concept of mindfulness, students were encouraged to transition from the role of student to the role of professional. Findings revealed that the capstone experience enhanced students' demonstrated critical thinking skills and contributed to their willingness to cultivate a professional perspective. Although undertaken in a human service field, the results can inform pedagogical choices made in any content's capstone.
AN  - EJ1027834
AU  - Kiener, Michael
AU  - Ahuna, Kelly H.
AU  - Tinnesz, Christine Gray
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - College Curriculum
Critical Thinking
College Students
Career Readiness
Action Research
Qualitative Research
Teaching Methods
College Faculty
Case Studies
Questioning Techniques
Metacognition
Attention Control
Professional Education
Professional Identity
Professional Occupations
Course Evaluation
Student Attitudes
Tests
Job Development
Self Evaluation (Individuals)
Meta Analysis
Journal Writing
Student Journals
United States (Midwest)
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 0965-0792
SP  - 109-121
ST  - Documenting Critical Thinking in a Capstone Course: Moving Students toward a Professional Disposition
T2  - Educational Action Research
TI  - Documenting Critical Thinking in a Capstone Course: Moving Students toward a Professional Disposition
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1027834&site=ehost-live&scope=site
http://dx.doi.org/10.1080/09650792.2013.856770
VL  - 22
ID  - 205157
ER  - 


TY  - JOUR
AB  - BACKGROUND: As people with intellectual and developmental disabilities (PWIDD) are living longer and experience chronic health conditions, there is greater likelihood that direct care workers (DCWs) will need to provide palliative care services. OBJECTIVE: The purpose of this study was to explore DCWs' experience with palliative care and challenges they faced. DESIGN: This study was an exploratory, descriptive study using qualitative methods. SETTING/SUBJECTS: Fifty-four DCWs participated in nine focus groups at five nonprofit community-based organizations that provided residential and day programming services for PWIDD. METHODS: Participants completed a short demographic questionnaire before each of the focus group sessions. In the focus group sessions, participants were asked to describe their experiences of providing palliative care in the workplace and whether they had any difficulties providing palliative care. The focus group discussions were digitally recorded, transcribed professionally, and de-identified for analysis. RESULTS: Challenges DCWs faced and strategies they employed to meet PWIDD's needs were described using two main themes: "challenges" and "meeting PWIDD's needs." The first theme encompassed difficulties in communicating with clients, anxiety of anticipating death, and limited organizational resources or support. Empathy, extra attention, adaptation in care, and peer support comprised the second theme. CONCLUSIONS: The results indicate some intellectual and developmental disability service agencies and DCWs are not equipped to care for PWIDD with palliative care needs, and DCWs try to meet PWIDD palliative care needs through individual efforts and peer support. These findings can inform training development for DCWs, as well as necessary organizational efforts to support DCWs.
AD  - School of Health Studies, Northern Illinois University , DeKalb, Illinois.
AN  - 29672192
AU  - Kim, J.
AU  - Gray, J. A.
DA  - Aug
DO  - 10.1089/jpm.2017.0555
DP  - NLM
ET  - 2018/04/20
J2  - Journal of palliative medicine
KW  - Adult
Caregivers/*psychology
Female
Focus Groups
Health Personnel/*psychology
Hospice and Palliative Care Nursing/*methods
Humans
Male
Middle Aged
*Needs Assessment
Palliative Care/*psychology
Qualitative Research
*Social Support
Surveys and Questionnaires
*caregivers
*direct care workers
*intellectual and developmental disabilities
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1557-7740
SP  - 1094-1099
ST  - Palliative Care Experiences and Needs of Direct Care Workers
T2  - J Palliat Med
TI  - Palliative Care Experiences and Needs of Direct Care Workers
VL  - 21
ID  - 204706
ER  - 


TY  - JOUR
AB  - BACKGROUND: School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve executive function in school-aged children with ADHD is important. OBJECTIVE: The present study is aimed to investigate how cognitive-functional (Cog-Fun) intervention affected executive function of school-aged children with ADHD and the sustainability of these effects. To investigate the effects of changes in the executive function of school-aged children with ADHD through Cog-Fun intervention in self-directed learning. METHOD: A single-subject A-B-A research design was employed in this study. Three children aged 9-10 years who were diagnosed with ADHD were selected. A total of 17 experimental sessions were conducted. The Cog-Fun intervention program was implemented during the intervention phase. To measure dependent variables, Behavior Rating Inventory of Executive Function (BRIEF) and Homework Problems Checklist (HPC) were used. Significant changes in executive function assessed by the Children's Color Trails Test (CCTT) and Stroop test were analyzed through two-standard deviation band analysis. Additionally, video clips of task performance were analyzed to examine qualitative performance changes in self-directed learning. RESULT: All three participants presented statistically significant changes with a number of near-misses of CCTT and color words score of Stroop test during the intervention. T-scores of the Global Executive Composite (GEC) decreased after the intervention, indicating improvement in executive function. The follow-up period revealed retention of the improved executive function. Additionally, self-directed learning improved in all participants after the implementation Cog-Fun intervention. CONCLUSION: The study supports the effectiveness of Cog-Fun intervention in improving executive function in school-aged children with ADHD and confirmed that the improvement of executive function ultimately leads to the improvement of self-directed learning performance.
AD  - BODA Visual Perception & Cognition Educational Institution, Republic of Korea.
Department of Occupational Therapy, Yonsei University, Republic of Korea.
College of Human Service, Department of Dementia Prevention and Rehabilitation, Catholic Kwandong University, Republic of Korea.
AN  - 32728351
AU  - Kim, M. J.
AU  - Park, H. Y.
AU  - Yoo, E. Y.
AU  - Kim, J. R.
C2  - PMC7368929 of this paper.
DO  - 10.1155/2020/1250801
DP  - NLM
ET  - 2020/07/31
J2  - Occupational therapy international
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0966-7903 (Print)
0966-7903
SP  - 1250801
ST  - Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study
T2  - Occup Ther Int
TI  - Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study
VL  - 2020
ID  - 204799
ER  - 


TY  - JOUR
AB  - Adult-born neurons are continuously generated and incorporated into the circuitry of the hippocampus throughout life in mammals. Cumulative evidence supports a physiological role for adult-born neurons, yet it not clear whether this subset of dentate granule cells makes a unique contribution to hippocampal function. Perturbation or ablation of adult hippocampal neurogenesis leads to deficits in the acquisition of learned associations or memory recall, whereas an increase in adult hippocampal neurogenesis enhances some forms of learning and memory. The observed effects thus far appear to be task-dependent, species-specific, and sensitive to the timing of manipulations. Here, we review the recent evidence correlating adult-born dentate granule cells (DGCs) with hippocampal-dependent behavior and focus on the dynamic properties of this neuronal population that may underlie its function. We further discuss a framework for future investigations of how newly integrated neurons may contribute to hippocampal processing using advanced genetic techniques with enhanced temporal resolution.
AD  - Institute of Cell Engineering, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
AN  - 21801754
AU  - Kim, W. R.
AU  - Christian, K.
AU  - Ming, G. L.
AU  - Song, H.
C2  - Pmc6450076
C6  - Nihms317322
DA  - Feb 14
DO  - 10.1016/j.bbr.2011.07.012
DP  - NLM
ET  - 2011/08/02
J2  - Behavioural brain research
KW  - Animals
Behavior, Animal/*physiology
Cognition/*physiology
Dentate Gyrus/*physiology
Neurogenesis/*physiology
Neurons/*physiology
Time Factors
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0166-4328 (Print)
0166-4328
SP  - 470-9
ST  - Time-dependent involvement of adult-born dentate granule cells in behavior
T2  - Behav Brain Res
TI  - Time-dependent involvement of adult-born dentate granule cells in behavior
VL  - 227
ID  - 204240
ER  - 


TY  - JOUR
AB  - High school students with and without learning disabilities in two chemistry classes accessed technologically-enhanced worksheets, called Pencasts, when completing homework assignments. In this action research study, feedback from students was gathered via questionnaires and interviews. Students most frequently used Pencasts to figure out how to solve homework problems, and all students expressed satisfaction with using Pencasts. Students shared other ways they used Pencasts, such as studying for chemistry tests, and shared how they could benefit if Pencasts were available in other classes. According to the teacher, students with and without disabilities completed the majority of homework when Pencasts were available, and almost all students earned "A" grades on homework. Teacher reflections about Pencasts, implications for practice, and future research are described.
AN  - EJ1139111
AU  - King-Sears, Margaret E.
AU  - Evmenova, Anya S.
AU  - Johnson, Todd M.
DA  - 05/01/
DB  - ERIC
DP  - EBSCOhost
KW  - High School Students
Learning Disabilities
Chemistry
Science Instruction
Worksheets
Homework
Action Research
Student Attitudes
Questionnaires
Interviews
Technology Uses in Education
Educational Technology
Study Habits
Grades (Scholastic)
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 0938-8982
SP  - 121-131
ST  - Using Technology for Accessible Chemistry Homework for High School Students with and without Learning Disabilities
T2  - Learning Disabilities Research & Practice
TI  - Using Technology for Accessible Chemistry Homework for High School Students with and without Learning Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1139111&site=ehost-live&scope=site
http://dx.doi.org/10.1111/ldrp.12129
VL  - 32
ID  - 205431
ER  - 


TY  - JOUR
AB  - Understanding the complex relationships among factors that may predict the outcomes of young adults with autism spectrum disorder (ASD) is of utmost importance given the increasing population undergoing and anticipating the transition to adulthood. With a sample of youth with ASD (n = 1170) from the National Longitudinal Transition Study-2, structural equation modeling techniques were used to test parent expectations as a mediator of young adult outcomes (i.e., employment, residential independence, social participation) in a longitudinal analysis. The mediation hypothesis was confirmed; family background and functional performance variables significantly predicted parent expectations which significantly predicted outcomes. These findings add context to previous studies examining the role of parent expectations on young adult outcomes and inform directions for family-centered interventions and future research.
AD  - Division of Occupational Science and Occupational Therapy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA. avkirby@gmail.com.
Division of Occupational Therapy, University of Utah, 520 Wakara Way, Salt Lake City, UT, 84108, USA. avkirby@gmail.com.
AN  - 26762113
AU  - Kirby, A. V.
DA  - May
DO  - 10.1007/s10803-015-2691-3
DP  - NLM
ET  - 2016/01/15
J2  - Journal of autism and developmental disorders
KW  - Adolescent
Adult
Autism Spectrum Disorder/*diagnosis/*psychology
Databases, Factual/trends
Employment/*psychology/trends
Female
Humans
Longitudinal Studies
Male
Parents/*psychology
Social Participation/*psychology
Treatment Outcome
Young Adult
Adult outcomes
Autism spectrum disorder
Parent expectations
Structural equation modeling
Transition
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0162-3257
SP  - 1643-55
ST  - Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder
T2  - J Autism Dev Disord
TI  - Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder
VL  - 46
ID  - 204123
ER  - 


TY  - JOUR
AB  - BACKGROUND: The purpose of this study was to revise and validate the Individual Child Engagement Record (ICER), an instrument designed to observe and measure the engagement of children with disabilities in early childhood settings.(1) METHOD: The ICER was revised with reference to pilot study results and the literature. Inter-observer reliability of the revised measure (ICER-R) was examined by calculating levels of agreement between observers coding video-clips of children with disabilities engaged in three different activity types (mealtime, free play, and structured group time) in an inclusive childcare centre. The E-Qual III was used as a criterion measure to examine concurrent validity. RESULTS: Good overall percentage agreement and kappa coefficients were achieved for the codes recorded. A statistically significant correlation was found between data gathered using the ICER-R and the E-Qual III when comparing total engaged behaviours. CONCLUSIONS: The ICER-R was found to be a valid and reliable measure of engagement of children with disabilities in early childhood settings. The results support the potential of the ICER-R as a practitioner-friendly tool.
AD  - Macquarie University Special Education Centre, Sydney, Australia. yuriko.kishida@speced.sed.mq.edu.au
AN  - 18569403
AU  - Kishida, Y.
AU  - Kemp, C.
AU  - Carter, M.
DA  - Jun
DO  - 10.1080/13668250802088085
DP  - NLM
ET  - 2008/06/24
J2  - Journal of intellectual & developmental disability
KW  - *Activities of Daily Living
Australia
Child
Child, Preschool
Developmental Disabilities/psychology/*rehabilitation
*Education, Special
Female
Humans
Interpersonal Relations
Male
Observer Variation
Play and Playthings
*Psychological Tests
Reproducibility of Results
*Social Behavior
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1366-8250
SP  - 158-70
ST  - Revision and validation of the Individual Child Engagement Record: a practitioner-friendly measure of learning opportunities for children with disabilities in early childhood settings
T2  - J Intellect Dev Disabil
TI  - Revision and validation of the Individual Child Engagement Record: a practitioner-friendly measure of learning opportunities for children with disabilities in early childhood settings
VL  - 33
ID  - 204273
ER  - 


TY  - JOUR
AB  - The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.
AD  - a Institute of Psychology , Goethe-University , Frankfurt/Main , Germany.
b School of Psychology , University of Sydney , Sydney , Australia.
c Institute of Mathematics , University Potsdam , Potsdam , Germany.
AN  - 26250943
AU  - Kistner, S.
AU  - Burns, B. D.
AU  - Vollmeyer, R.
AU  - Kortenkamp, U.
DO  - 10.1080/17470218.2015.1076865
DP  - NLM
ET  - 2015/08/08
J2  - Quarterly journal of experimental psychology (2006)
KW  - Adolescent
Adult
Analysis of Variance
Comprehension/*physiology
Computer Simulation
Female
*Goals
Humans
Learning/*physiology
Male
*Models, Psychological
Problem Solving/*physiology
Sensitivity and Specificity
Transfer, Psychology
Young Adult
Goal specificity
Problem solving
Scientific discovery learning
Three-space theory
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1747-0218
SP  - 1179-96
ST  - The importance of understanding: Model space moderates goal specificity effects
T2  - Q J Exp Psychol (Hove)
TI  - The importance of understanding: Model space moderates goal specificity effects
VL  - 69
ID  - 204542
ER  - 


TY  - JOUR
AB  - PURPOSE: As consensus emerges concerning the need to extend publicly funded home- and community-based services that support the independence of seniors, studies have reported the efficacy and cost effectiveness of assistive technology (AT). This article presents the latest available national AT expenditure and participation trends (1999-2002) for Medicaid 1915(c) waivers, the largest Medicaid home- and community-based service program. DESIGN AND METHODS: We collected annually reported Centers for Medicare and Medicaid Form 372 data from state officials for each waiver providing AT for the period from 1999 to 2002. Descriptive statistics examined trends in national participation and expenditures, interstate variations in participation and expenditures, and differences in provision between elderly persons and persons with developmental disabilities. RESULTS: Although we report a rise in the number of waivers providing AT, there has been much slower participant growth compared with the broader waiver program, and there is wide interstate variation in waiver AT provision. Not only do most waivers with AT serve persons with developmental disabilities, AT spending for that target group is almost twice that for aged or disabled waiver participants. IMPLICATIONS: This study highlights three policy concerns: first, the large interstate variations in AT provision in Medicaid waivers may signal access problems in some states; second, policy choices in some states may favor Medicaid spending on AT for the developmental disability population over that for the elderly population; and third, data limitations prevent a comparable state-by-state analysis of Medicare AT provision.
AD  - Department of Social and Behavioral Sciences, University of California, San Francisco, 3333 California Street, Suite 455, San Francisco, CA 94118, USA.
AN  - 18483430
AU  - Kitchener, M.
AU  - Ng, T.
AU  - Lee, H. Y.
AU  - Harrington, C.
DA  - Apr
DO  - 10.1093/geront/48.2.181
DP  - NLM
ET  - 2008/05/17
J2  - The Gerontologist
KW  - Activities of Daily Living
Community Health Services/*economics
Databases as Topic
Health Expenditures/trends
Home Care Services/*economics
Humans
*Medicaid
Reimbursement Mechanisms
Self-Help Devices/*economics
State Health Plans
United States
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0016-9013 (Print)
0016-9013
SP  - 181-9
ST  - Assistive technology in medicaid home- and community-based waiver programs
T2  - Gerontologist
TI  - Assistive technology in medicaid home- and community-based waiver programs
VL  - 48
ID  - 204050
ER  - 


TY  - JOUR
AB  - Cognitive psychology is an interdisciplinary field whose main aim is to study the thinking mechanisms of humans leading to cognizance. Therefore the concept of human cognitive processes envelopes the knowledge related to the mechanisms which determine the way humans acquire information from the environment and utilize their knowledge and experience. There are three basic processes which need to be distinguished when discussing human perception development: acquiring sensations, perceptiveness and attention. Acquiring sensations means the experience arising from the stimulation of a single sense organ, i.e. detection and differentiation of sensory information. Perceptiveness stands for the interpretation of sensations and may include recognition and identification of sensory information. The attention process relates to the selectivity of perception. Mental processes of the higher order used in cognition, thanks to which humans tend to try to understand the world and adapt to it, doubtlessly include the processes of memory, reasoning, learning and problem solving. There is a great difference in the human cognitive functioning at different stages of one's life (from infancy to adulthood). The difference is both quantitative and qualitative. There are three main approaches to the human cognitive functioning development: Jean Piaget's approach, information processing approach and psychometric approach. Piaget's ideas continue to form the groundwork of child cognitive psychology. Piaget identified four developmental stages of child cognition: 1. Sensorimotor stage (birth - 2 years old); 2. Preoperational stage (ages 2-7); 3. Concrete operations (ages 7-11; 4. Formal operations (11 and more). The supporters of the information processing approach use a computer metaphor to present the human cognitive processes functioning model. The three important mechanisms involved are: coding, automation and strategy designing and they all often co-operate together. This theory has provided a theory. The psychometric approach concentrates on studying the differences in intelligence. The aim of this approach is to test intelligence by means of standardized tests (e.g. WISC-R, WAIS-R) used to show the individual differences among humans. Human cognitive functions determine individuals' adaptation capabilities and disturbances in this area indicate a number of psychopathological changes and are a symptom enabling to differentiate or diagnose one with a disorder. That is why the psychological assessment of cognitive functions is an important part of patients' diagnosis. Contemporary neuropsychological studies are to a great extent based computer tests. The use of computer methods has a number of measurement-related advantages. It allows for standardized testing environment, increasing therefore its reliability and standardizes the patient assessment process. Special attention should be paid to the neuropsychological tests included in the Vienna Test System (Cognitron, SIGNAL, RT, VIGIL, DAUF), which are used to assess the operational memory span, learning processes, reaction time, attention selective function, attention continuity as well as attention interference resistance. It also seems justified to present the CPT id test (Continuous Performance Test) as well as Free Recall. CPT is a diagnostic tool used to assess the attention selective function, attention continuity of attention, attention interference resistance as well as attention alertness. The Free Recall test is used in the memory processes diagnostics to assess patients' operational memory as well as the information organization degree in operational memory. The above mentioned neuropsychological tests are tools used in clinical assessment of cognitive function disorders.
AD  - Katedra i Klinika Psychiatrii i Psychoterapii, Slaskiej Akademii Medycznej w Katowicach, 40-635 Katowice, ul. Ziolowa 45/47. psych1@slam.katowice.pl
AN  - 17471820
AU  - Klasik, A.
AU  - Janas-Kozik, M.
AU  - Krupka-Matuszczyk, I.
AU  - Augustyniak, E.
DP  - NLM
ET  - 2007/05/03
J2  - Przeglad lekarski
KW  - Child
Child Behavior/*psychology
*Child Development
*Cognition
Humans
*Intelligence
Models, Psychological
Perception
Psychology, Child
Psychometrics
Thinking
LA  - pol
N1  - PubMed NLM literature search August 25, 2020
OP  - Funkcje poznawcze, ich rozwój oraz nowoczesne metody diagnozowania.
PY  - 2006
SN  - 0033-2240 (Print)
0033-2240
SP  - 29-34
ST  - [Cognitive functions, their development and modern diagnostic methods]
T2  - Przegl Lek
TI  - [Cognitive functions, their development and modern diagnostic methods]
VL  - 63 Suppl 1
ID  - 204435
ER  - 


TY  - JOUR
AB  - Effective rollout of HIV treatment-based prevention such as pre-exposure prophylaxis and treatment as prevention has been hampered by poor education, limited acceptability, and stigma among gay men. We undertook a thematic analysis regarding the education sources and acceptability of these New Prevention Technologies (NPTs) using 15 semistructured interviews with gay men in Vancouver, Canada, who were early adopters of NPTs. NPT education was derived from a variety of sources, including the Internet, health care providers, community organizations, sexual partners, and peers; participants also emphasized their own capacities as learners and educators. Acceptable forms of NPT education featured high-quality factual information, personal testimony, and easy access. Stigma was highlighted as a major barrier. For public health, policy makers, and gay communities to optimize the personal and population benefits of NPTs, there is a need for increased community support and dialogue, antistigma efforts, early NPT adopter testimony, and personalized implementation strategies.
AD  - 1 British Columbia Centre for Excellence in HIV/AIDS, Vancouver, British Columbia, Canada.
2 University of Victoria, Victoria, British Columbia, Canada.
3 Health Initiative for Men, Vancouver, British Columbia, Canada.
4 YouthCO HIV & Hep C Society, Vancouver, British Columbia, Canada.
5 Simon Fraser University, Burnaby, British Columbia, Canada.
6 University of British Columbia, Vancouver, British Columbia, Canada.
AN  - 28936925
AU  - Klassen, B. J.
AU  - Lachowsky, N. J.
AU  - Lin, S. Y.
AU  - Edward, J. B.
AU  - Chown, S. A.
AU  - Hogg, R. S.
AU  - Moore, D. M.
AU  - Roth, E. A.
C2  - Pmc5664952
C6  - Nihms911616
DA  - Oct
DO  - 10.1177/1049732317716419
DP  - NLM
ET  - 2017/09/25
J2  - Qualitative health research
KW  - Adult
British Columbia
Comprehension
HIV Infections/*prevention & control/psychology
Health Knowledge, Attitudes, Practice
Homosexuality, Male/*psychology
Humans
Interviews as Topic
Male
Middle Aged
*Patient Education as Topic
Pre-Exposure Prophylaxis
Young Adult
Canada
HIV prevention
gay and bisexual men
health education
post-exposure prophylaxis
qualitative
thematic analysis
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1049-7323 (Print)
1049-7323
SP  - 1775-1791
ST  - Gay Men's Understanding and Education of New HIV Prevention Technologies in Vancouver, Canada
T2  - Qual Health Res
TI  - Gay Men's Understanding and Education of New HIV Prevention Technologies in Vancouver, Canada
VL  - 27
ID  - 204587
ER  - 


TY  - JOUR
AB  - ABSTRACT Full and equal access to sex education for all citizens is ensured by international legal acts. Research shows, however, that people with intellectual disabilities (ID) receive neither support in understanding their sexual rights, nor access to sex education tailored to their needs. Sex education classes at a special school in Poland are not compulsory for students with ID, therefore they can be omitted from the curriculum. The research aims to learn the state of knowledge about human sexuality and to analyse the needs, barriers, and expectations of adult students with ID as regards their sex education. The methodology used included a qualitative approach (Participatory Action Research) using group interviews (FGI) with 24 ID students ages 18–24. The results of the study indicate that students taking part in the study possess fragmentary and incomplete knowledge about sexuality. They listed TV, the Internet, and friends as sources of information, leaving out school (teachers) and parents. However, their interest and willingness to talk was very high. A didactic tool for sex education was designed together with the student and is being used in schools. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Klaudia, Wos
AN  - 2020-41218-001
AU  - Klaudia, Wos
AU  - Kamecka-Antczak, Celina
AU  - Szafrański, Mateusz
DB  - APA PsycInfo
DO  - 10.1080/08856257.2020.1769981
DP  - EBSCOhost
KW  - Intellectual disability
sex education
participatory action research
No terms assigned
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2020
SN  - 0885-6257
1469-591X
ST  - In search of solutions regarding the sex education of people with intellectual disabilities in poland - participatory action research
T2  - European Journal of Special Needs Education
TI  - In search of solutions regarding the sex education of people with intellectual disabilities in poland - participatory action research
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-41218-001&site=ehost-live&scope=site
ORCID: 0000-0001-5178-8457
k.wos@doktorant.umk.pl
ID  - 204951
ER  - 


TY  - JOUR
AB  - This study examined the effectiveness of video modeling to teach a preschooler with autism to imitate previously mastered and not mastered actions during song and toy play activities. A general case approach was used to examine the instructional universe of preschool songs and select exemplars that were most likely to facilitate generalization. Experimental control was evident in a multiple baseline design across three imitation activities. In addition to video modeling, additive components that included highlighting critical features of the video examples, prompting/fading, and social reinforcement were required to demonstrate a functional relationship. The results also showed generalized imitative performance to actions that were not previously mastered. The findings suggest that general case analysis, video modeling, and additive procedures can be combined to both teach new imitative behaviors and promote generalization of previously-mastered behaviors. The results are discussed with reference to future research directions and implications for practice in educational settings. (Contains 1 figure.)
AN  - EJ875295
AU  - Kleeberger, Vickie
AU  - Mirenda, Pat
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Play
Autism
Imitation
Preschool Children
Social Reinforcement
Generalization
Video Technology
Role Models
Singing
Prompting
Teaching Methods
Intervention
Program Effectiveness
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 1098-3007
SP  - 116-127
ST  - Teaching Generalized Imitation Skills to a Preschooler with Autism Using Video Modeling
T2  - Journal of Positive Behavior Interventions
TI  - Teaching Generalized Imitation Skills to a Preschooler with Autism Using Video Modeling
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ875295&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1098300708329279
VL  - 12
ID  - 205345
ER  - 


TY  - JOUR
AB  - Word processing using a keyboard is an option for children with Developmental Coordination Disorder (DCD) who have printing/ handwriting difficulties. A five-replication single-subject ABA design was used to explore the ability of 6 children with DCD (entering Grades 3-5) experiencing problems with printing/handwriting to learn computer skills. Following a two-week intervention all children were familiar with basic computer functions and showed improved word processing skills. Touch-keyboarding speed increased for the five children entering Grades 4-5, but only one child acquired a speed (letters/minute) comparable to printing/ handwriting. Four children demonstrated increased text production when generating a story, but none achieved speeds comparable to printing/handwriting. Five-finger touch-keyboarding proficiency was better for children in Grades 4-5. Therapists observed improved legibility and increased motivation. Results suggest that the child's grade, program support, and program length should be considered when making decisions about keyboarding.
AD  - Occupational Therapy Service, Glenrose Rehabilitation Hospital, Edmonton, Alberta, Canada. Sheryl.Klein@capitalhealth.ca
AN  - 18399044
AU  - Klein, S.
AU  - Erickson, L.
AU  - James, K.
AU  - Perrott, C.
AU  - Williamson, H.
AU  - Zacharuk, L.
DO  - 10.1300/j006v28n01_02
DP  - NLM
ET  - 2008/04/11
J2  - Physical & occupational therapy in pediatrics
KW  - Child
Communication Disorders/*rehabilitation
Developmental Disabilities/*rehabilitation
Female
Humans
Male
Occupational Therapy/*methods
Program Evaluation/*statistics & numerical data
*Word Processing
*Writing
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0194-2638 (Print)
0194-2638
SP  - 5-23
ST  - Effectiveness of a computer skills program to improve written communication in children with Developmental Coordination Disorder
T2  - Phys Occup Ther Pediatr
TI  - Effectiveness of a computer skills program to improve written communication in children with Developmental Coordination Disorder
VL  - 28
ID  - 204092
ER  - 


TY  - JOUR
AB  - Historically, ACh has been implicated in learning and short-term memory functions. However, more recent studies have provided support for a role of cortical ACh in attentional effort, orienting and the detection of behavioral significant stimuli. The current review article summarizes studies in animals and humans which have investigated the role of ACh in attention and cognition. An attempt has been made to differentiate between brain regions involved in attentional processes versus those important for other cognitive functions. To this purpose, various experimental methods and interventions were used. Animal behavioral studies have injected the selective immunotoxin IgG-saporin to induce specific cholinergic lesions, employed electrochemical techniques such as microdialysis, or have administered cholinergic compounds into discrete parts of the brain. Human studies that give some indication on the link between central cholinergic signaling and cognition are obviously confined to less invasive, imaging methods such as fMRI. The brain areas that are deemed most important for intact attentional processing in both animals and humans appear to be the (pre)frontal, parietal and somatosensory (especially visual) regions, where ACh plays a vital role in the top-down control of attentional orienting and stimulus discrimination. In contrast, cholinergic signaling in the septohippocampal system is suggested to be involved in memory processes. Thus, it appears that the role of ACh in cognition is different per brain region and between nicotinic versus muscarinic receptor subtypes.
AD  - Faculty of Psychology and Neuroscience, Department of Neuropsychology and Psychopharmacology, European Graduate School of Neuroscience, Maastricht University, PO Box 616, 6200 MD Maastricht, The Netherlands. inge.klinkenberg@maastrichtuniversity.nl
AN  - 21108972
AU  - Klinkenberg, I.
AU  - Sambeth, A.
AU  - Blokland, A.
DA  - Aug 10
DO  - 10.1016/j.bbr.2010.11.033
DP  - NLM
ET  - 2010/11/27
J2  - Behavioural brain research
KW  - Acetylcholine/*physiology
Animals
Attention/drug effects/*physiology
Brain/drug effects/*physiology
Brain Mapping/psychology
Cerebral Cortex/drug effects/*physiology
Cholinergic Agents/pharmacology
Cholinergic Fibers/drug effects/*physiology
Cognition/drug effects/physiology
Humans
Memory/drug effects/physiology
Models, Neurological
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0166-4328
SP  - 430-42
ST  - Acetylcholine and attention
T2  - Behav Brain Res
TI  - Acetylcholine and attention
VL  - 221
ID  - 203920
ER  - 


TY  - JOUR
AB  - Hybrid, passive brain-computer (h/pBCI) interfaces have received much attention in regards to measuring various mental states. A high classification rate of operator workload state is necessary in order to be able to enhance operator performance. Physiological measures have been used with machine learning algorithms to classify workload state, however, these measures are hypothesized to suffer from inherent nonstationarity. To attain a more generalizable classifier, a prior solution has been to use a multi-day learning paradigm to train classifier models. In earlier work, we have shown that increasing the number of unique data sessions used to form a learning set can improve the accuracy of classifying mental workload where improved generalizability is partly attributable to the multi-day paradigm. To further investigate methods that produce more generalizable classifiers, we look to ensemble learning. Here we implement ensemble learning to increase accuracies, reduce variance, and leverage theoretical performance of the ensemble as compared to observed to make inference about generalization. An adaptive boosting method (AdaBoost) is used to train a "base learning algorithm" multiple times, adaptively adjusting to errors and forming a vote out of the resulting hypotheses using three different base learning algorithms: an artificial neural network (ANN), a support vector machine (SVM), and linear discriminant analysis (LDA). We observed that the ensemble converged on theoretical performance with respect to error and variance only when the training sets were formed using the multi-day paradigm. These results indicate that ensemble learning approaches can be used in examples of pBCI such as those designed here, but they are also affected by theorized nonstationarity in physiological response. The observation of ensemble convergence on theoretical performance may be used to make inference about generalizability when simple accuracy of detection can be misleading.
AN  - 31946643
AU  - Klosterman, S. L.
AU  - Eepp, J. R.
DA  - Jul
DO  - 10.1109/embc.2019.8857882
DP  - NLM
ET  - 2020/01/18
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - *Algorithms
*Brain-Computer Interfaces
*Cognition
Humans
Machine Learning
Neural Networks, Computer
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1557-170X (Print)
1557-170x
SP  - 3543-3546
ST  - Investigating Ensemble Learning and Classifier Generalization in a Hybrid, Passive Brain-Computer Interface for Assessing Cognitive Workload
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - Investigating Ensemble Learning and Classifier Generalization in a Hybrid, Passive Brain-Computer Interface for Assessing Cognitive Workload
VL  - 2019
ID  - 204381
ER  - 


TY  - JOUR
AB  - BACKGROUND: Quantitative T2 and diffusion MRI indices inform about tissue state and microstructure, both of which may be affected by pathology before tissue atrophy. PURPOSE: To evaluate the capability of both volumetric and quantitative MRI (qMRI) of the hippocampus and entorhinal cortex (EC) for classification of amnestic mild cognitive impairment (aMCI) and Alzheimer's disease dementia (ADD). STUDY TYPE: Retrospective cross-sectional study. POPULATION: Consecutive cohorts of healthy age-matched controls (n = 62), aMCI patients (n = 25), and ADD patients (n = 14). FIELD STRENGTH/SEQUENCE: 3T using T1-weighted imaging, T2-weighted imaging, T2 relaxometry and diffusion tensor imaging (DTI). ASSESSMENT: Montreal Cognitive Assessment and paired associate learning tests for cognitive state. Hippocampal subfield volumes by the automated segmentation of hippocampal subfields system from structural brain images. T2 relaxation time and DTI indices quantified for hippocampal subfields. The fraction of voxels with high T2 values (>20 ms above subfield median) was calculated and regionalized for hippocampus and EC. STATISTICAL TESTS: Support vector machine and receiver operating characteristic analyses from cognitive and MRI data. RESULTS: qMRI classified aMCI and ADD with excellent sensitivity (79.0% and 94.5%, respectively) and specificity (85.6% and 86.1%, respectively), superior to volumes alone (70.0% and 84.5% for respective sensitivities; 82.2 and 91.1 for respective specificities) and similar to cognitive tests (61.7% and 87.5% for respective sensitivities; 88.2% and 90.7% for respective specificities). Regions of high T2 are dispersed throughout each hippocampal subfield in aMCI and ADD with higher concentration than controls, and was most pronounced in the EC. No other individual qMRI marker than EC volume can separate aMCI from ADD, however. DATA CONCLUSION: qMRI markers of hippocampal and entorhinal tissue states are sensitive and specific classifiers of aMCI and ADD. They may serve as markers of a neurodegenerative state preceding volume loss. LEVEL OF EVIDENCE: 2 Technical Efficacy: Stage 3 J. Magn. Reson. Imaging 2019;49:445-455.
AD  - School of Experimental Psychology, University of Bristol, Bristol, United Kingdom.
Bristol Institute of Clinical Neuroscience, North Bristol NHS Trust, Southmead Hospital, Bristol, United Kingdom.
School of Clinical Sciences, University of Bristol, Learning and Research Building, Southmead Hospital, Bristol, United Kingdom.
AN  - 30209854
AU  - Knight, M. J.
AU  - Wearn, A.
AU  - Coulthard, E.
AU  - Kauppinen, R. A.
C2  - Pmc6330085
C6  - Ems77655
DA  - Feb
DO  - 10.1002/jmri.26195
DP  - NLM
ET  - 2018/09/14
J2  - Journal of magnetic resonance imaging : JMRI
KW  - Aged
Aged, 80 and over
Alzheimer Disease/*diagnostic imaging
Amnesia/*diagnostic imaging
Atrophy/diagnostic imaging
Brain/diagnostic imaging
Cognition
Cognitive Dysfunction/*diagnostic imaging
Cross-Sectional Studies
Dementia/*diagnostic imaging
Diffusion Tensor Imaging
Entorhinal Cortex/*diagnostic imaging
Female
Hippocampus/*diagnostic imaging
Humans
Image Processing, Computer-Assisted
*Magnetic Resonance Imaging
Male
Middle Aged
ROC Curve
Reproducibility of Results
Retrospective Studies
Sensitivity and Specificity
Support Vector Machine
Temporal Lobe/diagnostic imaging
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1053-1807 (Print)
1053-1807
SP  - 445-455
ST  - T2 Relaxometry and Diffusion Tensor Indices of the Hippocampus and Entorhinal Cortex Improve Sensitivity and Specificity of MRI to Detect Amnestic Mild Cognitive Impairment and Alzheimer's Disease Dementia
T2  - J Magn Reson Imaging
TI  - T2 Relaxometry and Diffusion Tensor Indices of the Hippocampus and Entorhinal Cortex Improve Sensitivity and Specificity of MRI to Detect Amnestic Mild Cognitive Impairment and Alzheimer's Disease Dementia
VL  - 49
ID  - 204668
ER  - 


TY  - JOUR
AB  - Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed.
AN  - EJ1179101
AU  - Knight, Victoria F.
AU  - Kuntz, Emily M.
AU  - Brown, Melissa
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Delivery Systems
Severe Disabilities
Inclusion
Prompting
Video Technology
Academic Ability
Skill Development
Intervention
Individualized Education Programs
Paraprofessional School Personnel
Teaching Methods
Autism
Pervasive Developmental Disorders
Intellectual Disability
Instructional Effectiveness
Elementary School Students
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0162-3257
SP  - 2203-2216
ST  - Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings
T2  - Journal of Autism and Developmental Disorders
TI  - Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1179101&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-018-3476-2
VL  - 48
ID  - 205281
ER  - 


TY  - JOUR
AB  - The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11-year-old children with dyslexia and 38 typically reading peers in a within-subjects design. All children were presented with a series of user-paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio. We also examined whether children's learning outcomes were related to their working memory. With respect to study time, we found modality and reversed redundancy effects. Children with dyslexia spent more time learning in the text condition, compared with the audio condition and the combined text-and-audio condition. Regarding knowledge gain, no modality or redundancy effects were evidenced. Although the groups differed on working memory, it did not influence the modality or redundancy effect on study time or knowledge gain. In multimedia learning, it thus is more efficient to provide children with dyslexia with audio or with auditory support.
AD  - Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.
Department of Instructional Technology, University of Twente, Enschede, The Netherlands.
AN  - 29577504
AU  - Knoop-van Campen, C. A. N.
AU  - Segers, E.
AU  - Verhoeven, L.
C2  - Pmc6084336
DA  - May
DO  - 10.1002/dys.1585
DP  - NLM
ET  - 2018/03/27
J2  - Dyslexia (Chichester, England)
KW  - Case-Control Studies
Child
Dyslexia/*psychology
Female
Humans
*Learning
Male
Memory, Short-Term
*Multimedia
Reading
Remedial Teaching/*methods
Writing
dyslexia
modality effect
multimedia learning
redundancy effect
working memory
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1076-9242 (Print)
1076-9242
SP  - 140-155
ST  - The modality and redundancy effects in multimedia learning in children with dyslexia
T2  - Dyslexia
TI  - The modality and redundancy effects in multimedia learning in children with dyslexia
VL  - 24
ID  - 203864
ER  - 


TY  - JOUR
AB  - Children with dyslexia are often provided with audio-support to compensate for their reading problems, but this may intervene with their learning. The aim of the study was to examine modality and redundancy effects in 21 children with dyslexia, compared to 21 typically developing peers (5(th) grade), on study outcome (retention and transfer knowledge) and study time in user-paced learning environments and the role of their executive functions (verbal and visual working memory, inhibition, and cognitive flexibility) on these effects. Results showed no effects on retention knowledge. Regarding transfer knowledge, a modality effect in children with dyslexia was found, and a reversed redundancy effect in typically developing children. For transfer knowledge, written text with pictures supported knowledge gain in typically developing children, but not in children with dyslexia who benefited more from auditory-presented information with pictures. Study time showed modality and reversed redundancy effects in both groups. In all children, studying in a written text with pictures condition took longer than with audio replacing the text or being added to it. Results also showed that executive functions were related to learning, but they did not differ between the groups, nor did they impact the found modality and redundancy effects. The present research thus shows that, irrespectively of children's executive functions, adding audio-support for all children, can potentially lead to more efficient learning.
AD  - Behavioural Science Institute, Radboud University, Netherlands. Electronic address: c.knoop-vancampen@pwo.ru.nl.
Behavioural Science Institute, Radboud University, Department of Instructional Technology, University of Twente, Netherlands.
Behavioural Science Institute, Radboud University, Netherlands.
AN  - 31051311
AU  - Knoop-van Campen, C. A. N.
AU  - Segers, E.
AU  - Verhoeven, L.
DA  - Jul
DO  - 10.1016/j.ridd.2019.04.007
DP  - NLM
ET  - 2019/05/06
J2  - Research in developmental disabilities
KW  - Child
Dyslexia/*psychology
Early Intervention, Educational/*methods
*Executive Function
Female
Humans
Male
Memory, Short-Term
*Multimedia
Schools
Teaching/*psychology
Teaching Materials
*Writing
Dyslexia
Executive functions
Modality and redundancy effect
Multimedia learning
Primary school
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0891-4222
SP  - 41-50
ST  - Modality and redundancy effects, and their relation to executive functioning in children with dyslexia
T2  - Res Dev Disabil
TI  - Modality and redundancy effects, and their relation to executive functioning in children with dyslexia
VL  - 90
ID  - 203896
ER  - 


TY  - JOUR
AB  - An emerging field of educational data mining (EDM) is building on and contributing to a wide variety of disciplines through analysis of data coming from various educational technologies. EDM researchers are addressing questions of cognition, metacognition, motivation, affect, language, social discourse, etc. using data from intelligent tutoring systems, massive open online courses, educational games and simulations, and discussion forums. The data include detailed action and timing logs of student interactions in user interfaces such as graded responses to questions or essays, steps in rich problem solving environments, games or simulations, discussion forum posts, or chat dialogs. They might also include external sensors such as eye tracking, facial expression, body movement, etc. We review how EDM has addressed the research questions that surround the psychology of learning with an emphasis on assessment, transfer of learning and model discovery, the role of affect, motivation and metacognition on learning, and analysis of language data and collaborative learning. For example, we discuss (1) how different statistical assessment methods were used in a data mining competition to improve prediction of student responses to intelligent tutor tasks, (2) how better cognitive models can be discovered from data and used to improve instruction, (3) how data-driven models of student affect can be used to focus discussion in a dialog-based tutoring system, and (4) how machine learning techniques applied to discussion data can be used to produce automated agents that support student learning as they collaborate in a chat room or a discussion board.
AD  - Human-Computer Interaction, Carnegie Mellon University, Pittsburgh, PA, USA.
Psychology and Computer Science, University of Notre Dame, Notre Dame, IN, USA.
Graduate School of Education and School of Information, University of California, Berkeley, Berkeley, CA, USA.
Language Technologies Institute, Carnegie Mellon University, Pittsburgh, PA, USA.
AN  - 26263424
AU  - Koedinger, K. R.
AU  - D'Mello, S.
AU  - McLaughlin, E. A.
AU  - Pardos, Z. A.
AU  - Rosé, C. P.
DA  - Jul-Aug
DO  - 10.1002/wcs.1350
DP  - NLM
ET  - 2015/08/12
J2  - Wiley interdisciplinary reviews. Cognitive science
KW  - Cognition
Computer-Assisted Instruction
*Data Mining
Educational Technology
Humans
Learning
Models, Statistical
Motivation
Nursing Education Research/*statistics & numerical data
Problem-Based Learning
Research/statistics & numerical data
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1939-5078
SP  - 333-353
ST  - Data mining and education
T2  - Wiley Interdiscip Rev Cogn Sci
TI  - Data mining and education
VL  - 6
ID  - 204036
ER  - 


TY  - CHAP
A2  - Hibbs, Euthymia D.
A2  - Jensen, Peter S.
AB  - The authors review empirically supported interventions for children with autism and discuss their therapeutic strategy, Learning Experience...an Alternative Program (LEAP), for preschoolers with autism. Parents of children participate in a parent program designed to teach more effective ways of interacting with their preschoolers in school, at home, and community environments, in addition to classroom-based interventions. The LEAP intervention also involves cooperation with peers in playing, hanging out together, and sharing toys. The authors discuss in detail their treatment procedure. The outcomes are quite encouraging, and the peer-mediated intervention technique appears to be beneficial for children with autism. In highlighting future directions, the authors recommend that future studies should design, implement and evaluate longitudinal community-based interventions to achieve the magnitude, breadth, and longevity of behavior change that children need to function in a complex social structure. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AN  - 2005-00278-025
AU  - Kohler, Frank W.
AU  - Strain, Phillip S.
AU  - Goldstein, Howard
CY  - Washington, DC
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - Learning Experience Alternative Program
peer-mediated intervention
preschoolers with autism
parents
Early Intervention
Peer Relations
Peers
Autism Spectrum Disorders
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - American Psychological Association
PY  - 2005
SN  - 1-59147-092-7
SP  - 659-687
ST  - Learning Experiences An Alternative Program for Preschoolers and Parents: Peer-Mediated Interventions for Young Children With Autism
T2  - Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice., 2nd ed.
TI  - Learning Experiences An Alternative Program for Preschoolers and Parents: Peer-Mediated Interventions for Young Children With Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-00278-025&site=ehost-live&scope=site
ID  - 204965
ER  - 


TY  - JOUR
AB  - Prenatal screening generates a great amount of data that is used for predicting risk of various disorders. Prenatal risk assessment is based on multiple clinical variables and overall performance is defined by how well the risk algorithm is optimized for the population in question. This article evaluates machine learning algorithms to improve performance of first trimester screening of Down syndrome. Machine learning algorithms pose an adaptive alternative to develop better risk assessment models using the existing clinical variables. Two real-world data sets were used to experiment with multiple classification algorithms. Implemented models were tested with a third, real-world, data set and performance was compared to a predicate method, a commercial risk assessment software. Best performing deep neural network model gave an area under the curve of 0.96 and detection rate of 78% with 1% false positive rate with the test data. Support vector machine model gave area under the curve of 0.95 and detection rate of 61% with 1% false positive rate with the same test data. When compared with the predicate method, the best support vector machine model was slightly inferior, but an optimized deep neural network model was able to give higher detection rates with same false positive rate or similar detection rate but with markedly lower false positive rate. This finding could further improve the first trimester screening for Down syndrome, by using existing clinical variables and a large training data derived from a specific population.
AD  - University of Turku, Turun Yliopisto, Turku, Finland. Electronic address: aki.i.koivu@utu.fi.
PerkinElmer, Mustionkatu 6, 20750, Turku, Finland. Electronic address: Teemu.Korpimaki@perkinelmer.com.
PerkinElmer, Mustionkatu 6, 20750, Turku, Finland. Electronic address: Petri.Kivela@perkinelmer.com.
University of Turku, Turun Yliopisto, Turku, Finland. Electronic address: tapio.pahikkala@utu.fi.
PerkinElmer, Mustionkatu 6, 20750, Turku, Finland. Electronic address: Mikko.Sairanen@perkinelmer.com.
AN  - 29758452
AU  - Koivu, A.
AU  - Korpimäki, T.
AU  - Kivelä, P.
AU  - Pahikkala, T.
AU  - Sairanen, M.
DA  - Jul 1
DO  - 10.1016/j.compbiomed.2018.05.004
DP  - NLM
ET  - 2018/05/15
J2  - Computers in biology and medicine
KW  - Adult
*Algorithms
Down Syndrome/*diagnosis/epidemiology
Female
Humans
*Machine Learning
Models, Statistical
Neural Networks, Computer
Pregnancy
Prenatal Diagnosis/*methods
ROC Curve
Risk Assessment
Support Vector Machine
*Down syndrome
*Multi-layer neural network
*Predictive modeling
*Prenatal risk assessment
*Trisomy 21
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0010-4825
SP  - 1-7
ST  - Evaluation of machine learning algorithms for improved risk assessment for Down's syndrome
T2  - Comput Biol Med
TI  - Evaluation of machine learning algorithms for improved risk assessment for Down's syndrome
VL  - 98
ID  - 204096
ER  - 


TY  - JOUR
AB  - BACKGROUND: Children with developmental disabilities may need support with motor skills such as balance improvement, cognitive skills such as vocabulary learning, or social skills such as adequate interpretation of emotional expressions. Digital interactive games could support the standard treatments. We aimed to review clinical studies which investigated the application of serious games in children with developmental disabilities. METHODS: We searched MEDLINE and Scopus on 05 May 2019 limited to the English language. We included people between two and 24 years of age who were affected by neurodevelopmental disorders and who received digital serious game-based medical interventions such as any computer- based or video-based games. We considered any study design reporting primary data. We used title, abstract, and full-text of journal articles to build diagnostic groups, and we described some selected specific game applications. RESULTS: The majority of the 145 relevant studies reported on autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (DCD), and disabilities affecting intellectual abilities (DAIA). 30 of the 145 studies reported a randomized design. We detailed six specific applications aimed at improving abilities in children with ASD, ADHD, cerebral palsy, and Down syndrome. We visualized the diagnostic groups by bibliographic mapping, and limited the text to the title and abstract of journal articles. CONCLUSION: We identified promising results regarding anxiety reduction, stress regulation, emotion recognition, and rehabilitation. Currently, there appears to be a lack of clinical evidence that children with neurodevelopmental disorders can benefit from the application of serious games.
AD  - Faculty of Electrical Engineering and Computer Science, University of Maribor, Maribor, Slovenia.
Community Healthcare Centre Dr. Adolf Drolc, Maribor, Slovenia.
Faculty of Health and Social Sciences Slovenj Gradec, University of Maribor, Slovenj Gradec, Slovenia.
Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus University College Brussels, Brussels, Belgium.
Faculty of Computers and Information, Mansoura University, Aldaqahlia, Egypt.
Children's Hospital, University Hospital, Cologne, Germany.
FOM University of Applied Science for Economics & Management, Essen, Germany.
AN  - 31393252
AU  - Kokol, P.
AU  - Vošner, H. B.
AU  - Završnik, J.
AU  - Vermeulen, J.
AU  - Shohieb, S.
AU  - Peinemann, F.
DO  - 10.2174/1573396315666190808115238
DP  - NLM
ET  - 2019/08/09
J2  - Current pediatric reviews
KW  - Children
attention deficit hyperactivity disorder
autism spectrum disorder
developmental coordination disorder
disabilities affecting intellectual abilities
game-based intervention.
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1573-3963
SP  - 26-32
ST  - Serious Game-based Intervention for Children with Developmental Disabilities
T2  - Curr Pediatr Rev
TI  - Serious Game-based Intervention for Children with Developmental Disabilities
VL  - 16
ID  - 204696
ER  - 


TY  - JOUR
AB  - Research literature on participatory design in relation to people with communicative and cognitive disabilities often focuses on the challenges of communication among the participants. This paper presents a case study involving people suffering from communication disabilities after a brain injury (aphasia) early in a design process of an avatar-mediated virtual learning environment for rehabilitation. The example demonstrates how providing time and space and supporting the communication with well-suited tools and artefact opens for firth-hand domain knowledge of living with aphasia. The results demonstrate that participatory design methods might result in much more than just being a step in the design process. In this specific case, it turns out to be a tool to engage, involve, and empower people with communication disabilities to interact and communicate. The paper argues, that participatory design is a way for designers to gain insights into what people with aphasia really want and, consequently, might also be a key to redesign rehabilitation for people with communication disabilities.
AD  - Department of Communication and Psychology, Aalborg University.
AN  - 28125421
AU  - Konnerup, U.
DP  - NLM
ET  - 2017/01/27
J2  - Studies in health technology and informatics
KW  - *Aphasia
*Communication
*Communication Disorders
Community-Based Participatory Research
*Disabled Persons
Humans
Learning
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0926-9630
SP  - 148-157
ST  - Engaging People with Aphasia in Design of Rehabilitation Through Participatory Design: A Way to Learn what They Really Want
T2  - Stud Health Technol Inform
TI  - Engaging People with Aphasia in Design of Rehabilitation Through Participatory Design: A Way to Learn what They Really Want
VL  - 233
ID  - 203992
ER  - 


TY  - JOUR
AB  - Neuropsychological evaluation is one component of a comprehensive and multifaceted assessment following concussion. Although some neuropsychologists use a "hybrid" assessment approach integrating computerized neurocognitive testing batteries with traditional paper and pencil tests, computerized neurocognitive test batteries are the predominant testing modality for assessment of athletes from the youth to professional level. This review summarizes the most recent research supporting the utility of neuropsychological evaluation and highlights the strengths and weaknesses of both computerized and traditional neuropsychological testing approaches. The most up to date research and guidelines on baseline neurocognitive testing is also discussed. This paper addresses concerns regarding reliability of neuropsychological testing while providing an overview of factors that influence test performance, both transient situational factors (e.g., pain level, anxiety) and characteristics of particular subgroups (e.g., age, preexisting learning disabilities), warranting the expertise of an experienced neuropsychologist for interpretation. Currently, research is moving forward by integrating neuropsychological evaluation with emerging assessment approaches for other domains of brain function (e.g., vestibular function) vulnerable to concussion.
AD  - UPMC Sports Medicine Concussion Program/Department of Orthopaedic Surgery, University of Pittsburgh, 3200 South Water St, Pittsburgh, PA, 15203, USA. akontos@pitt.edu.
UPMC Sports Medicine Concussion Program/Department of Orthopaedic Surgery, University of Pittsburgh, 3200 South Water St, Pittsburgh, PA, 15203, USA.
AN  - 27099226
AU  - Kontos, A. P.
AU  - Sufrinko, A.
AU  - Womble, M.
AU  - Kegel, N.
DA  - Jun
DO  - 10.1007/s11916-016-0571-y
DP  - NLM
ET  - 2016/04/22
J2  - Current pain and headache reports
KW  - Brain Concussion/*complications/diagnosis/physiopathology
Cognition Disorders/*diagnosis/*etiology/physiopathology
Evidence-Based Practice
Humans
*Neuropsychological Tests
Reproducibility of Results
Baseline
Computerized assessment battery
Concussion
Neurocognitive tests
Neuropsychological evaluation
Sport
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1534-3081
SP  - 38
ST  - Neuropsychological Assessment Following Concussion: an Evidence-Based Review of the Role of Neuropsychological Assessment Pre- and Post-Concussion
T2  - Curr Pain Headache Rep
TI  - Neuropsychological Assessment Following Concussion: an Evidence-Based Review of the Role of Neuropsychological Assessment Pre- and Post-Concussion
VL  - 20
ID  - 204807
ER  - 


TY  - JOUR
AB  - Recent work on adult metacognition indicates that although metacognitive monitoring often guides control operations, sometimes it follows control operations and is based on the feedback from them. Consistent with this view, in self-paced learning, judgments of learning (JOLs) made at the end of each study trial decreased with the amount of time spent studying the item, suggesting that JOLs are based on the memorizing effort heuristic that easily learned items are more likely to be remembered. Study 1 extended investigation to primary school children. Whereas for third to sixth graders (9- to 12-year-olds) JOLs decreased with increasing study time (ST), no such relationship was found for first and second graders (7- and 8-year-olds). For both age groups, however, recall decreased with ST, supporting the validity of the memorizing effort heuristic. Self-reports (Study 2) disclosed the belief that recall should tend to increase with ST. The results bring to the fore the importance of mnemonic cues that shape metacognitive feelings even among primary school children. These cues lie in the very feedback that learners gain on-line from task performance rather than in metacognitive knowledge, and their use may also contribute to increased monitoring accuracy with age.
AD  - Department of Psychology, University of Haifa, Haifa, Israel. akoriat@research.haifa.ac.il
AN  - 19084238
AU  - Koriat, A.
AU  - Ackerman, R.
AU  - Lockl, K.
AU  - Schneider, W.
DA  - Mar
DO  - 10.1016/j.jecp.2008.10.005
DP  - NLM
ET  - 2008/12/17
J2  - Journal of experimental child psychology
KW  - Age Factors
Child
*Child Development
Cognition
Cues
Female
Humans
*Judgment
*Learning
Male
*Memory
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0022-0965
SP  - 265-79
ST  - The memorizing effort heuristic in judgments of learning: a developmental perspective
T2  - J Exp Child Psychol
TI  - The memorizing effort heuristic in judgments of learning: a developmental perspective
VL  - 102
ID  - 204403
ER  - 


TY  - JOUR
AB  - BACKGROUND: The Motivation Assessment Scale (MAS) and the Questions About Behavioral Function (QABF) are frequently used to assess the learned function of challenging behaviour in people with intellectual disability (ID). The aim was to explore and compare the psychometric properties of the MAS and the QABF. METHOD: Seventy adults with ID and challenging behaviour and their disability support workers participated in the study. Support workers completed the MAS and QABF regarding a challenging behaviour that they identified as causing most concern. RESULTS: Both measures demonstrated good internal consistency. Based on the intra-class correlation coefficient, inter-rater reliability of the MAS and QABF was acceptable for sub-scale scores, but not for individual items. Convergent validity, as reflected by correlations between functionally analogous scales, was satisfactory, but there was low agreement between the MAS and QABF on the function of challenging behaviour. Factor analysis of the QABF revealed factors that clearly corresponded to the five factors reported by the developers, four of which were well determined. Similar analyses of the MAS yielded a four-factor solution, however, only one factor was well determined. CONCLUSION: The psychometric properties of the MAS and QABF were similar, and item-by-item reliability was problematic. The results suggest that both measures may prove unreliable for assessing the function of challenging behaviour among adults with ID. In developing interventions to address challenging behaviour, other techniques (e.g. observations) should be used to supplement information from these measures.
AD  - Centre for Developmental Disability Health Victoria, Monash University, Melbourne, Vic., Australia.
La Trobe Rural Health School, LaTrobe University, Bendigo, Vic., Australia.
AN  - 23489914
AU  - Koritsas, S.
AU  - Iacono, T.
DA  - Aug
DO  - 10.1111/jir.12022
DP  - NLM
ET  - 2013/03/16
J2  - Journal of intellectual disability research : JIDR
KW  - Adult
Aged
Female
Humans
Intellectual Disability/*diagnosis/*psychology
Interview, Psychological
Male
Middle Aged
*Motivation
Personality Assessment/*statistics & numerical data
Problem Behavior/*psychology
Psychometrics/*statistics & numerical data
Reproducibility of Results
Statistics as Topic
*Surveys and Questionnaires
Young Adult
challenging behaviour
functional assessment
psychometric properties
rating scales
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0964-2633
SP  - 747-57
ST  - Psychometric comparison of the Motivation Assessment Scale (MAS) and the Questions About Behavioral Function (QABF)
T2  - J Intellect Disabil Res
TI  - Psychometric comparison of the Motivation Assessment Scale (MAS) and the Questions About Behavioral Function (QABF)
VL  - 57
ID  - 204252
ER  - 


TY  - JOUR
AB  - Although effective spatial navigation requires memory for objects and locations, navigating a novel environment may also require considerable executive resources. The present study investigated associations between performance on the virtual Morris Water Task (vMWT), an analog version of a nonhuman spatial navigation task, and neuropsychological tests of executive functioning and spatial performance in 75 healthy young adults. More effective vMWT performance (e.g., lower latency and distance to reach hidden platform, greater distance in goal quadrant on a probe trial, fewer path intersections) was associated with better verbal fluency, set switching, response inhibition, and ability to mentally rotate objects. Findings also support a male advantage in spatial navigation, with sex moderating several associations between vMWT performance and executive abilities. Overall, we report a robust relationship between executive functioning and navigational skill, with some evidence that men and women may differentially recruit cognitive abilities when navigating a novel environment.
AD  - Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI, United States. Electronic address: korthau2@uwm.edu.
Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI, United States; Department of Psychology, The College of St. Scholastica, Duluth, MN, United States.
Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI, United States.
AN  - 27720743
AU  - Korthauer, L. E.
AU  - Nowak, N. T.
AU  - Frahmand, M.
AU  - Driscoll, I.
DA  - Jan 15
DO  - 10.1016/j.bbr.2016.10.007
DP  - NLM
ET  - 2016/10/28
J2  - Behavioural brain research
KW  - Adolescent
Adult
Analysis of Variance
Cognition/*physiology
Executive Function/*physiology
Female
Humans
Male
Maze Learning/*physiology
Neuropsychological Tests
Sex Characteristics
Spatial Navigation/*physiology
Surveys and Questionnaires
*User-Computer Interface
Young Adult
*Executive functioning
*Memory
*Place learning
*Sex difference
*Virtual navigation
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0166-4328
SP  - 470-478
ST  - Cognitive correlates of spatial navigation: Associations between executive functioning and the virtual Morris Water Task
T2  - Behav Brain Res
TI  - Cognitive correlates of spatial navigation: Associations between executive functioning and the virtual Morris Water Task
VL  - 317
ID  - 204018
ER  - 


TY  - JOUR
AB  - Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention (AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre- and post-intervention. The increase in total initiations post-intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism. (Contains 4 tables and 6 figures.)
AN  - EJ988362
AU  - Kossyvaki, Lila
AU  - Jones, Glenys
AU  - Guldberg, Karen
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Intervention
Autism
Video Technology
Pretests Posttests
Protocol Analysis
Protocol Materials
Effect Size
Communication (Thought Transfer)
Communication Skills
Communication Strategies
Educational Principles
Interaction
Interaction Process Analysis
Teacher Student Relationship
England
United Kingdom (England)
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 0952-3383
SP  - 173-184
ST  - The Effect of Adult Interactive Style on the Spontaneous Communication of Young Children with Autism at School
T2  - British Journal of Special Education
TI  - The Effect of Adult Interactive Style on the Spontaneous Communication of Young Children with Autism at School
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ988362&site=ehost-live&scope=site
http://dx.doi.org/10.1111/1467-8578.12001
VL  - 39
ID  - 205357
ER  - 


TY  - JOUR
AB  - People with intellectual disability (PWID) consistently identify the importance of health service information that is accessible and relevant. Resources tailored to the information and support needs of PWID can facilitate inclusivity in their health care (including access to genomic medicine) and improve healthcare outcomes. Despite the fact that PWID are commonly referred to genetics services, there is a lack of appropriate resources to help them prepare for their appointments. We therefore aimed to evaluate the feasibility and acceptability of a booklet for PWID to read with their carers prior to their genetics appointment, to help them prepare for what they may experience. With input from Easy to Read experts and PWID who were members of the New South Wales (NSW) Council for Intellectual Disability, the information booklet 'Getting ready for your visit to the genetics clinic' was produced. Australian healthcare professionals (HCP) familiar with clinical genetics services were invited to complete an anonymous online survey designed to assess perceived relevance, readability, and utility of the resource. Recruitment of HCPs was pursued via affiliated clinical services and email distribution through clinical genetics organizations. Sixty-six HCPs completed and submitted the survey. The results demonstrated that HCPs believed the booklet represented a typical clinical genetics service appointment and that the majority would provide a copy of the resource to clients and their carers. They reported that the booklet was easy to understand and entailed appropriate content and images which were presented clearly and simply. Some minor modifications were recommended and incorporated into the resource. A model of customizable booklets such as this could be transferrable across clinical genetics services and guide development of other resources for PWID. This may help to reduce healthcare disparities, improve client satisfaction, and facilitate involvement of PWID in their own healthcare decisions.
AD  - Northern Clinical School, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia.
Genetics of Learning Disability, Waratah, Hunter New England, Sydney, NSW, Australia.
Nepean Genetics, Nepean Hospital, Nepean, NSW, Australia.
School of Women's and Children's Health, University of New South Wales, Sydney, NSW, Australia.
AN  - 32246799
AU  - Kotwal, H.
AU  - Fleming, J.
AU  - Barlow-Stewart, K.
AU  - Boyle, J.
AU  - Silberbauer, L.
AU  - Leffler, M.
AU  - Murray, L.
AU  - Palmer, E. E.
DA  - Aug
DO  - 10.1002/jgc4.1259
DP  - NLM
ET  - 2020/04/05
J2  - Journal of genetic counseling
KW  - Easy to Read guide
access
disparities
genetics services
inclusive research
intellectual disability
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1059-7700
SP  - 668-677
ST  - Pre-genetics clinic resource evaluation for adults with intellectual disability: The pre-genetics clinic aid
T2  - J Genet Couns
TI  - Pre-genetics clinic resource evaluation for adults with intellectual disability: The pre-genetics clinic aid
VL  - 29
ID  - 204852
ER  - 


TY  - JOUR
AB  - School functioning of 86 Dutch neurofibromatosis type 1 children (7-17 years) using teacher questionnaires was analyzed to determine the impact of neurofibromatosis type 1 on school performance. In all, 75% of the neurofibromatosis type 1 children performed more than 1 standard deviation below grade peers in at least one of the domains of spelling, mathematics, technical reading or comprehensive reading. Furthermore, neurofibromatosis type 1 children had a 4-fold increased risk for attending special education and a 6-fold increased risk for receiving remedial teaching for learning, behavior, speech, or motor problems. Children without apparent learning disabilities still frequently displayed neuropsychological deficits. Only 10% of the children did not show any school-functioning problems. Finally, it was found that the clinical severity of neurofibromatosis type 1 correlated with the cognitive deficits. Taken together, it was shown that neurofibromatosis type 1 has profound impact on school performance. Awareness of these problems may facilitate timely recognition and appropriate support.
AD  - Department of General Pediatrics, Erasmus MC-Sophia Children's Hospital, Rotterdam, The Netherlands.
AN  - 18827266
AU  - Krab, L. C.
AU  - Aarsen, F. K.
AU  - de Goede-Bolder, A.
AU  - Catsman-Berrevoets, C. E.
AU  - Arts, W. F.
AU  - Moll, H. A.
AU  - Elgersma, Y.
DA  - Sep
DO  - 10.1177/0883073808316366
DP  - NLM
ET  - 2008/10/02
J2  - Journal of child neurology
KW  - Adolescent
Child
Cognition Disorders/diagnosis/*etiology
Disability Evaluation
Disease Progression
Female
Humans
Learning Disabilities/diagnosis/*etiology
Male
Netherlands
Neurofibromatosis 1/*complications/*psychology
Neuropsychological Tests
Remedial Teaching/statistics & numerical data
*Schools
Surveys and Questionnaires
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0883-0738
SP  - 1002-10
ST  - Impact of neurofibromatosis type 1 on school performance
T2  - J Child Neurol
TI  - Impact of neurofibromatosis type 1 on school performance
VL  - 23
ID  - 204218
ER  - 


TY  - JOUR
AB  - Researchers have recently suggested that teachers must undertake important dual self-regulation roles if they want to become effective at improving their students' self-regulation. First, teachers need to become proficient at self-regulated learning (SRL) themselves, and then teachers need to learn explicitly how to proactively teach SRL -- termed self-regulating teaching (SRT). Considering that both roles are difficult to attain by novice teachers, supports (prompts) are essential. We examined an intervention comparing the usefulness of two prompting conditions -- generic versus specific -- for developing both SRL (as learners) and SRT (as teachers) among 90 preservice science teachers engaging in explicit self-regulation instruction and reflective group discussion about learning/teaching experiences (observed learning clips, in-action teaching). We compared the two group conditions by using two SRL assessments and two SRT assessments. Mixed methods indicated that, as expected, the specific-prompts condition outperformed the generic-prompts condition on self-awareness of own SRL, skills for accurately noticing authentic videotaped students' SRL, and explicit usage of SRT during actual teaching experiences. As expected, no differences emerged between generic and specific prompts in applying SRT to a novel lesson-design task (far-transfer measure). These findings, supported by two case studies' sequential pattern analysis, offered an important contribution to theoretical and practical understanding of novice teachers' self-regulation prompting approaches, practice modes, and multidimensional assessments of teachers' professional development.
AN  - EJ1146717
AU  - Kramarski, Bracha
AU  - Kohen, Zehavit
DA  - 08/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Preservice Teachers
Metacognition
Teaching Methods
Beginning Teachers
Intervention
Prompting
Comparative Analysis
Group Discussion
Learning Experience
Teaching Experience
Mixed Methods Research
Video Technology
Case Studies
Faculty Development
Teacher Role
Student Role
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1556-1623
SP  - 157-191
ST  - Promoting Preservice Teachers' Dual Self-Regulation Roles as Learners and as Teachers: Effects of Generic vs. Specific Prompts
T2  - Metacognition and Learning
TI  - Promoting Preservice Teachers' Dual Self-Regulation Roles as Learners and as Teachers: Effects of Generic vs. Specific Prompts
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1146717&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s11409-016-9164-8
VL  - 12
ID  - 205302
ER  - 


TY  - JOUR
AB  - An exploratory qualitative case study investigated how different sectors of a highly industrialized community mobilized in the 1990s to help workers exposed to asbestos. For this study, thirty key informants including representatives from industry, workers, the community, and local politicians participated in semi-structured interviews and focus groups. The analysis was framed by a "Dimensions of Community Change" model. The informants highlighted the importance of raising awareness, and the need for leadership, social and organizational networks, acquiring skills and resources, individual and community power, holding shared values and beliefs, and perseverance. We found that improvements in occupational health and safety came from persistently communicating a clearly defined issue ("asbestos exposure causes cancer") and having an engaged community that collaborated with union leadership. Notable successes included stronger occupational health services, a support group for workers and widows, the fast-tracking of compensation for workers exposed to asbestos, and a reduction in hazardous emissions.
AD  - Occupational Cancer Research Centre, Cancer Care Ontario, Toronto, ON, Canada desre.kramer@occupationalcancer.ca.
Occupational Cancer Research Centre, Cancer Care Ontario, Toronto, ON, Canada.
Dalla Lana School of Public Health, University of Toronto, ON, Canada.
City of Sarnia, City of County of Lambton, ON, Canada.
Dalla Lana School of Public Health, University of Toronto, Occupational and Environmental Health Clinic, St. Michael's Hospital, Toronto, ON, Canada.
AN  - 26391798
AU  - Kramer, D.
AU  - McMillan, K.
AU  - Gross, E.
AU  - Kone Pefoyo, A. J.
AU  - Bradley, M.
AU  - Holness, D. L.
DA  - Nov
DO  - 10.1177/1048291115604427
DP  - NLM
ET  - 2015/09/24
J2  - New solutions : a journal of environmental and occupational health policy : NS
KW  - *Awareness
Canada
Capacity Building/*organization & administration
Communication
Community-Institutional Relations
*Cooperative Behavior
Humans
Interinstitutional Relations
Leadership
Lung Neoplasms/chemically induced
Mesothelioma/chemically induced
Neoplasms/*chemically induced/*prevention & control
Occupational Exposure/*prevention & control
Occupational Health
Social Change
community-based research
knowledge to action
knowledge transfer
occupational cancer
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1048-2911
SP  - 377-410
ST  - From Awareness to Action: The Community of Sarnia Mobilizes to Protect its Workers from Occupational Disease
T2  - New Solut
TI  - From Awareness to Action: The Community of Sarnia Mobilizes to Protect its Workers from Occupational Disease
VL  - 25
ID  - 204529
ER  - 


TY  - JOUR
AB  - PURPOSE: This paper describes a participatory research process in which six youth with disabilities (Youth Panel) participated in the development and evaluation of a manualized advocacy training, Project TEAM (Teens making Environment and Activity Modifications). Project TEAM teaches youth with disabilities how to identify environmental barriers, generate solutions, and request accommodations. METHOD: The Youth Panel conducted their evaluation after the university researcher implemented Project TEAM with three groups of trainees. The Youth Panel designed and administered a survey and focus group to evaluate enjoyment and usefulness of Project TEAM with support from an advocate/researcher. Members of the Youth Panel analyzed survey response frequencies. The advocate/researcher conducted a content analysis of the open-ended responses. RESULTS: Sixteen of 21 Project TEAM trainees participated in the evaluation. The evaluation results suggest that the trainees found the interactive and individualized aspects of the Project TEAM most enjoyable and useful. Some instructional materials were difficult for trainees with cognitive disabilities to understand. CONCLUSIONS: The Youth Panel's involvement in the development of Project TEAM may explain the relatively positive experiences reported by trainees. Project TEAM should continue to provide trainees with the opportunity to apply concepts in real-life situations. Project TEAM requires revisions to ensure it is enjoyable and useful for youth with a variety of disabilities. IMPLICATIONS FOR REHABILITATION: • Group process strategies, picture-based data collection materials, peer teamwork, and mentorship from adults with disabilities can enable youth with disabilities to engage in research. • Collaborating with youth with disabilities in the development of new rehabilitation approaches may enhance the relevance of interventions for other youth with disabilities. • Youth with cognitive disabilities participating in advocacy and environment-focused interventions may prefer interactive and experiential learning activities over passive teaching approaches such as powerpoints and videos.
AD  - Department of Occupational Therapy, Boston University, Boston, MA 02215, USA. kramerj@bu.edu
AN  - 22897636
AU  - Kramer, J.
AU  - Barth, Y.
AU  - Curtis, K.
AU  - Livingston, K.
AU  - O'Neil, M.
AU  - Smith, Z.
AU  - Vallier, S.
AU  - Wolfe, A.
DA  - Apr
DO  - 10.3109/09638288.2012.705218
DP  - NLM
ET  - 2012/08/18
J2  - Disability and rehabilitation
KW  - Adolescent
Child
Community-Based Participatory Research
Consumer Advocacy
Curriculum
*Disabled Persons
Female
Group Processes
Humans
Male
Program Development/*methods
Program Evaluation/*methods
Rehabilitation
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0963-8288
SP  - 614-22
ST  - Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM
T2  - Disabil Rehabil
TI  - Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM
VL  - 35
ID  - 204286
ER  - 


TY  - JOUR
AB  - BACKGROUND: To address the gap in patient reported outcome measures (PROMs) of functional performance appropriate for youth and young adults with developmental disabilities (DD) we developed the Pediatric Evaluation of Disability Inventory-Patient Reported Outcome (PEDI-PRO). AIM/OBJECTIVE: We used a participatory process to: (1) Develop the measurement conceptual framework; (2) Identify discrete functional tasks to include in the PEDI-PRO; and (3) Refine item candidates. METHODS: We collaborated with eight youth with DD over 33 months. These youth and university researchers explored the construct of functional performance, developed and refined items, and collected and analyzed data. We also conducted focus groups with youth with DD (n = 62) and rehabilitation professionals (n = 26), and consulted with PEDI measurement experts (n = 3). RESULTS: Youth's understanding of their functional performance is embedded in their experiences participating in everyday life situations. We developed 78 Daily Activities, 65 Social/Cognitive, and 52 Mobility item candidates that are linked to 11 everyday life situations to assess discrete functional tasks important to youth with DD and rehabilitation professionals. CONCLUSION AND IMPLICATIONS: As a result of our participatory development process, the PEDI-PRO's proposed conceptual framework and item candidates are grounded in the lived experience of youth with DD.
AD  - a Department of Occupational Therapy, College of Health and Rehabilitation Sciences, Sargent College , Boston University , Boston , MA , USA.
AN  - 30280615
AU  - Kramer, J. M.
AU  - Schwartz, A. E.
C2  - Pmc6377807
C6  - Nihms1514719
DA  - Sep
DO  - 10.1080/11038128.2018.1502344
DP  - NLM
ET  - 2018/10/04
J2  - Scandinavian journal of occupational therapy
KW  - *Activities of Daily Living
Adolescent
Cognition
*Developmental Disabilities/complications
*Disability Evaluation
Disabled Persons
Female
Focus Groups
Humans
Male
Mobility Limitation
*Patient Reported Outcome Measures
Social Behavior
Young Adult
Outcome assessment (health care)
community-based participatory research
disabled children
patient participation
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1103-8128 (Print)
1103-8128
SP  - 335-346
ST  - Development of the Pediatric Disability Inventory-Patient Reported Outcome (PEDI-PRO) measurement conceptual framework and item candidates
T2  - Scand J Occup Ther
TI  - Development of the Pediatric Disability Inventory-Patient Reported Outcome (PEDI-PRO) measurement conceptual framework and item candidates
VL  - 25
ID  - 203993
ER  - 


TY  - JOUR
AB  - Introduction: The Intellectual and Developmental Disability Mental Health (IDD-MH) Research Partnership was created to learn about the experiences and needs of young adults with IDD-MH while accessing and using mental health services. Our national partnership consists of six young adults, five professionals, researchers at Boston University, and representatives from Self Advocates Becoming Empowered and The Arc of the United States. Our partnership worked together virtually for one year.Methods: We designed and conducted a web survey with young adults with IDD-MH ages 18–30 living in the United States (n = 76). We also completed four national storytelling sessions (1 in person, 3 virtual) that included young adults with IDD-MH (n = 10) and parents of young adults with IDD-MH (n = 6).Results: We identified eight priority topic areas for young adults with IDD-MH: Transition to Adulthood, Insurance & Financial Resources, Professionals’ Competence, Understanding the Experiences of People who Communicate Differently, Hospitalization, Medication, Alternatives to Medication, and Social Supports.Conclusions: Using what we learned, we generated recommendations to advance research and practice in areas important to young adults with IDD-MH. These recommendations highlight the importance of community-based options, choice, autonomy, and control for young adults with IDD-MH. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Kramer, Jessica M.
AN  - 2019-46080-001
AU  - Kramer, Jessica M.
AU  - Schwartz, Ariel E.
AU  - Watkins, Destiny
AU  - Peace, Micah
AU  - Luterman, Sara
AU  - Barnhart, Ben
AU  - Bouma-Sims, Jacob
AU  - Riley, Jessica
AU  - Shouse, Janet
AU  - Maharaj, Ravita
AU  - Rosenberg, Cordelia Robinson
AU  - Harvey, Karyn
AU  - Huereña, Juliana
AU  - Schmid, Katy
AU  - Alexander, Jennifer Sladen
DB  - APA PsycInfo
DO  - 10.1080/19315864.2019.1636910
DP  - EBSCOhost
KW  - Transition to adulthood
mental health experiences
participatory action research
No terms assigned
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 1931-5864
1931-5872
ST  - Improving research and practice: Priorities for young adults with intellectual/developmental disabilities and mental health needs
T2  - Journal of Mental Health Research in Intellectual Disabilities
TI  - Improving research and practice: Priorities for young adults with intellectual/developmental disabilities and mental health needs
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-46080-001&site=ehost-live&scope=site
kramerj@bu.edu
ID  - 204950
ER  - 


TY  - JOUR
AB  - Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers' explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers' meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.
AN  - EJ1170487
AU  - Krauskopf, Karsten
AU  - Foulger, Teresa S.
AU  - Williams, Mia Kim
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Pedagogical Content Knowledge
Technological Literacy
Mixed Methods Research
Metacognition
Faculty Development
Visualization
Teaching Experience
Educational Practices
Questionnaires
Achievement Gains
Models
Teacher Attitudes
Protocol Analysis
Foreign Countries
Prompting
Reflection
Germany
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1366-4530
SP  - 153-174
ST  - Prompting Teachers' Reflection of Their Professional Knowledge. A Proof-of-Concept Study of the Graphic Assessment of TPACK Instrument
T2  - Teacher Development
TI  - Prompting Teachers' Reflection of Their Professional Knowledge. A Proof-of-Concept Study of the Graphic Assessment of TPACK Instrument
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1170487&site=ehost-live&scope=site
http://dx.doi.org/10.1080/13664530.2017.1367717
VL  - 22
ID  - 205306
ER  - 


TY  - JOUR
AB  - Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors' abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students' personal and interpersonal development. Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for 2 years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self-efficacy (p = 0.001), campus connection (p < 0.001), professional development (p ≤ 0.002), and self-advocacy (p < 0.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the postsecondary educational environment and the young adults' sociocultural context.
AD  - Department of Occupational Therapy, University of Florida, Gainesville, FL, United States.
Counseling and Wellness Center, University of Florida, Gainesville, FL, United States.
Department of Environmental Engineering Sciences, University of Florida, Gainesville, FL, United States.
Food Science and Human Nutrition Department, University of Florida, Gainesville, FL, United States.
Department of Community Health and Family Medicine, University of Florida, Gainesville, FL, United States.
Center for Independent Living of North Central Florida, Gainesville, FL, United States.
AN  - 30174632
AU  - Kreider, C. M.
AU  - Medina, S.
AU  - Lan, M. F.
AU  - Wu, C. Y.
AU  - Percival, S. S.
AU  - Byrd, C. E.
AU  - Delislie, A.
AU  - Schoenfelder, D.
AU  - Mann, W. C.
C2  - Pmc6107700
DO  - 10.3389/fpsyg.2018.01466
DP  - NLM
ET  - 2018/09/04
J2  - Frontiers in psychology
KW  - campus community integration
learning disorders
mentors
school culture
self-management
self-regulation
social support
young adult
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1664-1078 (Print)
1664-1078
SP  - 1466
ST  - Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students' Skills for Self-Regulation, and Mentors' Knowledge for Co-regulating and Guiding
T2  - Front Psychol
TI  - Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students' Skills for Self-Regulation, and Mentors' Knowledge for Co-regulating and Guiding
VL  - 9
ID  - 204764
ER  - 


TY  - JOUR
AB  - Since the publication of the Government White Paper 'Valuing People: a new strategy for learning disability for the 21st century', the responsibility for providing health care for people with learning disabilities has shifted rapidly to primary care. However, people with learning disabilities are supported by a disparate group of providers, from health care through local authorities to the voluntary sector, with resultant difficulties in providing seamless care. There would seem to be considerable potential for 'joined-up' data and information services to improve this situation, and Semantic Web technologies offer many enticing possibilities in this regard. However, to be effective, many organisational and policy issues have to be addressed; not least among these is the concern of patient confidentiality. This is particularly pertinent given that people with learning disabilities might be less able to make informed decisions. The approach that this paper takes is to review the policy and service scenarios that would benefit from 'joined-up' data, and then, based on user feedback from a series of seminars with stake-holders on these issues, explore what works well, what works less well, and to offer suggestions for future developments.
AD  - Department of Computer Science, University of Essex, Colchester, UK. udo@essex.ac.uk
AN  - 17288703
AU  - Kruschwitz, U.
AU  - Musgrave, S.
AU  - O'Neill, D.
AU  - Gekas, J.
AU  - Mann, H.
DO  - 10.14236/jhi.v14i3.628
DP  - NLM
ET  - 2007/02/10
J2  - Informatics in primary care
KW  - Computer Security
Humans
Information Systems/instrumentation/*organization & administration
*Interdisciplinary Communication
Interinstitutional Relations
*Learning Disabilities
Primary Health Care/*organization & administration
Social Work
Systems Integration
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 1476-0320 (Print)
1475-9985
SP  - 175-81
ST  - Integrating data for learning disabilities service providers: are the barriers and solutions technical or organisational?
T2  - Inform Prim Care
TI  - Integrating data for learning disabilities service providers: are the barriers and solutions technical or organisational?
VL  - 14
ID  - 204088
ER  - 


TY  - JOUR
AB  - BACKGROUND: Treatment and rehabilitation of people with intellectual and developmental disabilities is a multidisciplinary challenge, which require implementing new attitudes. The use of modern technology solutions like telepsychiatry or virtual reality may be a valuable addition to the traditional methods. OBJECTIVE: The objective of this review was to explore the usability of new technological solutions in this special population of patients. METHODS: The search in the PubMed was conducted using the following terms: (intellectual disability (Title/Abstract) OR developmental disability OR learning disorder (Title/Abstract)) AND virtual reality (Title/Abstract) OR telepsychiatry OR telemedicine OR e-mental health AND English (lang) AND (1995/01/01(PDAT): 2017/07/31(PDAT)). RESULTS: Telepsychiatry may be a useful tool in situations, when the direct access to professional assistance is limited, in solving particular problems like e.g. managing challenging behavior, also to support patients' parents and for diagnostic and educational purposes. Virtual reality can be a safe and effective method of improving different skills, developing physical fitness, and enriching the ways of spending the leisure time. CONCLUSIONS: Using modern technology is a relatively new and promising field in which new ideas may develop to support the already existing services for patients with intellectual and developmental disabilities.
AD  - Department of Rehabilitation Psychiatry, Medical University of Silesia, Ziołowa 45/47, 40-635 Katowice, Poland, krysta@mp.pl.
AN  - 28953847
AU  - Krysta, K.
AU  - Krzystanek, M.
AU  - Cubała, W. J.
AU  - Wiglusz, M. S.
AU  - Jakuszkowiak-Wojten, K.
AU  - Gałuszko-Węgielnik, M.
AU  - Czarnowska-Cubała, M.
AU  - Szarmach, J.
AU  - Włodarczyk, A.
AU  - Janas-Kozik, M.
DA  - Sep
DP  - NLM
ET  - 2017/09/28
J2  - Psychiatria Danubina
KW  - Developmental Disabilities/therapy
Humans
*Intellectual Disability
*Telemedicine
*Virtual Reality
LA  - eng
M1  - Suppl 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0353-5053 (Print)
0353-5053
SP  - 656-659
ST  - Telepsychiatry and Virtual Reality an the Teatment of Patients with Intellectual and Developmental Disabilities
T2  - Psychiatr Danub
TI  - Telepsychiatry and Virtual Reality an the Teatment of Patients with Intellectual and Developmental Disabilities
VL  - 29
ID  - 203947
ER  - 


TY  - JOUR
AB  - In seeking to identify the processes associated with the immediate engagement of learning for students with mild special educational needs, this study examined the responses of an extraction group (n = 7) of 11- to 13-year-old students who participated in a number of lessons in which the opening episode involved the use of visualisation techniques and language associated with representational systems as identified within neuro-linguistic programming (NLP). Students endeavoured to alter their negative state to a positive state via this intervention. The study, by Voldis Kudliskis of South Dartmoor Community College, was of a naturalistic research design, and the students' experiences were explored by means of formal interviews, semi-structured interviews, questionnaires and observations. The implications for altering state through techniques associated with NLP are described and evaluated in terms of student comments. The case is made for the process of altering state as a strategy to empower students to engage with their learning from the outset of the lesson. (Contains 1 table and 1 figure.)
AN  - EJ1014631
AU  - Kudliskis, Voldis
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Semi Structured Interviews
Neurolinguistics
Special Needs Students
Intervention
Visualization
Questionnaires
Observation
Learning Processes
Learner Engagement
Action Research
Metacognition
Adolescents
Foreign Countries
Teaching Methods
United Kingdom
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 0952-3383
SP  - 86-95
ST  - Neuro-Linguistic Programming and Altered States: Encouraging Preparation for Learning in the Classroom for Students with Special Educational Needs
T2  - British Journal of Special Education
TI  - Neuro-Linguistic Programming and Altered States: Encouraging Preparation for Learning in the Classroom for Students with Special Educational Needs
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1014631&site=ehost-live&scope=site
http://dx.doi.org/10.1111/1467-8578.12020
VL  - 40
ID  - 205277
ER  - 


TY  - JOUR
AB  - Community pediatrics in Israel is based on service by pediatricians who have been trained in hospitals in Israel or elsewhere. At the same time, the field of community pediatrics is changing its nature from the management of common acute diseases, to a field dealing with a variety of chronic problems, behavioral issues, family and social issues, developmental delays, problems relating to nutrition and growth' sleep problems, learning disabilities, and of late, excessive exposure to a host of digital media. In addition, lifestyle issues such as adequate physical activity, addictions, accidents and various types of abuse are increasingly part of the pediatric role. The hospital-based residency training of pediatricians does not offer the future pediatrician the opportunity to learn these elements of the "New Morbidity". As a result, many community-based pediatricians choose not to confront these problems, and either ignore them or refer them to various consultants outside of the clinic. The entire health system, including the Ministry of Health, the Israel Medical Association, the medical schools, the health service providers (Kupot Holim) and the hospitals must cooperate in changing the format of residency training, both undergraduate and residency. This is required in order to create a new generation of pediatricians who are better equipped to deal with the increasing number of children needing help with the above-mentioned pathology. Advancing the field of primary care pediatrics by attending to these New Morbidity issues, together with pediatric involvement in community agencies, after appropriate training, will improve the health and development of the child population, together with improvement of their physical, emotional and social welfare.
AD  - Pediatrics Division, Maccabi Healthcare Services.
Goshen Foundation for Community Child Health and Wellbeing, Israel.
Sackler Faculty of Medicine, Tel Aviv University, Israel.
Maccabi Healthcare Services, Tel Aviv, Israel.
AN  - 30343543
AU  - Kuint, J.
AU  - Porter, B.
DA  - Oct
DP  - NLM
ET  - 2018/10/22
J2  - Harefuah
KW  - Child
Humans
Internet
Internship and Residency
Israel
*Pediatrics/education/trends
Primary Health Care
LA  - heb
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0017-7768 (Print)
0017-7768
SP  - 646-649
ST  - [COMMUNITY PEDIATRICS IN ISRAEL DURING THE NEXT DECADE - A NEED FOR A CHANGE]
T2  - Harefuah
TI  - [COMMUNITY PEDIATRICS IN ISRAEL DURING THE NEXT DECADE - A NEED FOR A CHANGE]
VL  - 157
ID  - 204081
ER  - 


TY  - JOUR
AB  - Understanding expression levels of proteins and their interactions is a key factor to diagnose and explain the Down syndrome which can be considered as the most prevalent reason of intellectual disability in human beings. In the previous studies, the expression levels of 77 proteins obtained from normal genotype control mice and from trisomic Ts65Dn mice have been analyzed after training in contextual fear conditioning with and without injection of the memantine drug using statistical methods and machine learning techniques. Recent studies have also pointed out that there may be a linkage between the Down syndrome and the immune system. Thus, the research presented in this paper aim at in silico identification of proteins which are significant to the learning process and the immune system and to derive the most accurate model for classification of mice. In this paper, the features are selected by implementing forward feature selection method after preprocessing step of the dataset. Later, deep neural network, gradient boosting tree, support vector machine and random forest classification methods are implemented to identify the accuracy. It is observed that the selected feature subsets not only yield higher accuracy classification results but also are composed of protein responses which are important for the learning and memory process and the immune system.
AD  - Computer Engineering Department, Kadir Has University, Istanbul, Turkey.
AN  - 30689644
AU  - Kulan, H.
AU  - Dag, T.
C2  - Pmc6349309
DO  - 10.1371/journal.pone.0210954
DP  - NLM
ET  - 2019/01/29
J2  - PloS one
KW  - Animals
Bayes Theorem
Computer Simulation
Disease Models, Animal
Down Syndrome/*genetics/immunology/*psychology
Gene Expression
Humans
Immune System Phenomena/genetics/physiology
Learning/physiology
Memantine/administration & dosage
Mice
Nerve Tissue Proteins/genetics/immunology/*physiology
Neural Networks, Computer
Support Vector Machine
Trisomy
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1932-6203
SP  - e0210954
ST  - In silico identification of critical proteins associated with learning process and immune system for Down syndrome
T2  - PLoS One
TI  - In silico identification of critical proteins associated with learning process and immune system for Down syndrome
VL  - 14
ID  - 204338
ER  - 


TY  - JOUR
AB  - BACKGROUND: Universal use of iodized salt is a simple and inexpensive method to prevent and eliminate iodine deficiency disorders like mental retardation. However, little is known about the level of adequately iodized salt consumption in the study area. Therefore, the study was aimed at assessing the proportion of households having adequately iodized salt and associated factors in Wolaita Sodo town and its peripheries, Southern Ethiopia. METHODS: A cross-sectional study was conducted from May 10 to 20, 2016, in 441 households in Sodo town and its peripheries. Samples were selected using the systematic sampling technique. An iodometric titration method (AOAC, 2000) was used to analyze the iodine content of the salt samples. Data entry and analysis were done using Epi Info version 3.5.1 and SPSS version 16, respectively. RESULT: The female to male ratio of the respondents was 219. The mean age of the respondents was 30.2 (±7.3 SD). The proportion of households having adequately iodized salt was 37.7%, with 95% CI of 33.2% to 42.2%. Not exposing salt to sunlight with [OR: 3.75; 95% CI: 2.14, 6.57], higher monthly income [OR: 3.71; 95% CI: 1.97-7.01], and formal education of respondents with [OR: 1.75; 95% CI: 1.14, 2.70] were found associated with the presence of adequately iodized salt at home. CONCLUSION: This study revealed low levels of households having adequately iodized salt in Wolaita Sodo town and its peripheries. The evidence here shows that there is a need to increase the supply of adequately iodized salt to meet the goal for monitoring progress towards sustainable elimination of IDD.
AD  - College of Health Sciences and Medicine, Wolaita Sodo University, Sodo, Ethiopia.
College of Medicine and Health Sciences, Hawassa University, Hawassa, Ethiopia.
College of Medicine and Health Sciences, Madawalabu University, Goba, Ethiopia.
AN  - 29765978
AU  - Kumma, W. P.
AU  - Haji, Y.
AU  - Abdurahmen, J.
AU  - Mehretie Adinew, Y.
C2  - Pmc5885487
DO  - 10.1155/2018/4394908
DP  - NLM
ET  - 2018/05/17
J2  - International journal of food science
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2314-5765 (Print)
2314-5765
SP  - 4394908
ST  - Factors Affecting the Presence of Adequately Iodized Salt at Home in Wolaita, Southern Ethiopia: Community Based Study
T2  - Int J Food Sci
TI  - Factors Affecting the Presence of Adequately Iodized Salt at Home in Wolaita, Southern Ethiopia: Community Based Study
VL  - 2018
ID  - 204681
ER  - 


TY  - JOUR
AB  - This study compared perceptions of adolescents’ friendships between adolescents with an autism spectrum disorder (ASD) and their parents, examined factors associated with friendship qualities, and investigated the adolescents’ reports on the activities they did with friends and how activity patterns differed by gender. Ninety-one adolescents with an ASD and their parents completed mail-based surveys during the summer months. Adolescents with an ASD identified more friends than did their parents, but they agreed on the friends’ characteristics. About half of the adolescents spent an average of 4 hours per day with friends during the summer months. Male adolescents with an ASD most frequently played video games with friends, whereas females most frequently had conversations with friends. The findings suggest that adolescents with an ASD and their parents identify different peers as the adolescent’s friends. The findings also reveal similarities and differences in friendships between adolescents with an ASD and typically developing adolescents. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Kuo, Melissa H., 2-64 Corbett Hall, Edmonton, AB, Canada, T6G 2G4
AN  - 2013-23982-008
AU  - Kuo, Melissa H.
AU  - Orsmond, Gael I.
AU  - Cohn, Ellen S.
AU  - Coster, Wendy J.
DB  - APA PsycInfo
DO  - 10.1177/1362361311416380
DP  - EBSCOhost
KW  - friendship characteristics & qualities
activity patterns of adolescents
autism spectrum disorder
gender differences
perceptions of adolescents
parents
Adolescent
Adult
Child
Child Development Disorders, Pervasive
Female
Friends
Humans
Interpersonal Relations
Male
Middle Aged
Peer Group
Self Report
Social Behavior
Social Participation
Surveys and Questionnaires
Adolescent Attitudes
Autism Spectrum Disorders
Friendship
Peer Relations
Relationship Quality
Human Sex Differences
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 1362-3613
1461-7005
SP  - 481-500
ST  - Friendship characteristics and activity patterns of adolescents with an autism spectrum disorder
T2  - Autism
TI  - Friendship characteristics and activity patterns of adolescents with an autism spectrum disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-23982-008&site=ehost-live&scope=site
melissa.kuo@ualberta.ca
VL  - 17
ID  - 204938
ER  - 


TY  - JOUR
AB  - Diagnosing autism spectrum disorders (ASD) is a complicated, time-consuming process which is particularly challenging in older individuals. One of the most widely used behavioral diagnostic tools is the Autism Diagnostic Observation Schedule (ADOS). Previous work using machine learning techniques suggested that ASD detection in children can be achieved with substantially fewer items than the original ADOS. Here, we expand on this work with a specific focus on adolescents and adults as assessed with the ADOS Module 4. We used a machine learning algorithm (support vector machine) to examine whether ASD detection can be improved by identifying a subset of behavioral features from the ADOS Module 4 in a routine clinical sample of N = 673 high-functioning adolescents and adults with ASD (n = 385) and individuals with suspected ASD but other best-estimate or no psychiatric diagnoses (n = 288). We identified reduced subsets of 5 behavioral features for the whole sample as well as age subgroups (adolescents vs. adults) that showed good specificity and sensitivity and reached performance close to that of the existing ADOS algorithm and the full ADOS, with no significant differences in overall performance. These results may help to improve the complicated diagnostic process of ASD by encouraging future efforts to develop novel diagnostic instruments for ASD detection based on the identified constructs as well as aiding clinicians in the difficult question of differential diagnosis.
AD  - Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin, Berlin, Germany. charlotte.kuepper@charite.de.
Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Philipps University, Marburg, Germany.
Department of Child and Adolescent Psychiatry, TU Dresden, Dresden, Germany.
Department of Information Systems, Freie Universität Berlin, Berlin, Germany.
Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/University of Heidelberg, Mannheim, Germany.
Department of Child and Adolescent Psychiatry, University Medical Center, Göttingen, Germany.
Department of Psychiatry, New York University School of Medicine, New York, USA.
Vagelos School of Physicians and Surgeons, Department of Emergency Medicine, Columbia University Irving Medical Center, New York, USA.
Department of Psychiatry, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin, Berlin, Germany. stefan.roepke@charite.de.
AN  - 32188882
AU  - Küpper, C.
AU  - Stroth, S.
AU  - Wolff, N.
AU  - Hauck, F.
AU  - Kliewer, N.
AU  - Schad-Hansjosten, T.
AU  - Kamp-Becker, I.
AU  - Poustka, L.
AU  - Roessner, V.
AU  - Schultebraucks, K.
AU  - Roepke, S.
C2  - PMC7080741 receives research funding by the BMBF, DFG and EU and royalties from Hogrefe, Kohlhammer and Schattauer. V.R. has received payment for consulting and writing activities from Lilly, Novartis, and Shire Pharmaceuticals, lecture honoraria from Lilly, Novartis, Shire Pharmaceuticals, and Medice Pharma, and support for research from Shire Pharmaceuticals and Novartis. He has carried out clinical trials in cooperation with the Novartis, Shire, Servier and Otsuka companies. The remaining authors declare that they have no competing interests.
DA  - Mar 18
DO  - 10.1038/s41598-020-61607-w
DP  - NLM
ET  - 2020/03/20
J2  - Scientific reports
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2045-2322
SP  - 4805
ST  - Identifying predictive features of autism spectrum disorders in a clinical sample of adolescents and adults using machine learning
T2  - Sci Rep
TI  - Identifying predictive features of autism spectrum disorders in a clinical sample of adolescents and adults using machine learning
VL  - 10
ID  - 204798
ER  - 


TY  - THES
AB  - This project was completed to understand what treatments caregivers are selecting for their child with autism and why treatments were selected and discontinued. Caregivers of children with autism participated in a mixed methods study. An online survey was completed (N=127) to identify treatments used for their child. Interviews were completed (n=14) to understand why treatments were selected and discontinued. Selection of medical, dietary, therapeutic, complimentary/ alternative medicine, community-based, behavioral, and educational treatments were mostly influenced by recommendations of others. Caregivers reported discontinuing because relationships and professionalism were lacking between provider and family. Providers must consider all the variables that influence caregivers' intervention selection to ensure caregiver follow through to encourage change. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AN  - 2020-28120-246
AU  - Kurowski-Burt, Amy
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - caregiver
treatment selection
autism
family
professionalism
alternative medicine
Autism Spectrum Disorders
Caregivers
Treatment Planning
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2020
SN  - 0419-4209
978-1085639316
ST  - Caregiver selection of treatments for their child with autism
TI  - Caregiver selection of treatments for their child with autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-28120-246&site=ehost-live&scope=site
VL  - 81
ID  - 204885
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Anxiety is associated with physiological changes that can be noninvasively measured using inexpensive and wearable sensors. These changes provide an objective and language-free measure of arousal associated with anxiety, which can complement treatment programs for clinical populations who have difficulty with introspection, communication, and emotion recognition. This motivates the development of automatic methods for detection of anxiety-related arousal using physiology signals. While several supervised learning methods have been proposed for this purpose, these methods require regular collection and updating of training data and are, therefore, not suitable for clinical populations, where obtaining labelled data may be challenging due to impairments in communication and introspection. In this context, the objective of this paper is to develop an unsupervised and real-time arousal detection algorithm. METHODS: We propose a learning framework based on the Kalman filtering theory for detection of physiological arousal based on cardiac activity. The performance of the system was evaluated on data obtained from a sample of children with autism spectrum disorder. RESULTS: The results indicate that the system can detect anxiety-related arousal in these children with sensitivity and specificity of 99% and 92%, respectively. CONCLUSION AND SIGNIFICANCE: Our results show that the proposed method can detect physiological arousal associated with anxiety with high accuracy, providing support for technical feasibility of augmenting anxiety treatments with automatic detection techniques. This approach can ultimately lead to more effective anxiety treatment for a larger and more diverse population.
AN  - 25494497
AU  - Kushki, A.
AU  - Khan, A.
AU  - Brian, J.
AU  - Anagnostou, E.
DA  - Mar
DO  - 10.1109/tbme.2014.2377555
DP  - NLM
ET  - 2014/12/11
J2  - IEEE transactions on bio-medical engineering
KW  - *Algorithms
Anxiety/*diagnosis/*immunology/physiopathology
Arousal
Autism Spectrum Disorder/*physiopathology
Child
Electrocardiography
Female
Humans
Male
*Signal Processing, Computer-Assisted
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0018-9294
SP  - 990-1000
ST  - A Kalman filtering framework for physiological detection of anxiety-related arousal in children with autism spectrum disorder
T2  - IEEE Trans Biomed Eng
TI  - A Kalman filtering framework for physiological detection of anxiety-related arousal in children with autism spectrum disorder
VL  - 62
ID  - 204102
ER  - 


TY  - JOUR
AB  - The authors used microgenetic methods in 2 experiments to examine children's and adults' progress from initial attempts at spelling nonwords to later direct memory retrieval of the spellings. Participants repeatedly spelled nonwords presented in computerized, dictated-word spelling tests over several weeks. Following each spelling, participants provided retrospective strategy reports. Half of the children showed a gradual shift from spelling words with effortful backup strategies to fast retrieval; half of the children continued using backup strategies that were fast and effective for them. Relatively more adults shifted from backup strategies to retrieval, but otherwise their patterns of spelling development were quite similar to those of the children. This research provides support for the generalizability of the overlapping waves model to nonalgorithmic domains. It also demonstrates parallels between children and adults in learning to spell new words.
AD  - Department of Psychology, University of Alberta, Edmonton, AB T6G 2E9, Canada.
AN  - 15656745
AU  - Kwong, T. E.
AU  - Varnhagen, C. K.
DA  - Jan
DO  - 10.1037/0012-1649.41.1.148
DP  - NLM
ET  - 2005/01/20
J2  - Developmental psychology
KW  - Adult
Child
*Child Development
*Cognition
Female
Humans
*Language Arts
Learning
Male
Mental Recall
Task Performance and Analysis
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0012-1649 (Print)
0012-1649
SP  - 148-59
ST  - Strategy development and learning to spell new words: generalization of a process
T2  - Dev Psychol
TI  - Strategy development and learning to spell new words: generalization of a process
VL  - 41
ID  - 204428
ER  - 


TY  - JOUR
AB  - BACKGROUND: Intimate partner violence (IPV) violates women's human rights and is a serious public health concern. Historically strategies to prevent IPV have focussed on individuals and their relationships without addressing the context under which IPV occurs. Primary prevention of IPV is a relatively new focus of international efforts and what SASA!, a phased community mobilisation intervention, seeks to achieve. METHODS: Conducted in Kampala, Uganda, between 2007 and 2012, the SASA! Study is a cluster randomised controlled trial to assess the community-level impact of SASA! This nested qualitative study explores pathways of individual- and community-level change as a result of SASA! Forty in-depth interviews with community members (20 women, 20 men) were conducted at follow-up, audio recorded, transcribed verbatim and analysed using thematic analysis complemented by constant comparative methods. RESULTS: SASA! influenced the dynamics of relationships and broader community norms. At the relationship level, SASA! is helping partners to explore the benefits of mutually supportive gender roles; improve communication on a variety of issues; increase levels of joint decision-making and highlight non-violent ways to deal with anger or disagreement. Not all relationships experienced the same breadth and depth of change. At the community level, SASA! has helped foster a climate of non-tolerance of violence by reducing the acceptability of violence against women and increasing individuals' skills, willingness, and sense of responsibility to act to prevent it. It has also developed and strengthened community-based structures to catalyse and support on-going activism to prevent IPV. DISCUSSION: This paper provides evidence of the ways in which community-based violence prevention interventions may reduce IPV in low-income settings. It offers important implications for community mobilisation approaches and for prevention of IPV against women. This research has demonstrated the potential of social norm change interventions at the community level to achieve meaningful impact within project timeframes.
AD  - Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK; nambusi.kyegombe@lshtm.ac.uk.
Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK.
Raising Voices, Kampala, Uganda.
Centre for Domestic Violence Prevention, Kampala, Uganda.
AN  - 25226421
AU  - Kyegombe, N.
AU  - Starmann, E.
AU  - Devries, K. M.
AU  - Michau, L.
AU  - Nakuti, J.
AU  - Musuya, T.
AU  - Watts, C.
AU  - Heise, L.
C2  - Pmc4165071
DO  - 10.3402/gha.v7.25082
DP  - NLM
ET  - 2014/09/17
J2  - Global health action
KW  - Anger
Awareness
Communication
Community Health Services/*organization & administration
Decision Making
Female
Gender Identity
Health Education/*organization & administration
Humans
Interpersonal Relations
Interviews as Topic
Male
Qualitative Research
Social Support
Spouse Abuse/*prevention & control
Uganda
Sasa!
community mobilisation
primary prevention intervention
social norms theory
violence against women
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1654-9716 (Print)
1654-9880
SP  - 25082
ST  - 'SASA! is the medicine that treats violence'. Qualitative findings on how a community mobilisation intervention to prevent violence against women created change in Kampala, Uganda
T2  - Glob Health Action
TI  - 'SASA! is the medicine that treats violence'. Qualitative findings on how a community mobilisation intervention to prevent violence against women created change in Kampala, Uganda
VL  - 7
ID  - 204492
ER  - 


TY  - JOUR
AB  - BACKGROUND: Hypertension, itself a cardiovascular condition, is a significant risk factor for other cardiovascular diseases. Hypertension is recognized as a major public health challenge in Ghana. Beginning in 2014, a collaborative team launched the community-based hypertension improvement program (ComHIP) in one health district in Ghana. The ComHIP project, a public-private partnership, tests a community-based model that engages the private sector and utilizes information and communication technology (ICT) to control hypertension. This paper, focuses on the various challenges associated with managing hypertension in Ghana, as reported by ComHIP stakeholders. METHODS: A total of 55 informants - comprising patients, health care professionals, licensed chemical sellers (LCS), national and sub-national policymakers - were purposively selected for interview and focus group discussions (FGDs). Interviews were audio-recorded and transcribed verbatim. Where applicable, transcriptions were translated directly from local language to English. The data were then analysed using two-step thematic analysis. The protocol was approved by the two ethics review committees based in Ghana and the third, based in the United Kingdom. All participants were interviewed after giving informed consent. RESULTS: Our data have implications for the on-going implementation of ComHIP, especially the importance of policy maker buy-in, and the benefits, as well as drawbacks, of the program to different stakeholders. While our data show that the ComHIP initiative is acceptable to patients and healthcare providers - increasing providers' knowledge on hypertension and patients' awareness of same- there were implementation challenges identified by both patients and providers. Policy level challenges relate to task-sharing bottlenecks, which precluded nurses from prescribing or dispensing antihypertensives, and LCS from stocking same. Medication adherence and the phenomenon of medical pluralism in Ghana were identified challenges. The perspectives from the national level stakeholders enable elucidation of whole of health system challenges to ComHIP and similarly designed programmes. CONCLUSIONS: This paper sheds important light on the patient/individual, and system level challenges to hypertension and related non-communicable disease prevention and treatment in Ghana. The data show that although the ComHIP initiative is acceptable to patients and healthcare providers, policy level task-sharing bottlenecks preclude optimal implementation of ComHIP.
AD  - Department of Population, Family, & Reproductive Health, School of Public Health, University of Ghana, LG 13, Legon, Accra, Ghana. aklaar@yahoo.com.
Department of Non-communicable Disease Epidemiology, London School of Hygiene & Tropical Medicine, Keppel St, London, WC1E 7HT, UK.
Department of Global Health and Social Medicine, Harvard Medical School, Boston, MA, USA.
Department of Population, Family, & Reproductive Health, School of Public Health, University of Ghana, LG 13, Legon, Accra, Ghana.
Saw Swee Hock School of Public Health, National University of Singapore, 12 Science Drive 2, #10-01, Pulau Ujong, Singapore.
Department of Infectious Disease Epidemiology, London School of Hygiene and Tropical Medicine, Keppel Street, London, WC1E 7HT, UK.
Family Health International 360, DC, Washington, WA, USA.
AN  - 31615529
AU  - Laar, A. K.
AU  - Adler, A. J.
AU  - Kotoh, A. M.
AU  - Legido-Quigley, H.
AU  - Lange, I. L.
AU  - Perel, P.
AU  - Lamptey, P.
C2  - Pmc6792211
DA  - Oct 15
DO  - 10.1186/s12913-019-4571-6
DP  - NLM
ET  - 2019/10/17
J2  - BMC health services research
KW  - Administrative Personnel
Adult
Awareness
Community Health Services/organization & administration
Female
Focus Groups
Ghana
Government Programs
Health Knowledge, Attitudes, Practice
Health Personnel
Health Policy
Hospitals
Humans
Hypertension/*prevention & control
Male
Medical Assistance
Noncommunicable Diseases/*prevention & control
Private Sector
Public Health
Public Sector
Public-Private Sector Partnerships
Qualitative Research
Risk Factors
Challenges
Hypertension prevention and treatment
Non-communicable diseases
Stakeholders
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1472-6963
SP  - 693
ST  - Health system challenges to hypertension and related non-communicable diseases prevention and treatment: perspectives from Ghanaian stakeholders
T2  - BMC Health Serv Res
TI  - Health system challenges to hypertension and related non-communicable diseases prevention and treatment: perspectives from Ghanaian stakeholders
VL  - 19
ID  - 204502
ER  - 


TY  - JOUR
AB  - Since the early 90s, researchers and practitioners seeking new alternatives to promote self-determination persons with an intellectual disability. Conclusions of recent studies indicate that Information and communication technologies (ICT) facilitate choice making and social participation within ones' community. The article offers a description of technologies used with these persons. ICT are grouped in four categories: ergonomic peripherals, educational software, step-by-step task assistant and communication devices. The studies reviewed also report positive effects of technologies on self-determination and quality of life. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Lachapelle, Yves, Departement de Psychoeducation, Universite du Quebec a Trois-Rivieres, C P . 500, Trois-Rivieres, PQ, Cameroon, G9A 5H7
AN  - 2011-08361-006
AU  - Lachapelle, Yves
AU  - Lussier-Desrochers, Dany
AU  - Pigot, Hélène
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - information & communication technologies
choice making
self determination
intellectual disabilities
mental retardation
Intellectual Development Disorder
Choice Behavior
Communication
Self-Determination
Information and Communication Technology
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2007
SN  - 0225-9885
SP  - 111-123
ST  - Des TIC en soutien à l'autodétermination des personnes présentant une déficience intellectuelle = ICT promoting self-determination of persons with an intellectual disability
T2  - Revue Québécoise de Psychologie
TI  - Des TIC en soutien à l'autodétermination des personnes présentant une déficience intellectuelle = ICT promoting self-determination of persons with an intellectual disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-08361-006&site=ehost-live&scope=site
yves.lachapelle@uqtr.ca
VL  - 28
ID  - 204905
ER  - 


TY  - JOUR
AB  - This experiment used functional magnetic resonance imaging (fMRI) to compare functional neuroanatomy associated with executed and imagined hand movements in novel and skilled learning phases. We hypothesized that 1 week of intensive physical practice would strengthen the motor representation of a hand motor sequence and increase the similarity of functional neuroanatomy associated with executed and imagined hand movements. During fMRI scanning, a right-hand self-paced button press sequence was executed and imagined before (NOVEL) and after (SKILLED) 1 week of intensive physical practice (n = 54; right-hand dominant). The mean execution rate was significantly faster in the SKILLED (3.8 Hz) than the NOVEL condition (2.5 Hz) (P < 0.001), but there was no difference in execution errors. Activation foci associated with execution and imagery was congruent in both the NOVEL and SKILLED conditions, though activation features were more similar in the SKILLED versus NOVEL phase. In the NOVEL phase, activations were more extensive during execution than imagery in primary and secondary cortical motor volumes and the cerebellum, while during imagery activations were greater in the striatum. In the SKILLED phase, activation features within these same volumes became increasingly similar for execution and imagery, though imagery more heavily activated premotor areas, inferior parietal lobe, and medial temporal lobe, while execution more heavily activated the precentral/postcentral gyri, striatum, and cerebellum. This experiment demonstrated congruent activation of the cortical and subcortical motor system during both novel and skilled learning phases, supporting the effectiveness of motor imagery-based mental practice techniques for both the acquisition of new skills and the rehearsal of skilled movements.
AD  - Neuromotor Rehabilitation Research Laboratory, Long Beach Veteran's Affairs Healthcare System, CA 90822, USA. mlacours@csulb.edu
AN  - 16046149
AU  - Lacourse, M. G.
AU  - Orr, E. L.
AU  - Cramer, S. C.
AU  - Cohen, M. J.
DA  - Sep
DO  - 10.1016/j.neuroimage.2005.04.025
DP  - NLM
ET  - 2005/07/28
J2  - NeuroImage
KW  - Adult
Brain/*physiology
Brain Mapping
Cerebellum/physiology
Cerebral Cortex/physiology
Female
Hand/*innervation
Humans
Image Processing, Computer-Assisted
Imagination/*physiology
Magnetic Resonance Imaging
Male
Motor Skills/*physiology
Movement/*physiology
Neostriatum/physiology
Practice, Psychological
Psychomotor Performance/*physiology
Surveys and Questionnaires
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1053-8119 (Print)
1053-8119
SP  - 505-19
ST  - Brain activation during execution and motor imagery of novel and skilled sequential hand movements
T2  - Neuroimage
TI  - Brain activation during execution and motor imagery of novel and skilled sequential hand movements
VL  - 27
ID  - 204635
ER  - 


TY  - JOUR
AB  - THEORY: Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). HYPOTHESES: When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. METHOD: In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. RESULTS: When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. CONCLUSIONS: OSCEs with similar contents but different task demands lead to opposite learning strategies regarding how students manage their study time. Measuring pre-assessment effects from a metacognitive perspective provides empirical evidence to redesign assessments for learning.
AD  - a Department of Medicine , Laval University Faculty of Medicine , Québec City , Canada.
b School of Health Professions Education, Maastricht University , the Netherlands.
c Department of Family and Emergency Medicine , Laval University Faculty of Medicine , Québec City , Canada.
AN  - 28632013
AU  - Lafleur, A.
AU  - Laflamme, J.
AU  - Leppink, J.
AU  - Côté, L.
DA  - Jul-Sep
DO  - 10.1080/10401334.2017.1282863
DP  - NLM
ET  - 2017/06/21
J2  - Teaching and learning in medicine
KW  - Adult
*Clinical Competence/standards
*Education, Medical, Undergraduate
Educational Measurement/*methods
Female
Humans
*Learning
Male
Quebec
Students, Medical
Task Performance and Analysis
Objective structured clinical examination
hypothesisdriven physical examination
medical assessment
metacognition
preassessment learning effects
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1040-1334
SP  - 286-295
ST  - Task Demands in OSCEs Influence Learning Strategies
T2  - Teach Learn Med
TI  - Task Demands in OSCEs Influence Learning Strategies
VL  - 29
ID  - 204847
ER  - 


TY  - JOUR
AB  - BACKGROUND: For older persons with complex care needs, accounting for the variability and interdependency in how health dimensions manifest themselves is necessary to understand the dynamic of health status. Our objective is to test the hypothesis that a latent classification can capture this heterogeneity in a population of frail elderly persons living in the community. Based on a person-centered approach, the classification corresponds to substantively meaningful groups of individuals who present with a comparable constellation of health problems. METHODS: Using data collected for the SIPA project, a system of integrated care for frail older people (n = 1164), we performed latent class analyses to identify homogenous categories of health status (i.e. health profiles) based on 17 indicators of prevalent health problems (chronic conditions; depression; cognition; functional and sensory limitations; instrumental, mobility and personal care disability) Then, we conducted latent transition analyses to study change in profile membership over 2 consecutive periods of 12 and 10 months, respectively. We modeled competing risks for mortality and lost to follow-up as absorbing states to avoid attrition biases. RESULTS: We identified four health profiles that distinguish the physical and cognitive dimensions of health and capture severity along the disability dimension. The profiles are stable over time and robust to mortality and lost to follow-up attrition. The differentiated and gender-specific patterns of transition probabilities demonstrate the profiles' sensitivity to change in health status and unmasked the differential relationship of physical and cognitive domains with progression in disability. CONCLUSION: Our approach may prove useful at organization and policy levels where many issues call for classification of individuals into pragmatically meaningful groups. In dealing with attrition biases, our analytical strategy could provide critical information for the planning of longitudinal studies of aging. Combined, these findings address a central challenge in geriatrics by making the multidimensional and dynamic nature of health computationally tractable.
AD  - Department of Health Administration, Université de Montréal, Québec, Canada. lafortune.l@sympatico.ca
AN  - 19192295
AU  - Lafortune, L.
AU  - Béland, F.
AU  - Bergman, H.
AU  - Ankri, J.
C2  - Pmc2645408
DA  - Feb 3
DO  - 10.1186/1471-2318-9-6
DP  - NLM
ET  - 2009/02/05
J2  - BMC geriatrics
KW  - Activities of Daily Living
Aged
Aged, 80 and over
Cognition
Female
*Frail Elderly
*Health Status
Health Status Indicators
Health Transition
Humans
Male
Models, Statistical
Morbidity
*Residence Characteristics
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1471-2318
SP  - 6
ST  - Health status transitions in community-living elderly with complex care needs: a latent class approach
T2  - BMC Geriatr
TI  - Health status transitions in community-living elderly with complex care needs: a latent class approach
VL  - 9
ID  - 204500
ER  - 


TY  - JOUR
AB  - Medical school is designed to provide students with the necessary education and training needed to be effective and safe physicians. Debates about how best to instruct medical students along this trajectory are abundant. Students learn through a planned curriculum as well as a self-directed one motivated by their own level of interest and ability to access and integrate the exponential growth of medical information available through technology. The rate of change in clinical findings means that some of what is learned in today's classroom will likely be out of date by the time of graduation. To achieve and maintain expertise, students are faced with this challenge. This article explores ways to support medical students in acquiring the skills they need to become adaptive experts. In particular, instructional strategies for supporting the acquisition of fast, accurate, and superior reproducible performance are described with an emphasis on self-regulated learning where students learn to learn flexibly, seeking out opportunities to take knowledge to new levels.
AD  - a Department of Educational and Counselling Psychology , McGill University , Montreal , Canada.
AN  - 30033791
AU  - Lajoie, S. P.
AU  - Gube, M.
DA  - Aug
DO  - 10.1080/0142159x.2018.1485886
DP  - NLM
ET  - 2018/07/24
J2  - Medical teacher
KW  - *Clinical Competence
Cognition
Curriculum
Education, Medical/*methods
Humans
Learning
Problem Solving
*Problem-Based Learning
Schools, Medical
Students, Medical/*psychology
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0142-159x
SP  - 809-812
ST  - Adaptive expertise in medical education: Accelerating learning trajectories by fostering self-regulated learning
T2  - Med Teach
TI  - Adaptive expertise in medical education: Accelerating learning trajectories by fostering self-regulated learning
VL  - 40
ID  - 204450
ER  - 


TY  - JOUR
AB  - BACKGROUND: Classical galactosaemia is an autosomal recessive inborn error of metabolism caused by a deficiency of the enzyme galactose-1-phosphate uridyltransferase. This is a rare and potentially lethal condition that classically presents in the first week of life once milk feeds have commenced. Affected babies may present with any or all of the following: cataracts; fulminant liver failure; prolonged jaundice; or Escherichia coli sepsis. Once the diagnosis is suspected, feeds containing galactose must be stopped immediately and replaced with a soya-based formula. The majority of babies will recover, however a number will not survive. There are long-term complications of galactosaemia, despite treatment, including learning disabilities and female infertility. It has been postulated that galactosaemia could be detected on newborn screening and this would prevent the immediate severe liver dysfunction and sepsis. OBJECTIVES: To assess whether there is evidence that newborn screening for galactosaemia prevents or reduces mortality and morbidity and improves clinical outcomes in affected neonates and the quality of life in older children. SEARCH METHODS: We searched the Cochrane Cystic Fibrosis and Genetic Disorders Group Trials Register comprising references identified from electronic database searches, handsearches of relevant journals and conference abstract books. We also searched online trials registries and the reference lists of relevant articles and reviews.Date of the most recent search of Cochrane Cystic Fibrosis Group's Trials Register: 18 December 2017.Date of the most recent search of additional resources: 11 October 2017. SELECTION CRITERIA: Randomised controlled studies and controlled clinical studies, published or unpublished comparing the use of any newborn screening test to diagnose infants with galactosaemia and presenting a comparison between a screened population versus a non-screened population. DATA COLLECTION AND ANALYSIS: No studies of newborn screening for galactosaemia were found. MAIN RESULTS: No studies were identified for inclusion in the review. AUTHORS' CONCLUSIONS: We were unable to identify any eligible studies for inclusion in this review and hence it is not possible to draw any conclusions based on randomised controlled studies. However, we are aware of uncontrolled studies which support the efficacy of newborn screening for galactosaemia. There are a number of reviews and economic analyses of non-trial literature suggesting that screening is appropriate.
AD  - Vice-Chancellery for Health, Isfahan University of Medical Sciences, Isfahan, Iran.
AN  - 29274129
AU  - Lak, R.
AU  - Yazdizadeh, B.
AU  - Davari, M.
AU  - Nouhi, M.
AU  - Kelishadi, R.
C2  - PMC6485983 interest.
DA  - Dec 23
DO  - 10.1002/14651858.CD012272.pub2
DP  - NLM
ET  - 2017/12/24
J2  - The Cochrane database of systematic reviews
KW  - Galactosemias/*diagnosis
Humans
Infant, Newborn
*Neonatal Screening
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1361-6137
SP  - Cd012272
ST  - Newborn screening for galactosaemia
T2  - Cochrane Database Syst Rev
TI  - Newborn screening for galactosaemia
VL  - 12
ID  - 204846
ER  - 


TY  - JOUR
AB  - BACKGROUND: Classical galactosaemia is an autosomal recessive inborn error of metabolism caused by a deficiency of the enzyme galactose-1-phosphate uridyltransferase. This is a rare and potentially lethal condition that classically presents in the first week of life once milk feeds have commenced. Affected babies may present with any or all of the following: cataracts; fulminant liver failure; prolonged jaundice; or Escherichia coli sepsis. Once the diagnosis is suspected, feeds containing galactose must be stopped immediately and replaced with a soya-based formula. The majority of babies will recover, however a number will not survive. There are long-term complications of galactosaemia, despite treatment, including learning disabilities and female infertility. It has been postulated that galactosaemia could be detected on newborn screening and this would prevent the immediate severe liver dysfunction and sepsis. This is an update of a previously published review. OBJECTIVES: To assess whether there is evidence that newborn screening for galactosaemia prevents or reduces mortality and morbidity and improves clinical outcomes in affected neonates and the quality of life in older children. SEARCH METHODS: We searched the Cochrane Cystic Fibrosis and Genetic Disorders Group Trials Register comprising references identified from electronic database searches, handsearches of relevant journals and conference abstract books. We also searched online trials registries and the reference lists of relevant articles and reviews. Date of the most recent search of Cochrane Cystic Fibrosis Group's Trials Register: 12 December 2019. Date of the most recent search of additional resources: 02 February 2020. SELECTION CRITERIA: Randomised controlled studies and controlled clinical studies, published or unpublished comparing the use of any newborn screening test to diagnose infants with galactosaemia and presenting a comparison between a screened population versus a non-screened population. DATA COLLECTION AND ANALYSIS: No studies of newborn screening for galactosaemia were found. MAIN RESULTS: No studies were identified for inclusion in the review. AUTHORS' CONCLUSIONS: We were unable to identify any eligible studies for inclusion in this review and hence it is not possible to draw any conclusions based on randomised controlled studies. However, we are aware of uncontrolled studies which support the efficacy of newborn screening for galactosaemia. There are a number of reviews and economic analyses of non-trial literature suggesting that screening is appropriate.
AD  - Vice-Chancellery for Health, Isfahan University of Medical Sciences, Isfahan, Iran.
Knowledge Utilization Research Center, Tehran University of Medical Sciences, Tehran, Iran.
Department of Pharmacoeconomics and Pharmaceutical Administration, Faculty of Pharmacy, Tehran University of Medical Sciences, Tehran, Iran.
Health Equity Research Center, Tehran University of Medical Sciences, Tehran, Iran.
Child Growth and Development Research Center, Research Institute for Primordial Prevention of Non-Communicable Diseases, Isfahan University of Medical Sciences, Isfahan, Iran.
AN  - 32567677
AU  - Lak, R.
AU  - Yazdizadeh, B.
AU  - Davari, M.
AU  - Nouhi, M.
AU  - Kelishadi, R.
C2  - PMC7387091 interest.
DA  - Jun 22
DO  - 10.1002/14651858.CD012272.pub3
DP  - NLM
ET  - 2020/06/23
J2  - The Cochrane database of systematic reviews
KW  - Galactosemias/*diagnosis
Humans
Infant, Newborn
*Neonatal Screening
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1361-6137
SP  - Cd012272
ST  - Newborn screening for galactosaemia
T2  - Cochrane Database Syst Rev
TI  - Newborn screening for galactosaemia
VL  - 6
ID  - 204840
ER  - 


TY  - JOUR
AB  - BACKGROUND: Management of behavioral problems in children with intellectual disabilities (ID) is a great concern in resource-poor areas in India. This study attempted to analyze the efficacy of behavioral intervention provided in resource-poor settings. OBJECTIVE: This study was aimed to examine the outcome of behavioral management provided to children with ID in a poor rural region in India. MATERIALS AND METHODS: We analyzed data from 104 children between 3 and 18 years old who received interventions for behavioral problems in a clinical or a community setting. The behavioral assessment scale for Indian children with mental retardation (BASIC-MR) was used to quantify the study subjects' behavioral problems before and after we applied behavioral management techniques (baseline and post-intervention, respectively). The baseline and post-intervention scores were analyzed using the following statistical techniques: Wilcoxon matched-pairs signed-rank test for the efficacy of intervention; χ(2) for group differences. RESULTS: The study demonstrated behavioral improvements across all behavior domains (P < 0.05). Levels of improvement varied for children with different severities of ID (P = 0.001), between children who did and did not have multiple disabilities (P = 0.011). CONCLUSION: The outcome of this behavioral management study suggests that behavioral intervention can be effectively provided to children with ID in poor areas.
AD  - Department of Epidemiology and Biostatistics, School of Health Sciences, College of Public Service, Jackson State University, Jackson, MS, USA.
AN  - 24574557
AU  - Lakhan, R.
C2  - Pmc3927244
DA  - Jan
DO  - 10.4103/0019-5545.124712
DP  - PIP
ET  - 2014/02/28
J2  - Indian journal of psychiatry
KW  - Behavioral assessment scale for Indian children with mental retardation
India
behavioral problems
community-based rehabilitation
intellectual disabilities
multiple disabilities
tribal population
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0019-5545 (Print)
0019-5545
SP  - 39-45
ST  - Behavioral management in children with intellectual disabilities in a resource-poor setting in Barwani, India
T2  - Indian J Psychiatry
TI  - Behavioral management in children with intellectual disabilities in a resource-poor setting in Barwani, India
VL  - 56
ID  - 204721
ER  - 


TY  - JOUR
AB  - Choice in everyday decisions and in support-related decisions was addressed among 2,398 adults with intellectual and developmental disabilities receiving Medicaid Home and Community Based Services (HCBS) and Intermediate Care Facility (ICF/MR) services and living in non family settings in six states. Everyday choice in daily life and in support-related choice was considerably higher on average for HCBS than for ICF/MR recipients, but after controlling for level of intellectual disability, medical care needs, mobility, behavioral and psychiatric conditions, and self-reporting, we found that choice was more strongly associated with living in a congregate setting than whether that setting was HCBS- or ICF/MR-financed. Marked differences in choice were also evident between states.
AD  - Research and Training Center on Community Living, University of Minnesota, Minneapolis, MN 55455, USA. lakin001@umn.edu
AN  - 18702554
AU  - Lakin, K. C.
AU  - Doljanac, R.
AU  - Byun, S. Y.
AU  - Stancliffe, R.
AU  - Taub, S.
AU  - Chiri, G.
DA  - Sep
DO  - 10.1352/2008.113.325-342
DP  - NLM
ET  - 2008/08/16
J2  - American journal of mental retardation : AJMR
KW  - Adolescent
Adult
Catchment Area, Health
*Choice Behavior
Community Health Services/*statistics & numerical data
*Decision Making
Demography
Female
Home Care Services/*statistics & numerical data
Humans
Intellectual Disability/*epidemiology/*therapy
Intermediate Care Facilities/*statistics & numerical data
Male
Medicaid/*statistics & numerical data
Middle Aged
Severity of Illness Index
Social Support
United States/epidemiology
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0895-8017 (Print)
0895-8017
SP  - 325-42
ST  - Choice-making among Medicaid HCBS and ICF/MR recipients in six states
T2  - Am J Ment Retard
TI  - Choice-making among Medicaid HCBS and ICF/MR recipients in six states
VL  - 113
ID  - 204231
ER  - 


TY  - JOUR
AB  - Choice in everyday decisions and in support-related decisions was addressed among 2,398 adults with intellectual and developmental disabilities receiving Medicaid Home and Community Based Services (HCBS) and Intermediate Care Facility (ICF/MR) services and living in nonfamily settings in six states. Everyday choice in daily life and in support-related choice was considerably higher on average for HCBS than for ICF/MR recipients, but after controlling for level of intellectual disability, medical care needs, mobility, behavioral and psychiatric conditions, and self-reporting, we found that choice was more strongly associated with living in a congregate setting than whether that setting was HCBS- or ICF/MR-financed. Marked differences in choice were also evident between states. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Lakin, K. Charlie, Research and Training Center on Community Living, University of Minnesota, 214 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN, US, 55455
AN  - 2008-13331-002
AU  - Lakin, K. Charlie
AU  - Doljanac, Robert
AU  - Byun, Soo-Yong
AU  - Stancliffe, Roger
AU  - Taub, Sarah
AU  - Chiri, Giuseppina
DB  - APA PsycInfo
DO  - 10.1352/2008.113.325-342
DP  - EBSCOhost
KW  - choice-making
Medicaid Home and Community Based Services
Intermediate Care Facility
support-related choice
intellectual disabilities
developmental disabilities
Choice Behavior
Cognitive Impairment
Community Services
Medicaid
M1  - 5
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2008
SN  - 0895-8017
1943-362X
SP  - 325-342
ST  - Choice-making among Medicaid HCBS and ICF/MR recipients in six states
T2  - American Journal on Mental Retardation
TI  - Choice-making among Medicaid HCBS and ICF/MR recipients in six states
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-13331-002&site=ehost-live&scope=site
lakin001@umn.edu
VL  - 113
ID  - 204889
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To evaluate the viability of technology-assisted learning setups for undertaking assessment and providing intervention to persons in vegetative state. METHOD: Study I investigated whether three persons with a diagnosis of vegetative state could associate eye blinking or hand closure responses with contingent, positive stimulation, thus increasing their frequencies (showing signs of learning). Study II extended the learning process (introducing a new response and new stimuli) for one of the participants of Study I. RESULTS: Two of the participants of Study I succeeded in increasing their responses, indicating signs of learning. Study II showed that the participant (one of the two succeeding in Study I) acquired a new response to access new stimuli and could alternate this response with the one acquired in Study I. CONCLUSION: Learning might represent a basic level of knowledge and consciousness. Detecting signs of learning might help modify a previous diagnosis of vegetative state and support intervention/rehabilitation efforts.
AD  - University of Bari, Italy. g.lancioni@psico.uniba.it
AN  - 20205550
AU  - Lancioni, G.
AU  - O'Reilly, M.
AU  - Singh, N.
AU  - Buonocunto, F.
AU  - Sacco, V.
AU  - Colonna, F.
AU  - Navarro, J.
AU  - Lanzilotti, C.
AU  - Belardinelli, M. O.
AU  - Bosco, A.
AU  - Megna, G.
AU  - de Tommaso, M.
DO  - 10.3109/17518420903200581
DP  - NLM
ET  - 2009/01/01
J2  - Developmental neurorehabilitation
KW  - Accidents, Traffic
Adolescent
Adult
Aged
Blinking/physiology
Brain Injuries/physiopathology/*rehabilitation
Coma/physiopathology
*Communication Aids for Disabled
Consciousness/physiology
Electroencephalography
Female
Hand Strength/physiology
Humans
*Learning
Male
Near Drowning
*Persistent Vegetative State
*Self-Help Devices
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1751-8423
SP  - 411-20
ST  - Evaluation of technology-assisted learning setups for undertaking assessment and providing intervention to persons with a diagnosis of vegetative state
T2  - Dev Neurorehabil
TI  - Evaluation of technology-assisted learning setups for undertaking assessment and providing intervention to persons with a diagnosis of vegetative state
VL  - 12
ID  - 204062
ER  - 


TY  - JOUR
AB  - Two single-case studies were carried out using different procedural and technological approaches to enable two adolescents with multiple disabilities to choose among environmental stimuli. Study I focused on replicating a recently developed procedure, which relied on samples of the auditory stimuli available as cues for choice responses. Study II assessed a new procedural and technical setup relying on the use of pictorial representations of the stimuli available as cues for choice responses. The auditory samples and the pictorial representations were presented through computer systems. The participants' choice responses relied on microswitches connected to the computer systems. The data of Study I fully supported previous findings with the same procedural approach. The participant learned to choose preferred stimuli and bypass nonpreferred ones. The data of Study II showed that the participant learned to concentrate his choice. responses on a few stimuli, suggesting that these stimuli were actually preferred and that responding was purposeful. Implications of the results were discussed.
AD  - Department of Psychology, University of Bari, Via Quintino Sella 268, 70100 Bari, Italy. g.lancioni@psico.uniba.it
AN  - 18065057
AU  - Lancioni, G. E.
AU  - Antonucci, M.
AU  - De Pace, C.
AU  - O'Reilly, M. F.
AU  - Singh, N. N.
AU  - Sigafoos, J.
AU  - Oliva, D.
DA  - Oct
DO  - 10.2466/pms.105.2.362-372
DP  - NLM
ET  - 2007/12/11
J2  - Perceptual and motor skills
KW  - Acoustic Stimulation
Adolescent
Attention
Blindness/psychology/rehabilitation
Cerebral Palsy/psychology/rehabilitation
*Choice Behavior
*Communication Aids for Disabled
Comorbidity
Cues
Disabled Children/*psychology/rehabilitation
Education of Intellectually Disabled
Humans
Intellectual Disability/etiology/*psychology/rehabilitation
Male
*Microcomputers
Pattern Recognition, Visual
Psychomotor Performance
*Social Environment
Speech Recognition Software
Therapy, Computer-Assisted
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0031-5125 (Print)
0031-5125
SP  - 362-72
ST  - Enabling two adolescents with multiple disabilities to choose among environmental stimuli through different procedural and technological approaches
T2  - Percept Mot Skills
TI  - Enabling two adolescents with multiple disabilities to choose among environmental stimuli through different procedural and technological approaches
VL  - 105
ID  - 204320
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To assess whether two persons with multiple disabilities could learn a work activity (i.e., assembling trolley wheels) with the support of a technology system. METHOD: After an initial baseline, the study compared the effects of intervention sessions relying on the technology system (which called the participants to the different workstations and provided feedback and final stimulation) with the effects of intervention sessions carried out without technology. The two types of intervention sessions were conducted according to an alternating treatments design. Eventually, only intervention sessions relying on the technology system were used. RESULTS: Both participants managed to assemble wheels independently during intervention sessions relying on the technology system while they failed during sessions without the system. Their performance was strengthened during the final part of the study, in which only sessions with the system occurred. CONCLUSION: Technology may be critical in helping persons with multiple disabilities manage multi-step work activities.
AD  - Department of Neuroscience and Sense Organs, University of Bari , 70100 Bari , Italy.
AN  - 24020878
AU  - Lancioni, G. E.
AU  - Singh, N. N.
AU  - O'Reilly, M. F.
AU  - Green, V. A.
AU  - Oliva, D.
AU  - Campodonico, F.
DA  - Oct
DO  - 10.3109/17518423.2012.736419
DP  - NLM
ET  - 2013/09/12
J2  - Developmental neurorehabilitation
KW  - Adult
Blindness/complications/*rehabilitation
Brain Diseases/complications/*rehabilitation
Communication Aids for Disabled
Disabled Persons/*rehabilitation
Feedback, Psychological
Humans
Intellectual Disability/complications/*rehabilitation
Male
Occupational Therapy/*methods
Singing
Technology/methods
Time Factors
*Work
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1751-8423
SP  - 332-9
ST  - Two men with multiple disabilities carry out an assembly work activity with the support of a technology system
T2  - Dev Neurorehabil
TI  - Two men with multiple disabilities carry out an assembly work activity with the support of a technology system
VL  - 16
ID  - 204177
ER  - 


TY  - JOUR
AB  - These two studies were aimed at assessing technology-aided programs to help persons with multiple disabilities engage in basic occupation or work activities. Specifically, Study I focused on teaching two participants (an adolescent and an adult) with low vision or total blindness, severe/profound intellectual disabilities, and minimal object interaction to engage in constructive object-manipulation responses. The technology monitored their responses and followed them with brief stimulation periods automatically. Study II focused on teaching three adults with deafness, severe visual impairment, and profound intellectual disabilities to perform a complex activity, that is, to assemble a five-component water pipe. The technology regulated (a) light cues to guide the participants through the workstations containing single pipe components and the carton for completed pipes and (b) stimulation events. The results of both studies were positive. The participants of Study I showed consistent and independent engagement in object-manipulation responses. The participants of Study II showed consistent and independent pipe assembling performance. General implications of the two programs and the related technology packages for intervention with persons with multiple disabilities are discussed.
AD  - University of Bari, Italy. Electronic address: g.lancioni@psico.uniba.it.
Medical College of Georgia, Georgia Regents University, Augusta, USA.
University of Texas at Austin, USA.
Victoria University of Wellington, New Zealand.
Lega F. D'Oro Research Center, Osimo and Lesmo, Italy.
University of Leiden, The Netherlands.
AN  - 24685943
AU  - Lancioni, G. E.
AU  - Singh, N. N.
AU  - O'Reilly, M. F.
AU  - Sigafoos, J.
AU  - Alberti, G.
AU  - Perilli, V.
AU  - Laporta, D.
AU  - Campodonico, F.
AU  - Oliva, D.
AU  - Groeneweg, J.
DA  - Jun
DO  - 10.1016/j.ridd.2014.03.026
DP  - NLM
ET  - 2014/04/02
J2  - Research in developmental disabilities
KW  - Adolescent
Adult
Blindness/complications/rehabilitation
Deafness/complications/*rehabilitation
Disabled Persons/*rehabilitation
Female
Humans
Intellectual Disability/complications/*rehabilitation
*Learning
Male
Occupational Therapy/*methods
*Self-Help Devices
Severity of Illness Index
Vision Disorders/complications/*rehabilitation
Vision, Low/complications/rehabilitation
*Work
Multiple disabilities
Occupation
Technology-based programs
Work activities
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0891-4222
SP  - 1264-71
ST  - People with multiple disabilities learn to engage in occupation and work activities with the support of technology-aided programs
T2  - Res Dev Disabil
TI  - People with multiple disabilities learn to engage in occupation and work activities with the support of technology-aided programs
VL  - 35
ID  - 203879
ER  - 


TY  - JOUR
AB  - Three microswitch-aided programs were assessed in three single-case studies to enhance physical exercise or ambulation in participants with multiple disabilities. Study I was aimed at helping a woman who tended to have the head bending forward and the arms down to exercise a combination of appropriate head and arms movements. Study II was aimed at promoting ambulation continuity with a man who tended to have ambulation breaks. Study III was aimed at promoting ambulation with appropriate foot position in a girl who usually showed toe walking. The experimental designs of the studies consisted of a multiple probe across responses (Study I), an ABAB sequence (Study II), and an ABABB(1) sequence (Study III). The last phase of each study was followed by a post-intervention check. The microswitches monitored the target responses selected for the participants and triggered a computer system to provide preferred stimuli contingent on those responses during the intervention phases of the studies. Data showed that the programs were effective with each of the participants who learned to exercise head and arms movements, increased ambulation continuity, and acquired high levels of appropriate foot position during ambulation, respectively. The positive performance levels were retained during the post-intervention checks. The discussion focused on (a) the potential of technology-aided programs for persons with multiple disabilities and (b) the need of replication studies to extend the evidence available in the area.
AD  - University of Bari, Italy. Electronic address: giulio.lancioni@uniba.it.
Medical College of Georgia, Georgia Regents University, Augusta, USA.
University of Texas at Austin, TX, USA.
Victoria University of Wellington, New Zealand.
Lega F. D'Oro Research Center, Osimo and Lesmo, Italy.
IRCCS 'Oasi' Troina, Italy.
AN  - 24915648
AU  - Lancioni, G. E.
AU  - Singh, N. N.
AU  - O'Reilly, M. F.
AU  - Sigafoos, J.
AU  - Alberti, G.
AU  - Perilli, V.
AU  - Oliva, D.
AU  - Buono, S.
DA  - Sep
DO  - 10.1016/j.ridd.2014.05.015
DP  - NLM
ET  - 2014/06/11
J2  - Research in developmental disabilities
KW  - Adult
Blindness/*rehabilitation
Child
Developmental Disabilities/*rehabilitation
*Exercise
Female
Humans
Intellectual Disability/*rehabilitation
Male
*Self-Help Devices
*Walking
Young Adult
Ambulation
Arms movements
Head movements
Microswitch-aided programs
Multiple disabilities
Toe walking
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0891-4222
SP  - 2190-8
ST  - Microswitch-aided programs to support physical exercise or adequate ambulation in persons with multiple disabilities
T2  - Res Dev Disabil
TI  - Microswitch-aided programs to support physical exercise or adequate ambulation in persons with multiple disabilities
VL  - 35
ID  - 204239
ER  - 


TY  - JOUR
AB  - This study assessed a simple behavioral strategy for reducing stereotypic tongue protrusion and forward head tilting displayed by a woman and a man with severe to profound intellectual disabilities. The strategy involved (a) auditory prompting (i.e., verbal encouragements to keep the tongue in the mouth or the head upright) delivered automatically at fixed intervals via a portable device, and (b) social approval delivered by a research assistant at adjustable intervals for the absence of the inappropriate behavior. The intervals arranged for the delivery of approval were extended if the inappropriate behavior occurred in concomitance with the expected delivery. Data showed that the intervention strategy was effective in reducing the stereotypic tongue protrusion and forward head tilting. Their occurrences dropped from above 40% (tongue protrusion) and close to 80% (head tilting) of the observation instances during the initial baseline to around or slightly above 10% of those instances during the second intervention period and the 3-month postintervention check. (Contains 2 figures.)
AN  - EJ888960
AU  - Lancioni, Giulio E.
AU  - Singh, Nirbhay N.
AU  - O'Reilly, Mark F.
AU  - Sigafoos, Jeff
AU  - Didden, Robert
AU  - Pichierri, Sabrina
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Research Assistants
Intervention
Intervals
Severe Mental Retardation
Prompting
Adults
Behavior Problems
Behavior Change
Auditory Stimuli
Cues
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 0145-4455
SP  - 299-309
ST  - Automatic Prompting and Positive Attention to Reduce Tongue Protrusion and Head Tilting by Two Adults with Severe to Profound Intellectual Disabilities
T2  - Behavior Modification
TI  - Automatic Prompting and Positive Attention to Reduce Tongue Protrusion and Head Tilting by Two Adults with Severe to Profound Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ888960&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0145445510372751
VL  - 34
ID  - 205097
ER  - 


TY  - JOUR
AB  - Mothers whose infants varied in early biological characteristics (born at term, n = 120; born at very low birth weight [VLBW], n = 144) were randomized to a target group (n = 133) or developmental feedback comparison group (n = 131) to determine whether learning responsive behaviors would facilitate infant development. The target condition included videotaped examples, problem-solving activities, and mothers' critique of their own behaviors through video procedures across 10 home visits. All target versus comparison mothers showed greater increases across multiple responsiveness behaviors observed in 4 assessments conducted across 6-13 months of age; changes in emotionally supportive behaviors were strongest for target mothers of infants born at VLBW. Increased maternal responsiveness facilitated greater growth in target infants' social, emotional, communication, and cognitive competence, supporting a causal role for responsiveness on infant development. Although benefits were generally comparable across risk groups, aspects of social and emotional skills showed greater change for those born at VLBW. Evidence for responsiveness as a multidimensional construct was provided as well as the importance of different aspects of responsiveness mediating the effect of the intervention on different infant skill domains.
AD  - Department of Pediatrics, Children's Learning Institute, University of Texas Health Science Center at Houston, 77030, USA. susan.landry@uth.tmc.edu
AN  - 16802896
AU  - Landry, S. H.
AU  - Smith, K. E.
AU  - Swank, P. R.
DA  - Jul
DO  - 10.1037/0012-1649.42.4.627
DP  - NLM
ET  - 2006/06/29
J2  - Developmental psychology
KW  - Child Development
Cognition
Cohort Studies
*Communication
*Education
Emotions
Feedback
Female
House Calls
Humans
*Individuation
Infant
Infant, Newborn
Infant, Very Low Birth Weight/*psychology
Male
Mother-Child Relations
Object Attachment
Parenting/*psychology
*Problem Solving
*Social Behavior
Social Support
Video Recording
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0012-1649 (Print)
0012-1649
SP  - 627-42
ST  - Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills
T2  - Dev Psychol
TI  - Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills
VL  - 42
ID  - 204593
ER  - 


TY  - JOUR
AB  - While regular reflection has been found to be a key practice in agile software development, the use of learning journals in computer information systems (CIS) education has yet to be studied systematically. Learning journals are writing-to-learn interventions that use writing as a medium to facilitate metacognition. A randomized controlled trial investigating the effects of learning journals on metacognition, motivation, and learning was implemented in an undergraduate computer information systems course on web design. Students were randomly assigned to respond to five metacognitive writing prompts (learning journal condition) or five non-metacognitive writing prompts (control condition) over the course of ten weeks. Results suggest that while learning journals increase metacognitive awareness and intrinsic motivation, they do not affect learning directly. A post-hoc quantitative content analysis of the learning journals found that certain linguistic dimensions are associated with higher metacognition, motivation, and learning. While students' use of assent and informal words in learning journals is positively correlated with metacognitive awareness and intrinsic motivation, their use of differ words is negatively correlated with metacognitive awareness, intrinsic motivation, and final grades. Hence, instructors should implement learning journals and consider targeted coaching to help students achieve greater metacognition, motivation, and learning.
AN  - EJ1195885
AU  - Lang, Guido
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Student Journals
Metacognition
Learning Motivation
Computer Science Education
Information Systems
Undergraduate Students
Prompting
Program Effectiveness
Instructional Effectiveness
Language Usage
Grades (Scholastic)
Cognitive Style
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1545-679X
SP  - 39-47
ST  - Using Learning Journals to Increase Metacognition, Motivation, and Learning in Computer Information Systems Education
T2  - Information Systems Education Journal
TI  - Using Learning Journals to Increase Metacognition, Motivation, and Learning in Computer Information Systems Education
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1195885&site=ehost-live&scope=site
VL  - 16
ID  - 205419
ER  - 


TY  - JOUR
AB  - As non-scientific conceptions interfere with learning processes, teachers need both, to know about them and to address them in their classrooms. For our study, based on 182 eleventh graders, we analyzed the level of conceptual understanding by implementing the "draw and write" technique during a computer-supported gene technology module. To give participants the hierarchical organizational level which they have to draw, was a specific feature of our study. We introduced two objective category systems for analyzing drawings and inscriptions. Our results indicated a long- as well as a short-term increase in the level of conceptual understanding and in the number of drawn elements and their grades concerning the DNA structure. Consequently, we regard the "draw and write" technique as a tool for a teacher to get to know students' alternative conceptions. Furthermore, our study points the modification potential of hands-on and computer-supported learning modules.
AD  - Z-MNU (Centre of Mathematics and Science Education), Department of Biology Education, University of Bayreuth, Bayreuth, Germany.
AN  - 26481196
AU  - Langheinrich, J.
AU  - Bogner, F. X.
DA  - Nov-Dec
DO  - 10.1002/bmb.20888
DP  - NLM
ET  - 2015/10/21
J2  - Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
KW  - Adolescent
Comprehension
Computers
DNA/*chemistry
Female
Humans
Learning
Male
Molecular Biology/*education
Surveys and Questionnaires
Teaching/*methods
computers in research and teaching
laboratory exercises
molecular biology
outreach
using multimedia in the classroom
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1470-8175
SP  - 393-402
ST  - Student conceptions about the DNA structure within a hierarchical organizational level: Improvement by experiment- and computer-based outreach learning
T2  - Biochem Mol Biol Educ
TI  - Student conceptions about the DNA structure within a hierarchical organizational level: Improvement by experiment- and computer-based outreach learning
VL  - 43
ID  - 204440
ER  - 


TY  - JOUR
AB  - BACKGROUND: This study compared the effectiveness of computer-assisted instruction to that of one-on-one tutoring for teaching people with mild and moderate cognitive disabilities when both training methods are designed to take account of the specific mental deficits most commonly found in cognitive disability populations. METHOD: Fifteen participants (age 22-71) received either computer-assisted instruction or one-on-one tutoring in three content domains that were of functional and daily relevance to them: behavioural limits, rights and responsibilities (two modules) and alphabetical sorting. Learning was assessed by means of a series of pretests and four learning cycle post-tests. Both instructional conditions maintained time-on-task and teaching material equivalence, and both incorporated a set of best-practices and empirically supported teaching techniques designed to address attentional deficits, stimulus processing inefficiencies and cognitive load limitations. RESULTS: Strong evidence of learning was found in both instructional method conditions. Moreover, in all content domains the two methods yielded approximately equivalent rates of learning and learning attainment. CONCLUSIONS: These findings offer tentative evidence that a repetitive, computer-assisted training program can produce learning outcomes in people with mild and moderate cognitive disabilities that are comparable to those achieved by high-quality one-on-one tutoring.
AD  - Department of Psychology, Loyola University Chicago, Chicago, IL, USA.
Department of Psychology, University of Illinois at Chicago, Chicago, IL, USA.
AN  - 25727449
AU  - Larson, J. R., Jr.
AU  - Juszczak, A.
AU  - Engel, K.
DA  - Mar
DO  - 10.1111/jar.12176
DP  - NLM
ET  - 2015/03/03
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - Adult
Aged
Cognition Disorders/*rehabilitation
Computer-Assisted Instruction/*methods
Female
Humans
Intellectual Disability/*rehabilitation
Male
Middle Aged
Patient Education as Topic/*methods
Teaching/methods
Young Adult
cognitive rehabilitation
computer-assisted learning
intellectual disabilities
one-on-one tutoring
vicarious learning
vocational skills training
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1360-2322
SP  - 185-96
ST  - Efficient Vocational Skills Training for People with Cognitive Disabilities: An Exploratory Study Comparing Computer-Assisted Instruction to One-on-One Tutoring
T2  - J Appl Res Intellect Disabil
TI  - Efficient Vocational Skills Training for People with Cognitive Disabilities: An Exploratory Study Comparing Computer-Assisted Instruction to One-on-One Tutoring
VL  - 29
ID  - 204155
ER  - 


TY  - JOUR
AB  - Capturing variability in use of commercial technologies by autistic children can inform future learning and support technology design. Survey data were collected from parents (n = 388) in the UK, Spain, and Belgium, and includes information about individuals with a range of ages and ability levels. We found a comparable pattern of access and usage across age groups, though higher reading and language ability was linked to use of more devices and interfaces. Reported worries about technology correlated with longer time spent using technology. Autistic children use mainstream technologies for a broad range of recreational uses. The data suggest that technologies developed with therapeutic goals in mind may need to achieve a high standard of design to engage users.
AD  - Patrick Wild Centre, University of Edinburgh, Edinburgh, UK. m.h.laurie@sms.ed.ac.uk.
Patrick Wild Centre, Royal Edinburgh Hospital, Kennedy Tower, 23 Tipperlin Road, Edinburgh, EH10 5HF, UK. m.h.laurie@sms.ed.ac.uk.
Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium.
Fundaciόn Orange, Madrid, Spain.
Patrick Wild Centre, University of Edinburgh, Edinburgh, UK.
AN  - 30536113
AU  - Laurie, M. H.
AU  - Warreyn, P.
AU  - Uriarte, B. V.
AU  - Boonen, C.
AU  - Fletcher-Watson, S.
C2  - Pmc6451021
DA  - Apr
DO  - 10.1007/s10803-018-3798-0
DP  - NLM
ET  - 2018/12/12
J2  - Journal of autism and developmental disorders
KW  - Adolescent
Adult
*Attitude
Autistic Disorder/epidemiology/*psychology
Belgium/epidemiology
Child
Child, Preschool
Female
Humans
*Internationality
Male
Parents/*psychology
*Screen Time
Spain/epidemiology
*Surveys and Questionnaires
United Kingdom/epidemiology
Young Adult
Autism spectrum disorder
Digital technology
Survey
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 in this study.
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0162-3257 (Print)
0162-3257
SP  - 1517-1530
ST  - An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home
T2  - J Autism Dev Disord
TI  - An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home
VL  - 49
ID  - 204157
ER  - 


TY  - JOUR
AB  - The Down Syndrome Study Group (DSSG) was founded in 2012 as a voluntary, collaborative effort with the goal of supporting evidenced-based health care guidelines for individuals with Down syndrome (DS). Since then, 5 DS specialty clinics have collected prospective, longitudinal data on medical conditions that co-occur with DS. Data were entered by clinical staff or trained designees into the National Down Syndrome Patient Database, which we created using REDCap software. In our pilot year, we enrolled 663 participants across the U.S., ages 36 days to 70 years, from multiple racial and ethnic backgrounds. Here we report: (i) the demographic distribution of participants enrolled, (ii) a detailed account of our database infrastructure, and (iii) lessons learned during our pilot year to assist future researchers with similar goals for other patient populations.
AD  - Department of Pediatrics, Clinical Genetics, Levine Children's Hospital at Carolinas Healthcare System, Charlotte, North Carolina.
Down Syndrome Program, Division of Genetics, Department of Pediatrics, Massachusetts General Hospital, Boston, Massachusetts.
Harvard Medical School, Boston, Massachusetts.
Center for Patient Safety and Quality Research, Program for Patient Safety and Quality, Boston Children's Hospital, Boston, Massachusetts.
Down Syndrome Program, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.
Down Syndrome Center of Western Pennsylvania, Children's Hospital of Pittsburgh of University of Pittsburgh Medical Center, Pittsburgh, Pennsylvania.
Comprehensive Down Syndrome Program, Division of Medical Genetics, Duke University Medical Center, Durham, North Carolina.
AN  - 26249752
AU  - Lavigne, J.
AU  - Sharr, C.
AU  - Ozonoff, A.
AU  - Prock, L. A.
AU  - Baumer, N.
AU  - Brasington, C.
AU  - Cannon, S.
AU  - Crissman, B.
AU  - Davidson, E.
AU  - Florez, J. C.
AU  - Kishnani, P.
AU  - Lombardo, A.
AU  - Lyerly, J.
AU  - McCannon, J. B.
AU  - McDonough, M. E.
AU  - Schwartz, A.
AU  - Berrier, K. L.
AU  - Sparks, S.
AU  - Stock-Guild, K.
AU  - Toler, T. L.
AU  - Vellody, K.
AU  - Voelz, L.
AU  - Skotko, B. G.
DA  - Nov
DO  - 10.1002/ajmg.a.37267
DP  - NLM
ET  - 2015/08/08
J2  - American journal of medical genetics. Part A
KW  - Adolescent
Adult
Child
Child, Preschool
Cooperative Behavior
*Databases, Factual
Demography
Down Syndrome/*epidemiology
Female
Humans
Infant
Infant, Newborn
Interdisciplinary Studies
Male
*Multicenter Studies as Topic
*Registries
United States/epidemiology
Young Adult
down syndrome
patient database
registry
trisomy 21
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1552-4825
SP  - 2520-6
ST  - National down syndrome patient database: Insights from the development of a multi-center registry study
T2  - Am J Med Genet A
TI  - National down syndrome patient database: Insights from the development of a multi-center registry study
VL  - 167a
ID  - 204553
ER  - 


TY  - JOUR
AB  - Research and education law support the use of routines-based interventions for young children with disabilities in the children's natural environments. However, systematic training and practice can provide individuals with the strategies and skills that can enhance these interventions. This article provides guidance for implementing intervention in the natural environment to promote the social reciprocity of young children with autism. It provides techniques for parent training and highlights strategies that can be used collectively during everyday routines and activities to help parents and other caregivers establish long chains of back-and-forth interactions with young children with autism. (Contains 2 tables and 1 figure.)
AN  - EJ907225
AU  - Leach, Debra
AU  - LaRocque, Michelle
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Young Children
Parents
Interpersonal Competence
Interpersonal Relationship
Training
Skill Development
Parent Education
Parent Role
Caregiver Role
Caregivers
Parent Participation
Learning Processes
Early Intervention
Video Technology
Cues
Prompting
Time
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 1053-4512
SP  - 150-156
ST  - Increasing Social Reciprocity in Young Children with Autism
T2  - Intervention in School and Clinic
TI  - Increasing Social Reciprocity in Young Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ907225&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1053451209349531
VL  - 46
ID  - 205244
ER  - 


TY  - JOUR
AB  - Educators are continually seeking effective, research-based strategies to address the unique needs of their students with autism spectrum disorders (ASD). It is well documented that students with ASD benefit from direct instruction and visual supports when learning new skills. This article provides step-by-step procedures for using a tiered intervention package consisting of literacy-based behavioral interventions and video-self modeling to teach new skills to students with ASD to promote mastery and independence. Authors share an action research process that was used to identify a need for students with ASD in a middle school classroom, select and implement research-supported interventions to address the need, and to monitor progress throughout the phases of intervention to make instructional decisions.
AN  - EJ1135567
AU  - Leach, Debra
AU  - Rodecki, Jennifer
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Intervention
Autism
Pervasive Developmental Disorders
Direct Instruction
Teaching Methods
Video Technology
Modeling (Psychology)
Behavior Modification
Skill Development
Action Research
Middle School Students
Evidence Based Practice
Literacy
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 2325-7466
SP  - 73-81
ST  - Literacy Based Behavioral Interventions and Video Self-Modeling with Students with Autism Spectrum Disorder (ASD)
T2  - Journal of the American Academy of Special Education Professionals
TI  - Literacy Based Behavioral Interventions and Video Self-Modeling with Students with Autism Spectrum Disorder (ASD)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1135567&site=ehost-live&scope=site
ID  - 205263
ER  - 


TY  - JOUR
AB  - BACKGROUND: Dementia is a prevalent neurodegenerative disorder affecting an estimated 24.3 million people across the globe. The burden on those caring for people with dementia is substantial, with widespread implications for the caregiver, the care recipient and the community. Relaxation techniques, such as Transcendental Meditation® (TM), have been shown to reduce stress and anxiety in healthy workers; similar benefits are anticipated in dementia caregivers. The objective of this study was to ascertain whether TM can improve psychological stress, quality of life, affect and cognitive performance in dementia caregivers. METHODS: The study was conducted as a pilot prospective, multi-centre, community-based, randomised wait-list controlled trial. Community-dwelling caregivers of persons with diagnosed dementia were randomly assigned to a 12-week (14-hour) TM training program or wait-list control. Participants were assessed for quality of life, stress, affect, cognitive performance and adverse effects. The feasibility of the study was also evaluated. RESULTS: Seventeen caregivers were recruited and randomised. Improvements in WebNeuro response speed scores over time were significantly (p = 0.03) greater in the TM group relative to control. Changes between groups over time in all other primary and secondary outcome measures did not reach statistical significance. However, there was a trend toward greater improvement in WebNeuro stress, depression and negativity bias scores in the TM group. Adverse events were reported amongst 63 % of TM-treated subjects; however, events were generally transient, of mild-moderate intensity and only 'possibly' related to TM. CONCLUSIONS: Dementia caregivers exposed to TM demonstrated varying degrees of improvement in several measures of cognitive function, mood, quality of life and stress following exposure to TM. However, as the pilot study was underpowered, no firm conclusions can be made about the effectiveness of TM in this caregiver population. Findings from full-scale trials are now warranted. TRIAL REGISTRATION: Australian New Zealand Clinical Trial Registry ACTRN12613000184774 (Registered 15th February 2013).
AD  - School of Nursing & Midwifery, University of South Australia, Adelaide, Australia. matthew.leach@unisa.edu.au.
School of Health Sciences, RMIT University, Bundoora, VIC, Australia. andrew.francis@rmit.edu.au.
School of Nursing & Midwifery, University of South Australia, Adelaide, Australia. tahereh.ziaian@unisa.edu.au.
AN  - 25952550
AU  - Leach, M. J.
AU  - Francis, A.
AU  - Ziaian, T.
C2  - Pmc4429365
DA  - May 8
DO  - 10.1186/s12906-015-0666-8
DP  - NLM
ET  - 2015/05/09
J2  - BMC complementary and alternative medicine
KW  - Affect
Aged
Anxiety/*therapy
Australia
Caregivers/*psychology
Cognition
Dementia/*nursing
Depression/*therapy
Depressive Disorder/therapy
Family
Female
Humans
Male
Meditation/methods/*psychology
Middle Aged
New Zealand
Pilot Projects
Prospective Studies
*Quality of Life
Stress, Psychological/*therapy
Waiting Lists
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1472-6882
SP  - 145
ST  - Transcendental Meditation for the improvement of health and wellbeing in community-dwelling dementia caregivers [TRANSCENDENT]: a randomised wait-list controlled trial
T2  - BMC Complement Altern Med
TI  - Transcendental Meditation for the improvement of health and wellbeing in community-dwelling dementia caregivers [TRANSCENDENT]: a randomised wait-list controlled trial
VL  - 15
ID  - 204640
ER  - 


TY  - JOUR
AB  - This study examined the effects of self-monitoring on the on-task behavior of three fifth and sixth grade boys with autism and other disabilities. While completing math assignments independently, the students wore an electronic device called a MotivAider[R] that vibrated at pre-set time schedules prompting the students to self-record whether or not they were on task. A multiple baseline across students design demonstrated a functional relationship of the self-monitoring procedure on increasing on-task behavior. Additionally, all three students maintained high percentages of on-task behavior after the self-monitoring procedure was discontinued. (Contains 1 figure.)
AN  - EJ916280
AU  - Legge, Dina Boccuzzi
AU  - DeBar, Ruth M.
AU  - Alber-Morgan, Sheila R.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Self Management
Autism
Grade 6
Grade 5
Males
Student Behavior
Time on Task
Mathematics Instruction
Assistive Technology
Prompting
Program Effectiveness
Disabilities
Cerebral Palsy
Intervention
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 2155-7853
SP  - 43-52
ST  - The Effects of Self-Monitoring with a MotivAider[R] on the On-Task Behavior of Fifth and Sixth Graders with Autism and Other Disabilities
T2  - Journal of Behavior Assessment and Intervention in Children
TI  - The Effects of Self-Monitoring with a MotivAider[R] on the On-Task Behavior of Fifth and Sixth Graders with Autism and Other Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ916280&site=ehost-live&scope=site
VL  - 1
ID  - 205368
ER  - 


TY  - JOUR
AB  - Primary responsibility for sexual education for adolescents with autism spectrum disorder falls on parents who have reported a lack of professional and material support. The purpose of this study was to 1) describe parent perceptions of sexual education needs of their children aged 14-20 with an autism spectrum disorder diagnosis and 2) determine parent-preferred mechanisms of delivery for tailored educational intervention strategies. DESIGN AND METHODS: The study aims were accomplished by a qualitative research design using focus groups and telephone interviews assisted by a structured interview guide. Study methods and analysis were guided by social marketing principles. RESULTS: A total of 15 parents (5 participated in 1 focus group and 10 completed individual interviews) acknowledged their primary role in providing sexual education for their children and confirmed a need for resources to assist them in this role. All parents in this study found that some level of sexual education was necessary and important and that all children had been introduced to sexual information but in varying degrees. Topic preferences included those that would increase the recognition of healthy relationships, provide a measure of self-protection, and ameliorate undesirable consequences of sexual activity. Parents were knowledgeable about how their children best learned and suggested future interventions use technology interfaces with engaging displays and allow for individualized content. CONCLUSION AND IMPLICATIONS: These findings highlight a need for additional research and enhanced clinical services to ensure that adolescents with autism spectrum disorder have their informational needs met, are able to avoid risks, and have the greatest capacity for a healthy sexuality as they transition to adulthood.
AD  - The University of Iowa College of Nursing, Iowa City, IA. Electronic address: melissa-lehan@uiowa.edu.
The University of Iowa College of Nursing, Iowa City, IA.
AN  - 27554640
AU  - Lehan Mackin, M.
AU  - Loew, N.
AU  - Gonzalez, A.
AU  - Tykol, H.
AU  - Christensen, T.
DA  - Nov-Dec
DO  - 10.1016/j.pedn.2016.07.003
DP  - NLM
ET  - 2016/08/25
J2  - Journal of pediatric nursing
KW  - Adolescent
Adolescent Behavior/*psychology
Autism Spectrum Disorder/*psychology
Female
Focus Groups
Humans
Male
Needs Assessment
*Parent-Child Relations
Parents/*psychology
Sex Education/*methods
Young Adult
Adolescents
Autism spectrum disorder
Parent perceptions
Sexual education
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0882-5963
SP  - 608-618
ST  - Parent Perceptions of Sexual Education Needs for Their Children With Autism
T2  - J Pediatr Nurs
TI  - Parent Perceptions of Sexual Education Needs for Their Children With Autism
VL  - 31
ID  - 204104
ER  - 


TY  - JOUR
AB  - BACKGROUND: Using a combination of videos and online short stories, we conducted four face-to-face deliberative workshops in Montreal (Quebec, Canada) with members of the public who later joined additional participants in an online forum to discuss the social and ethical implications of prospective technologies. This paper presents the participants' appraisal of our intervention and provides novel qualitative insights into the use of videos and online tools in public deliberations. METHODS: We applied a mixed-method study design. A self-administered survey contained open- and close-ended items using a 5-level Likert-like scale. Absolute frequencies and proportions for the close-ended items were compiled. Qualitative data included field notes, the transcripts of the workshops and the participants' contributions to the online forum. The qualitative data were used to flesh out the survey data describing the participants' appraisal of: 1) the multimedia components of our intervention; 2) its deliberative face-to-face and online processes; and 3) its perceived effects. RESULTS: Thirty-eight participants contributed to the workshops and 57 to the online forum. A total of 46 participants filled-in the survey, for a response rate of 73 % (46/63). The videos helped 96 % of the participants to understand the fictional technologies and the online scenarios helped 98 % to reflect about the issues raised. Up to 81 % considered the arguments of the other participants to be well thought-out. Nearly all participants felt comfortable sharing their ideas in both the face-to-face (89 %) and online environments (93 %), but 88 % preferred the face-to-face workshop. As a result of the intervention, 85 % reflected more about the pros and cons of technology and 94 % learned more about the way technologies may transform society. CONCLUSIONS: This study confirms the methodological feasibility of a deliberative intervention whose originality lies in its use of videos and online scenarios. To increase deliberative depth and foster a strong engagement by all participants, face-to-face and online components need to be well integrated. Our findings suggest that online tools should be designed by considering, one the one hand, the participants' self-perceived ability to share written comments and, on the other hand, the ease with which other participants can respond to such contributions.
AD  - Department of Health Management, Evaluation and Policy, University of Montreal, Institute of Public Health Research of University of Montreal (IRSPUM), University of Montreal Research Chair on Responsible Innovation in Health, Branch Centre-ville, P.O. Box 6128, Montreal, QC, H3C 3 J7, Canada. pascale.lehoux@umontreal.ca.
Department of Health Management, Evaluation and Policy, University of Montreal, IRSPUM, Montreal, Canada.
Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Canada.
Department of Social and Preventive Medicine, University of Montreal, IRSPUM, Montreal, Canada.
AN  - 27784317
AU  - Lehoux, P.
AU  - Jimenez-Pernett, J.
AU  - Miller, F. A.
AU  - Williams-Jones, B.
C2  - Pmc5081965
DA  - Oct 26
DO  - 10.1186/s12913-016-1870-z
DP  - NLM
ET  - 2016/10/28
J2  - BMC health services research
KW  - Adult
*Biomedical Technology
Comprehension
Female
Humans
*Inventions
Learning
Male
Multimedia
Perception
Problem Solving
Prospective Studies
*Public Opinion
Quebec
Research Design
Surveys and Questionnaires
Video Recording
*Evaluation
*Health innovation
*Knowledge transfer and exchange
*Online forum
*Prospective analyses
*Public involvement
*Video-based deliberations
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1472-6963
SP  - 616
ST  - Assessment of a multimedia-based prospective method to support public deliberations on health technology design: participant survey findings and qualitative insights
T2  - BMC Health Serv Res
TI  - Assessment of a multimedia-based prospective method to support public deliberations on health technology design: participant survey findings and qualitative insights
VL  - 16
ID  - 204043
ER  - 


TY  - JOUR
AB  - Brain-computer interfaces based on motor imagery (MI) have been widely used to support the rehabilitation of motor functions of the upper limbs rather than lower limbs. This is probably because it is more difficult to detect the brain activities of lower limb MI. In order to reliably detect the brain activities of lower limbs to restore or improve the walking ability of the disabled, we propose a new paradigm of walking imagery (WI) in a virtual environment (VE), in order to elicit the reliable brain activities and achieve a significant training effect. First, we extract and fuse both the spatial and time-frequency features as a multi-view feature to represent the patterns in the brain activity. Second, we design a multi-view multi-level deep polynomial network (MMDPN) to explore the complementarity among the features so as to improve the detection of walking from an idle state. Our extensive experimental results show that the VE-based paradigm significantly performs better than the traditional text-based paradigm. In addition, the VE-based paradigm can effectively help users to modulate the brain activities and improve the quality of electroencephalography signals. We also observe that the MMDPN outperforms other deep learning methods in terms of classification performance.
AN  - 30703032
AU  - Lei, B.
AU  - Liu, X.
AU  - Liang, S.
AU  - Hang, W.
AU  - Wang, Q.
AU  - Choi, K. S.
AU  - Qin, J.
DA  - Mar
DO  - 10.1109/tnsre.2019.2895064
DP  - NLM
ET  - 2019/02/01
J2  - IEEE transactions on neural systems and rehabilitation engineering : a publication of the IEEE Engineering in Medicine and Biology Society
KW  - Adult
Algorithms
Brain/physiology
*Brain-Computer Interfaces
Electroencephalography/statistics & numerical data
Female
Healthy Volunteers
Humans
Imagination/*physiology
Male
*Neural Networks, Computer
Paralysis/rehabilitation
Support Vector Machine
Virtual Reality
Walking/*physiology
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1534-4320
SP  - 497-506
ST  - Walking Imagery Evaluation in Brain Computer Interfaces via a Multi-View Multi-Level Deep Polynomial Network
T2  - IEEE Trans Neural Syst Rehabil Eng
TI  - Walking Imagery Evaluation in Brain Computer Interfaces via a Multi-View Multi-Level Deep Polynomial Network
VL  - 27
ID  - 204586
ER  - 


TY  - JOUR
AB  - The purpose of writing medical notes in a computer system goes beyond documentation for medical-legal purposes or billing. The structure of documentation is a checklist that serves as a cognitive aid and a potential index to retrieve information for learning from the record. For the past 50 years, one of the primary organizing structures for physicians' clinical documentation have been the SOAP note (Subjective, Objective, Assessment, Plan). The cognitive check list is well-suited to differential diagnosis but may not support detection of changes in systems and/or learning from cases. We describe an alternative cognitive checklist called the OODA Loop (Observe, Orient, Decide, Act. Through incorporation of projections of anticipated course events with and without treatment and by making "Decisions" an explicit category of documentation in the medical record in the context of a variable temporal cycle for observations, OODA may enhance opportunities to learn from clinical care.
AD  - Biomedical Informatics Center, Medical University of South Carolina, Charleston, SC, USA.
AN  - 28269872
AU  - Lenert, L. A.
C2  - Pmc5333306
DP  - NLM
ET  - 2017/03/09
J2  - AMIA ... Annual Symposium proceedings. AMIA Symposium
KW  - *Awareness
Documentation/*methods
Humans
*Learning
*Medical Records
Patient Care Planning
Physicians/*psychology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1559-4076
SP  - 763-771
ST  - Toward Medical Documentation That Enhances Situational Awareness Learning
T2  - AMIA Annu Symp Proc
TI  - Toward Medical Documentation That Enhances Situational Awareness Learning
VL  - 2016
ID  - 204442
ER  - 


TY  - JOUR
AB  - Understanding complex movements and abstract action goals is an important skill for our social interactions. Successful social interactions entail understanding of actions at different levels of action description, ranging from detailed movement trajectories that support learning of complex motor skills through imitation to distinct features of actions that allow us to discriminate between action goals and different action styles. Previous studies have implicated premotor, parietal, and superior temporal areas in action understanding. However, the role of these different cortical areas in action understanding at different levels of action description remains largely unknown. We addressed this question using advanced animation and stimulus generation techniques in combination with sensitive functional magnetic resonance imaging adaptation or repetition suppression methods. We tested the neural sensitivity of fronto-parietal and visual areas to differences in the kinematics and goals of actions using kinematic morphs of arm movements. Our findings provide novel evidence for differential involvement of ventral premotor, parietal, and temporal regions in action understanding. We show that the ventral premotor cortex encodes the physical similarity between movement trajectories and action goals that are important for exact copying of actions and the acquisition of complex motor skills. In contrast, whereas parietal regions and the superior temporal sulcus process the perceptual similarity between movements and may support the perception and imitation of abstract action goals and movement styles. Thus, our findings propose that fronto-parietal and visual areas involved in action understanding mediate a cascade of visual-motor processes at different levels of action description from exact movement copies to abstract action goals achieved with different movement styles.
AD  - School of Psychology, University of Birmingham, Edgbaston, Birmingham, UK.
AN  - 18275338
AU  - Lestou, V.
AU  - Pollick, F. E.
AU  - Kourtzi, Z.
DA  - Feb
DO  - 10.1162/jocn.2008.20021
DP  - NLM
ET  - 2008/02/16
J2  - Journal of cognitive neuroscience
KW  - Analysis of Variance
Biomechanical Phenomena
*Brain Mapping
Cerebral Cortex/*physiology
Comprehension/*physiology
Functional Laterality/physiology
Goals
Humans
*Intention
Magnetic Resonance Imaging
Movement/*physiology
*Set, Psychology
Social Perception
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0898-929X (Print)
0898-929x
SP  - 324-41
ST  - Neural substrates for action understanding at different description levels in the human brain
T2  - J Cogn Neurosci
TI  - Neural substrates for action understanding at different description levels in the human brain
VL  - 20
ID  - 204558
ER  - 


TY  - JOUR
AB  - INTRODUCTION: The importance of reflective practice is recognized by the adoption of a reflective learning model in continuing medical education (CME), but little is known about how to evaluate reflective learning in CME. Reflective learning seldom is defined in terms of specific cognitive processes or observable performances. Competency-based evaluation rarely is used for evaluating CME effects. To bridge this gap, reflective learning was defined operationally in a reflective learning framework (RLF). The operationalization supports observations, documentation, and evaluation of reflective learning performances in CME, and in clinical practice. In this study, the RLF was refined and validated as physician performance was evaluated in a CME e-learning activity. METHODS: Qualitative multiple-case study wherein 473 practicing family physicians commented on research-based synopses after reading and rating them as an on-line CME learning activity. These comments formed 2029 cases from which cognitive tasks were extracted as defined by the RLF with the use of a thematic analysis. Frequencies of cognitive tasks were compared in a cross-case analysis. RESULTS: Four RLF cognitive processes and 12 tasks were supported. Reflective learning was defined as 4 interrelated cognitive processes: Interpretation, Validation, Generalization, and Change, which were specified by 3 observable cognitive tasks, respectively. These 12 tasks and related characteristics were described in an RLF codebook for future use. DISCUSSION: Reflective learning performances of family physicians were evaluated. The RLF and its codebook can be used for integrating reflective learning into CME curricula and for developing competency-based assessment. Future research on potential uses of the RLF should involve participation of CME stakeholders.
AD  - Information Technology Primary Care Research Group, Department of Family Medicine, Faculty of Medicine, McGill University, 517 Pine Avenue West, Montreal, Quebec, Canada. kit.leung@mail.mcgill.ca
AN  - 20564716
AU  - Leung, K. H.
AU  - Pluye, P.
AU  - Grad, R.
AU  - Weston, C.
DA  - Spring
DO  - 10.1002/chp.20063
DP  - NLM
ET  - 2010/06/22
J2  - The Journal of continuing education in the health professions
KW  - Adult
Aged
Cognition
Computer-Assisted Instruction
Education, Medical, Continuing/*methods
Female
Humans
*Learning
Male
Middle Aged
Physicians, Family/*education
Practice Patterns, Physicians'
Qualitative Research
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0894-1912
SP  - 78-88
ST  - A reflective learning framework to evaluate CME effects on practice reflection
T2  - J Contin Educ Health Prof
TI  - A reflective learning framework to evaluate CME effects on practice reflection
VL  - 30
ID  - 204507
ER  - 


TY  - JOUR
AB  - INTRODUCTION: Physical therapists should implement practice conditions that promote motor skill learning after neurological injury. Errorful and errorless practice conditions are effective for different populations and tasks. Errorful learning provides opportunities for learners to make task-relevant choices. Enhancing learner autonomy through choice opportunities is a key component of the Optimizing Performance through Intrinsic Motivation and Attention for Learning (OPTIMAL) theory of motor learning. The objective of this study was to evaluate the interaction between error opportunity frequency and OPTIMAL (autonomy-supportive) practice conditions during stepping sequence acquisition in a virtual environment. METHODS: Forty healthy young adults were randomized to autonomy-supportive or autonomy-controlling practice conditions, which differed in instructional language, focus of attention (external vs internal) and positive versus negative nature of verbal and visual feedback. All participants practiced 40 trials of 4, six-step stepping sequences in a random order. Each of the 4 sequences offered different amounts of choice opportunities about the next step via visual cue presentation (4 choices; 1 choice; gradually increasing [1-2-3-4] choices, and gradually decreasing [4-3-2-1] choices). Motivation and engagement were measured by the Intrinsic Motivation Inventory (IMI) and the User Engagement Scale (UES). Participants returned 1-3 days later for retention tests, where learning was measured by time to complete each sequence. No choice cues were offered on retention. RESULTS: Participants in the autonomy-supportive group outperformed the autonomy-controlling group at retention on all sequences (mean difference 2.88s, p < .005, t[6835] = 3.42). Participants in both groups had the most difficulty acquiring the decreasing choice (4-3-2-1) sequence (p < .001, t[6835] = -4.26) and performed most poorly on the errorful (4 choice) sequence (p < .034, t[6835] = 2.65) at retention. Participants in the autonomy-supportive group performed best at retention on the increasing choice (1-2-3-4) sequence (p < .033, t[6835] = -2.7). Participants in both groups who reported greater attention to the task on the UES Average Focused Attention subscale during acquisition had poorer retention performance, particularly for the decreasing choice (4-3-2-1) sequence (p < .005, t(6835) = 3.39). Participants in the autonomy-supportive group reported significantly higher overall motivation (p = .007, t(38) = 0.728, d = 0.248) on the IMI as compared to the autonomy-controlling group. CONCLUSION: Individual benefits of errorless learning and autonomy-supportive practice conditions, with an interaction effect for practice that begins errorless but adds increasing error opportunities over time, suggest that participants relied on implicit learning strategies for this full body task and that feedback about successes minimized errors and reduced their potential information-processing benefits. Subsequent work will continue to examine how assigning a positive versus a negative quality to error provision influences the benefits of errorful learning in a variety of tasks.
AD  - Department of Physical Therapy, Movement and Rehabilitation Sciences, USA. Electronic address: d.levac@northeastern.edu.
Department of Physical Therapy, Movement and Rehabilitation Sciences, USA.
AN  - 29128736
AU  - Levac, D.
AU  - Driscoll, K.
AU  - Galvez, J.
AU  - Mercado, K.
AU  - O'Neil, L.
DA  - Dec
DO  - 10.1016/j.humov.2017.10.017
DP  - NLM
ET  - 2017/11/13
J2  - Human movement science
KW  - Adolescent
Adult
Attention/*physiology
Cognition
Cues
Feedback, Psychological
Feedback, Sensory
Female
Gait/*physiology
Humans
Learning/*physiology
Male
Memory/physiology
Motivation/*physiology
Motor Skills
Personal Autonomy
*Practice, Psychological
Psychomotor Performance/*physiology
Young Adult
Autonomy
Engagement
Errorful learning
Errorless learning
Hybrid learning
Motivation
OPTIMAL theory of motor learning
LA  - eng
M1  - Pt B
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0167-9457
SP  - 129-138
ST  - OPTIMAL practice conditions enhance the benefits of gradually increasing error opportunities on retention of a stepping sequence task
T2  - Hum Mov Sci
TI  - OPTIMAL practice conditions enhance the benefits of gradually increasing error opportunities on retention of a stepping sequence task
VL  - 56
ID  - 204637
ER  - 


TY  - JOUR
AB  - We examined the effects of three different training conditions, all of which involve the motor system, on kindergarteners' mental transformation skill. We focused on three main questions. First, we asked whether training that involves making a motor movement that is relevant to the mental transformation-either concretely through action (action training) or more abstractly through gestural movements that represent the action (move-gesture training)-resulted in greater gains than training using motor movements irrelevant to the mental transformation (point-gesture training). We tested children prior to training, immediately after training (posttest), and 1 week after training (retest), and we found greater improvement in mental transformation skill in both the action and move-gesture training conditions than in the point-gesture condition, at both posttest and retest. Second, we asked whether the total gain made by retest differed depending on the abstractness of the movement-relevant training (action vs. move-gesture), and we found that it did not. Finally, we asked whether the time course of improvement differed for the two movement-relevant conditions, and we found that it did-gains in the action condition were realized immediately at posttest, with no further gains at retest; gains in the move-gesture condition were realized throughout, with comparable gains from pretest-to-posttest and from posttest-to-retest. Training that involves movement, whether concrete or abstract, can thus benefit children's mental transformation skill. However, the benefits unfold differently over time-the benefits of concrete training unfold immediately after training (online learning); the benefits of more abstract training unfold in equal steps immediately after training (online learning) and during the intervening week with no additional training (offline learning). These findings have implications for the kinds of instruction that can best support spatial learning.
AD  - Department of Psychology, Department of Comparative Human Development and Committee on Education, University of Chicago.
Department of Spanish, Italian, and Portuguese and Center for Language Science, The Pennsylvania State University.
Department of Psychology, University of Chicago.
AN  - 29528134
AU  - Levine, S. C.
AU  - Goldin-Meadow, S.
AU  - Carlson, M. T.
AU  - Hemani-Lopez, N.
DA  - May
DO  - 10.1111/cogs.12603
DP  - NLM
ET  - 2018/03/13
J2  - Cognitive science
KW  - Child
Child, Preschool
Female
Humans
Imagination/*physiology
Male
Photic Stimulation
Rotation
Spatial Learning/*physiology
Visual Perception/*physiology
*Development
*Gesture
*Mental rotation
*Mental transformation
*Motor system
*Training study
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0364-0213
SP  - 1207-1228
ST  - Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training
T2  - Cogn Sci
TI  - Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training
VL  - 42
ID  - 204474
ER  - 


TY  - JOUR
AB  - A model of hippocampal function, centered on region CA3, reproduces many of the cognitive and behavioral functions ascribed to the hippocampus. Where there is precise stimulus control and detailed quantitative data, this model reproduces the quantitative behavioral results. Underlying the model is a recoding conjecture of hippocampal computational function. The expanded conjecture includes a special role for randomization and, as recoding progresses with experience, the occurrence of sequence learning and sequence compression. These functions support the putative higher-order hippocampal function, i.e. production of representations readable by a linear decoder and suitable for both neocortical storage and forecasting. Simulations confirm the critical importance of randomly driven recoding and the neurocognitive relevance of sequence learning and compression. Two forms of sequence compression exist, on-line and off-line compression: both are conjectured to support neocortical encoding of context and declarative memory as described by .
AD  - Department of Neurosurgery, University of Virginia Health System, P.O. Box 800420, Neurosurgery, Charlottesville, VA 22908-0420, USA. wbl@virginia.edu
AN  - 16269237
AU  - Levy, W. B.
AU  - Hocking, A. B.
AU  - Wu, X.
DA  - Nov
DO  - 10.1016/j.neunet.2005.08.005
DP  - NLM
ET  - 2005/11/05
J2  - Neural networks : the official journal of the International Neural Network Society
KW  - Cognition/*physiology
*Computer Simulation
Discrimination, Psychological
Hippocampus/*physiology
Humans
*Learning
Memory
*Models, Neurological
Neurons/physiology
Synapses
Synaptic Transmission/physiology
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0893-6080 (Print)
0893-6080
SP  - 1242-64
ST  - Interpreting hippocampal function as recoding and forecasting
T2  - Neural Netw
TI  - Interpreting hippocampal function as recoding and forecasting
VL  - 18
ID  - 204304
ER  - 


TY  - JOUR
AB  - Introduction to the 3rd Biennial Conference of the Society for Implementation Research Collaboration: advancing efficient methodologies through team science and community partnerships Cara Lewis, Doyanne Darnell, Suzanne Kerns, Maria Monroe-DeVita, Sara J. Landes, Aaron R. Lyon, Cameo Stanick, Shannon Dorsey, Jill Locke, Brigid Marriott, Ajeng Puspitasari, Caitlin Dorsey, Karin Hendricks, Andria Pierson, Phil Fizur, Katherine A. Comtois A1: A behavioral economic perspective on adoption, implementation, and sustainment of evidence-based interventions Lawrence A. Palinkas A2: Towards making scale up of evidence-based practices in child welfare systems more efficient and affordable Patricia Chamberlain A3: Mixed method examination of strategic leadership for evidence-based practice implementation Gregory A. Aarons, Amy E. Green, Mark. G. Ehrhart, Elise M. Trott, Cathleen E. Willging A4: Implementing practice change in Federally Qualified Health Centers: Learning from leaders’ experiences Maria E. Fernandez, Nicholas H. Woolf, Shuting (Lily) Liang, Natalia I. Heredia, Michelle Kegler, Betsy Risendal, Andrea Dwyer, Vicki Young, Dayna Campbell, Michelle Carvalho, Yvonne Kellar-Guenther A3: Mixed method examination of strategic leadership for evidence-based practice implementation Gregory A. Aarons, Amy E. Green, Mark. G. Ehrhart, Elise M. Trott, Cathleen E. Willging A4: Implementing practice change in Federally Qualified Health Centers: Learning from leaders’ experiences Maria E. Fernandez, Nicholas H. Woolf, Shuting (Lily) Liang, Natalia I. Heredia, Michelle Kegler, Betsy Risendal, Andrea Dwyer, Vicki Young, Dayna Campbell, Michelle Carvalho, Yvonne Kellar-Guenther A5: Efficient synthesis: Using qualitative comparative analysis and the Consolidated Framework for Implementation Research across diverse studies Laura J. Damschroder, Julie C. Lowery A6: Establishing a veterans engagement group to empower patients and inform Veterans Affairs (VA) health services research Sarah S. Ono, Kathleen F. Carlson, Erika K. Cottrell, Maya E. O’Neil, Travis L. Lovejoy A7: Building patient-practitioner partnerships in community oncology settings to implement behavioral interventions for anxious and depressed cancer survivors Joanna J. Arch, Jill L. Mitchell A8: Tailoring a Cognitive Behavioral Therapy implementation protocol using mixed methods, conjoint analysis, and implementation teams Cara C. Lewis, Brigid R. Marriott, Kelli Scott A9: Wraparound Structured Assessment and Review (WrapSTAR): An efficient, yet comprehensive approach to Wraparound implementation evaluation Jennifer Schurer Coldiron, Eric J. Bruns, Alyssa N. Hook A10: Improving the efficiency of standardized patient assessment of clinician fidelity: A comparison of automated actor-based and manual clinician-based ratings Benjamin C. Graham, Katelin Jordan A11: Measuring fidelity on the cheap Rochelle F. Hanson, Angela Moreland, Benjamin E. Saunders, Heidi S. Resnick A12: Leveraging routine clinical materials to assess fidelity to an evidence-based psychotherapy Shannon Wiltsey Stirman, Cassidy A. Gutner, Jennifer Gamarra, Dawne Vogt, Michael Suvak, Jennifer Schuster Wachen, Katherine Dondanville, Jeffrey S. Yarvis, Jim Mintz, Alan L. Peterson, Elisa V. Borah, Brett T. Litz, Alma Molino, Stacey Young McCaughanPatricia A. Resick A13: The video vignette survey: An efficient process for gathering diverse community opinions to inform an intervention Nancy Pandhi, Nora Jacobson, Neftali Serrano, Armando Hernandez, Elizabeth Zeidler- Schreiter, Natalie Wietfeldt, Zaher Karp A14: Using integrated administrative data to evaluate implementation of a behavioral health and trauma screening for children and youth in foster care Michael D. Pullmann, Barbara Lucenko, Bridget Pavelle, Jacqueline A. Uomoto, Andrea Negrete, Molly Cevasco, Suzanne E. U. Kerns A15: Intermediary organizations as a vehicle to promote efficiency and speed of implementation Robert P. Franks, Christopher Bory A16: Applying the Consolidated Framework for Implementation Research constructs directly to qualitative data: The power of implementation science in action Edward J. Miech, Teresa M. Damush A17: Efficient and effective scaling-up, screening, brief interventions, and referrals to treatment (SBIRT) training: a snowball implementation model Jason Satterfield, Derek Satre, Maria Wamsley, Patrick Yuan, Patricia O’Sullivan A18: Matching models of implementation to system needs and capacities: addressing the human factor Helen Best, Susan Velasquez A19: Agency characteristics that facilitate efficient and successful implementation efforts Miya Barnett, Lauren Brookman-Frazee, Jennifer Regan, Nicole Stadnick, Alison Hamilton, Anna Lau A20: Rapid assessment process: Application to the Prevention and Early Intervention transformation in Los Angeles County Jennifer Regan, Alison Hamilton, Nicole Stadnick, Miya Barnett, Anna Lau, Lauren Brookman-Frazee A21: The development of the Evidence-Based Practice-Concordant Care Assessment: An assessment tool to examine treatment strategies across practices Nicole Stadnick, Anna Lau, Miya Barnett, Jennifer Regan, Scott Roesch, Lauren Brookman-Frazee A22: Refining a compilation of discrete implementation strategies and determining their importance and feasibility Byron J. Powell, Thomas J. Waltz, Matthew J. Chinman, Laura Damschroder, Jeffrey L. Smith, Monica M. Matthieu, Enola K. Proctor, JoAnn E. Kirchner A23: Structuring complex recommendations: Methods and general findings Thomas J. Waltz, Byron J. Powell, Matthew J. Chinman, Laura J. Damschroder, Jeffrey L. Smith, Monica J. Matthieu, Enola K. Proctor, JoAnn E. Kirchner A24: Implementing prolonged exposure for post-traumatic stress disorder in the Department of Veterans Affairs: Expert recommendations from the Expert Recommendations for Implementing Change (ERIC) project Monica M. Matthieu, Craig S. Rosen, Thomas J. Waltz, Byron J. Powell, Matthew J. Chinman, Laura J. Damschroder, Jeffrey L. Smith, Enola K. Proctor, JoAnn E. Kirchner A25: When readiness is a luxury: Co-designing a risk assessment and quality assurance process with violence prevention frontline workers in Seattle, WA Sarah C. Walker, Asia S. Bishop, Mariko Lockhart A26: Implementation potential of structured recidivism risk assessments with justice- involved veterans: Qualitative perspectives from providers Allison L. Rodriguez, Luisa Manfredi, Andrea Nevedal, Joel Rosenthal, Daniel M. Blonigen A27: Developing empirically informed readiness measures for providers and agencies for the Family Check-Up using a mixed methods approach Anne M. Mauricio, Thomas D. Dishion, Jenna Rudo-Stern, Justin D. Smith A28: Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism Jill Locke, Courtney Benjamin Wolk, Colleen Harker, Anne Olsen, Travis Shingledecker, Frances Barg, David Mandell, Rinad S. Beidas A29: Problem Solving Teletherapy (PST.Net): A stakeholder analysis examining the feasibility and acceptability of teletherapy in community based aging services Marissa C. Hansen, Maria P. Aranda, Isabel Torres-Vigil A30: A case of collaborative intervention design eventuating in behavior therapy sustainment and diffusion Bryan Hartzler A31: Implementation of suicide risk prevention in an integrated delivery system: Mental health specialty services Bradley Steinfeld, Tory Gildred, Zandrea Harlin, Fredric Shephard A32: Implementation team, checklist, evaluation, and feedback (ICED): A step-by-step approach to Dialectical Behavior Therapy program implementation Matthew S. Ditty, Andrea Doyle, John A. Bickel III, Katharine Cristaudo A33: The challenges in implementing muliple evidence-based practices in a community mental health setting Dan Fox, Sonia Combs A34: Using electronic health record technology to promote and support evidence-based practice assessment and treatment intervention David H. Lischner A35: Are existing frameworks adequate for measuring implementation outcomes? Results from a new simulation methodology Richard A. Van Dorn, Stephen J. Tueller, Jesse M. Hinde, Georgia T. Karuntzos A36: Taking global local: Evaluating training of Washington State clinicians in a modularized cogntive behavioral therapy approach designed for low-resource settings Maria Monroe-DeVita, Roselyn Peterson, Doyanne Darnell, Lucy Berliner, Shannon Dorsey, Laura K. Murray A37: Attitudes toward evidence-based practices across therapeutic orientations Yevgeny Botanov, Beverly Kikuta, Tianying Chen, Marivi Navarro-Haro, Anthony DuBose, Kathryn E. Korslund, Marsha M. Linehan A38: Predicting the use of an evidence-based intervention for autism in birth-to-three programs Colleen M. Harker, Elizabeth A. Karp, Sarah R. Edmunds, Lisa V. Ibañez, Wendy L. Stone A39: Supervision practices and improved fidelity across evidence-based practices: A literature review Mimi Choy-Brown A40: Beyond symptom tracking: clinician perceptions of a hybrid measurement feedback system for monitoring treatment fidelity and client progress Jack H. Andrews, Benjamin D. Johnides, Estee M. Hausman, Kristin M. Hawley A41: A guideline decision support tool: From creation to implementation Beth Prusaczyk, Alex Ramsey, Ana Baumann, Graham Colditz, Enola K. Proctor A42: Dabblers, bedazzlers, or total makeovers: Clinician modification of a common elements cognitive behavioral therapy approach Rosemary D. Meza, Shannon Dorsey, Shannon Wiltsey-Stirman, Georganna Sedlar, Leah Lucid A43: Characterization of context and its role in implementation: The impact of structure, infrastructure, and metastructure Caitlin Dorsey, Brigid Marriott, Nelson Zounlome, Cara Lewis A44: Effects of consultation method on implementation of cognitive processing therapy for post-traumatic stress disorder Cassidy A. Gutner, Candice M. Monson, Norman Shields, Marta Mastlej, Meredith SH Landy, Jeanine Lane, Shannon Wiltsey Stirman A45: Cross-validation of the Implementation Leadership Scale factor structure in child welfare service organizations Natalie K. Finn, Elisa M. Torres, Mark. G. Ehrhart, Gregory A. Aarons A46: Sustainability of integrated smoking cessation care in Veterans Affairs posttraumatic stress disorder clinics: A qualitative analysis of focus group data from learning collaborative participants Carol A. Malte, Aline Lott, Andrew J. Saxon A47: Key characteristics of effective mental health trainers: The creation of the Measure of Effective Attributes of Trainers (MEAT) Meredith Boyd, Kelli Scott, Cara C. Lewis A48: Coaching to improve teacher implementation of evidence-based practices (EBPs) Jennifer D. Pierce A49: Factors influencing the implementation of peer-led health promotion programs targeting seniors: A literature review Agathe Lorthios-Guilledroit, Lucie Richard, Johanne Filiatrault A50: Developing treatment fidelity rating systems for psychotherapy research: Recommendations and lessons learned Kevin Hallgren, Shirley Crotwell, Rosa Muñoz, Becky Gius, Benjamin Ladd, Barbara McCrady, Elizabeth Epstein A51: Rapid translation of alcohol prevention science John D. Clapp, Danielle E. Ruderman A52: Factors implicated in successful implementation: evidence to inform improved implementation from high and low-income countries Melanie Barwick, Raluca Barac, Stanley Zlotkin, Laila Salim, Marnie Davidson A53: Tracking implementation strategies prospectively: A practical approach Alicia C. Bunger, Byron J. Powell, Hillary A. Robertson A54: Trained but not implementing: the need for effective implementation planning tools Christopher Botsko A55: Evidence, context, and facilitation variables related to implementation of Dialectical Behavior Therapy: Qualitative results from a mixed methods inquiry in the Department of Veterans Affairs Sara J. Landes, Brandy N. Smith, Allison L. Rodriguez, Lindsay R. Trent, Monica M. Matthieu A56: Learning from implementation as usual in children’s mental health Byron J. Powell, Enola K. Proctor A57: Rates and predictors of implementation after Dialectical Behavior Therapy Intensive Training Melanie S. Harned, Marivi Navarro-Haro, Kathryn E. Korslund, Tianying Chen, Anthony DuBose, André Ivanoff, Marsha M. Linehan A58: Socio-contextual determinants of research evidence use in public-youth systems of care Antonio R. Garcia, Minseop Kim, Lawrence A. Palinkas, Lonnie Snowden, John Landsverk A59: Community resource mapping to integrate evidence-based depression treatment in primary care in Brazil: A pilot project Annika C. Sweetland, Maria Jose Fernandes, Edilson Santos, Cristiane Duarte, Afrânio Kritski, Noa Krawczyk, Caitlin Nelligan, Milton L. Wainberg A60: The use of concept mapping to efficiently identify determinants of implementation in the National Institute of Health--President’s Emergent Plan for AIDS Relief Prevention of Mother to Child HIV Transmission Implementation Science Alliance Gregory A. Aarons, David H. Sommerfeld, Benjamin Chi, Echezona Ezeanolue, Rachel Sturke, Lydia Kline, Laura Guay, George Siberry A61: Longitudinal remote consultation for implementing collaborative care for depression Ian M. Bennett, Rinad Beidas, Rachel Gold, Johnny Mao, Diane Powers, Mindy Vredevoogd, Jurgen Unutzer A62: Integrating a peer coach model to support program implementation and ensure long- term sustainability of the Incredible Years in community-based settings Jennifer Schroeder, Lane Volpe, Julie Steffen A63: Efficient sustainability: Existing community based supervisors as evidence-based treatment supports Shannon Dorsey, Michael D Pullmann, Suzanne E. U. Kerns, Nathaniel Jungbluth, Lucy Berliner, Kelly Thompson, Eliza Segell A64: Establishment of a national practice-based implementation network to accelerate adoption of evidence-based and best practices Pearl McGee-Vincent, Nancy Liu, Robyn Walser, Jennifer Runnals, R. Keith Shaw, Sara J. Landes, Craig Rosen, Janet Schmidt, Patrick Calhoun A65: Facilitation as a mechanism of implementation in a practice-based implementation network: Improving care in a Department of Veterans Affairs post-traumatic stress disorder outpatient clinic Ruth L. Varkovitzky, Sara J. Landes A66: The ACT SMART Toolkit: An implementation strategy for community-based organizations providing services to children with autism spectrum disorder Amy Drahota, Jonathan I. Martinez, Brigitte Brikho, Rosemary Meza, Aubyn C. Stahmer, Gregory A. Aarons A67: Supporting Policy In Health with Research: An intervention trial (SPIRIT) - protocol and early findings Anna Williamson A68: From evidence based practice initiatives to infrastructure: Lessons learned from a public behavioral health system’s efforts to promote evidence based practices Ronnie M. Rubin, Byron J. Powell, Matthew O. Hurford, Shawna L. Weaver, Rinad S. Beidas, David S. Mandell, Arthur C. Evans A69: Applying the policy ecology model to Philadelphia’s behavioral health transformation efforts Byron J. Powell, Rinad S. Beidas, Ronnie M. Rubin, Rebecca E. Stewart, Courtney Benjamin Wolk, Samantha L. Matlin, Shawna Weaver, Matthew O. Hurford, Arthur C. Evans, Trevor R. Hadley, David S. Mandell A70: A model for providing methodological expertise to advance dissemination and implementation of health discoveries in Clinical and Translational Science Award institutions Donald R. Gerke, Beth Prusaczyk, Ana Baumann, Ericka M. Lewis, Enola K. Proctor A71: Establishing a research agenda for the Triple P Implementation Framework Jenna McWilliam, Jacquie Brown, Michelle Tucker A72: Cheap and fast, but what is “best?”: Examining implementation outcomes across sites in a state-wide scaled-up evidence-based walking program, Walk With Ease Kathleen P Conte A73: Measurement feedback systems in mental health: Initial review of capabilities and characteristics Aaron R. Lyon, Meredith Boyd, Abigail Melvin, Cara C. Lewis, Freda Liu, Nathaniel Jungbluth A74: A qualitative investigation of case managers’ attitudes toward implementation of a measurement feedback system in a public mental health system for youth Amelia Kotte, Kaitlin A. Hill, Albert C. Mah, Priya A. Korathu-Larson, Janelle R. Au, Sonia Izmirian, Scott Keir, Brad J. Nakamura, Charmaine K. Higa-McMillan A75: Multiple pathways to sustainability: Using Qualitative Comparative Analysis to uncover the necessary and sufficient conditions for successful community-based implementation Brittany Rhoades Cooper, Angie Funaiole, Eleanor Dizon A76: Prescribers’ perspectives on opioids and benzodiazepines and medication alerts to reduce co-prescribing of these medications Eric J. Hawkins, Carol A. Malte, Hildi J. Hagedorn, Douglas Berger, Anissa Frank, Aline Lott, Carol E. Achtmeyer, Anthony J. Mariano, Andrew J. Saxon A77: Adaptation of Coordinated Anxiety Learning and Management for comorbid anxiety and substance use disorders: Delivery of evidence-based treatment for anxiety in addictions treatment centers Kate Wolitzky-Taylor, Richard Rawson, Richard Ries, Peter Roy-Byrne, Michelle Craske A78: Opportunities and challenges of measuring program implementation with online surveys Dena Simmons, Catalina Torrente, Lori Nathanson, Grace Carroll A79: Observational assessment of fidelity to a family-centered prevention program: Effectiveness and efficiency Justin D. Smith, Kimbree Brown, Karina Ramos, Nicole Thornton, Thomas J. Dishion, Elizabeth A. Stormshak, Daniel S. Shaw, Melvin N. Wilson A80: Strategies and challenges in housing first fidelity: A multistate qualitative analysis Mimi Choy-Brown, Emmy Tiderington, Bikki Tran Smith, Deborah K. Padgett A81: Procurement and contracting as an implementation strategy: Getting To Outcomes® contracting Ronnie M. Rubin, Marilyn L. Ray, Abraham Wandersman, Andrea Lamont, Gordon Hannah, Kassandra A. Alia, Matthew O. Hurford, Arthur C. Evans A82: Web-based feedback to aid successful implementation: The interactive Stages of Implementation Completion (SIC)(TM) tool Lisa Saldana, Holle Schaper, Mark Campbell, Patricia Chamberlain A83: Efficient methodologies for monitoring fidelity in routine implementation: Lessons from the Allentown Social Emotional Learning Initiative Valerie B. Shapiro, B.K. Elizabeth Kim, Jennifer L. Fleming, Paul A. LeBuffe A84: The Society for Implementation Research Collaboration (SIRC) implementation development workshop: Results from a new methodology for enhancing implementation science proposals Sara J. Landes, Cara C. Lewis, Allison L. Rodriguez, Brigid R. Marriott, Katherine Anne Comtois A85: An update on the Society for Implementation Research Collaboration (SIRC) Instrument Review Project
AD  - Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th St., Bloomington, IN 47405 USA
Department of Psychiatry & Behavioral Sciences, University of Washington, 1959 NE Pacific Street, Box 356560, Rm BB1644, Seattle, WA 98195-6560 USA
Psychology Department, University of Montana, 32 Campus Drive, Skaggs 143, Missoula, MT 59812 USA
Department of Psychology, La Salle University, 1900 West Olney Avenue, Philadelphia, PA 19141 USA
Division of Public Behavioral Health and Justice Policy, University of Washington, 2815 Eastlake Ave., E. Suite 200, Seattle, WA 98102 USA
National Center for PTSD, VA Palo Alto Health Care System, 795 Willow Road, PTSD-334, Menlo Park, CA 94025 USA
Department of Psychiatry, University of Arkansas for Medical Sciences, 4301 West Markham St., Little Rock, AR 72205 USA
Department of Psychology, University of Washington, Guthrie Hall, Seattle, WA 98195 USA
Department of Speech and Hearing Sciences, University of Washington, Box 357920, Seattle, WA 98195 USA
Department of Psychological Sciences, University of Missouri, 320 S. 6th St., Columbia, MO 65211 USA
Department of Children Youth and Families, School of Social Work, University of Southern California, Los Angeles, CA 90089 USA
Oregon Social Learning Center, Eugene, OR 97401 USA
Department of Psychiatry, University of California, San Diego, La Jolla, CA 92093 USA
Child and Adolescent Services Research Center (CASRC), San Diego, CA 92123 USA
Department of Psychology, San Diego State University, San Diego, CA 92182 USA
Pacific Institute for Research and Evaluation, Behavioral Health Research Center of the Southwest, Albuquerque, NM 87102 USA
School of Public Health, University of Texas Health Science Center at Houston, Houston, TX 77030 USA
Woolf Consulting, Santa Barbara, CA 93102 USA
Rollins School of Public Health, Emory University, Atlanta, GA 30322 USA
University of Colorado Cancer Center at Denver, Aurora, CO 80045 USA
South Carolina Primary Health Care Association, Columbia, SC 29203 USA
Veterans Affairs (VA) Ann Arbor Center for Clinical Management Research, Ann Arbor, MI 48105 USA
Personalizing Options through Veteran Engagement (PROVE) Quality Enhancement Research Initiative (QUERI) Program, Ann Arbor, MI 48105 USA
Center to Improve Veteran Involvement in Care (CIVIC), Veterns Affairs (VA) Portland Health Care System (VAPORHCS), Portland, OR 97239 USA
Department of Family Medicine, Oregon Health & Science University, Portland, OR 97239 USA
Division of General Internal Medicine, Department of Medicine, Oregon Health & Science University, Portland, OR 97239 USA
Division of Epidemiology, School of Public Health, Oregon Health & Science University, Portland, OR 97239 USA
Department of Psychiatry, Oregon Health & Science University, Portland, OR 97239 USA
Department of Medical Informatics & Clinical Epidemiology, Oregon Health & Science University, Portland, OR 97239 USA
School of Public Health, Oregon Health & Science University, Portland, OR 97239 USA
Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO 80309 USA
Rocky Mountain Cancer Centers-Boulder, Boulder, CO 80303 USA
Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405 USA
Department of Psychology, University of Washington, Seattle, WA 98195 USA
Department of Psychological Sciences, University of Missouri, Columbia, MO 65211 USA
Division of Public Behavioral Health and Justice Policy, University of Washington, Seattle, WA 98102 USA
National Center for Post-Traumatic Stress Disorder (PTSD), Dissemination and Training Division, Veterans Affairs (VA) Palo Alto Health Care System, Menlo Park, CA 94304 USA
Department of Psychiatry and Behavioral Sciences, National Crime Victims Research and Treatment Center, Medical University of South Carolina, Charleston, SC 29412 USA
National Center for Post-Traumatic Stress Disorder (PTSD), Veterans Affairs (VA) Palo Alto Healthcare System and Stanford University, Menlo Park, CA 94024 USA
National Center for PTSD, VA Boston Healthcare System and Boston University, Boston, MA 02130 USA
Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095 USA
Department of Psychology, Suffolk University, Boston, MA 02108 USA
Department of Psychiatry, The University of Texas Health Science Center at San Antonio, San Antonio, TX 78229 USA
Headquarters, Carl R. Darnall Army Medical Center, Fort Hood, TX 76544 USA
Department of Epidemiology and Biostatistics, The University of Texas Health Science Center at San Antonio, San Antonio, TX 78229 USA
Office of Research and Development, South Texas Veterans Health Care System, San Antonio, TX 78229 USA
School of Social Work, The University of Texas at Austin, Austin, TX 78712 USA
Department of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, NC 27701 USA
Department of Family Medicine and Community Health, University of Wisconsin-Madison, Madison, WI 53715 USA
Institute for Clinical and Translational Research and School of Nursing, University of Wisconsin-Madison, Madison, WI 53705 USA
Foundation for Health Leadership & Innovation, Cary, NC 27513 USA
Group Health Cooperative of South Central Wisconsin, Madison, WI 53703 USA
Access Community Health Centers, Madison, WI 53713 USA
Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA 98109 USA
Washington State Department of Social and Health Services Research and Data Analysis Division, Olympia, WA 98504 USA
Judge Baker Children’s Center, Boston, MA 02120 USA
Department of Veterans Affairs (VA) Health Services Research and Development (HSR&D) PRIS-M Quality Enhancement Research Initiative (QUERI), Indianapolis, Indiana 46202 USA
VA HSR&D Center for Health Information and Communication (CHIC), Richard L. Roudebush VA Medical Center, Indianapolis, Indiana 46202 USA
Department of Internal Medicine, Indiana University School of Medicine, Indianapolis, Indiana 46202 USA
Regenstrief Institute, Indianapolis, Indiana 46202 USA
Department of Emergency Medicine, Indiana University School of Medicine, Indianapolis, Indiana 46202 USA
Department of Medicine, University of California, San Francisco, CA USA
Department of Psychiatry, University of California, San Francisco, CA USA
Treatment Implementation Collaborative, LLC, Seattle, WA 98136 USA
Department of State Hospitals, Sacramento, CA 95814 USA
Child and Adolescent Services Research Center, San Diego, CA 92123 USA
Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA 90095 USA
Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California, Los Angeles, CA 90095 USA
Department of Health Policy and Management, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 USA
Department of Psychology, Eastern Michigan University, Ypsilanti, MI 48197 USA
Veterans Affairs (VA) Center for Clinical Management Research, Ann Arbor, MI 48105 USA
RAND, Pittsburgh, PA 15213 USA
VA Quality Enhancement Research Initiative (QUERI) for Personalizing Options through Veteran Engagement (PROVE), Ann Arbor, MI 48105 USA
VA Quality Enhancement Research Initiative (QUERI) for Team-Based Behavioral Health, North Little Rock, AR 72114 USA
Central Arkansas Veterans Healthcare System, North Little Rock, AR 72114 USA
School of Social Work, Saint Louis University, St. Louis, MO 63104 USA
Brown School, Washington University in St. Louis, St. Louis, MO 63130 USA
Department of Psychiatry, University of Arkansas for Medical Sciences, Little Rock, AR 72205 USA
Veterans Affairs (VA) A Center for Clinical Management Research, Ann Arbor, MI 48105 USA
Department of Health Policy and Management, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 USA
School of Social Work, Saint Louis University, St. Louis, MO 63103 USA
Central Arkansas Health Care System, North Little Rock, AR 72114 USA
Dissemination & Training Division National Center for Posttraumatic Stress Disorder (PTSD), Veterans Affairs (VA) Palo Alto Health Care System, Menlo Park, CA 94025 USA
VA Center for Clinical Management Research, Ann Arbor, MI 48105 USA
VA Center for Clinical Management Research and VA Quality Enhancement Research Initiative (QUERI) for PeRsonalizing Options through Veteran Engagement (PROVE), Ann Arbor, MI 48105 USA
VA Quality Enhancement Research Initiative (QUERI) for Team-Based Behavioral Health, Central Arkansas Veterans Healthcare System, North Little Rock, AR 72114 USA
Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA 98102 USA
Seattle Youth Violence Prevention Initiative, Department of Education and Early Learning, City of Seattle, Seattle, WA 98104 USA
National Center for Post-traumatic Stress Disorder (PTSD), Veterans Affairs (VA) Palo Alto Health Care System, Menlo Park, CA 94025 USA
Health Services Research & Development (HSR&D) Center for Innovation to Implementation, Department of Veterans Affairs, Palo Alto Health Care System, Menlo Park, CA 94025 USA
Veterans Health Administration (VHA) Veterans Justice Programs, Department of Veterans Affairs, Washington D.C., 20002 USA
Department of Clinical Psychology, Palo Alto University, Palo Alto, CA 94304 USA
Department of Psychology, Resource for Advancing Children’s Health (REACH) Institute, Arizona State University, Tempe, AZ 85287 USA
Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL 60657 USA
Department of Speech and Hearing Sciences, University of Washington, Seattle, WA 98195 USA
Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104 USA
New York University School of Medicine, New York, NY 10016 USA
School of Social Work, California State University, Long Beach, CA 90802 USA
School of Social Work, University of Southern California, Los Angeles, CA 90089 USA
Graduate College of Social Work, University of Houston, Houston, TX 77004 USA
Alcohol & Drug Abuse Institute, University of Washington, Seattle, WA 98105 USA
Group Health Cooperative, Seattle, WA USA
The Ebright Collaborative, LLC, Wilmington, DE 19802 USA
School of Social Policy and Practice, University of Pennsylvania, Philadelphia, PA 19104 USA
Lutheran Community Services Northwest, SeaTac, WA 98188 USA
Valant Medical Solutions, Seattle, WA 98121 USA
Evidence Treatment Centers of Seattle, Seattle, WA 98101 USA
University of Washington, Seattle, WA USA
RTI International, Durham, NC 27709 USA
Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, WA 98102 USA
Department of Psychiatry & Behavioral Sciences, Harborview Medical Center, University of Washington, Seattle, WA 98122 USA
Harborview Center for Sexual Assault and Traumatic Stress, University of Washington, Seattle, WA 98122 USA
Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD 21205 USA
Behavioral Research & Therapy Clinics, Department of Psychology, University of Washington, Seattle, WA 98195 USA
Linehan Institute/Behavioral Tech, LLC, Seattle, WA 98195 USA
Department of Psychological Sciences, University of Missouri, Columbia, Missouri 65211 USA
George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130 USA
School of Medicine, Washington University in St. Louis, St. Louis, MO 63130 USA
Institute for Public Health, Washington University in St. Louis, St. Louis, MO 63130 USA
Silver School of Social Work, New York University, New York, NY 10003 USA
National Center for PTSD, VA Palo Alto Healthcare System and Stanford University, Menlo Park, CA 94024 USA
Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47933 USA
Department of Counseling and Educational Psychology, Indiana University, Bloomington, IN 47405 USA
Department of Psychiatry, Boston University School of Medicine, Boston, MA USA
National Center for PTSD at VA Boston Healthcare System, Boston, MA USA
Department of Psychology, Ryerson University, Toronto, Canada
Veterans Affairs Canada, Montreal, Canada
National Center for Post-Traumatic Stress Disorder (PTSD), Veterans Affairs (VA) Palo Alto Healthcare System, Palo Alto, CA USA
Department of Psychiatry, Stanford University, Menlo Park, CA 94304 USA
Center of Excellence in Substance Abuse Treatment and Education, Veterans Affairs Puget Sound Health Care System, Seattle, WA 98108 USA
Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA USA
Special Education, University of Washington, Seattle, WA 98101 USA
Institut de recherche en santé publique de l’Université de Montréal (IRSPUM), Montréal, Québec H3C 3J7 Canada
Research Centre, Institut universitaire de gériatrie de Montréal, Montréal, Québec H3W 1W5 Canada
Faculty of Nursing, Université de Montréal, Montréal, Québec H3C 3J7 Canada
School of Rehabilitation, Faculty of Medicine, Université de Montréal, Montréal, Québec H3C 3J7 Canada
Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA 98195 USA
Boston Veteran Affairs Health Care System, Boston, MA 02130 USA
Center on Alcoholism, Substance Abuse, and Addictions, University of New Mexico, Albuquerque, NM 87131 USA
Department of Psychology, Washington State University Vancouver, Vancouver, WA 98686 USA
Department of Psychiatry, University of Massachusetts Medical School, Worcester, MA 01655 USA
College of Social Work, The Ohio State University, Columbus, Ohio 43210 USA
Research Institute, Hospital for Sick Children, Toronto, Ontario M5G 1X8 Canada
Child and Youth Mental Health Research Unit, Psychiatry, Hospital for Sick Children, Toronto, Ontario M5G 1X8 Canada
Department of Psychiatry, University of Toronto, Toronto, Ontario M5T 1R8 Canada
Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario M5G 1X8 Canada
SickKids Centre for Global Child Health, Hospital for Sick Children, Toronto, Ontario M5G 1X8 Canada
Department of Nutritional Sciences, University of Toronto, Toronto, Ontario M5G 1X8 Canada
Department of Paediatrics, University of Toronto, Toronto, Ontario M5G 1X8 Canada
Health and Nutrition, Save the Children Canada, Toronto, Ontario M2P 2A8 Canada
Maternal, Newborn and Child Health, CARE Canada, Ottawa, Ontario K2E 7X6 Canada
College of Social Work, Ohio State University, Columbus, Ohio 43210 USA
Department of Health Policy and Management, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, NC 27599 USA
Altarum Institute, Ann Arbor, Michigan 20910 USA
National Center for Post Traumatic Stress Disorder (PTSD), Veterns Affairs (VA) Palo Alto Health Care System, Menlo Park, CA 94025 USA
School of Social Work, Saint Louis University, Saint Louis, MO 63103 USA
Mental Health Services, Central Arkansas Health Care System, North Little Rock, AR 72114 USA
Behavioral Tech, LLC, Seattle, WA 98105 USA
Department of Social Work, Chinese University of Hong Kong, Hong Kong, China
School of Public Health, University of California-Berkeley, Oakland, CA 94610 USA
School of Social Work, Washington University, St. Louis, MO 63105 USA
Department of Psychiatry, Columbia College of Physicians and Surgeons and New York State Psychiatric Institute, New York, NY 10032 USA
Itaboraí Municipality of Health, Itaboraí, Brazil
Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
Department of Obstetrics and Gynecology, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 USA
School of Community Health Science, University of Nevada Las Vegas, Las Vegas, NV 89154 USA
NIH Fogarty International Center, Bethesda, MD 20892 USA
Elizabeth Glaser Pediatric AIDS Foundation, Washington, DC, 20036 USA
National Institute of Health (NIH) National Institute of Child Health and Human Development, Bethesda, MD 20892 USA
Department of Family Medicine, University of Washington, Seattle, WA 98195 USA
Center for Health Research, Kaiser Permanente, Portland, OR 97227 USA
The Implementation Group, Louisville, CO 80027 USA
Invest in Kids, Denver, CO 80203 USA
Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA 98102 USA
Harborview Center for Sexual Assault and Traumatic Stress, Harborview, Seattle, WA 98104 USA
Department of Psychology, University of California Berkeley, Berkeley, CA 94720 USA
VA Mid-Atlantic Mental Illness Research Educational and Clinical Center (MIRECC), Durham VA Medical Center, Durham, NC 27705 USA
Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, NC 27710 USA
Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305 USA
Veterans Affairs (VA) Puget Sound Health Care System – American Lake Division, Tacoma, WA 98493 USA
Department of Psychiatry and Behavioral Science, University of Washington School of Medicine, Seattle, WA 98105 USA
National Center for Post-traumatic stress disorder (PTSD), VA Palo Alto Health Care System, Menlo Park, CA 94025 USA
Child and Adolescent Service Research Center, San Diego, CA 92123 USA
Department of Psychology, California State University Northridge, Northridge, CA 91330 USA
Department of Psychiatry and Behavioral Sciences, University of California Davis, Medical Investigation of Neurodevelopmental Disorders (MIND) Institute, Davis, CA 95616 USA
Department of Psychiatry, University of California, San Diego, San Diego, CA 92093 USA
The Sax Institute, Sydney, NSW 2000 Australia
Department of Behavioral Health and Intellectual disAbilities Services, Philadelphia, PA 19107 USA
University of North Carolina, Chapel Hill, NC 27599 USA
Community Care Behavioral Health Organization, Pittsburgh, 15222 USA
University of Pennsylvania, Philadelphia, PA 19104 USA
Center for Mental Health Policy and Services Research, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104 USA
Department of Behavioral Health and Intellectual disAbility Services, Philadelphia, PA 19107 USA
Scattergood Foundation, Philadelphia, PA 19102 USA
Community Care Behavioral Health Organization, Philadelphia, PA 19107 USA
Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130 USA
Triple P International, Brisbane, Queensland Australia
Queensland University of Technology, Brisbane, Queensland Australia
Menzies Centre for Health Policy, University of Sydney, Sydney, New South Wales 2004 Australia
University of Washington, Seattle, WA 98115 USA
Indiana University, Bloomington, IN 47405 USA
University of Hawaii at Manoa, Honolulu, HI 96822 USA
University of Hawaii at Hilo, Hilo, HI 96720 USA
Child and Adolescent Mental Health Division (CAMHD), Honolulu, HI 96720 USA
Department of Human Development, Washington State University, Pullman, WA 99164 USA
Health Services Research & Development (HSR&D) Seattle Center of Innovation for Veteran- Centered and Value-Driven Care, Seattle, WA USA
Center of Excellence in Substance Abuse Treatment and Education, Veterans Affairs (VA) Puget Sound Health Care System, Seattle, WA USA
VA Quality Enhancement Research Initiative for Substance Use Disorders, Palo Alto, CA USA
Minneapolis VA Health Care System, Minneapolis, VA USA
Primary and Specialty Medical Care Service, VA Puget Sound Health Care System, Seattle, WA 98108 USA
Department of Medicine, University of Washington, Seattle, WA 98195 USA
Veteran Integrated Service Network 20 Pain Medicine and Functional Rehabilitation Center, VA Puget Sound Health Care System, Seattle, WA 98108 USA
Department of Psychiatry and Biobehavioral Sciences, University of California-Los Angeles, Los Angeles, CA USA
Department of Psychiatry, University of Washington, Seattle, WA USA
Department of Psychology, University of California-Los Angeles, Los Angeles, CA USA
Department of Psychology, Yale University, New Haven, CT 06511 USA
University Health Services, University of California Berkeley, Berkeley, CA 94720 USA
Oregon Research Institute, Eugene, OR 97403 USA
REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ 85287 USA
Prevention Science Institute, University of Oregon, Eugene, OR 97403 USA
Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260 USA
Department of Psychology, University of Virginia, Charlottesville, VA 22904 USA
School of Social Work, Rutgers University, New Brunswick, NJ 08901 USA
School of Social Service Administration, University of Chicago, Chicago, IL 60637 USA
Finger Lakes Law and Social Policy Center, Ithaca, NY 14850 USA
University of South Carolina, Columbia, SC 29208 USA
Gordon Hannah Consulting, Pittsburgh, PA 15201 USA
Oregon Social Learning Center, Eugene, Oregon 97401 USA
School of Social Welfare, University of California Berkeley, Berkeley, CA 94618 USA
Devereux Center for Resilient Children, Devereux Foundation, Villanova, PA 19085 USA
National Center for PTSD, VA Palo Alto Health Care System, Menlo Park, CA 94025 USA
Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine, Seattle, WA 98104 USA
Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405 USA
Department of Psychology, University of Montana, Missoula, MT 59812 USA
University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 USA
AN  - 27357964
AU  - Lewis, C.
AU  - Darnell, D.
AU  - Kerns, S.
AU  - Monroe-DeVita, M.
AU  - Landes, S. J.
AU  - Lyon, A. R.
AU  - Stanick, C.
AU  - Dorsey, S.
AU  - Locke, J.
AU  - Marriott, B.
AU  - Puspitasari, A.
AU  - Dorsey, C.
AU  - Hendricks, K.
AU  - Pierson, A.
AU  - Fizur, P.
AU  - Comtois, K. A.
AU  - Palinkas, L. A.
AU  - Chamberlain, P.
AU  - Aarons, G. A.
AU  - Green, A. E.
AU  - Ehrhart, M. G.
AU  - Trott, E. M.
AU  - Willging, C. E.
AU  - Fernandez, M. E.
AU  - Woolf, N. H.
AU  - Liang, S. L.
AU  - Heredia, N. I.
AU  - Kegler, M.
AU  - Risendal, B.
AU  - Dwyer, A.
AU  - Young, V.
AU  - Campbell, D.
AU  - Carvalho, M.
AU  - Kellar-Guenther, Y.
AU  - Damschroder, L. J.
AU  - Lowery, J. C.
AU  - Ono, S. S.
AU  - Carlson, K. F.
AU  - Cottrell, E. K.
AU  - O’Neil, M. E.
AU  - Lovejoy, T. L.
AU  - Arch, J. J.
AU  - Mitchell, J. L.
AU  - Lewis, C. C.
AU  - Marriott, B. R.
AU  - Scott, K.
AU  - Coldiron, J. S.
AU  - Bruns, E. J.
AU  - Hook, A. N.
AU  - Graham, B. C.
AU  - Jordan, K.
AU  - Hanson, R. F.
AU  - Moreland, A.
AU  - Saunders, B. E.
AU  - Resnick, H. S.
AU  - Stirman, S. W.
AU  - Gutner, C. A.
AU  - Gamarra, J.
AU  - Vogt, D.
AU  - Suvak, M.
AU  - Wachen, J. S.
AU  - Dondanville, K.
AU  - Yarvis, J. S.
AU  - Mintz, J.
AU  - Peterson, A. L.
AU  - Borah, E. V.
AU  - Litz, B. T.
AU  - Molino, A.
AU  - McCaughan, S. Y.
AU  - Resick, P. A.
AU  - Pandhi, N.
AU  - Jacobson, N.
AU  - Serrano, N.
AU  - Hernandez, A.
AU  - Schreiter, E. Z.
AU  - Wietfeldt, N.
AU  - Karp, Z.
AU  - Pullmann, M. D.
AU  - Lucenko, B.
AU  - Pavelle, B.
AU  - Uomoto, J. A.
AU  - Negrete, A.
AU  - Cevasco, M.
AU  - Kerns, S. E. U.
AU  - Franks, R. P.
AU  - Bory, C.
AU  - Miech, E. J.
AU  - Damush, T. M.
AU  - Satterfield, J.
AU  - Satre, D.
AU  - Wamsley, M.
AU  - Yuan, P.
AU  - O’Sullivan, P.
AU  - Best, H.
AU  - Velasquez, S.
AU  - Barnett, M.
AU  - Brookman-Frazee, L.
AU  - Regan, J.
AU  - Stadnick, N.
AU  - Hamilton, A.
AU  - Lau, A.
AU  - Regan, J.
AU  - Hamilton, A.
AU  - Stadnick, N.
AU  - Barnett, M.
AU  - Lau, A.
AU  - Brookman-Frazee, L.
AU  - Stadnick, N.
AU  - Lau, A.
AU  - Barnett, M.
AU  - Regan, J.
AU  - Roesch, S.
AU  - Brookman-Frazee, L.
AU  - Powell, B. J.
AU  - Waltz, T. J.
AU  - Chinman, M. J.
AU  - Damschroder, L.
AU  - Smith, J. L.
AU  - Matthieu, M. M.
AU  - Proctor, E. K.
AU  - Kirchner, J. E.
AU  - Waltz, T. J.
AU  - Powell, B. J.
AU  - Chinman, M. J.
AU  - Damschroder, L. J.
AU  - Smith, J. L.
AU  - Matthieu, M. J.
AU  - Proctor, E. K.
AU  - Kirchner, J. E.
AU  - Matthieu, M. M.
AU  - Rosen, C. S.
AU  - Waltz, T. J.
AU  - Powell, B. J.
AU  - Chinman, M. J.
AU  - Damschroder, L. J.
AU  - Smith, J. L.
AU  - Proctor, E. K.
AU  - Kirchner, J. E.
AU  - Walker, S. C.
AU  - Bishop, A. S.
AU  - Lockhart, M.
AU  - Rodriguez, A. L.
AU  - Manfredi, L.
AU  - Nevedal, A.
AU  - Rosenthal, J.
AU  - Blonigen, D. M.
AU  - Mauricio, A. M.
AU  - Dishion, T. D.
AU  - Rudo-Stern, J.
AU  - Smith, J. D.
AU  - Locke, J.
AU  - Wolk, C. B.
AU  - Harker, C.
AU  - Olsen, A.
AU  - Shingledecker, T.
AU  - Barg, F.
AU  - Mandell, D.
AU  - Beidas, R. S.
AU  - Hansen, M. C.
AU  - Aranda, M. P.
AU  - Torres-Vigil, I.
AU  - Hartzler, B.
AU  - Steinfeld, B.
AU  - Gildred, T.
AU  - Harlin, Z.
AU  - Shephard, F.
AU  - Ditty, M. S.
AU  - Doyle, A.
AU  - Bickel, J. A., III
AU  - Cristaudo, K.
AU  - Fox, D.
AU  - Combs, S.
AU  - Lischner, D. H.
AU  - Van Dorn, R. A.
AU  - Tueller, S. J.
AU  - Hinde, J. M.
AU  - Karuntzos, G. T.
AU  - Monroe-DeVita, M.
AU  - Peterson, R.
AU  - Darnell, D.
AU  - Berliner, L.
AU  - Dorsey, S.
AU  - Murray, L. K.
AU  - Botanov, Y.
AU  - Kikuta, B.
AU  - Chen, T.
AU  - Navarro-Haro, M.
AU  - DuBose, A.
AU  - Korslund, K. E.
AU  - Linehan, M. M.
AU  - Harker, C. M.
AU  - Karp, E. A.
AU  - Edmunds, S. R.
AU  - Ibañez, L. V.
AU  - Stone, W. L.
AU  - Andrews, J. H.
AU  - Johnides, B. D.
AU  - Hausman, E. M.
AU  - Hawley, K. M.
AU  - Prusaczyk, B.
AU  - Ramsey, A.
AU  - Baumann, A.
AU  - Colditz, G.
AU  - Proctor, E. K.
AU  - Botanov, Y.
AU  - Kikuta, B.
AU  - Chen, T.
AU  - Navarro-Haro, M.
AU  - DuBose, A.
AU  - Korslund, K. E.
AU  - Linehan, M. M.
AU  - Harker, C. M.
AU  - Karp, E. A.
AU  - Edmunds, S. R.
AU  - Ibañez, L. V.
AU  - Stone, W. L.
AU  - Choy-Brown, M.
AU  - Andrews, J. H.
AU  - Johnides, B. D.
AU  - Hausman, E. M.
AU  - Hawley, K. M.
AU  - Prusaczyk, B.
AU  - Ramsey, A.
AU  - Baumann, A.
AU  - Colditz, G.
AU  - Proctor, E. K.
AU  - Meza, R. D.
AU  - Dorsey, S.
AU  - Wiltsey-Stirman, S.
AU  - Sedlar, G.
AU  - Lucid, L.
AU  - Dorsey, C.
AU  - Marriott, B.
AU  - Zounlome, N.
AU  - Lewis, C.
AU  - Gutner, C. A.
AU  - Monson, C. M.
AU  - Shields, N.
AU  - Mastlej, M.
AU  - Landy, M. S. H.
AU  - Lane, J.
AU  - Stirman, S. W.
AU  - Finn, N. K.
AU  - Torres, E. M.
AU  - Ehrhart, M. G.
AU  - Aarons, G. A.
AU  - Malte, C. A.
AU  - Lott, A.
AU  - Saxon, A. J.
AU  - Boyd, M.
AU  - Scott, K.
AU  - Lewis, C. C.
AU  - Pierce, J. D.
AU  - Lorthios-Guilledroit, A.
AU  - Richard, L.
AU  - Filiatrault, J.
AU  - Hallgren, K.
AU  - Crotwell, S.
AU  - Muñoz, R.
AU  - Gius, B.
AU  - Ladd, B.
AU  - McCrady, B.
AU  - Epstein, E.
AU  - Clapp, J. D.
AU  - Ruderman, D. E.
AU  - Barwick, M.
AU  - Barac, R.
AU  - Zlotkin, S.
AU  - Salim, L.
AU  - Davidson, M.
AU  - Bunger, A. C.
AU  - Powell, B. J.
AU  - Robertson, H. A.
AU  - Botsko, C.
AU  - Landes, S. J.
AU  - Smith, B. N.
AU  - Rodriguez, A. L.
AU  - Trent, L. R.
AU  - Matthieu, M. M.
AU  - Powell, B. J.
AU  - Proctor, E. K.
AU  - Harned, M. S.
AU  - Navarro-Haro, M.
AU  - Korslund, K. E.
AU  - Chen, T.
AU  - DuBose, A.
AU  - Ivanoff, A.
AU  - Linehan, M. M.
AU  - Garcia, A. R.
AU  - Kim, M.
AU  - Palinkas, L. A.
AU  - Snowden, L.
AU  - Landsverk, J.
AU  - Sweetland, A. C.
AU  - Fernandes, M. J.
AU  - Santos, E.
AU  - Duarte, C.
AU  - Kritski, A.
AU  - Krawczyk, N.
AU  - Nelligan, C.
AU  - Wainberg, M. L.
AU  - Aarons, G. A.
AU  - Sommerfeld, D. H.
AU  - Chi, B.
AU  - Ezeanolue, E.
AU  - Sturke, R.
AU  - Kline, L.
AU  - Guay, L.
AU  - Siberry, G.
AU  - Bennett, I. M.
AU  - Beidas, R.
AU  - Gold, R.
AU  - Mao, J.
AU  - Powers, D.
AU  - Vredevoogd, M.
AU  - Unutzer, J.
AU  - Schroeder, J.
AU  - Volpe, L.
AU  - Steffen, J.
AU  - Dorsey, S.
AU  - Pullmann, M. D.
AU  - Kerns, S. E. U.
AU  - Jungbluth, N.
AU  - Berliner, L.
AU  - Thompson, K.
AU  - Segell, E.
AU  - McGee-Vincent, P.
AU  - Liu, N.
AU  - Walser, R.
AU  - Runnals, J.
AU  - Shaw, R. K.
AU  - Landes, S. J.
AU  - Rosen, C.
AU  - Schmidt, J.
AU  - Calhoun, P.
AU  - Varkovitzky, R. L.
AU  - Landes, S. J.
AU  - Drahota, A.
AU  - Martinez, J. I.
AU  - Brikho, B.
AU  - Meza, R.
AU  - Stahmer, A. C.
AU  - Aarons, G. A.
AU  - Williamson, A.
AU  - Rubin, R. M.
AU  - Powell, B. J.
AU  - Hurford, M. O.
AU  - Weaver, S. L.
AU  - Beidas, R. S.
AU  - Mandell, D. S.
AU  - Evans, A. C.
AU  - Powell, B. J.
AU  - Beidas, R. S.
AU  - Rubin, R. M.
AU  - Stewart, R. E.
AU  - Wolk, C. B.
AU  - Matlin, S. L.
AU  - Weaver, S.
AU  - Hurford, M. O.
AU  - Evans, A. C.
AU  - Hadley, T. R.
AU  - Mandell, D. S.
AU  - Gerke, D. R.
AU  - Prusaczyk, B.
AU  - Baumann, A.
AU  - Lewis, E. M.
AU  - Proctor, E. K.
AU  - McWilliam, J.
AU  - Brown, J.
AU  - Tucker, M.
AU  - Conte, K. P.
AU  - Lyon, A. R.
AU  - Boyd, M.
AU  - Melvin, A.
AU  - Lewis, C. C.
AU  - Liu, F.
AU  - Jungbluth, N.
AU  - Kotte, A.
AU  - Hill, K. A.
AU  - Mah, A. C.
AU  - Korathu-Larson, P. A.
AU  - Au, J. R.
AU  - Izmirian, S.
AU  - Keir, S.
AU  - Nakamura, B. J.
AU  - Higa-McMillan, C. K.
AU  - Cooper, B. R.
AU  - Funaiole, A.
AU  - Dizon, E.
AU  - Hawkins, E. J.
AU  - Malte, C. A.
AU  - Hagedorn, H. J.
AU  - Berger, D.
AU  - Frank, A.
AU  - Lott, A.
AU  - Achtmeyer, C. E.
AU  - Mariano, A. J.
AU  - Saxon, A. J.
AU  - Wolitzky-Taylor, K.
AU  - Rawson, R.
AU  - Ries, R.
AU  - Roy-Byrne, P.
AU  - Craske, M.
AU  - Simmons, D.
AU  - Torrente, C.
AU  - Nathanson, L.
AU  - Carroll, G.
AU  - Smith, J. D.
AU  - Brown, K.
AU  - Ramos, K.
AU  - Thornton, N.
AU  - Dishion, T. J.
AU  - Stormshak, E. A.
AU  - Shaw, D. S.
AU  - Wilson, M. N.
AU  - Choy-Brown, M.
AU  - Tiderington, E.
AU  - Smith, B. T.
AU  - Padgett, D. K.
AU  - Rubin, R. M.
AU  - Ray, M. L.
AU  - Wandersman, A.
AU  - Lamont, A.
AU  - Hannah, G.
AU  - Alia, K. A.
AU  - Hurford, M. O.
AU  - Evans, A. C.
AU  - Saldana, L.
AU  - Schaper, H.
AU  - Campbell, M.
AU  - Chamberlain, P.
AU  - Shapiro, V. B.
AU  - Kim, B. K. E.
AU  - Fleming, J. L.
AU  - LeBuffe, P. A.
AU  - Landes, S. J.
AU  - Lewis, C. C.
AU  - Rodriguez, A. L.
AU  - Marriott, B. R.
AU  - Comtois, K. A.
AU  - Lewis, C. C.
AU  - Stanick, C.
AU  - Weiner, B. J.
AU  - Halko, H.
AU  - Dorsey, C.
C2  - Pmc4928139
DA  - Jun 23
DO  - 10.1186/s13012-016-0428-0
DP  - NLM
ET  - 2016/07/01
J2  - Implementation science : IS
LA  - eng
M1  - Suppl 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1748-5908
SP  - 85
ST  - Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science : Seattle, WA, USA. 24-26 September 2015
T2  - Implement Sci
TI  - Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science : Seattle, WA, USA. 24-26 September 2015
VL  - 11 Suppl 1
ID  - 204679
ER  - 


TY  - JOUR
AB  - This paper reports on a study exploring metacognition in young children. Developing metacognitive skills helps children become responsible and ‘thoughtful about their learning’ [Chatzipanteli, A., Grammatikopoulos, V., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early Child Development and Care, 184(8), 1223] and can improve educational outcomes [Hattie, J. (2012). Visible learning for teachers: Maximising impact on learning. Abingdon: Routledge]. This paper explores how conducting video-stimulated reflective dialogues with young children about their thinking supported their metacognitive and cognitive development. Performance on a number of standardized tests was compared to that of a control group. Results indicated that the intervention group made more progress than the control group, became better at discussing their thinking and demonstrated an increase in metacognitive behaviours during classroom activities. The results suggest that VSRD with young children is valuable—as a participatory research tool, but also as a pedagogical strategy to support the development of metacognition and reflection. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Lewis, Helen, UWTSD, Townhill Road, Swansea, United Kingdom, SA2 0UT
AN  - 2019-52596-009
AU  - Lewis, Helen
DB  - APA PsycInfo
DO  - 10.1080/03004430.2017.1417273
DP  - EBSCOhost
KW  - Metacognition
reflection
dialogue
thinking
video-stimulated reflective dialogue
early childhood
Cognitive Development
Early Childhood Development
Learning
Reflectiveness
M1  - 11
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 0300-4430
1476-8275
SP  - 1842-1858
ST  - Supporting the development of young children’s metacognition through the use of video-stimulated reflective dialogue
T2  - Early Child Development and Care
TI  - Supporting the development of young children’s metacognition through the use of video-stimulated reflective dialogue
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-52596-009&site=ehost-live&scope=site
ORCID: 0000-0003-4329-913X
h.e.lewis@uwtsd.ac.uk
VL  - 189
ID  - 205027
ER  - 


TY  - JOUR
AB  - CONTEXT: The value of reflective practices has gained momentum in osteopathic medical education. However, the use of reflective pedagogies has not been explored in the larger context of medical course delivery and design, to the authors' knowledge. OBJECTIVE: To determine the types of reflection demonstrated by osteopathic medical students on an online discussion board and to explore differences in discussion engagement caused by the use of a reflective learning self-assessment tool. METHODS: Using a mixed-method approach, reflection processes in an osteopathic surgery clinical clerkship online module were investigated in third-year osteopathic medical students. Discussion board messages were captured and coded. Both manual coding techniques and automated interrogation using NVivo9 (a computer program) for qualitative data were applied. Correlations of scores across 4 case-based discussion tasks and scores for self-reflection were computed as quantitative data. RESULTS: Twenty-eight students were included. Four main types of reflection (ie, content, contextual, dialogic, and personal) along with corresponding differentiated subthemes for each type of case-based discussion board group message were identified. Group collaboration revealed insights about the reflection process itself and also about the evidence of collective efforts, group engagements, and intragroup support among students. Student preparation revealed that students' metacognition was triggered when they judged their own contributions to group work. Challenges in completing readings and meeting deadlines were related to the students' long work hours. CONCLUSION: Reflective practices are essential to the practice of osteopathic medicine and medical education. Curricula can promote the development of reflective skills by integrating these deliberate practices in educational activities.
AN  - 26501761
AU  - Lewis, K. O.
AU  - Farber, S.
AU  - Chen, H.
AU  - Peska, D. N.
DA  - Nov
DO  - 10.7556/jaoa.2015.139
DP  - NLM
ET  - 2015/10/27
J2  - The Journal of the American Osteopathic Association
KW  - Adult
Clinical Clerkship/*methods
*Clinical Competence
Curriculum/*standards
Education, Medical, Undergraduate/*standards
Female
Humans
*Internet
Male
Osteopathic Medicine/*economics
*Students, Medical
Young Adult
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0098-6151
SP  - 678-85
ST  - Learning With Reflection: Practices in an Osteopathic Surgery Clinical Clerkship Through an Online Module
T2  - J Am Osteopath Assoc
TI  - Learning With Reflection: Practices in an Osteopathic Surgery Clinical Clerkship Through an Online Module
VL  - 115
ID  - 204017
ER  - 


TY  - JOUR
AB  - Early diagnosis remains a significant challenge for many neurological disorders, especially for rare disorders where studying large cohorts is not possible. A novel solution that investigators have undertaken is combining advanced machine learning algorithms with resting-state functional Magnetic Resonance Imaging to unveil hidden pathological brain connectome patterns to uncover diagnostic and prognostic biomarkers. Recently, state-of-the-art deep learning techniques are outperforming traditional machine learning methods and are hailed as a milestone for artificial intelligence. However, whole brain classification that combines brain connectome with deep learning has been hindered by insufficient training samples. Inspired by the transfer learning strategy employed in computer vision, we exploited previously collected resting-state functional MRI data for healthy subjects from existing databases and transferred this knowledge for new disease classification tasks. We developed a deep transfer learning neural network (DTL-NN) framework for enhancing the classification of whole brain functional connectivity patterns. Briefly, we trained a stacked sparse autoencoder (SSAE) prototype to learn healthy functional connectivity patterns in an offline learning environment. Then, the SSAE prototype was transferred to a DTL-NN model for a new classification task. To test the validity of our framework, we collected resting-state functional MRI data from the Autism Brain Imaging Data Exchange (ABIDE) repository. Using autism spectrum disorder (ASD) classification as a target task, we compared the performance of our DTL-NN approach with a traditional deep neural network and support vector machine models across four ABIDE data sites that enrolled at least 60 subjects. As compared to traditional models, our DTL-NN approach achieved an improved performance in accuracy, sensitivity, specificity and area under receiver operating characteristic curve. These findings suggest that DTL-NN approaches could enhance disease classification for neurological conditions, where accumulating large neuroimaging datasets has been challenging.
AD  - Perinatal Institute, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States.
Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States.
AN  - 30087587
AU  - Li, H.
AU  - Parikh, N. A.
AU  - He, L.
C2  - Pmc6066582
DO  - 10.3389/fnins.2018.00491
DP  - NLM
ET  - 2018/08/09
J2  - Frontiers in neuroscience
KW  - autism spectrum disorder
deep learning
functional connectomes
neural networks
resting-state functional MRI
stacked sparse autoencoder
transfer learning
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1662-4548 (Print)
1662-453x
SP  - 491
ST  - A Novel Transfer Learning Approach to Enhance Deep Neural Network Classification of Brain Functional Connectomes
T2  - Front Neurosci
TI  - A Novel Transfer Learning Approach to Enhance Deep Neural Network Classification of Brain Functional Connectomes
VL  - 12
ID  - 204740
ER  - 


TY  - JOUR
AB  - Computer-based cognitive retraining (CBCR) intervention has gained great popularity in recent years. This study aimed to investigate the occurrence of skill generalization to daily living task for individuals with acquired brain injury (ABI) after completion of eight modules of a commercially available CBCR program, the Parrot Software. The study investigated changes in individuals' global cognition as measured by the Montreal Cognitive Assessment, and changes in individuals' performance during a medication-box sorting task, a novel instrumental activity of daily living. The medication-box sorting task resembled real life medication management with daily prescribed and over-the-counter medications. Twelve individuals with ABI from a community-based program completed the study. Results indicated that CBCR intervention brought about improvement in global cognition, but the improvement did not appear in any particular cognitive domain. Additionally, the gains in global cognition failed to enhance performance in the medication-box sorting task. This exploratory study demonstrated that while CBCR may be a promising intervention for improving global cognition in individuals with ABI, additional intervention might be needed for generalization to occur to a novel daily task. Future studies should look for the ultimate therapeutic outcome from CBCR interventions or include interventions that could bridge the gap between CBCR intervention and performance improvement in daily living occupations.
AD  - Department of Occupational Therapy, School of Health and Natural Sciences, Dominican University of California, San Rafael, CA, USA.
AN  - 25993264
AU  - Li, K.
AU  - Alonso, J.
AU  - Chadha, N.
AU  - Pulido, J.
DO  - 10.3109/07380577.2015.1010246
DP  - NLM
ET  - 2015/05/21
J2  - Occupational therapy in health care
KW  - Activities of Daily Living
Adult
Aged
Aged, 80 and over
Brain Diseases/complications/psychology/*rehabilitation
Brain Injuries/complications/psychology/rehabilitation
*Cognition
Cognition Disorders/etiology/*rehabilitation
*Computers
Female
*Generalization, Psychological
Humans
Male
Middle Aged
Occupational Therapy/*methods
*Psychomotor Performance
Stroke/complications/psychology
Stroke Rehabilitation
Cognition
Instrumental activity of daily living
Occupational therapy
Stroke
Traumatic brain injury
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0738-0577
SP  - 283-96
ST  - Does Generalization Occur Following Computer-Based Cognitive Retraining?-An Exploratory Study
T2  - Occup Ther Health Care
TI  - Does Generalization Occur Following Computer-Based Cognitive Retraining?-An Exploratory Study
VL  - 29
ID  - 204641
ER  - 


TY  - JOUR
AB  - Computer-based cognitive retraining (CBCR) intervention has gained great popularity in recent years. This study aimed to investigate the occurrence of skill generalization to daily living task for individuals with acquired brain injury (ABI) after completion of eight modules of a commercially available CBCR program, the Parrot Software. The study investigated changes in individuals’ global cognition as measured by the Montreal Cognitive Assessment, and changes in individuals’ performance during a medication-box sorting task, a novel instrumental activity of daily living. The medication-box sorting task resembled real life medication management with daily prescribed and over-the-counter medications. Twelve individuals with ABI from a community-based program completed the study. Results indicated that CBCR intervention brought about improvement in global cognition, but the improvement did not appear in any particular cognitive domain. Additionally, the gains in global cognition failed to enhance performance in the medication-box sorting task. This exploratory study demonstrated that while CBCR may be a promising intervention for improving global cognition in individuals with ABI, additional intervention might be needed for generalization to occur to a novel daily task. Future studies should look for the ultimate therapeutic outcome from CBCR interventions or include interventions that could bridge the gap between CBCR intervention and performance improvement in daily living occupations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Li, Kitsum, Department of Occupational Therapy, Dominican University of California, 50 Acacia Ave, San Rafael, CA, US, 94901
AN  - 2015-31314-003
AU  - Li, Kitsum
AU  - Alonso, Jonathan
AU  - Chadha, Nisha
AU  - Pulido, Jennifer
DB  - APA PsycInfo
DO  - 10.3109/07380577.2015.1010246
DP  - EBSCOhost
KW  - Cognition
Instrumental activity of daily living
Occupational therapy
Stroke
Traumatic brain injury
Activities of Daily Living
Adult
Aged
Aged, 80 and over
Brain Diseases
Brain Injuries
Cognition Disorders
Computers
Female
Generalization (Psychology)
Humans
Male
Middle Aged
Psychomotor Performance
Cognitive Generalization
Cognitive Rehabilitation
Computer Assisted Therapy
Cerebrovascular Accidents
Intervention
Online Therapy
Self-Care Skills
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 0738-0577
1541-3098
SP  - 283-296
ST  - Does generalization occur following computer-based cognitive retraining?—An exploratory study
T2  - Occupational Therapy In Health Care
TI  - Does generalization occur following computer-based cognitive retraining?—An exploratory study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-31314-003&site=ehost-live&scope=site
Kitsum.Li@dominican.edu
VL  - 29
ID  - 204915
ER  - 


TY  - JOUR
AB  - Assisted therapy is increasingly used in autism spectrum disorders (ASD) for improving social interaction and communication skills in recent years. A lot of studies have proven that the form of interactive games for therapy has a good effect on children with autism. Thus, our study provided an assisted therapeutic system based on Reinforcement Learning (RL) for children with ASD, which has five interactive subgames. As is well known, it is necessary to establish and maintain compelling interactions in therapeutic process. Therefore, we aim to adjust the interactive content according to the emotions of children with autism. However, due to the atypical and unusually differences in children with autism, most systems are based on off-line training of small samples of individuals and online recognition, so the existing assisted systems are limited in their ability to automatically update system parameters of new mappings. The integration of RL and Convolutional Neural Network (CNN)-Support Vector Regression (SVR) was used to deal with the updating online of prediction model's weights. The normalized emotion labels were evaluated by the therapists. Eleven children with autism as subjects were invited in this experiment and captured facial video images. The experiment lasted for five weeks of intermittent assisted therapy, and the results were evaluated for the system and the therapy effect. Finally, we achieved a general reduction in the root mean square error of the model prediction results and labels. Although there is no significant difference in Social Responsiveness Scale (SRS) scores before and after assisted therapy (p value = 0.60), in individual subjects (Sub. 1, Sub. 2 and Sub.3), the SRS total score is significantly reduced (Average drop of 19 points). These results demonstrate the effectiveness of prediction model based on RL and show the feasibility of assisted therapeutic system in children with autism.
AD  - School of Computer and Communication Engineering, University of Science and Technology Beijing , Beijing , China.
Peking University Institute of Mental Health , Beijing , China.
AN  - 31411501
AU  - Li, M.
AU  - Li, X.
AU  - Xie, L.
AU  - Liu, J.
AU  - Wang, F.
AU  - Wang, Z.
DA  - Oct
DO  - 10.1080/24699322.2019.1649072
DP  - NLM
ET  - 2019/08/15
J2  - Computer assisted surgery (Abingdon, England)
KW  - *Assisted therapeutic system
*convolutional neural network
*reinforcement learning
*support vector regression
LA  - eng
M1  - sup2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2469-9322
SP  - 94-104
ST  - Assisted therapeutic system based on reinforcement learning for children with autism
T2  - Comput Assist Surg (Abingdon)
TI  - Assisted therapeutic system based on reinforcement learning for children with autism
VL  - 24
ID  - 204728
ER  - 


TY  - JOUR
AB  - AIM: This study aims to evaluate the effects of a community-based program entitled 'Brain Vitality Enhancement (BRAVE)' on the cognitive function, physical and mental well-being of persons with mild cognitive impairment. STUDY DESIGN: This is a parallel wait list randomized controlled trial. METHODS: The BRAVE program consists of two phases. Phase 1 is an empowerment workshop for training 50 peer mentors to be the exercise ambassadors, while Phase 2 is a supervised exercise program for 250 persons with mild cognitive impairment. They will be randomly allocated to intervention or wait list control groups. For the intervention group, the peer mentors and mentees will be matched according to gender and residential areas to form mentor-mentee groups to attend an 8-week supervised exercise training. The mentor-mentee groups will continue to participate mentor-directed exercise sessions in the community thereafter. A mobile application will be developed for self-directed learning. We hypothesize that persons with mild cognitive impairment receiving the BRAVE program will demonstrate better cognitive function and health-related quality of life than the control group who receive usual care. This study is funded by a grant from the Food and Health Bureau of the Government of Hong Kong Special Administrative Region in April 2018. DISCUSSION: This study will empower a group of golden-aged adults to be the ambassadors to promote brain health in the community and persons with mild cognitive impairment to integrate moderate-intensity exercise into their lifestyle to achieve long-term beneficial effects on their cognition and well-being. IMPACT: Given the population with mild cognitive impairment is growing rapidly and expected to keep escalating in coming decades and limited treatment options for cognitive decline and its significant burden on the health and social care system, this study is timely to promote active ageing in the society and reduce the burden associated with cognitive decline.
AD  - The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, Hong Kong.
Division of Kinesiology, School of Public Health, Li Ka Shing, Faculty of Medicine, The University of Hong Kong, Hong Kong.
Evangelical Lutheran Church of Hong Kong, Hong Kong, Hong Kong.
AN  - 31441100
AU  - Li, P. W. C.
AU  - Yu, D. S. F.
AU  - Siu, P. M.
AU  - Wong, S. C. K.
DA  - Dec
DO  - 10.1111/jan.14175
DP  - NLM
ET  - 2019/08/24
J2  - Journal of advanced nursing
KW  - Cognition
Cognitive Dysfunction/*therapy
Exercise
Female
*Health Promotion
Health Surveys
Hong Kong
Humans
Life Style
Male
Mental Health
Mentors
Middle Aged
Peer Group
Quality of Life
Randomized Controlled Trials as Topic
brain health
cognitive decline
mild cognitive impairment
nursing
peer mentoring
peer volunteers
physical activity
suboptimal cognitive function
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0309-2402
SP  - 3758-3767
ST  - Brain Vitality Enhancement (BRAVE) program to promote brain health among persons with mild cognitive impairment: A study protocol
T2  - J Adv Nurs
TI  - Brain Vitality Enhancement (BRAVE) program to promote brain health among persons with mild cognitive impairment: A study protocol
VL  - 75
ID  - 204479
ER  - 


TY  - JOUR
AB  - In this study, a multiple kernel learning support vector machine algorithm is proposed for the identification of EEG signals including mental and cognitive tasks, which is a key component in EEG-based brain computer interface (BCI) systems. The presented BCI approach included three stages: (1) a pre-processing step was performed to improve the general signal quality of the EEG; (2) the features were chosen, including wavelet packet entropy and Granger causality, respectively; (3) a multiple kernel learning support vector machine (MKL-SVM) based on a gradient descent optimization algorithm was investigated to classify EEG signals, in which the kernel was defined as a linear combination of polynomial kernels and radial basis function kernels. Experimental results showed that the proposed method provided better classification performance compared with the SVM based on a single kernel. For mental tasks, the average accuracies for 2-class, 3-class, 4-class, and 5-class classifications were 99.20%, 81.25%, 76.76%, and 75.25% respectively. Comparing stroke patients with healthy controls using the proposed algorithm, we achieved the average classification accuracies of 89.24% and 80.33% for 0-back and 1-back tasks respectively. Our results indicate that the proposed approach is promising for implementing human-computer interaction (HCI), especially for mental task classification and identifying suitable brain impairment candidates.
AD  - Shanghai Medical Instrumentation College, Shanghai 200093, China. xiaouli@gmail.com.
Department of Biomedical Engineering, Hefei University of Technology, Hefei 230009, China. xunchen@ece.ubc.ca.
Department of Neurology, Huadong Hospital Affiliated to Fudan University, Shanghai 200040, China. quack008@126.com.
Department of Neurology, Huadong Hospital Affiliated to Fudan University, Shanghai 200040, China. wenshiwei@medmail.com.cn.
Department of Electrical and Computer Engineering, University of British Columbia, Vancouver, BC V6T 1Z4, Canada. zjanew@ece.ubc.ca.
AN  - 25036334
AU  - Li, X.
AU  - Chen, X.
AU  - Yan, Y.
AU  - Wei, W.
AU  - Wang, Z. J.
C2  - Pmc4168520
DA  - Jul 17
DO  - 10.3390/s140712784
DP  - NLM
ET  - 2014/07/19
J2  - Sensors (Basel, Switzerland)
KW  - Adult
Algorithms
Brain/physiology
Brain-Computer Interfaces
Case-Control Studies
Cognition/physiology
Electroencephalography/*instrumentation
Female
Humans
Learning
Male
Middle Aged
Signal Processing, Computer-Assisted/*instrumentation
Software
*Support Vector Machine
Young Adult
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1424-8220
SP  - 12784-802
ST  - Classification of EEG signals using a multiple kernel learning support vector machine
T2  - Sensors (Basel)
TI  - Classification of EEG signals using a multiple kernel learning support vector machine
VL  - 14
ID  - 204350
ER  - 


TY  - JOUR
AB  - In machine learning based Brain Computer Interfaces (BCIs), it is a challenge to use only a small amount of labelled data to build a classifier for a specific subject. This challenge was specifically addressed in BCI Competition 2005. Moreover, an effective BCI system should be adaptive to tackle the dynamic variations in brain signal. One of the solutions is to have its parameters adjustable while the system is used online. In this paper we introduce a new semi-supervised support vector machine (SVM) learning algorithm. In this method, the feature extraction and classification are jointly performed in iterations. This method allows us to use a small training set to train the classifier while maintaining high performance. Therefore, the tedious initial calibration process is shortened. This algorithm can be used online to make the BCI system robust to possible signal changes. We analyze two important issues of the proposed algorithm, the robustness of the features to noise and the convergence of algorithm. We applied our method to data from BCI competition 2005, and the results demonstrated the validity of the proposed algorithm.
AD  - Inst. for Infocomm Res., Singapore. yqli2@i2r.a-star.edu.sg
AN  - 17945723
AU  - Li, Y.
AU  - Guan, C.
DO  - 10.1109/iembs.2006.260327
DP  - NLM
ET  - 2007/10/20
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - *Algorithms
*Artificial Intelligence
Brain Mapping/*methods
Electroencephalography/*methods
Evoked Potentials, Motor/*physiology
Humans
Imagination/*physiology
Motor Cortex/*physiology
Pattern Recognition, Automated/*methods
*User-Computer Interface
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 1557-170X (Print)
1557-170x
SP  - 2570-3
ST  - A semi-supervised SVM learning algorithm for joint feature extraction and classification in brain computer interfaces
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - A semi-supervised SVM learning algorithm for joint feature extraction and classification in brain computer interfaces
VL  - 2006
ID  - 204550
ER  - 


TY  - JOUR
AB  - This paper discusses recent research and development with a specific focus on selected new and emerging research-based augmentative and alternative communication (AAC) technologies that are developmentally appropriate and responsive to the individual interests, needs, and skills of children with developmental disabilities, their families, peers, and other communication partners. Specifically, this paper reviews the state of the science and future directions related to recent research and development of AAC technologies as supports to (a) enhance language learning, (b) facilitate social interaction, (c) improve literacy skills, (d) increase participation in society, and (e) teach interaction strategies to communication partners.
AD  - a Department of Communication Sciences and Disorders , The Pennsylvania State University , University Park , PA , USA.
b Department of Educational Psychology, Counseling, and Special Education , The Pennsylvania State University , University Park , PA , USA.
AN  - 30648902
AU  - Light, J.
AU  - McNaughton, D.
AU  - Caron, J.
DA  - Mar
DO  - 10.1080/07434618.2018.1557251
DP  - NLM
ET  - 2019/01/17
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Child
*Communication Aids for Disabled
Communication Disorders/*rehabilitation
Developmental Disabilities/*rehabilitation
Family
Humans
Interpersonal Relations
*Inventions
Language Development
Literacy
Peer Group
Social Participation
*Aac
*children
*communication partners
*developmental disabilities
*parents
*technology
*video visual scene displays
*visual scene displays
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0743-4618
SP  - 26-41
ST  - New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions
T2  - Augment Altern Commun
TI  - New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions
VL  - 35
ID  - 203919
ER  - 


TY  - JOUR
AB  - Background: Individuals with intellectual disability (ID) are prone to inattention, are slow in learning and reaction, and have deficits in memory skills. Providing proper vocational education and training for individuals with intellectual disability is able to enhance their occupational skills. Materials and Methods: This study applied video prompting to provide instructional prompts to help participants accurately perform an assigned occupational activity. A control system installed with developed software was used to turn a standard dance pad into a sensor to detect the participants' standing position and to automatically trigger video prompting. Results: The results show that the participants' correct performance of the target behaviour improved significantly after their exposure to the video prompting intervention, and this positive outcome remained consistent during the maintenance phase. Conclusion: Video prompting combined with dance pads was a feasible approach to improving the occupational skills of the three students with intellectual disability.
AN  - EJ1164462
AU  - Lin, Mei-Lan
AU  - Chiang, Ming-Shan
AU  - Shih, Ching-Hsiang
AU  - Li, Meng-Fang
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Job Skills
Intellectual Disability
Video Technology
Prompting
Vocational Education
Skill Development
Computer Uses in Education
Electronic Equipment
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1360-2322
SP  - 114-119
ST  - Improving the Occupational Skills of Students with Intellectual Disability by Applying Video Prompting Combined with Dance Pads
T2  - Journal of Applied Research in Intellectual Disabilities
TI  - Improving the Occupational Skills of Students with Intellectual Disability by Applying Video Prompting Combined with Dance Pads
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1164462&site=ehost-live&scope=site
http://dx.doi.org/10.1111/jar.12368
VL  - 31
ID  - 205239
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To summarize the experience of extracorporeal membrane oxygenation (ECMO) to rescue a neonate with severe low cardiac output syndrome following open heart surgery. METHODS: The patient was a male, 2 d, 2.8 kg, G3P2 full-term neonate with gestational age 40 weeks, born by Cesarean-section with Apgar score of 10 at 1 min. He was admitted due to severe dyspnea with oxygen desaturation and heart murmur on the second day after birth. Physical examination showed clear consciousness, cyanosis, dyspnea, RR 70 bpm and a grade II/6 heart murmur. Bp was 56/45 mm Hg (1 mm Hg = 0.133 kPa) and SpO2 around 65%. Blood WBC 13.1 x 10(9)/L, N 46.1%, Hb 238 g/L, Plt 283 x 10(9)/L, CRP < 1 mg/L. Echocardiographic findings: TGA + ASD + PDA with left ventricular ejection fraction (LVEF) of 60%. After supportive care and prostaglandin E1 (5 ng/kg/min) treatment, his condition became stable with SpO2 85 - 90%. On the 6(th) day of life, the baby underwent an arterial switch procedure + ASD closing and PDA ligation. The time of aorta clamp was 72 mins. The cool 4:1 blood cardioplegia was given for 2 times during aortal clamp. Ultrafiltration was used. The internal and external volumes were almost equal and the electrolytes and blood gas and hematocrit (36%) were normal during extracorporeal bypass. Due to a failure (severe low cardiac output) to wean from cardiopulmonary bypass (263 min) with acidosis (lactate 8.8 mmol/L), low blood pressure (< 39/30 mm Hg), increased LAP (> 20 mmHg), bloody phlegm, decreased urine output [< 1 ml/(kg.h)], a V-A ECMO was used for cardio-pulmonary support. ECMO setup: Medtronic pediatric ECMO package (CB2503R1), carmeda membrane oxygenator and centrifugal pump (bio-console 560) were chosen. Direct cannulation of the ascending aorta (Edward FEM008A) and right atrium (TF018090) was performed using techniques that were standard for cardiopulmanory bypass. The ECMO system was primed with 400 ml blood, 5% CaCl(2)1g, 5% sodium bicarbonate 1.5 g, 20% mannitol 2 g, albumin 10 g, and heparin 5 mg. The blood was re-circulated until the temperature was 37 degrees C and blood gases and the electrolytes were in normal range. The patient was weaned from bypass and connected to V-A ECMO. Management of ECMO: the blood flow was set at 150 - 200 ml/kg/min. Venous saturation (SvO2) was maintained at the desired level (75%) by increasing and decreasing extracorporeal blood flow. Systemic blood pressure was maintained at 76/55 - 80/59 mm Hg by adjusting blood volume. Hemoglobin was maintained between 120 - 130 g/L. Platelet count was maintained at > 75,000/mm3 and ACT was maintained at 120 - 190 s. The mechanical ventilation was reduced to lung rest settings (FiO2 35%, RR 10 bpm, PIP 16 cm H(2)O, PEEP 5 cm H2O) to prevent alveolar collapse. Inotropic drug dosages were kept at a low level. RESULTS: The patient was successfully weaned from ECMO following 87 hours treatment. LVEF on day 1, 2 and 3 following ECMO were 20%, 34% and 43% respectively. The circulation was stable after weaning from ECMO with Bp 75/55 mm Hg, HR 160 bpm and LAP 11 mm Hg under inotropic drug suppor with epinephrine [(0.2 microg/(kg.min)], dopamine [(8 microg/(kg.min)], milrinone [(0.56 microg/(kg.min)]. The blood gases after 1 h off-ECMO showed: pH 7.39, PaO2 104 mm Hg, PaCO2 45 mm Hg, lactate 3.8 mmol/L, Hct 35%, K(+) 3.8 mmol/L, Ca(++) 1.31 mmol/L. The serum lactate was normal after 24 h off-ECMO. On day 22 off-ECMO, the baby was successfully extubated and weaned from conventional ventilator. On day 58, the patient was discharged. Serial ultrasound imaging studies revealed no cerebral infarction or intracranial hemorrhage during and after ECMO. At the time of hospital discharge, the patient demonstrated clear consciousness with good activity, normal function of heart, lung, liver and kidney. However, more subtle morbidities, such as behavior problems, learning disabilities should be observed ria long term follow-up. The main ECMO complications were pulmonary hemorrhage, bleeding on the sternal wound, tamponade, hemolysis and hyperbilirubinemia. CONCLUSION: ECMO is an effective option of cardio-pulmonary support for neonate with low cardiac output syndrome following open heart surgery.
AD  - Department of Cardiothoracic Surgery, The Children's Hospital of Zhejiang University School of Medicine, Hangzhou 310003, China.
AN  - 18353234
AU  - Lin, R.
AU  - Tan, L. H.
AU  - Zhang, Z. W.
AU  - Sun, M. Y.
AU  - Du, L. Z.
DA  - Jan
DP  - NLM
ET  - 2008/03/21
J2  - Zhonghua er ke za zhi = Chinese journal of pediatrics
KW  - Cardiac Output, Low/etiology/*therapy
Cardiac Surgical Procedures/*adverse effects
Cardiopulmonary Bypass/methods
Extracorporeal Membrane Oxygenation/*methods
Heart/*physiopathology
Heart Septal Defects, Atrial/*therapy
Hemodynamics
Humans
Infant
Infant, Newborn
Oxygenators, Membrane/statistics & numerical data
Thoracic Surgery/methods
LA  - chi
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0578-1310 (Print)
0578-1310
SP  - 26-9
ST  - [Extracorporeal membrane oxygenation treatment of a neonate with severe low cardiac output syndrome following open heart surgery]
T2  - Zhonghua Er Ke Za Zhi
TI  - [Extracorporeal membrane oxygenation treatment of a neonate with severe low cardiac output syndrome following open heart surgery]
VL  - 46
ID  - 204822
ER  - 


TY  - JOUR
AB  - The aim of this study was to examine in depth how computer-based assistive technology (AT) for cognitive support influenced the everyday lives of both persons who had had a stroke and their significant others. METHOD: Four participants, who had experienced cognitive limitations after a stroke, and their significant others were included in the study. The study included an intervention with a specific type of computer-based AT that was installed in the homes of the four participants for a 6-month period. Semistructured interviews were conducted before the installation to learn about the participants needs and repeated interviews took place after the installation. All collected data were analyzed based on qualitative methodology. RESULTS: The findings illustrated how routines developed with support from the AT influenced the participants towards increased control of their everyday life, and also created daily structure and helped them regain social contacts. The findings demonstrated how the spouses also benefitted and could reduce their reminding and checking responsibilities. CONCLUSION: Computer-based AT has the potential to bring about changes in the everyday life for people with cognitive limitations by supporting the development of routines and by introducing, maintaining, reinforcing or regaining valuable activities.
AD  - Karolinska Institutet, NVS, the Department of Occupational Therapy, Fack 23200, 141 83 Huddinge, Sweden. eva.k.lindqvist@ki.se
AN  - 22149354
AU  - Lindqvist, E.
AU  - Borell, L.
DA  - Sep
DO  - 10.3109/17483107.2011.638036
DP  - NLM
ET  - 2011/12/14
J2  - Disability and rehabilitation. Assistive technology
KW  - Activities of Daily Living/*psychology
Aged
Aged, 80 and over
Cognition
Cognition Disorders/psychology/rehabilitation
Female
Humans
Interpersonal Relations
Male
Middle Aged
Qualitative Research
*Self-Help Devices
Spouses
Stroke/*psychology
Stroke Rehabilitation
Task Performance and Analysis
*User-Computer Interface
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1748-3107
SP  - 364-71
ST  - Computer-based assistive technology and changes in daily living after stroke
T2  - Disabil Rehabil Assist Technol
TI  - Computer-based assistive technology and changes in daily living after stroke
VL  - 7
ID  - 203926
ER  - 


TY  - JOUR
AB  - This descriptive action research experience with case study procedures examined the use of best practices paired with assistive technologies as interventions to individualize fiction reading instruction for a high-functioning elementary student, JB (pseudonym), diagnosed with autistic spectrum disorder. JB's instructional, reading goals were to correctly indentify (a) unknown vocabulary words, (b) words with multiple meanings, (c) idiom phrases, and (d) comprehend main story grammar elements within a fictional story line. Also, JB's teachers wanted to see if JB understood (e) characterization within a fictional story. JB's experience reading a fictional text with assistive technological support to accomplish reading skill objectives is described and evaluated by his teachers and researchers.
AN  - EJ1135729
AU  - Lindsey, Pam
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Case Studies
Assistive Technology
Technology Uses in Education
Educational Technology
Fiction
Reading Instruction
Elementary School Students
Autism
Pervasive Developmental Disorders
Vocabulary
Grammar
Teaching Methods
Childrens Literature
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 2325-7466
SP  - 61-87
ST  - Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports
T2  - Journal of the American Academy of Special Education Professionals
TI  - Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1135729&site=ehost-live&scope=site
ID  - 205096
ER  - 


TY  - JOUR
AB  - Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or expository) and learning strategies embedded in the macrostructure that support learning in print-based contexts. In Study 2, regression analyses were used to predict outcomes involving 71 second and third graders (average age=7.63 years). Strategies were categorized as organizing, rehearsing, elaborating, or affective in function. Outcomes were uniformly higher for narrative macrostructures. Strategies used in narratives predicted relatively homogenous relations across outcomes, whereas strategies in expositories predicted quite heterogeneous relations across outcomes.
AD  - Annenberg School for Communication, University of Pennsylvania, 3620 Walnut Street, Philadelphia, PA 19104, USA. dlinebarger@asc.upenn.edu
AN  - 20840242
AU  - Linebarger, D. L.
AU  - Piotrowski, J. T.
DA  - Sep-Oct
DO  - 10.1111/j.1467-8624.2010.01493.x
DP  - NLM
ET  - 2010/09/16
J2  - Child development
KW  - Child
*Comprehension
Education
Educational Status
Female
Humans
Knowledge
*Learning
Male
*Television
Vocabulary
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0009-3920
SP  - 1582-97
ST  - Structure and strategies in children's educational television: the roles of program type and learning strategies in children's learning
T2  - Child Dev
TI  - Structure and strategies in children's educational television: the roles of program type and learning strategies in children's learning
VL  - 81
ID  - 204138
ER  - 


TY  - JOUR
AB  - Aims: This study aimed to assess the feasibility of using general practice data to estimate the prevalence of potentially disabling conditions in young people aged 0–18 years. Background: There are limited data that estimate the prevalence of disabling conditions in children and young people and are suitable to inform service planning. This has been highlighted by several government documents and parent groups. The current study analysed anonymized data from 5 general practices in Bristol, UK (n = 10 756 children and young people aged 0–18 years). A comprehensive Read Code list was created to identify children and young people with potentially disabling conditions and the severity of conditions was compared with General Practitioner completed free text within the computerized system. Results: Across these practices an average 4.9% (95% confidence intervals 4.5–5.3) of children and young people had a significant physical or mental difficulty that could impact on their daily living. The most common disabling conditions in our sample were in the ICF category of mental function 36% (including general and specific developmental delays and mental health diagnoses). Conclusion: This study suggests that routinely collected data may provide much needed robust information to inform service provision for some of the most vulnerable children and young people in our communities. It also highlights the need for improved data systems for disability services. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Lingam, R., Centre for Child and Adolescent Health, School of Social and Community Based Medicine, University of Bristol, Bristol, United Kingdom, BS8 2BN
AN  - 2012-33982-007
AU  - Lingam, R.
AU  - Ellis, M.
AU  - Naqvi, H.
AU  - Mytton, J.
DB  - APA PsycInfo
DO  - 10.1111/j.1365-2214.2012.01385.x
DP  - EBSCOhost
KW  - feasibility
local general practice data
prevalence
childhood disabling conditions
government
Adolescent
Child
Child, Preschool
Developmental Disabilities
Disabled Children
England
Feasibility Studies
Female
General Practice
Humans
Infant
Infant, Newborn
Male
Medical Records Systems, Computerized
Needs Assessment
Childhood Development
Epidemiology
General Practitioners
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 0305-1862
1365-2214
SP  - 55-60
ST  - The feasibility of using local general practice data to estimate the prevalence of childhood disabling conditions
T2  - Child: Care, Health and Development
TI  - The feasibility of using local general practice data to estimate the prevalence of childhood disabling conditions
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-33982-007&site=ehost-live&scope=site
Raghu.Lingam@bristol.ac.uk
VL  - 39
ID  - 205036
ER  - 


TY  - JOUR
AB  - Using information technology (IT) in work and leisure has become an essential part of life. However, people with intellectual disabilities (ID) may have difficulties in learning the complex skills involved in IT. The aim of this study was to explore (1) level of competency in IT, (2) requirements to learn IT and (3) factors related to IT competency for people with ID. Three-hundred-and-fifty-three adults (age 16 years or above, mean age=28.77 years) with ID were assessed on basic IT skills using a self-developed skill-based checklist including the use of the keyboard and mouse and getting onto the Internet. A short questionnaire was sent out to the parents and caregivers to explore the various factors affecting the learning-teaching process. Results indicated that only 6.2% (22) of the participants knew how to operate the keyboard and mouse and 9.1% (32) were able to get onto the Internet; 33.1% of participants could not operate the computer system at all. Younger people with ID and with mild-grade ID have better IT skills. Three-hundred-and-twenty-seven (92.6%) caregivers reported that although they had a computer in their home or at their work place, people with ID were not given any opportunity to use it. They also reported difficulties in training people with ID to use IT due to insufficient knowledge on training techniques and a lack of software that is suitable for training. As modern society relies more and more on IT in daily activities, the poor computer competency of people with ID may lower their level of participation in leisure, functional and vocational aspects of life. Their general perception was that with sufficient training and support, people with ID could also join the world of IT.
AD  - Department of Rehabilitation Sciences, Hong Kong Polytechnic University, Hunghom, Hong Kong Special Administrative Region. rscecili@inet.polyu.edu.hk
AN  - 15900182
AU  - Li-Tsang, C.
AU  - Yeung, S.
AU  - Chan, C.
AU  - Hui-Chan, C.
DA  - Jun
DO  - 10.1097/00004356-200506000-00005
DP  - NLM
ET  - 2005/05/19
J2  - International journal of rehabilitation research. Internationale Zeitschrift fur Rehabilitationsforschung. Revue internationale de recherches de readaptation
KW  - Adolescent
Adult
Computer User Training/*methods
Education of Intellectually Disabled/*methods
Female
Humans
Intellectual Disability/*classification
Male
Middle Aged
Severity of Illness Index
Social Support
Surveys and Questionnaires
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0342-5282 (Print)
0342-5282
SP  - 127-33
ST  - Factors affecting people with intellectual disabilities in learning to use computer technology
T2  - Int J Rehabil Res
TI  - Factors affecting people with intellectual disabilities in learning to use computer technology
VL  - 28
ID  - 204083
ER  - 


TY  - JOUR
AB  - We investigated the long-term effects of an information and communication technology (ICT) training programme for people with intellectual disabilities (ID). A community-based ICT training programme was designed to enhance the computer skills of people with ID and prepare them to make use of ICT in their daily life. Of the 100 who had participated in the original ICT training programme, 59 of them and their caregivers agreed to participate in the follow-up interview. A computer skills checklist was used to assess the ICT competence of the participants before training, after training, and at the 6-month follow-up assessment. All caregivers were interviewed at the 6-month follow-up session to explore the use of ICT by people with ID and their needs for further training. Results from repeated measures ANOVA showed that participants maintained at the 6-month follow-up the basic ICT skills that they acquired during training [F=13.86, p<0.001]. Caregivers reported that participants spent more time in using the computers, but still needed occasional guidance. They also reported a need to advance their ICT skills beyond the basic computer training. We concluded that ICT training for people with ID would help them in maximizing the benefits of information technology via computers.
AD  - Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong. rscecili@inet.polyu.edu.hk
AN  - 16979318
AU  - Li-Tsang, C. W.
AU  - Lee, M. Y.
AU  - Yeung, S. S.
AU  - Siu, A. M.
AU  - Lam, C. S.
DA  - Nov-Dec
DO  - 10.1016/j.ridd.2006.06.007
DP  - NLM
ET  - 2006/09/19
J2  - Research in developmental disabilities
KW  - Adolescent
Adult
*Computer Literacy
Computer User Training/*methods
Disabled Persons/*rehabilitation
Education of Intellectually Disabled/*methods
Female
Follow-Up Studies
Humans
Intellectual Disability/*rehabilitation
Male
Middle Aged
Treatment Outcome
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0891-4222 (Print)
0891-4222
SP  - 559-66
ST  - A 6-month follow-up of the effects of an information and communication technology (ICT) training programme on people with intellectual disabilities
T2  - Res Dev Disabil
TI  - A 6-month follow-up of the effects of an information and communication technology (ICT) training programme on people with intellectual disabilities
VL  - 28
ID  - 204101
ER  - 


TY  - JOUR
AB  - We investigated the long-term effects of an information and communication technology (ICT) training programme for people with intellectual disabilities (ID). A community-based ICT training programme was designed to enhance the computer skills of people with ID and prepare them to make use of ICT in their daily life. Of the 100 who had participated in the original ICT training programme, 59 of them and their caregivers agreed to participate in the follow-up interview. A computer skills checklist was used to assess the ICT competence of the participants before training, after training, and at the 6-month follow-up assessment. All caregivers were interviewed at the 6-month follow-up session to explore the use of ICT by people with ID and their needs for further training. Results from repeated measures ANOVA showed that participants maintained at the 6-month follow-up the basic ICT skills that they acquired during training [F = 13.86, p < 0.001]. Caregivers reported that participants spent more time in using the computers, but still needed occasional guidance. They also reported a need to advance their ICT skills beyond the basic computer training. We concluded that ICT training for people with ID would help them in maximizing the benefits of information technology via computers. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Li-Tsang, Cecilia W.P., Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
AN  - 2007-15387-003
AU  - Li-Tsang, Cecilia W. P.
AU  - Lee, Maggie Y. F.
AU  - Yeung, Susanna S. S.
AU  - Siu, Andrew M. H.
AU  - Lam, C. S.
DB  - APA PsycInfo
DO  - 10.1016/j.ridd.2006.06.007
DP  - EBSCOhost
KW  - information and communication technology
intellectual disability
computer skills
Mental Retardation
Adolescent
Adult
Computer Literacy
Computer User Training
Disabled Persons
Education of Intellectually Disabled
Female
Follow-Up Studies
Humans
Male
Middle Aged
Treatment Outcome
Communication Systems
Information Systems
Technology
Digital Literacy
Intellectual Development Disorder
M1  - 6
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2007
SN  - 0891-4222
1873-3379
SP  - 559-566
ST  - A 6-month follow-up of the effects of an information and communication technology (ICT) training programme on people with intellectual disabilities
T2  - Research in Developmental Disabilities
TI  - A 6-month follow-up of the effects of an information and communication technology (ICT) training programme on people with intellectual disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-15387-003&site=ehost-live&scope=site
ORCID: 0000-0002-2141-9287
rscecili@inet.polyu.edu.hk
VL  - 28
ID  - 204859
ER  - 


TY  - JOUR
AB  - BACKGROUND: Better diagnostic and prognostic tools are needed to address issues related to early diagnosis and management of concussion across the continuum of aging but particularly in children and adolescents. The purpose of the current study was to evaluate the reliability of robotic technology (KINARM robot) assessments of reaching, position sense, bimanual motor function, visuospatial skills, attention and decision making in youth ice hockey players (ages 10-14). METHODS: Thirty-four male children attended two testing days, one week apart. On day one, each subject completed five tasks on the robot with two examiners (alternating examiner sequence); the 2(nd) examiner followed the same procedure as the 1(st) immediately afterwards. One consistent examiner tested subjects one week later. This is a test-retest reliability study. The robotic tasks characterize sensorimotor and/or cognitive performance; 63 parameters from 5 tasks are reported. Session 1 was the 1(st) time the subject performed the 5 tasks, session 2 the 2(nd) time on day 1, and session 3 one week following. RESULTS: Intra-class correlation coefficients ranged from 0.06 to 0.91 and 0.09 to 0.90 for session 1 to 2 and 2 to 3, respectively. Bland-Altman plots showed agreement in a majority of the parameters and a learning effect in 25 % and 24 % of parameters in session 1 vs 2 and 1 vs 3, respectively but none for session 2 vs 3. Of those that showed a learning effect, only 8 % of parameters in session 1 vs 2 and 10 % in session 1 vs 3 had a clinical relevance measure ≥ 0.8. CONCLUSIONS: The relative homogeneity of the sample and the effect of learning seen in some of the task parameters appears to have negatively impacted the intra-class correlation coefficients from session 1 to 2, with less impact for 2 to 3. The Bland-Altman analysis supports good absolute reliability in healthy male children with no neurological impairment ranging in age from 10 to 14. The clinically relevant learning effect seen, in a small number of parameters could be addressed by creating a learning effect adjustment factor and/or implementing a practice session, which would eliminate the learning effect.
AD  - Department of Kinesiology, University of Calgary, Calgary, Alberta, Canada. littlec@ucalgary.ca.
Department of Kinesiology, University of Calgary, Calgary, Alberta, Canada. caemery@ucalgary.ca.
Department of Kinesiology, University of Calgary, Calgary, Alberta, Canada. ablack@ucalgary.ca.
Department of Biomedical and Molecular Sciences, Queen's University, Kingston, Ontario, Canada. steve.scott@queensu.ca.
Department of Kinesiology, University of Calgary, Calgary, Alberta, Canada. w.meeuwisse@ucalgary.ca.
Departments of Pediatrics & Community Health Sciences, Alberta Children's Hospital, University of Calgary, Calgary, Alberta, Canada. alberto.nettel-aguirre@albertahealthservices.ca.
Department of Clinical Neurosciences, University of Calgary, Calgary, Alberta, Canada. bbenson@ucalgary.ca.
Department of Clinical Neurosciences, Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta, Canada. spdukelo@ucalgary.ca.
AN  - 26341424
AU  - Little, C. E.
AU  - Emery, C.
AU  - Black, A.
AU  - Scott, S. H.
AU  - Meeuwisse, W.
AU  - Nettel-Aguirre, A.
AU  - Benson, B.
AU  - Dukelow, S.
C2  - Pmc4560901
DA  - Sep 5
DO  - 10.1186/s12984-015-0070-0
DP  - NLM
ET  - 2015/09/06
J2  - Journal of neuroengineering and rehabilitation
KW  - Adolescent
Biomechanical Phenomena
Brain Concussion/*diagnosis/physiopathology/*psychology
Child
*Cognition
Computer Simulation
Hockey/*injuries
Humans
Learning
Longitudinal Studies
Male
Neuropsychological Tests
Practice, Psychological
Prognosis
Prospective Studies
Psychomotor Performance/physiology
Reproducibility of Results
*Robotics
*Sensation
Treatment Outcome
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1743-0003
SP  - 78
ST  - Test-retest reliability of KINARM robot sensorimotor and cognitive assessment: in pediatric ice hockey players
T2  - J Neuroeng Rehabil
TI  - Test-retest reliability of KINARM robot sensorimotor and cognitive assessment: in pediatric ice hockey players
VL  - 12
ID  - 204161
ER  - 


TY  - THES
AB  - This action research started in year 2009 at LIU Shanghai, a private school for children with autism spectrum disorder, to serve the needs of challenged students. The purpose of this qualitative study was to identify the strengths and challenges of the program, plus solicit recommendations from the parents and teachers for making improvements. The parents' identified several strengths: teachers' care and patience with students and the ability to encourage engagement, the assessment tool and process, individualized learning plans, and noticeable results. They identified the challenges as not enough education about the LIU curriculum, inability to continue training at home, long distance from home, limited space at the training facility, safety during physical activities, poor air circulation, and the distance between the classroom and the bathroom. Their main recommendations were to incorporate social and play elements into the curriculum, provide learning sessions for better understanding the LIU curriculum, and getting a larger teaching facility. The teachers' perception of the strengths included assessment of students, individualized learning plans, systematic approach for student development, support for teachers with the curriculum, stimulating and challenging environment, encouragement from leadership, and opportunities for career development. Teachers reported the challenges as preparation time for the curriculum, teaching multiple children in one session, parental concerns about the curriculum, teacher turnover, personal safety, classroom design, organization and cleanliness of the space, and children's safety and protection. The teachers recommended having learning sessions for parents, more teacher development training, and increasing safety. As the Director of LIU Shanghai, I added some plans for the next cycle of this action research: incorporating more social interaction and play in the curriculum, providing more learning sessions for parents, including parents in student training sessions, expanding teacher development, increasing safety, conducting exit surveys, and informing practice with more data. [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  - Liu, Jerry
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Special Schools
Autism
Pervasive Developmental Disorders
Foreign Countries
Qualitative Research
Program Effectiveness
Parent Attitudes
Teacher Attitudes
Educational Practices
Teacher Competencies
Barriers
Social Development
Play
Curriculum
Individualized Education Programs
Educational Environment
Teaching Conditions
China (Shanghai)
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-56355-3
ST  - Serving the Needs of Challenged Students at a Private Shanghai School: An Action Research Approach
TI  - Serving the Needs of Challenged Students at a Private Shanghai School: An Action Research Approach
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED563705&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:3602877
ID  - 205317
ER  - 


TY  - JOUR
AB  - Analysis of de novo mutations (DNMs) from sequencing data of nuclear families has identified risk genes for many complex diseases, including multiple neurodevelopmental and psychiatric disorders. Most of these efforts have focused on mutations in protein-coding sequences. Evidence from genome-wide association studies (GWASs) strongly suggests that variants important to human diseases often lie in non-coding regions. Extending DNM-based approaches to non-coding sequences is challenging, however, because the functional significance of non-coding mutations is difficult to predict. We propose a statistical framework for analyzing DNMs from whole-genome sequencing (WGS) data. This method, TADA-Annotations (TADA-A), is a major advance of the TADA method we developed earlier for DNM analysis in coding regions. TADA-A is able to incorporate many functional annotations such as conservation and enhancer marks, to learn from data which annotations are informative of pathogenic mutations, and to combine both coding and non-coding mutations at the gene level to detect risk genes. It also supports meta-analysis of multiple DNM studies, while adjusting for study-specific technical effects. We applied TADA-A to WGS data of ∼300 autism-affected family trios across five studies and discovered several autism risk genes. The software is freely available for all research uses.
AD  - Department of Human Genetics, The University of Chicago, Chicago, IL 60637, USA.
Computational Biology Department, School of Computer Science, Carnegie Mellon University, Pittsburgh, PA 15123, USA.
Computational Biology Department, School of Computer Science, Carnegie Mellon University, Pittsburgh, PA 15123, USA; Computer Engineering Department, Bilkent University, Ankara 06800, Turkey.
Institute of Genomic Medicine, Wenzhou Medical University, Wenzhou, Zhejiang 325000, China.
Center for Medical Genetics, School of Life Sciences, Central South University, Changsha, Hunan 410078, China; National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan 410078, China.
Child Study Center, Yale Medicine, New Haven, CT 06520, USA.
Kavli Institute for Neuroscience, Yale School of Medicine, New Haven, CT 06520, USA.
Beijing Institutes of Life Science, Chinese Academy of Sciences, Beijing 100000, China.
Committee on Genetics, Genomics and Systems Biology, The University of Chicago, Chicago, IL 60637, USA.
Institute of Genomic Medicine, Wenzhou Medical University, Wenzhou, Zhejiang 325000, China; Center for Medical Genetics, School of Life Sciences, Central South University, Changsha, Hunan 410078, China.
Department of Genetics, Yale School of Medicine, New Haven, CT 06520, USA; Kavli Institute for Neuroscience, Yale School of Medicine, New Haven, CT 06520, USA.
Department of Biostatistics, Columbia University, New York, NY 10027, USA.
Beijing Institutes of Life Science, Chinese Academy of Sciences, Beijing 100000, China; Institute of Genomic Medicine, Wenzhou Medical University, Wenzhou, Zhejiang 325000, China.
Center for Medical Genetics, School of Life Sciences, Central South University, Changsha, Hunan 410078, China.
Beijing Institutes of Life Science, Chinese Academy of Sciences, Beijing 100000, China; Institute of Genomic Medicine, Wenzhou Medical University, Wenzhou, Zhejiang 325000, China. Electronic address: sunzs@mail.biols.ac.cn.
Department of Human Genetics, The University of Chicago, Chicago, IL 60637, USA. Electronic address: xinhe@uchicago.edu.
AN  - 29754769
AU  - Liu, Y.
AU  - Liang, Y.
AU  - Cicek, A. E.
AU  - Li, Z.
AU  - Li, J.
AU  - Muhle, R. A.
AU  - Krenzer, M.
AU  - Mei, Y.
AU  - Wang, Y.
AU  - Knoblauch, N.
AU  - Morrison, J.
AU  - Zhao, S.
AU  - Jiang, Y.
AU  - Geller, E.
AU  - Ionita-Laza, I.
AU  - Wu, J.
AU  - Xia, K.
AU  - Noonan, J. P.
AU  - Sun, Z. S.
AU  - He, X.
C2  - Pmc5992125
DA  - Jun 7
DO  - 10.1016/j.ajhg.2018.03.023
DP  - NLM
ET  - 2018/05/15
J2  - American journal of human genetics
KW  - Autistic Disorder/genetics
Calibration
*Chromosome Mapping
Enhancer Elements, Genetic/genetics
*Genetic Predisposition to Disease
Humans
Molecular Sequence Annotation
Mutation/*genetics
Mutation Rate
RNA Splicing/genetics
Risk Factors
*Statistics as Topic
Whole Exome Sequencing
*Whole Genome Sequencing
*autism
*de novo mutations
*epigenomics
*noncoding sequences
*psychiatric disorders
*statistical model
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0002-9297 (Print)
0002-9297
SP  - 1031-1047
ST  - A Statistical Framework for Mapping Risk Genes from De Novo Mutations in Whole-Genome-Sequencing Studies
T2  - Am J Hum Genet
TI  - A Statistical Framework for Mapping Risk Genes from De Novo Mutations in Whole-Genome-Sequencing Studies
VL  - 102
ID  - 204487
ER  - 


TY  - JOUR
AB  - This article describes an action research (AR) project for designing and implementing a structured mentoring programme in a Spanish university. A student affairs unit, a team of researchers, faculty-mentors and student-protégés worked together on three cycles of AR. The result is a programmatic mentoring programme for the development of non-technical personal and professional competencies for undergraduate students. This paper describes the original situation that sparked the project, the iterative process followed, the tools and guides developed and the final programme designed. In addition to the increase in the level of satisfaction perceived by the entire university, the paper outlines the five critical factors that emerged from the AR project: the competency development process, programme value added, trust between mentors and protégés, the prominence of the student-protégé in the improvement plans and the continuous improvement culture generated.
AN  - EJ1186335
AU  - Lleó, A.
AU  - Agholor, D.
AU  - Serrano, N.
AU  - Prieto-Sandoval, V.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mentors
Action Research
Program Descriptions
Trust (Psychology)
Foreign Countries
Program Implementation
Undergraduate Students
Value Added Models
Engineering Education
Student Personnel Workers
Interpersonal Competence
Teamwork
Teacher Student Relationship
College Faculty
Decision Making
Self Control
Time Management
Positive Attitudes
Conflict Resolution
Metacognition
Skill Development
Spain
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0304-3797
SP  - 706-724
ST  - A Mentoring Programme Based on Competency Development at a Spanish University: An Action Research Study
T2  - European Journal of Engineering Education
TI  - A Mentoring Programme Based on Competency Development at a Spanish University: An Action Research Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1186335&site=ehost-live&scope=site
http://dx.doi.org/10.1080/03043797.2017.1415298
VL  - 43
ID  - 205077
ER  - 


TY  - JOUR
AB  - Attention-deficit hyperactivity disorder (ADHD) is the most prevalent behavioral diagnosis in children, with an estimated 500 000 children affected in the United Kingdom alone. The need for an appropriate and effective intervention for children with ADHD is a growing concern for educators and childcare agencies. This randomized controlled clinical trial evaluated the impact of the HeartMath self-regulation skills and coherence training program (Institute of HeartMath, Boulder Creek, California) on a population of 38 children with ADHD in academic year groups 6, 7, and 8. Learning of the skills was supported with heart rhythm coherence monitoring and feedback technology designed to facilitate self-induced shifts in cardiac coherence. The cognitive drug research system was used to assess cognitive functioning as the primary outcome measure. Secondary outcome measures assessed teacher and student reposted changes in behavior. Participants demonstrated significant improvements in various aspects of cognitive functioning such as delayed word recall, immediate word recall, word recognition, and episodic secondary memory. Significant improvements in behavior were also found. The results suggest that the intervention offers a physiologically based program to improve cognitive functioning in children with ADHD and improve behaviors that is appropriate to implement in a school environment.
AD  - ADHD Foundation, Liverpool, United Kingdom. tonylloyd50@hotmail.com
AN  - 20653294
AU  - Lloyd, A.
AU  - Brett, D.
AU  - Wesnes, K.
DA  - Jul-Aug
DP  - NLM
ET  - 2010/07/27
J2  - Alternative therapies in health and medicine
KW  - Attention Deficit Disorder with Hyperactivity/*therapy
Behavior Therapy/*methods
Child
Child Behavior/*psychology
*Cognition
*Feedback, Psychological
Female
Humans
Internal-External Control
Male
Resilience, Psychological
Self Care/*methods
Treatment Outcome
United Kingdom
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1078-6791 (Print)
1078-6791
SP  - 34-42
ST  - Coherence training in children with attention-deficit hyperactivity disorder: cognitive functions and behavioral changes
T2  - Altern Ther Health Med
TI  - Coherence training in children with attention-deficit hyperactivity disorder: cognitive functions and behavioral changes
VL  - 16
ID  - 204498
ER  - 


TY  - JOUR
AB  - There has been huge growth in the use of information technology (IT) in classrooms for learners of all ages. It has been suggested that computers in the classroom encourage independent and self-paced learning, provide immediate feedback and improve self-motivation and self-confidence. Concurrently there is increasing interest related to the role of technology in educational programs for individuals with intellectual disabilities. However, although many claims are made about the benefits of computers and software packages there is limited evidence based information to support these claims. Researchers are now starting to look at the specific instructional design features that are hypothesised to facilitate education outcomes rather than the over-emphasis on graphics and sounds. Research undertaken as part of a post-school program (Latch-On: Literacy and Technology - Hands On) at the University of Queensland investigated the use of computers by young adults with intellectual disabilities. The aims of the research reported in this paper were to address the challenges identified in the 'hype' surrounding different pieces of educational software and to develop a means of systematically analysing software for use in teaching programs.
AD  - The School of Education, The University of Queensland, Australia. j.lloyd@uq.edu.au
AN  - 16869377
AU  - Lloyd, J.
AU  - Moni, K. B.
AU  - Jobling, A.
DA  - Jun
DO  - 10.3104/practice.296
DP  - NLM
ET  - 2006/07/28
J2  - Down's syndrome, research and practice : the journal of the Sarah Duffen Centre
KW  - Adolescent
Adult
Child
*Computers
Developmental Disabilities/*psychology
Down Syndrome/psychology
Educational Status
Humans
Software/*standards
Teaching/*trends
Treatment Outcome
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0968-7912 (Print)
0968-7912
SP  - 68-74
ST  - Breaking the hype cycle: using the computer effectively with learners with intellectual disabilities
T2  - Downs Syndr Res Pract
TI  - Breaking the hype cycle: using the computer effectively with learners with intellectual disabilities
VL  - 9
ID  - 204185
ER  - 


TY  - JOUR
AB  - The current study examined the effects of a modified video prompting procedure, namely progressive video prompting, to increase technique accuracy of shooting a basketball in the school gymnasium of three 11th-grade students with moderate intellectual disability. The intervention involved participants viewing video clips of an adult model who showed progressively chucked steps for making a free throw. We used a single-case, multiple probe across participants design to evaluate the intervention effects. The results of this study showed that all three participants increased the number of steps performed correctly and maintained the skill at the 1-week and 2-week maintenance check without the video viewing. Implications for practice and future research related to video prompting variations are discussed.
AN  - EJ1034370
AU  - Lo, Ya-yu
AU  - Burk, Bradley
AU  - Burk, Bradley
AU  - Anderson, Adrienne L.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Video Technology
Moderate Mental Retardation
Team Sports
Teaching Methods
High School Students
Intervention
Role Models
Instructional Effectiveness
Grade 11
Rural Schools
Observation
Questionnaires
Validity
Check Lists
United States (Southeast)
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 2154-1647
SP  - 354-367
ST  - Using Progressive Video Prompting to Teach Students with Moderate Intellectual Disability to Shoot a Basketball
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Using Progressive Video Prompting to Teach Students with Moderate Intellectual Disability to Shoot a Basketball
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1034370&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 49
ID  - 205425
ER  - 


TY  - JOUR
AB  - BACKGROUND & AIMS: Studies have reported associations between proton pump inhibitor (PPI) use and dementia. However, data are lacking on long-term PPI use and cognitive function. We therefore examined associations between PPI use and performance in tests of cognitive function. Because of shared clinical indications, we examined associations for H2 receptor antagonists (H2RAs) as a secondary aim. METHODS: We used prospectively collected data on medication use and other potential risk factors from 13,864 participants in the Nurses' Health Study II who had completed a self-administered computerized neuropsychological test battery. Multivariable linear regression models were used to examine associations between medication use and composite scores of psychomotor speed and attention, learning and working memory, and overall cognition. RESULTS: We observed a modest association between duration of PPI use and scores for psychomotor speed and attention (mean score difference for PPI use of 9-14 years vs never users, -0.06; 95% confidence interval, -0.11 to 0.00; P(trend) = .03). After controlling for H2RA use, the magnitude of this score difference was attenuated. Among individuals who did not use PPIs regularly, duration of H2RA use was associated with poorer cognitive scores, with the strongest association apparent for learning and working memory (mean score difference for H2RA users of 9-14 years vs never users, -0.20; 95% confidence interval, -0.32 to -0.08; P(trend) < .001). CONCLUSIONS: In an analysis of data from the Nurses' Health Study II, we did not observe a convincing association between PPI use and cognitive function. Our data do not support the suggestion that PPI use increases dementia risk. Because our primary hypothesis related to PPI use, our findings for H2RAs should be interpreted with caution.
AD  - Clinical and Translational Epidemiology Unit, Massachusetts General Hospital and Harvard Medical School, Boston, Massachusetts; Division of Gastroenterology, Massachusetts General Hospital, Boston, Massachusetts.
Department of Epidemiology, Harvard TH Chan School of Public Health, Boston, Massachusetts; Channing Division of Network Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts.
Clinical and Translational Epidemiology Unit, Massachusetts General Hospital and Harvard Medical School, Boston, Massachusetts; Division of Gastroenterology, Massachusetts General Hospital, Boston, Massachusetts; Channing Division of Network Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts. Electronic address: achan@mgh.harvard.edu.
AN  - 28728964
AU  - Lochhead, P.
AU  - Hagan, K.
AU  - Joshi, A. D.
AU  - Khalili, H.
AU  - Nguyen, L. H.
AU  - Grodstein, F.
AU  - Chan, A. T.
C2  - Pmc5623145
C6  - Nihms893664
DA  - Oct
DO  - 10.1053/j.gastro.2017.06.061
DP  - NLM
ET  - 2017/07/22
J2  - Gastroenterology
KW  - Adult
Aged
Attention/drug effects
Cognition/*drug effects
Cognition Disorders/*chemically induced/diagnosis/psychology
Drug Administration Schedule
Female
Histamine H2 Antagonists/administration & dosage/adverse effects
Humans
Linear Models
Memory/drug effects
Middle Aged
Multivariate Analysis
Neuropsychological Tests
Nurses
Prognosis
Prospective Studies
Proton Pump Inhibitors/administration & dosage/*adverse effects
Psychomotor Performance/drug effects
Risk Assessment
Risk Factors
Sex Factors
Time Factors
United States
*Alzheimer’s
*Brain
*Drug
*Epidemiology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0016-5085 (Print)
0016-5085
SP  - 971-979.e4
ST  - Association Between Proton Pump Inhibitor Use and Cognitive Function in Women
T2  - Gastroenterology
TI  - Association Between Proton Pump Inhibitor Use and Cognitive Function in Women
VL  - 153
ID  - 204592
ER  - 


TY  - JOUR
AB  - BACKGROUND: For educators, an awareness of the impact of dyslexia on learners in the clinical workplace is vital: first, to be able to identify whether dyslexia may underlie certain traits and behaviours; and second, to be able to provide appropriate advice and support when dyslexia is identified. We reviewed the primary research evidence concerning the effects of dyslexia on clinicians (in or after training) in the workplace, and adaptive strategies ('workarounds') that are presently in use. METHODS: A systematic search of literature was undertaken, followed by a narrative review of studies selected as meeting the inclusion criteria. The review used a priori research questions and focused on studies based on primary research evidence. RESULTS: The review identified five key studies on qualified doctors or nurses with dyslexia. The impact of dyslexia on doctors can include: writing and calculating prescriptions, writing patient notes, and prioritising and making referrals. Strategies to minimise the effects of dyslexia include the use of adaptive technologies, the need for more time for mentors and supervisors, and an awareness of 'enabling' and 'disabling' environments. An awareness of the impact of dyslexia on learners in the clinical workplace is vital DISCUSSION: The difficulties associated with dyslexia are varied and may be unexpected. Medical educators must therefore be aware of dyslexia and its impact. When supporting a trainee with dyslexia, there is guidance available but educators may struggle to identify strategies and resources that are evidence based, so further research is required.
AD  - Faculty of Education, Health and Social Care, The University of Winchester, Hampshire, UK.
Professional Support Unit, Health Education Wessex, Otterbourne, Winchester, UK.
Enabling Services, Student Services, University of Southampton, UK.
AN  - 25982070
AU  - Locke, R.
AU  - Scallan, S.
AU  - Mann, R.
AU  - Alexander, G.
DA  - Dec
DO  - 10.1111/tct.12331
DP  - NLM
ET  - 2015/05/20
J2  - The clinical teacher
KW  - Clinical Competence
Dyslexia/*psychology
Humans
Physician Impairment/psychology
Physicians/*psychology
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1743-4971
SP  - 394-8
ST  - Clinicians with dyslexia: a systematic review of effects and strategies
T2  - Clin Teach
TI  - Clinicians with dyslexia: a systematic review of effects and strategies
VL  - 12
ID  - 204099
ER  - 


TY  - JOUR
AB  - AIM: The aim of this study was to describe a trial protocol of an educational intervention for nurses to improve their awareness and practice in detecting and managing elder abuse and neglect. BACKGROUND: Knowledgeable and skilful nurses are crucial amidst the growing numbers of maltreated older patients. DESIGN: This trial is a multi-site, three-armed, community-based cluster randomized controlled trial with 6-months follow-up. METHODS: This study will involve 390 community and registered nurses from government health clinics in Negeri Sembilan, Malaysia (protocol approved in October 2013). This three-phased study, premised on the Precede-Proceed Model, comprises baseline focus group discussion and survey (Phase 1), development of training module (Phase 2) and implementation and evaluation of the training (Phase 3). Eligible participants will be randomized to the control group (continuous nursing education), intervention group A (face-to-face intensive training programme) or group B (face-to-face intensive training programme and an educational video). Outcome measures include improvement in knowledge and awareness on elder abuse and neglect and the number of cases identified and managed during follow-up. Data will be collected at baseline, immediate postintervention, 3- and 6-month follow-up. CONCLUSION: Findings from this study will provide empirical support for the development of a training module for nurses on the detection and management of elder abuse and neglect, towards improving healthcare delivery and the well-being of vulnerable older adults. This study is funded by the University of Malaya Research Grant (RP001C-13HTM), (FL002-13SBS) and University of Malaya Grand Challenge (PEACE) Grant (GC001C-14HTM) awarded in May 2013, July 2013 and September 2014.
AD  - Julius Centre University of Malaya, Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.
University Malaya Primary Care Research Group, Department of Primary Care Medicine, University of Malaya Medical Centre, Kuala Lumpur, Malaysia.
Centre for Population Health, Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.
Department of Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.
Negeri Sembilan State Health Department (JKNNS), Negeri Sembilan, Malaysia.
Graduate School of Social Service, Fordham University, New York, New York, USA.
AN  - 26031344
AU  - Loh, D. A.
AU  - Choo, W. Y.
AU  - Hairi, N. N.
AU  - Othman, S.
AU  - Mohd Hairi, F.
AU  - Mohd Mydin, F. H.
AU  - Jaafar, S. N.
AU  - Tan, M. P.
AU  - Mohd Ali, Z.
AU  - Abdul Aziz, S.
AU  - Ramli, R.
AU  - Mohamad, R.
AU  - Lal Mohammad, Z.
AU  - Hassan, N.
AU  - Brownell, P.
AU  - Bulgiba, A.
DA  - Nov
DO  - 10.1111/jan.12699
DP  - NLM
ET  - 2015/06/03
J2  - Journal of advanced nursing
KW  - Aged
Attitude of Health Personnel
Awareness
Clinical Competence/standards
Cluster Analysis
Education, Nursing
Elder Abuse/*prevention & control
Geriatric Nursing/standards
Health Knowledge, Attitudes, Practice
Humans
Malaysia
Needs Assessment
Nursing Care/*methods
education
elder abuse
geriatrics
neglect
nurses
nursing
older people
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0309-2402
SP  - 2661-72
ST  - A cluster randomized trial on improving nurses' detection and management of elder abuse and neglect (I-NEED): study protocol
T2  - J Adv Nurs
TI  - A cluster randomized trial on improving nurses' detection and management of elder abuse and neglect (I-NEED): study protocol
VL  - 71
ID  - 204583
ER  - 


TY  - JOUR
AB  - Public health strategies have placed increasing emphasis on psychosocial and arts-based strategies for promoting well-being. This study presents preliminary findings for a specific literary-based intervention, Shared Reading, which provides community-based spaces in which individuals can relate with both literature and one another. A 12-week crossover design was conducted with 16 participants to compare benefits associated with six sessions of Shared Reading versus a comparison social activity, Built Environment workshops. Data collected included quantitative self-report measures of psychological well-being, as well as transcript analysis of session recordings and individual video-assisted interviews. Qualitative findings indicated five intrinsic benefits associated with Shared Reading: liveness, creative inarticulacy, the emotional, the personal and the group (or collective identity construction). Quantitative data additionally showed that the intervention is associated with enhancement of a sense of 'Purpose in Life'. Limitations of the study included the small sample size and ceiling effects created by generally high levels of psychological well-being at baseline. The therapeutic potential of reading groups is discussed, including the distinction between instrumental and intrinsic value within arts-and-health interventions.
AD  - Institute of Psychology, Health and Society, University of Liverpool, Liverpool, UK.
Institute of Psychology, Health and Society, University of Liverpool, Liverpool, UK Centre for Research into Reading, Literature and Society, University of Liverpool, Liverpool, UK.
School of English, University of Liverpool, Liverpool, UK.
The Reader Organisation, Liverpool, UK.
AN  - 26070845
AU  - Longden, E.
AU  - Davis, P.
AU  - Billington, J.
AU  - Lampropoulou, S.
AU  - Farrington, G.
AU  - Magee, F.
AU  - Walsh, E.
AU  - Corcoran, R.
DA  - Dec
DO  - 10.1136/medhum-2015-010704
DP  - NLM
ET  - 2015/06/14
J2  - Medical humanities
KW  - Adult
Chronic Disease
Cognition
Cross-Over Studies
*Emotions
Female
Health Promotion/*methods/trends
Humans
Interpersonal Relations
*Literature
Male
*Mental Health
Middle Aged
Qualitative Research
*Quality of Life
*Reading
Sample Size
Thinking
United Kingdom
Vulnerable Populations
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1468-215x
SP  - 113-20
ST  - Shared Reading: assessing the intrinsic value of a literature-based health intervention
T2  - Med Humanit
TI  - Shared Reading: assessing the intrinsic value of a literature-based health intervention
VL  - 41
ID  - 204533
ER  - 


TY  - JOUR
AB  - WHAT IS KNOWN ON THE SUBJECT?: Learning disability nursing in the area of people with a learning disability and an offending background has developed considerably over recent years, particularly since the publication of the Bradley (). There has been limited work into the competencies nurses require to work in this area, and even less about the personal attributes of learning disability nurses. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Learning disability nursing's specific contribution to the care of this population lies in their knowledge of the interaction between the learning disability, an individual's, sometimes abusive, personal history and an understanding of the subsequent offending behaviour. The knowledge base of nurses working with people with learning disabilities and an offending background needs to reflect the changing service user group. This is particularly in relation to substance misuse, borderline personality disorder, and mental health and the way such factors inter-relate with the learning disability. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Further research is required into the relationship among decision making, risk taking or reluctance to do this, and the personal attributes required by nurses to work in secure learning disability care. Learning disability secure services are likely to continue to undergo change as circumstances alter and the offending population demonstrate greater complexity; nursing competencies and personal attributes need similarly to adapt to such changes. Mental health nursing has a great deal to contribute to effective working with this population, specifically with regard to developing strong relationships when concerns around borderline personality disorder or substance misuse are particularly in evidence. ABSTRACT: Aim To identify and discuss the personal attributes required by learning disability nurses to work effectively with people with an offending background in secure and community settings. Background This study was part of a larger research investigation into the nursing competencies required to work with people with an offending background. There are few existing studies examining the personal attributes necessary for working with this group. Design A qualitative study addressing the perceptions of nurses around the personal attributes required to work with people with learning disabilities and an offending background. Methods A semi-structured interview schedule was devised and constructed, and 39 individual interviews were subsequently undertaken with learning disability nurses working in high, medium, low secure and community settings. Data were collected over 1 year in 2010/11 and analysed using a structured thematic analysis supported by the software package MAXqda. Findings The thematic analysis produced three categories of personal attributes, named as looking deeper, achieving balance and connecting, each of which contained a further three sub-categories. Conclusion Nursing of those with a learning disability and an offending background continues to develop. The interplay among personal history, additional background factors, nurses' personal attributes and learning disability is critical for effective relationship building.
AD  - Department of Mental Health & Learning Disabilities, Faculty of Health & Social Care, University of Chester, Chester, UK.
Faculty of Health & Social Care, University of Chester, Chester, UK.
AN  - 27439391
AU  - Lovell, A.
AU  - Bailey, J.
DA  - Feb
DO  - 10.1111/jpm.12326
DP  - NLM
ET  - 2016/07/22
J2  - Journal of psychiatric and mental health nursing
KW  - Adult
*Attitude of Health Personnel
Criminals/*psychology
Humans
Learning Disabilities/*nursing
Nurses/*psychology
Qualitative Research
*competencies
*learning disability
*nursing
*offending
*personal attributes
*secure setting
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1351-0126
SP  - 4-14
ST  - Nurses' perceptions of personal attributes required when working with people with a learning disability and an offending background: a qualitative study
T2  - J Psychiatr Ment Health Nurs
TI  - Nurses' perceptions of personal attributes required when working with people with a learning disability and an offending background: a qualitative study
VL  - 24
ID  - 204133
ER  - 


TY  - JOUR
AB  - AIM: To identify and discuss the competencies required by learning disability nurses to work effectively with people with an offending background in low, medium, high secure and community settings. BACKGROUND: Research into the competencies required by nurses working with individuals with an offending background, particularly those with a learning disability, is limited. There is some uncertainty as to whether there should be differentiation according to specific setting. DESIGN: A qualitative study addressing the perceptions of nurses on the knowledge, skills and competencies required to effectively work with people with learning disabilities and an offending background in different settings. METHODS: Seven focus groups were conducted across the four settings to inform the construction of the semi-structured interview schedule. Thirty-nine interviews were subsequently undertaken with nurses across settings to develop a fuller understanding of the competencies and ascertain if these were influenced by the specific setting where the nurses worked. Data were collected over 1-year in 2010 and analysed using a structured thematic analysis supported by the software package MAXqda. FINDINGS: The thematic analysis produced four over-arching competencies: knowledge assimilation and application; team working; communication skills; and decision-making. A further competency around personal attributes constitutes the basis of a future paper. CONCLUSION: The first three competencies combine well to inform the work of nurses and appear transferable across settings, but the fourth appears more complicated, specifically in terms of the role of risk in supporting or detracting from decision-making capacity.
AD  - Faculty of Health & Social Care, University of Chester, UK.
Cheshire & Wirral Partnership NHS Foundation Trust, Macclesfield, Cheshire, UK.
Harper Adams University College, Newport, UK.
AN  - 25109489
AU  - Lovell, A.
AU  - Bailey, J.
AU  - Kingdon, A.
AU  - Gentile, D.
DA  - Sep
DO  - 10.1111/jan.12362
DP  - NLM
ET  - 2014/08/12
J2  - Journal of advanced nursing
KW  - Communication
Focus Groups
Humans
Learning Disabilities/*psychology
Nurse-Patient Relations
Nursing Staff/*psychology
*Professional Competence
competencies
forensic
learning disability
nursing
secure setting
skills
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0309-2402
SP  - 2041-2050
ST  - Working with people with learning disabilities in varying degrees of security: nurses' perceptions of competencies
T2  - J Adv Nurs
TI  - Working with people with learning disabilities in varying degrees of security: nurses' perceptions of competencies
VL  - 70
ID  - 204052
ER  - 


TY  - JOUR
AB  - AIMS AND OBJECTIVES: The aim of the study was to examine learning disability nurses' perceptions of incidents involving physical intervention, particularly factors contributing to injuries sustained by this group. BACKGROUND: This article reports on a qualitative study undertaken within one secure NHS Trust to respond to concerns about staff injuries sustained during physical interventions to prevent incidents of service user violence from escalating out of control. The context of the study relates to increasing debate about the most effective approaches to incidents of violence and agression. DESIGN: A qualitative research design was utilized for the study. METHODS: Semi-structured interviews were undertaken with 20 participants, two from each of the 10 incidents involving staff injury sustained during physical intervention. RESULTS: Four themes were produced by the analysis, the first, knowledge and understanding, contextualized the other three, which related to the physical intervention techniques employed, the interpretation of the incident and the impact on staff. CONCLUSION: Service user violence consistently poses nurses with the challenge of balancing the need to respond in order to maintain the safety of everyone whilst simultaneous supporting and caring for people with complex needs. This study highlights the need for further exploration of the contributory factors to the escalation of potentially violent situations. RELEVANCE TO CLINICAL PRACTICE: Services may have good systems in place for responding to and managing service user violence but appear less effective in understanding the reasons for and developing strategies to prevent violence occurring.
AD  - Department of Mental Health & Learning Disabilities, Faculty of Health & Social Care, University of Chester, Chester, UK.
School of Health, University of Central Lancashire, Preston, UK.
Calderstones Partnership NHS Foundation Trust, Whalley, Lancashire, UK.
AN  - 25926294
AU  - Lovell, A.
AU  - Smith, D.
AU  - Johnson, P.
DA  - Jul
DO  - 10.1111/jocn.12830
DP  - NLM
ET  - 2015/05/01
J2  - Journal of clinical nursing
KW  - Adult
Aggression
*Attitude of Health Personnel
Female
Health Services Needs and Demand
Humans
Learning Disabilities/*nursing/psychology
Male
Nursing Staff/*psychology
Occupational Injuries/*etiology/prevention & control
Perception
Qualitative Research
Restraint, Physical
*Workplace Violence
learning disability nursing
physical interventions
staff injuries
violent incidents
LA  - eng
M1  - 13-14
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0962-1067
SP  - 1926-35
ST  - A qualitative investigation into nurses' perceptions of factors influencing staff injuries sustained during physical interventions employed in response to service user violence within one secure learning disability service
T2  - J Clin Nurs
TI  - A qualitative investigation into nurses' perceptions of factors influencing staff injuries sustained during physical interventions employed in response to service user violence within one secure learning disability service
VL  - 24
ID  - 204277
ER  - 


TY  - JOUR
AB  - This qualitative action research study explored the interactions of young-adult learners carrying out self-reflection on their learning processes in an ESP (English for special purposes) course at an airline training-center in Bogotá, Colombia. Needs analysis revealed that learners had poor knowledge of technical English, and lacked strong communicative and interactional competences, as well as self-reflection and goal-setting strategies. Accordingly, the pedagogical intervention focused on the use communicative tasks appropriate to their professional context (English for cabin crews) and the development of self-reflection strategies (practiced before and after each communicative task). Data collected through three stages using four instruments was analyzed with the grounded theory approach. Findings suggest that self-set goals and reflection helped learners focus on the specific language functions and vocabulary necessary to complete communicative tasks (role-plays) successfully, and that this led to increased learner awareness, confidence, and positive self-concept. In addition, learners showed progress in development of specific (ESP) language functions and technical vocabulary.
AN  - EJ1132156
AU  - Lozano Velandia, Sergio Andrés
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Goal Orientation
English for Special Purposes
Qualitative Research
Action Research
Grounded Theory
Role Playing
Vocabulary Development
Intervention
Teaching Methods
Learning Processes
Air Transportation
Foreign Countries
Self Efficacy
Self Concept
Second Language Learning
Second Language Instruction
Metacognition
Communicative Competence (Languages)
Employees
Adult Education
Questionnaires
Observation
Audio Equipment
Instructional Design
Student Attitudes
Adult Students
Coding
Task Analysis
Colombia (Bogota)
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 2011-6721
SP  - 131-160
ST  - Goal-Setting and Self-Reflection to Enhance Learners' Interaction in an ESP Context
T2  - Latin American Journal of Content and Language Integrated Learning
TI  - Goal-Setting and Self-Reflection to Enhance Learners' Interaction in an ESP Context
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1132156&site=ehost-live&scope=site
VL  - 8
ID  - 205223
ER  - 


TY  - JOUR
AB  - INTRODUCTION: General practitioners (GPs) can improve HIV and sexually transmitted infection (STI) screening, vaccination and wellbeing among gay, bisexual and other men who have sex with men (GBM) if they are aware of a patient's sexual orientation. AIM: To estimate GP awareness of their GBM patients' sexual orientation and examine whether HIV and STI screening was associated with this. METHODS: We analysed anonymous, self-completed data from 3168 GBM who participated in the community-based Gay Auckland Periodic Sex Survey (GAPSS) and Internet-based Gay men's Online Sex Survey (GOSS) in 2014. Participants were asked if their usual GP was aware of their sexual orientation or that they had sex with men. RESULTS: Half (50.5%) believed their usual GP was aware of their sexual orientation/behaviour, 17.0% were unsure, and 32.6% believed he/she was unaware. In multivariate analysis, GP awareness was significantly lower if the respondent was younger, Asian or an 'Other' ethnicity, bisexual-identified, had never had anal intercourse or had first done so very recently or later in life, and had fewer recent male sexual partners. GBM whose GP was aware of their sexual orientation were more likely to have ever had an HIV test (91.5% vs 57.9%; p<0.001), specific STI tests (91.7% vs 68.9%; p<0.001), and were twice as likely to have had an STI diagnosed. DISCUSSION: Lack of sexual orientation disclosure is resulting in missed opportunities to reduce health inequalities for GBM. More proactive, inclusive and safe environments surrounding the care of sexual orientation minorities are needed in general practice to encourage disclosure.
AD  - Gay Men's Sexual Health Research Group, Department of Social and Community Health, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand.
Department of Social and Community Health, School of Population Health, Faculty of Medical and Health Sciences, The University of Auckland, PB 92019 Auckland, New Zealand. p.saxton@auckland.ac.nz.
AIDS Epidemiology Group, Department of Preventive and Social Medicine, University of Otago, Dunedin, New Zealand.
New Zealand AIDS Foundation, Auckland, New Zealand.
AN  - 26437044
AU  - Ludlam, A. H.
AU  - Saxton, P. J.
AU  - Dickson, N. P.
AU  - Hughes, A. J.
DA  - Sep 1
DP  - NLM
ET  - 2015/10/06
J2  - Journal of primary health care
KW  - Adult
Age Factors
*Awareness
Cross-Sectional Studies
Ethnic Groups
General Practitioners/*statistics & numerical data
HIV Infections/diagnosis
Homosexuality, Male/*statistics & numerical data
Humans
Internet
Male
Middle Aged
New Zealand
Residence Characteristics
Sexuality
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1172-6156
SP  - 204-12
ST  - General practitioner awareness of sexual orientation among a community and internet sample of gay and bisexual men in New Zealand
T2  - J Prim Health Care
TI  - General practitioner awareness of sexual orientation among a community and internet sample of gay and bisexual men in New Zealand
VL  - 7
ID  - 204034
ER  - 


TY  - JOUR
AB  - Access to residential settings for people with intellectual disabilities (ID) contributes to their social participation, but presents particular challenges. Assistive technologies can help people perform activities of daily living. However, the majority of the computerized solutions offered use guidance modes with a fixed, unchanging sequencing that leaves little room for self-determination to emerge. The objective of the project was to develop a flexible guidance mode and to test it with participants, to describe their information organization methods. This research used a descriptive exploratory design and conducted a comparison between five participants with ID and five participants with no ID. The results showed a difference in the information organization methods for both categories of participants. The people with ID used more diversified organization methods (categorical, schematic, action-directed) than the neurotypical participants (visual, action-directed). These organization methods varied depending on the people, but also on the characteristics of the requested task. Furthermore, several people with ID presented difficulties when switching from virtual to real mode. These results demonstrate the importance of developing flexible guidance modes adapted to the users' cognitive strategies, to maximize their benefits. Studies using experimental designs will have to be conducted to determine the impacts of more-flexible guidance modes Implications for rehabilitation Intervention approaches favouring, self-determination, decision making, action analysis and results anticipation must be promoted with people with intellectual disabilities. Fixed and rigid technological guidance mode, like those currently favoured in interventions, is appropriate for only some people's profiles or may depend on the nature of the task. It seems that people with ID use a wide spectrum of organization strategies and that adapting guidance modes to all these strategies is relevant.
AD  - a Département De Psychoéducation , Université Du Québec À Trois-Rivières , Trois-Rivières , QC , Canada.
b Phoenix Team , Inria , Talence , France.
c EA4136-Laboratoire "Handicap Et Système Nerveux", Université De Bordeaux , Bordeaux , France.
d Bordeaux Institute of Technology , Talence , France.
e Direction du Programme DI, TSA, DP - CIUSSS MCQ , Québec , Canada.
AN  - 26828224
AU  - Lussier-Desrochers, D.
AU  - Sauzéon, H.
AU  - Consel, C.
AU  - Roux, J.
AU  - Balland, É
AU  - Godin-Tremblay, V.
AU  - N'Kaoua, B.
AU  - Lachapelle, Y.
DA  - Apr
DO  - 10.3109/17483107.2015.1136000
DP  - NLM
ET  - 2016/02/02
J2  - Disability and rehabilitation. Assistive technology
KW  - *Activities of Daily Living
Cognition/physiology
Decision Making/physiology
Female
Humans
Intellectual Disability/physiopathology/*psychology/*rehabilitation
Male
Personal Autonomy
*Self-Help Devices
Social Participation
*User-Computer Interface
*Cognitive strategies
*flexible guidance mode
*iPad
*information organization
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1748-3107
SP  - 290-299
ST  - Analysis of how people with intellectual disabilities organize information using computerized guidance
T2  - Disabil Rehabil Assist Technol
TI  - Analysis of how people with intellectual disabilities organize information using computerized guidance
VL  - 12
ID  - 204035
ER  - 


TY  - JOUR
AB  - Selective serotonin reuptake inhibitors (SSRIs) have been reported to increase cognitive performance in some clinical studies of Alzheimer's disease (AD). However, there is a lack of evidence supporting the efficacy of SSRIs as cognition enhancers in AD, and the role of SSRIs as a treatment for AD remains largely unclear. Here, we characterized the impact of fluoxetine (FLX), a well-known SSRI, on neurons in the dentate gyrus (DG) and in CA1 and CA3 of the hippocampus of middle-aged (16 to 17 months old) APPswe/PSEN1dE9 (APP/PS1) transgenic AD model mice. We found that intraperitoneal (i.p.) injection of FLX (10 mg/kg/day) for 5 weeks effectively alleviated the impairment of spatial learning ability in middle-aged APP/PS1 mice as evaluated using the Morris water maze. More importantly, the number of neurons in the hippocampal DG was significantly increased by FLX. Additionally, FLX reduced the deposition of beta amyloid, inhibited GSK-3β activity and increased the level of β-catenin in middle-aged APP/PS1 mice. Collectively, the results of this study indicate that FLX delayed the progression of neuronal loss in the hippocampal DG in middle-aged AD mice, and this effect may underlie the FLX-induced improvement in learning ability. FLX may therefore serve as a promising therapeutic drug for AD.
AD  - Department of Histology and Embryology, Chongqing Medical University, Chongqing, P. R. China.
Laboratory of Stem Cells and Tissue Engineering, Chongqing Medical University, Chongqing, P. R. China.
Department of Geriatrics, The First Affiliated Hospital, Chongqing Medical University, Chongqing, P. R. China.
Department of Physiology, Chongqing Medical University, Chongqing, P. R. China.
AN  - 28430602
AU  - Ma, J.
AU  - Gao, Y.
AU  - Jiang, L.
AU  - Chao, F. L.
AU  - Huang, W.
AU  - Zhou, C. N.
AU  - Tang, W.
AU  - Zhang, L.
AU  - Huang, C. X.
AU  - Zhang, Y.
AU  - Luo, Y. M.
AU  - Xiao, Q.
AU  - Yu, H. R.
AU  - Jiang, R.
AU  - Tang, Y.
C2  - Pmc5438600
DA  - Apr 25
DO  - 10.18632/oncotarget.15398
DP  - NLM
ET  - 2017/04/22
J2  - Oncotarget
KW  - Alzheimer Disease/complications/*drug therapy/pathology
Amyloid beta-Peptides/metabolism
Amyloid beta-Protein Precursor/genetics
Animals
CA1 Region, Hippocampal/cytology/drug effects
CA3 Region, Hippocampal/cytology/drug effects
Cognition/*drug effects
Dentate Gyrus/cytology/drug effects/pathology
Disease Models, Animal
Fluoxetine/*therapeutic use
Glycogen Synthase Kinase 3 beta/metabolism
Humans
Immunohistochemistry
Injections, Intraperitoneal
Male
Maze Learning/*drug effects
Mice
Mice, Transgenic
Nerve Degeneration/*drug therapy
Neurons/*drug effects
Presenilin-1/genetics
Serotonin Uptake Inhibitors/*therapeutic use
Spatial Memory/drug effects
beta Catenin
APP/PS1 mice
Alzheimer’s disease
Gerotarget
cognition
fluoxetine
neuron
financial interests or potential conflicts of interest.
LA  - eng
M1  - 17
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1949-2553
SP  - 27676-27692
ST  - Fluoxetine attenuates the impairment of spatial learning ability and prevents neuron loss in middle-aged APPswe/PSEN1dE9 double transgenic Alzheimer's disease mice
T2  - Oncotarget
TI  - Fluoxetine attenuates the impairment of spatial learning ability and prevents neuron loss in middle-aged APPswe/PSEN1dE9 double transgenic Alzheimer's disease mice
VL  - 8
ID  - 204555
ER  - 


TY  - JOUR
AB  - OBJECTIVE: 3-Methylglutaconic aciduria, dystonia-deafness, hepatopathy, encephalopathy, Leigh-like syndrome (MEGDHEL) syndrome is caused by biallelic variants in SERAC1. METHODS: This multicenter study addressed the course of disease for each organ system. Metabolic, neuroradiological, and genetic findings are reported. RESULTS: Sixty-seven individuals (39 previously unreported) from 59 families were included (age range = 5 days-33.4 years, median age = 9 years). A total of 41 different SERAC1 variants were identified, including 20 that have not been reported before. With the exception of 2 families with a milder phenotype, all affected individuals showed a strikingly homogeneous phenotype and time course. Severe, reversible neonatal liver dysfunction and hypoglycemia were seen in >40% of all cases. Starting at a median age of 6 months, muscular hypotonia (91%) was seen, followed by progressive spasticity (82%, median onset = 15 months) and dystonia (82%, 18 months). The majority of affected individuals never learned to walk (68%). Seventy-nine percent suffered hearing loss, 58% never learned to speak, and nearly all had significant intellectual disability (88%). Magnetic resonance imaging features were accordingly homogenous, with bilateral basal ganglia involvement (98%); the characteristic "putaminal eye" was seen in 53%. The urinary marker 3-methylglutaconic aciduria was present in virtually all patients (98%). Supportive treatment focused on spasticity and drooling, and was effective in the individuals treated; hearing aids or cochlear implants did not improve communication skills. INTERPRETATION: MEGDHEL syndrome is a progressive deafness-dystonia syndrome with frequent and reversible neonatal liver involvement and a strikingly homogenous course of disease. Ann Neurol 2017;82:1004-1015.
AD  - Translational Metabolic Laboratory, Department of Laboratory Medicine, Radboud University Medical Center, Nijmegen, the Netherlands.
Department of Audiology and Phoniatrics, Children's Memorial Health Institute, Warsaw, Poland.
Division of Metabolic Disease, Ege University Medical Faculty, Department of Pediatrics, Izmir, Turkey.
Institute of Human Genetics, Technische UniversitätMünchen, Munich, Germany.
Department of Genetics, King Faisal Specialist Hospital and Research Center, Riyadh, Saudi Arabia.
Department of Anatomy and Cell Biology, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Western Sydney Genetics Program, Children's Hospital at Westmead, Sydney, New South Wales, Australia.
Discipline of Genetic Medicine & Paediatrics and Child Health, University of Sydney, Sydney, New South Wales, Australia.
Department of Pediatrics, University Hospital Center, Zagreb, Croatia.
School of Medicine, University of Zagreb, Zagreb, Croatia.
Department of Pediatrics, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
Division of Inherited Metabolic Diseases, Department of Pediatrics, University Hospital of Padua, Padua, Italy.
Neurodevelopmental Genomics Research Group, Murdoch Children's Research Institute, and Department of Paediatrics, Melbourne Medical School, University of Melbourne, Melbourne, Victoria, Australia.
Genetic Metabolic Disorders Research Unit and Western Sydney Genetics Program, Children's Hospital at Westmead, Sydney, New South Wales, Australia.
Discipline of Child and Adolescent Health and Genetic Medicine, Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia.
Departments of Pediatrics and Medicine, Columbia University, New York, NY.
Institute of Clinical Biochemistry, Faculty of Medicine, Catholic University of the Sacred Heart, Rome, Italy.
Center for the Study of Rare Hereditary Diseases, Niguarda Ca' Granda Metropolitan Hospital, Milan, Italy.
Department of Pediatrics, Institute of Clinical Sciences, University of Gothenburg, Queen Silvia's Children's Hospital, Gothenburg, Sweden.
Childrens Hospital, Klinikum Reutlingen, Reutlingen, Germany.
Inborn Errors of Metabolism and Mitochondrial Disease Unit, "12 de Octubre" University Hospital, Avenida de Cordoba sn, 28041 Madrid, Spain. Rare Diseases Biomedical Research Centre (CIBERER), Madrid, Spain.
Complutense University, Madrid, Spain.
Metabolic Medicine Department, Great Ormond Street Hospital for Children National Health Service Foundation Trust, University College London Institute of Child Health, London, United Kingdom.
Institute of Medical Genetics and Applied Genomics, Tübingen, Germany.
Wilhelmina Children's Hospital Utrecht, University Medical Center Utrecht, Utrecht, the Netherlands.
Department of Pediatrics, Haukeland University Hospital, Bergen, Norway.
Department of Clinical Medicine (K1), University of Bergen, Bergen, Norway.
Department of General Pediatrics, Division of Neuropediatrics and Pediatric Metabolic Medicine, University Hospital Heidelberg, Heidelberg, Germany.
Children's Hospital, University of Helsinki and Helsinki University Hospital, Helsinki, Finland.
Research Programs Unit, Molecular Neurology, Biomedicum Helsinki, University of Helsinki, Helsinki, Finland.
Department of Biology and Microbiology, Riga Stradin's University, Riga, Latvia.
Department of Pediatrics, Salzburg State Hospitals and Paracelsus Medical University, Salzburg, Austria.
Leeds Teaching Hospitals National Health Service Trust, Leeds, United Kingdom.
Pediatric Neurology, Brussels University Hospital, Brussels, Belgium.
Department of Pediatric Neurology, Karolinska University Hospital, Stockholm, Sweden.
Division of Clinical Genetics, Department of Genetics, Kuala Lumpur Hospital, Kuala Lumpur, Malaysia.
Department of Clinical Biochemistry, Radioimmunology, and Experimental Medicine, Children's Memorial Health Institute, Warsaw, Poland.
University College London Great Ormond Street Institute of Child Health, London, United Kingdom.
Department of Pediatric Neurology, Red Cross War Memorial Children's Hospital, Cape Town, South Africa.
Department of Neurodegeneration, Hertie Institute for Clinical Brain Research, University of Tübingen, Tübingen, Germany.
German Center for Neurodegenerative Diseases (DZNE), Tübingen, Germany.
Department of General Pediatrics, Münster University Children's Hospital, Münster, Germany.
Department of Pediatrics, University Medical Center Eppendorf, Hamburg, Germany.
Reference Center for Inherited Metabolic Diseases, AP-HP, Robert Debré Hospital, University Paris Diderot-Sorbonne Paris Cité, Paris, France AND INSERM U1141, Paris, France.
Department of Human Genetics, Radboud University Medical Center, Nijmegen, the Netherlands.
Metabolic Unit, Dona Estefânia Hospital, Lisbon, Portugal.
Wellcome Centre for Mitochondrial Research, Institute of Neuroscience, The Medical School, Newcastle University, Newcastle upon Tyne, United Kingdom.
Department of Medical Genetics, Children's Memorial Health Institute, Warsaw, Poland.
Division of Metabolic Diseases, Hacettepe University Children's Hospital, Ankara, Turkey.
Birmingham Children's Hospital, Birmingham, United Kingdom.
Nottingham University Hospitals National Health Service Trust, Nottingham Children's Hospital, Nottingham, United Kingdom.
Institute of Human Genetics, Helmholtz Center Munich, Neuherberg, Germany.
Hayward Genetics Center and Department of Pediatrics, Tulane University Medical School, New Orleans, LA.
Department of Pediatrics, Nutrition and Metabolic Diseases, Children's Memorial Health Institute, Warsaw, Poland.
Donders Institute for Brain, Cognition, and Behavior, Radboud University Medical Center, Nijmegen, the Netherlands.
AN  - 29205472
AU  - Maas, R. R.
AU  - Iwanicka-Pronicka, K.
AU  - Kalkan Ucar, S.
AU  - Alhaddad, B.
AU  - AlSayed, M.
AU  - Al-Owain, M. A.
AU  - Al-Zaidan, H. I.
AU  - Balasubramaniam, S.
AU  - Barić, I.
AU  - Bubshait, D. K.
AU  - Burlina, A.
AU  - Christodoulou, J.
AU  - Chung, W. K.
AU  - Colombo, R.
AU  - Darin, N.
AU  - Freisinger, P.
AU  - Garcia Silva, M. T.
AU  - Grunewald, S.
AU  - Haack, T. B.
AU  - van Hasselt, P. M.
AU  - Hikmat, O.
AU  - Hörster, F.
AU  - Isohanni, P.
AU  - Ramzan, K.
AU  - Kovacs-Nagy, R.
AU  - Krumina, Z.
AU  - Martin-Hernandez, E.
AU  - Mayr, J. A.
AU  - McClean, P.
AU  - De Meirleir, L.
AU  - Naess, K.
AU  - Ngu, L. H.
AU  - Pajdowska, M.
AU  - Rahman, S.
AU  - Riordan, G.
AU  - Riley, L.
AU  - Roeben, B.
AU  - Rutsch, F.
AU  - Santer, R.
AU  - Schiff, M.
AU  - Seders, M.
AU  - Sequeira, S.
AU  - Sperl, W.
AU  - Staufner, C.
AU  - Synofzik, M.
AU  - Taylor, R. W.
AU  - Trubicka, J.
AU  - Tsiakas, K.
AU  - Unal, O.
AU  - Wassmer, E.
AU  - Wedatilake, Y.
AU  - Wolff, T.
AU  - Prokisch, H.
AU  - Morava, E.
AU  - Pronicka, E.
AU  - Wevers, R. A.
AU  - de Brouwer, A. P.
AU  - Wortmann, S. B.
C2  - Pmc5847115
DA  - Dec
DO  - 10.1002/ana.25110
DP  - NLM
ET  - 2017/12/06
J2  - Annals of neurology
KW  - Adolescent
Adult
Amino Acid Sequence
Carboxylic Ester Hydrolases/*genetics
Child
Child, Preschool
Cohort Studies
Deaf-Blind Disorders/*diagnostic imaging/*genetics/therapy
*Disease Progression
Dystonia/*diagnostic imaging/*genetics/therapy
Female
Humans
Infant
Infant, Newborn
Intellectual Disability/*diagnostic imaging/*genetics/therapy
Male
Mutation/*genetics
Optic Atrophy/*diagnostic imaging/*genetics/therapy
Young Adult
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0364-5134 (Print)
0364-5134
SP  - 1004-1015
ST  - Progressive deafness-dystonia due to SERAC1 mutations: A study of 67 cases
T2  - Ann Neurol
TI  - Progressive deafness-dystonia due to SERAC1 mutations: A study of 67 cases
VL  - 82
ID  - 203922
ER  - 


TY  - JOUR
AB  - INTRODUCTION: An understanding of how dentists develop patient support techniques for use with adults with intellectual developmental disorders (IDD) may lead to a better understanding of how these techniques can be taught. In this study, we explored how skilled dentists developed non-physical, non-pharmacological patient support techniques (nPSTs) for use with adults with IDD. MATERIALS AND METHODS: Adopting a qualitative descriptive design, a synchronous online group interview was undertaken with six dentists. Informants were subsequently contacted in pairs, or individually, for further interview. All data were analysed using thematic content analysis. Author biases and rigour are considered. RESULTS: Three categories emerged: Motivation to learn; Formal learning; and Informal learning, and the latter had three subcategories: Observation; Trial; and error and Experience. Motivators to learn PST skills included perceived empathy and a sense of responsibility towards patients with IDD. Formal undergraduate learning was lacking leaving dentists to rely on paediatric training "A paediatric model from your training… needs to be restructured and re-emphasised with people with disabilities as they progress through the lifespan.", whereas specialist training was reported to be helpful where available. Over time, practitioners developed an individualised skillset through observation, trial and error and experience. "You learn. Just like any job, you learn on the job. You learn a lot from experience and mistakes." DISCUSSION: Essential patient support skills appear to be acquired in an ad hoc manner. How dentists learn their skills has implications for dental training for future and current dental professionals. CONCLUSIONS: Specific recommendations to improve education are made.
AD  - Department of Child and Public Dental Health, Dublin Dental University Hospital, Dublin, Ireland.
School of Dental Science, Trinity College Dublin, Dublin, Ireland.
School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland.
Temple University, Philadelphia, PA, USA.
Centre for Academic Practice and eLearning, Trinity College Dublin, Dublin, Ireland.
AN  - 32320510
AU  - Mac Giolla Phadraig, C.
AU  - Griffiths, C.
AU  - McCallion, P.
AU  - McCarron, M.
AU  - Wride, M. A.
AU  - Nunn, J. H.
DA  - Aug
DO  - 10.1111/eje.12534
DP  - NLM
ET  - 2020/04/23
J2  - European journal of dental education : official journal of the Association for Dental Education in Europe
KW  - Adult
Child
Dentists
*Education, Dental
Humans
*Intellectual Disability
Learning
Motivation
behaviour guidance
dental education
experiential learning
focus group
intellectual disability
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1396-5883
SP  - 535-541
ST  - How dentists learn behaviour support skills for adults with intellectual developmental disorders: A qualitative analysis
T2  - Eur J Dent Educ
TI  - How dentists learn behaviour support skills for adults with intellectual developmental disorders: A qualitative analysis
VL  - 24
ID  - 204280
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To assess the impact of a multi-tiered oral health education programme on care staff caring for people with intellectual disability (ID). METHODS: Postal questionnaires were sent to all care staff of a community-based residential care service for adults, randomly assigned to control and intervention groups. A specifically developed training programme was delivered to residential staff nominees, who then trained all staff within the intervention group. The control group received no training. Post-test questionnaires were sent to both groups. Paired-samples t-test was used to compare oral health-related knowledge (K) and behaviour, attitude and self-efficacy (BAS) scores. RESULTS: Of the initial 219 respondents, 154 (response rate between 40% and 35.8%, with attrition rate of 29.7% from baseline to repeat) returned completed questionnaires at post-test (M=8.5 months, range=6.5-11 months). Control and intervention groups were comparable for general training, employment and demographic variables. In the intervention group, mean Knowledge Index score rose from K=7.2 to K=7.9 (P<0.001) and mean BAS scale score rose from BAS=4.7 to BAS=5.4 (P<0.001). There was no statistically significant increase in mean scores from test (K=7.0, BAS=4.7) to post-test (K=7.2, BAS=4.9) for the control group. CONCLUSIONS: Mean scores regarding knowledge, attitude, self-efficacy and reported behaviour increased significantly at 8.5 months in staff where training was provided. The results indicate that a multi-tiered training programme improved knowledge, attitude, self-efficacy and reported behaviour amongst staff caring for people with ID.
AD  - Department of Child and Public Dental Health, Dublin Dental University Hospital, Trinity College Dublin, Dublin, Ireland. macgiolla@dental.tcd.ie
AN  - 23039926
AU  - Mac Giolla Phadraig, C.
AU  - Guerin, S.
AU  - Nunn, J.
DA  - Apr
DO  - 10.1111/cdoe.12006
DP  - NLM
ET  - 2012/10/09
J2  - Community dentistry and oral epidemiology
KW  - Adult
Attitude to Health
Caregivers/*education
Dentures
Diet
Health Behavior
Health Education, Dental/*methods
Health Knowledge, Attitudes, Practice
Humans
*Intellectual Disability
Motivation
Multimedia
Oral Health
Oral Hygiene/education
Outcome Assessment, Health Care
Problem Solving
Professional-Patient Relations
*Residential Facilities
Role Playing
Self Efficacy
Teaching/*methods
Toothbrushing/methods
Workforce
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0301-5661
SP  - 182-92
ST  - Train the trainer? A randomized controlled trial of a multi-tiered oral health education programme in community-based residential services for adults with intellectual disability
T2  - Community Dent Oral Epidemiol
TI  - Train the trainer? A randomized controlled trial of a multi-tiered oral health education programme in community-based residential services for adults with intellectual disability
VL  - 41
ID  - 203929
ER  - 


TY  - JOUR
AB  - People with dyslexia are vastly under-represented in universities (Katusic et al., , Richardson & Wydell, ; Stampoltzis & Polychronopoulou, ). This situation is of concern for modern societies that value social justice. This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success. Thirteen students with dyslexia and 20 non-dyslexic peers were interviewed about their university learning experiences using a semi-structured qualitative approach. Students with dyslexia described engaging in learning activities intensively, frequently and strategically. They reported challenges and strengths relating to study skills, lectures, assessments, technology and support services. They also described helpful strategies including self-directed adaptive techniques, provisions from lecturers and assistance from the university. These findings suggest that students with dyslexia experience broad challenges at university, but helpful strategies may be available. Copyright © 2016 John Wiley & Sons, Ltd.
AD  - School of Education, Faculty of Human Sciences, Macquarie University, Sydney, Australia.
ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, Sydney, Australia.
AN  - 27892659
AU  - MacCullagh, L.
AU  - Bosanquet, A.
AU  - Badcock, N. A.
DA  - Feb
DO  - 10.1002/dys.1544
DP  - NLM
ET  - 2016/11/29
J2  - Dyslexia (Chichester, England)
KW  - Achievement
Adult
Dyslexia/*psychology
Female
Humans
Learning
Male
Qualitative Research
Students/*psychology
*Universities
Young Adult
Dyslexia
adults
higher education
study skills
support
university
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1076-9242
SP  - 3-23
ST  - University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies
T2  - Dyslexia
TI  - University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies
VL  - 23
ID  - 204191
ER  - 


TY  - JOUR
AB  - This article details the design of a co-created, evidence-based biofeedback therapy game addressing the research question: is the biofeedback implementation efficient, effective, and engaging for promoting quality movement during a therapy game focused on hand gestures? First, we engaged nine young people with Cerebral Palsy (CP) as design partners to co-create the biofeedback implementation. A commercially available, tap-controlled game was converted into a gesture-controlled game with added biofeedback. The game is controlled by forearm electromyography and inertial sensors. Changes required to integrate biofeedback are described in detail and highlight the importance of closely linking movement quality to short- and long-term game rewards. After development, 19 participants (8-17 years old) with CP played the game at home for 4 weeks. Participants played 17 ± 9 min/day, 4 ± 1 day/week. The biofeedback implementation proved efficient (i.e. participants reduced compensatory arm movements by 10.2 ± 4.0%), effective (i.e. participants made higher quality gestures over time), and engaging (i.e. participants consistently chose to review biofeedback). Participants found the game usable and enjoyable. Biofeedback design in therapy games should consider principles of motor learning, best practices in video game design, and user perspectives. Design recommendations for integrating biofeedback into therapy games are compiled in an infographic to support interdisciplinary knowledge sharing.
AD  - CIAMS, Univ. Paris-Sud, Université Paris-Saclay, Orsay, France.
Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.
Institute of Biomaterials and Biomedical Engineering, University of Toronto, Toronto, Canada.
CIAMS, Université d'Orléans, Orléans, France.
IBISC EA 4526, Université d'Evry, Université Paris-Saclay, Evry, France.
Fondation Ellen Poidatz, Saint Fargeau-Ponthierry, Saint Fargeau-Ponthierry, France.
AN  - 32207635
AU  - MacIntosh, A.
AU  - Vignais, N.
AU  - Vigneron, V.
AU  - Fay, L.
AU  - Musielak, A.
AU  - Desailly, E.
AU  - Biddiss, E.
DA  - Apr 17
DO  - 10.1080/10400435.2020.1744770
DP  - NLM
ET  - 2020/03/25
J2  - Assistive technology : the official journal of RESNA
KW  - assessment
biofeedback
developmental disability
knowledge translation
neurorehabilitation and brain computer interfaces
pediatrics
recreation
usability
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1040-0435
SP  - 1-9
ST  - The design and evaluation of electromyography and inertial biofeedback in hand motor therapy gaming
T2  - Assist Technol
TI  - The design and evaluation of electromyography and inertial biofeedback in hand motor therapy gaming
ID  - 204725
ER  - 


TY  - JOUR
AB  - Participation in continuing professional development (CPD) is part of lifelong learning required by ophthalmologists. Metacognition is a new area of educational research. It is important because metacognitive skills are essential in medical education and likely to improve effectiveness of CPD activities. We systematically searched PubMed using the terms "metacognition" and "CPD" or "continuing medical education (CME)" and found only 5 articles. These articles were supplemented by a broadbased review of published literature including educational psychology, across the continuum of medical education. We summarize the techniques that may improve metacognition in CPD: awareness of and instruction in metacognition, awareness and mitigation of cognitive errors, appropriate needs analysis, and choosing appropriate activities. Metacognition and learning of new surgical techniques, the role of portfolios, and the role of the educator are described. The evidence is weak however, and it is usually extrapolated to CPD activities from other fields. Ophthalmologists may be able to improve their metacognitive skills in the CPD context, but the evidence supporting this is of low quality.
AD  - University of Melbourne, Parkville, Australia.
Pacific Vision Foundation, San Francisco, CA.
Hospital of the Armed Forces-EMGFA, Lisbon, Portugal.
AN  - 30596228
AU  - Mack, H. G.
AU  - Spivey, B.
AU  - Filipe, H. P.
DA  - May-Jun
DO  - 10.22608/apo.2018280
DP  - NLM
ET  - 2019/01/01
J2  - Asia-Pacific journal of ophthalmology (Philadelphia, Pa.)
KW  - Education, Medical, Continuing/*methods
*Guidelines as Topic
Humans
Learning/*physiology
Metacognition/*physiology
Ophthalmologic Surgical Procedures/*education
Ophthalmologists/*education/psychology
Ophthalmology/*education
cognitive bias
continuing medical education
continuing professional development
heuristic
metacognition
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2162-0989
SP  - 256-263
ST  - How to Add Metacognition to Your Continuing Professional Development: Scoping Review and Recommendations
T2  - Asia Pac J Ophthalmol (Phila)
TI  - How to Add Metacognition to Your Continuing Professional Development: Scoping Review and Recommendations
VL  - 8
ID  - 203860
ER  - 


TY  - JOUR
AB  - Purpose: Interpretative phenomenological analysis is distinctive in foregrounding participants’ interpretations. As such, it is potentially useful for gaining an insight into the lived experience of autistic individuals and aligns well with participatory approaches. This paper provides the first systematic review of IPA studies that have employed a participatory approach and considers their contribution to Critical Autism Studies. Method: Four electronic databases were searched to identify peer-reviewed empirical research articles which employed a participatory IPA approach to consult with autistic individuals. Thirteen studies from four countries, published 2008–2018, met the inclusion criteria. These were examined to identify details of the methodology, findings and recommendations in order to consider each in relation to the underpinning philosophies of IPA and participatory research respectively, and their relationship to the stated aims of Critical Autism Studies. Results: A range of participatory approaches were employed and their use extended the depth and validity of findings. There was evidence of disruption to power relations in process and outcomes. Making sense of the autism diagnosis was a frequent point of discussion, even when this was not the focus of the study, and across studies, strong commonalities emerged, capturing a multi-dimensionality of ‘autistic identities’. Conclusion: This review provides evidence of the usefulness of IPA as a research approach to consult with autistic individuals. It lends itself to a range of participatory techniques and there is scope for these to be used with diverse autistic populations, in order to extend the opportunities for autistic individuals to be represented, and represent themselves, within autism research. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - MacLeod, Andrea, Autism Centre for Education & Research, School of Education, University of Birmingham, Birmingham, United Kingdom, B15 2TT
AN  - 2019-28653-007
AU  - MacLeod, Andrea
DB  - APA PsycInfo
DO  - 10.1016/j.rasd.2019.04.005
DP  - EBSCOhost
KW  - Interpretative phenomenological analysis
Participatory
Critical autism studies
Autism
Autism Spectrum Disorders
Action Research
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 1750-9467
1878-0237
SP  - 49-62
ST  - Interpretative Phenomenological Analysis (IPA) as a tool for participatory research within Critical Autism Studies: A systematic review
T2  - Research in Autism Spectrum Disorders
TI  - Interpretative Phenomenological Analysis (IPA) as a tool for participatory research within Critical Autism Studies: A systematic review
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-28653-007&site=ehost-live&scope=site
ORCID: 0000-0001-8899-932X
a.g.macleod@bham.ac.uk
VL  - 64
ID  - 204958
ER  - 


TY  - THES
AB  - The purpose of this research was to seek evidence of awareness of metacognitive processes and intertextuality in the reading comprehension of students in an adult basic education class. Its purpose was to interweave several strands of research investigation and theory to explain the reading and writing capabilities of a representative population in an adult basic education class. This action research in the form of inquiry is described by Weirauch and Kuhne, (2000), and by Neimi in 1989 in Quigley's, "Fulfilling the Promise of Adult and Continuing Education." It consists of part action research and part advocacy in a mixed methods approach with an emphasis on improving the education of adults returning to school to further their job prospects or remediate their lack of education (p. 56). The participants were all working adults in an Adult Basic Education class with either a high school diploma or a GED. The four components to the research design were two survey instruments: Mokhtari and Richardson's "Metacognitive Awareness of Reading Strategies Inventory" (MARSI) and Schraw and Dennison's "Metacognitive Awareness Inventory" (MAI). There were three reading-comprehension modules taken from standard popular and school literature coupled with written impressions and thoughts following both the first and second readings. The illustration requirement captured an aspect of the reading that the student felt was emotionally significant or had a strong visual element. The difference between this research and other research in the field is the inclusion of a rich picture description module designed to capture non-conscious elements of understanding and to counter any effects of self-report. One finding of this study shows that people often do not know how much they do not know, and tend to either overestimate or underestimate their abilities. A second finding is that the rich picture illustration revealed understandings beyond the participants' written expression. [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  - MacMonagle, William Peter
DB  - ERIC
DP  - EBSCOhost
KW  - Metacognition
Reading Comprehension
Adult Basic Education
Learning Theories
Action Research
Mixed Methods Research
Adult Students
Reading Strategies
Written Language
Writing Assignments
Surveys
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-53383-8
ST  - Participants in Adult Basic Skills Classes Using Intertextual and Metacognitive Skills and Strategies to Aid Reading Comprehension and Written Expression
TI  - Participants in Adult Basic Skills Classes Using Intertextual and Metacognitive Skills and Strategies to Aid Reading Comprehension and Written Expression
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED547177&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:3521886
ID  - 205286
ER  - 


TY  - JOUR
AB  - INTRODUCTION: An increasing number of people are living with cognitive impairment and dementia. Current pharmacological therapies at best reduce Alzheimer's disease symptomatology but do not delay dementia onset in those at high risk. Structured exercise interventions can enhance cognition in older people; however, to produce long lasting, clinically relevant cognitive benefits, it is proposed that a multifaceted approach incorporating exercise with dietary supplements will address a wider range of mechanisms involved in cognitive decline. The Protein Omega-3 aNd vitamin D Exercise Research (PONDER) study aims to investigate the cognitive effects of a multimodal exercise programme combined with nutritional supplementation in older adults with subjective memory impairment (SMI). METHODS AND ANALYSIS: The PONDER study is a single-centre, 12-month, community-based, parallel group, randomised, double-blind, placebo controlled trial involving a 6-month multifaceted intervention with a further 6-month follow-up. Participants will be 148 people from Melbourne, Australia, aged 60-85 years with SMI who will be randomised (1:1 ratio) to either a 6-month supervised multimodal exercise programme combined with omega-3 fatty acid, vitamin D and protein supplementation or a stretching/flexibility exercise programme combined with placebo supplements. The primary outcome is the change in cognition after 6 months as assessed by the Trail Making Test and global cognitive function assessed from the Cogstate Computerised battery. Secondary outcomes will include memory, working memory/learning and attention/psychomotor function, the Montreal Cognitive Assessment, mood, quality of life, muscle strength, physical function, body composition, cardiovascular health and sleep quality. Cognition at 12 months will represent a secondary outcome. ETHICS AND DISSEMINATION: This study has been approved by the Deakin University Human Research Ethics Committee (project 2016-260). Informed consent will be obtained from all participants. The authors intend to submit the findings of the study to peer-reviewed journals or academic conferences to be published. TRIAL REGISTRATION NUMBER: ACTRN12616001549415; Pre-results.
AD  - Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Victoria, Australia.
Australian Institute for Musculoskeletal Science (AIMSS), The University of Melbourne and Western Health, St Albans, Victoria, UK.
Faculty of Science Medicine and Health, University of Wollongong, Wollongong, New South Wales, Australia.
Monash Cardiovascular Research Centre, Monash HEART, Monash University, Melbourne, Australia.
AN  - 31072850
AU  - Macpherson, H.
AU  - Brownell, S.
AU  - Duckham, R. L.
AU  - Meyer, B.
AU  - Mirzaee, S.
AU  - Daly, R. M.
C2  - Pmc6527972
DA  - May 9
DO  - 10.1136/bmjopen-2018-024145
DP  - NLM
ET  - 2019/05/11
J2  - BMJ open
KW  - Aged
Aged, 80 and over
*Cognition/drug effects/physiology
Cognitive Dysfunction/*prevention & control
*Dietary Supplements
Double-Blind Method
*Exercise Therapy
Fatty Acids, Omega-3/pharmacology/*therapeutic use
Humans
Middle Aged
Proteins/pharmacology/*therapeutic use
Randomized Controlled Trials as Topic/*methods
*Research Design
Risk Factors
Vitamin D/pharmacology/*therapeutic use
*dementia
*geriatric medicine
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2044-6055
SP  - e024145
ST  - Multifaceted intervention to enhance cognition in older people at risk of cognitive decline: study protocol for the Protein Omega-3 and Vitamin D Exercise Research (PONDER) study
T2  - BMJ Open
TI  - Multifaceted intervention to enhance cognition in older people at risk of cognitive decline: study protocol for the Protein Omega-3 and Vitamin D Exercise Research (PONDER) study
VL  - 9
ID  - 203842
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Cognitive impairment in schizophrenia is a core feature of the disorder. Computerized cognitive training has shown promise in pilot studies. A 26-week randomized blinded placebo-controlled trial was conducted to investigate the effect of a novel computerized cognitive training program on cognitive and functional capacity outcomes. METHOD: The study followed MATRICS guidelines for the evaluation of interventions designed to improve cognitive function in schizophrenia. Participants (N = 150) were randomized to experimental (computerized cognitive training in a game-like format) or active control (computer games) groups. Training was conducted in-clinic, with an intended training schedule of 5 days per week, 1 h per day, for 26 weeks. Co-primary outcome measures were the MATRICS Consensus Cognitive Battery (MCCB) composite score and the UCSD Performance-Based Skills Assessment (UPSA-2) total score, secondary outcome measures included the Cognitive Assessment Interview (CAI) and the Short-Form-12 Mental Composite Score (SF-12 MCS). Target engagement was assessed with task-learning based assessment. RESULTS: At baseline, the groups were well matched. No significant effect of the experimental treatment was seen on the primary or secondary outcome measures compared to the active control. Review of the task learning/target engagement data suggested inadequate target engagement. CONCLUSIONS: Results do not support a cognitive or functional capacity benefit from this implementation of a computerized cognitive training program in people with schizophrenia. In future trials, careful consideration is merited of the assessment of task learning/target engagement, the effects of making the cognitive training game-like on motivation, and the implicit effects of trial requirements on participant selection.
AD  - Posit Science, United States of America. Electronic address: henry.mahncke@positscience.com.
Posit Science, United States of America.
Virginia Commonwealth University, United States of America.
Corporal Michael J. Crescenz VA Medical Center, The Perelman School of Medicine, University of Pennsylvania, United States of America.
Atlanta Veterans Affairs Medical Center, Emory University, United States of America.
Palo Alto Veterans Affairs Medical Center, United States of America.
University of North Carolina at Chapel Hill, United States of America.
University of Rochester, United States of America.
University of California, Los Angeles, United States of America.
University of Miami, United States of America.
University of Texas Health Science Center in Austin, United States of America.
Duke University, United States of America.
Columbia University, United States of America.
AN  - 30930034
AU  - Mahncke, H. W.
AU  - Kim, S. J.
AU  - Rose, A.
AU  - Stasio, C.
AU  - Buckley, P.
AU  - Caroff, S.
AU  - Duncan, E.
AU  - Yasmin, S.
AU  - Jarskog, L. F.
AU  - Lamberti, J. S.
AU  - Nuechterlein, K.
AU  - Strassnig, M.
AU  - Velligan, D.
AU  - Ventura, J.
AU  - Walker, T.
AU  - Stroup, T. S.
AU  - Keefe, R. S. E.
C2  - Pmc6544484
C6  - NIHMS1525720 and is the developer of the PACR cognitive training program used in this study. Posit Science holds patents for and a proprietary interest in this software. Henry W. Mahncke is an employee of and holds equity in Posit Science, and contributed to the design, conduct, analysis, and publication of this study. Cate Stasio and Sarah-Jane Kim are also employees of and hold equity in Posit Science, and contributed to the conduct of the study. Annika Rose was an employee of Posit Science and now serves as a consultant to Posit Science, holds equity in Posit Science, and contributed to the analysis of this study. No other author is an employee of or paid consultant to Posit Science, and no other author holds equity or other financial conflict of interest in Posit Science. All sponsor payments related to the eCaesar trial were made through sponsored research agreements with the various academic trial sites; none were made through personal consulting relationships to individuals. Ultimate responsibility for the design, conduct, analysis, and publication of the trial resided with Henry W. Mahncke and Richard S. E. Keefe. Dr. Keefe has full access to the data set of the study. E.D. is a full time attending psychiatrist in the Mental Health Service Line at the Atlanta Veterans Affairs Medical Center, Decatur, GA. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Department of Veterans Affairs. Infrastructure support was provided by the Research and Development and Mental Health Service Lines, and the Center for Visual and Neurocognitive Rehabilitation at the Atlanta Veterans Affairs Medical Center, Decatur, GA. Additional infrastructure support was provided by the Department of Psychiatry and Behavioral Sciences of the Emory University School of Medicine, Atlanta, GA.
DA  - Jun
DO  - 10.1016/j.schres.2019.03.006
DP  - NLM
ET  - 2019/04/02
J2  - Schizophrenia research
KW  - Adult
Antipsychotic Agents/therapeutic use
*Cognition
Double-Blind Method
Female
Humans
Male
Middle Aged
Neuropsychological Tests
Patient Dropouts
Schizophrenia/*therapy
*Schizophrenic Psychology
*Therapy, Computer-Assisted/methods
Treatment Failure
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0920-9964 (Print)
0920-9964
SP  - 182-189
ST  - Evaluation of a plasticity-based cognitive training program in schizophrenia: Results from the eCaesar trial
T2  - Schizophr Res
TI  - Evaluation of a plasticity-based cognitive training program in schizophrenia: Results from the eCaesar trial
VL  - 208
ID  - 204575
ER  - 


TY  - JOUR
AB  - After an introduction (1) the article analyzes the evolution of the embodied mind (2), the innovation of embodied robotics (3), and finally discusses conclusions of embodied robotics for human responsibility (4). Considering the evolution of the embodied mind (2), we start with an introduction of complex systems and nonlinear dynamics (2.1), apply this approach to neural self-organization (2.2), distinguish degrees of complexity of the brain (2.3), explain the emergence of cognitive states by complex systems dynamics (2.4), and discuss criteria for modeling the brain as complex nonlinear system (2.5). The innovation of embodied robotics (3) is a challenge of future technology. We start with the distinction of symbolic and embodied AI (3.1) and explain embodied robots as dynamical systems (3.2). Self-organization needs self-control of technical systems (3.3). Cellular neural networks (CNN) are an example of self-organizing technical systems offering new avenues for neurobionics (3.4). In general, technical neural networks support different kinds of learning robots (3.5). Finally, embodied robotics aim at the development of cognitive and conscious robots (3.6).
AD  - Carl von Linde Academy, Technical University Munich, Germany. Mainzer@cvl-a.tum.de
AN  - 19665560
AU  - Mainzer, K.
DA  - Sep-Dec
DO  - 10.1016/j.jphysparis.2009.08.012
DP  - NLM
ET  - 2009/08/12
J2  - Journal of physiology, Paris
KW  - Animals
Biological Evolution
Cognition/physiology
*Humanities/ethics/psychology
Humans
Models, Neurological
Natural Language Processing
*Neural Networks, Computer
Nonlinear Dynamics
*Psychophysiology
*Robotics/ethics
*Systems Theory
LA  - eng
M1  - 3-5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0928-4257
SP  - 296-304
ST  - From embodied mind to embodied robotics: humanities and system theoretical aspects
T2  - J Physiol Paris
TI  - From embodied mind to embodied robotics: humanities and system theoretical aspects
VL  - 103
ID  - 204160
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To describe developmental and functional outcomes of children with congenital heart defects (CHDs) at school entry after open heart surgery. STUDY DESIGN: Infants with CHDs who underwent surgical repair in infancy were recruited and assessed prospectively for developmental progress. At 5 years of age (64.2 +/- 11.3 months), 94 subjects were evaluated in a blind fashion by using a variety of standardized measures. RESULTS: Mean IQ scores were in the low average range (90-94). Receptive language was in the average range (103.6 +/- 14.4). Behavioral difficulties were common (27.1%), with internalizing problems being more frequent. Functional limitations in socialization (93.0 +/- 17.1), daily living skills (94.6 +/- 16.4), communication (90.0 +/- 14.1), and adaptive behavior (92.1 +/- 15.8) were noted in 11% to 17% of children. With the Functional Independence Measure for Children, 20% to 22% of subjects were more dependent than their peers in self-care and social cognition, although few (4.5%) had mobility restrictions. Predictors of developmental and functional limitations included: abnormal postoperative neurologic examination, microcephaly, deep hypothermic circulatory arrest time, palliation, acyanotic heart lesion, age at surgery, and maternal education. CONCLUSIONS: After infant open-heart surgery, children with CHDs may exhibit a range of developmental difficulties at school entry that enhances risk for learning challenges and decreased social participation.
AD  - School of Physical and Occupational Therapy, McGill University, Montreal Children's Hospital, Montreal, Quebec, Canada. annette.majnemer@mcgill.ca
AN  - 18571536
AU  - Majnemer, A.
AU  - Limperopoulos, C.
AU  - Shevell, M.
AU  - Rohlicek, C.
AU  - Rosenblatt, B.
AU  - Tchervenkov, C.
DA  - Jul
DO  - 10.1016/j.jpeds.2007.12.019
DP  - NLM
ET  - 2008/06/24
J2  - The Journal of pediatrics
KW  - Child
Child Development
Cognition
Developmental Disabilities/*diagnosis/etiology
Heart Defects, Congenital/*pathology/*therapy
Humans
Intelligence
Intelligence Tests
Outcome Assessment, Health Care
Prospective Studies
Schools
Self Care
Students
Thoracic Surgery
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0022-3476
SP  - 55-60
ST  - Developmental and functional outcomes at school entry in children with congenital heart defects
T2  - J Pediatr
TI  - Developmental and functional outcomes at school entry in children with congenital heart defects
VL  - 153
ID  - 204173
ER  - 


TY  - JOUR
AB  - Metacognitive training is an emerging cognitive intervention for children with fetal alcohol spectrum disorder (FASD) that teaches children to think about their thinking and use strategies to improve learning and regulation. We investigated how children with FASD acquired metacognitive strategies during a computerized intervention delivered in a school setting. The number, type, and process of strategy acquisition were recorded for seven children with FASD during the intervention. As an indication of strategy learning, we recorded prompted and spontaneous strategy use over time. Children with FASD were found to use a total of 26 different metacognitive strategies, with eight strategies used spontaneously by all participants. Participants demonstrated a significant decrease in the number of different prompted strategies and a significant increase in the number of spontaneous strategies used over the course of the intervention. Implications for the use of a metacognitive approach for students with FASD are discussed, emphasizing the value of a strength-based approach.
AN  - EJ1220593
AU  - Makela, Marnie L.
AU  - Pei, Jacqueline R.
AU  - Kerns, Kimberly A.
AU  - MacSween, Jennifer V.
AU  - Kapasi, Aamena
AU  - Rasmussen, Carmen
DA  - 08/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Fetal Alcohol Syndrome
Metacognition
Learning Strategies
Intervention
Children
Prompting
Executive Function
Educational Games
Computer Assisted Instruction
Ability
Outcomes of Education
Foreign Countries
Canada
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 0022-4669
SP  - 119-128
ST  - Teaching Children with Fetal Alcohol Spectrum Disorder to Use Metacognitive Strategies
T2  - Journal of Special Education
TI  - Teaching Children with Fetal Alcohol Spectrum Disorder to Use Metacognitive Strategies
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1220593&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0022466919832371
VL  - 53
ID  - 205341
ER  - 


TY  - JOUR
AB  - Despite evidence from previous studies that support using Social Stories[TM] for problem behaviors, research conducted with more rigorous controls is needed to examine whether or not Social Stories constitute an evidence-based practice.This study employed an ABABCBC single-subject design comparing a Social Story presented in two formats across three elementary-age students with autism. Interpretation of the results documents a decrease in the frequency of problem behavior for each participant. Outcomes were slightly better for the PowerPoint[TM] format than for the paper format. Results were maintained in the training setting and were generalized to another setting with a single verbal prompt. Teachers reported that the PowerPoint format was easily implemented, and students indicated that they liked the computer-assisted format. (Contains 2 tables and 3 figures.)
AN  - EJ863047
AU  - Mancil, G. Richmond
AU  - Haydon, Todd
AU  - Whitby, Peggy
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Behavior Problems
Behavior Modification
Elementary School Students
Computer Uses in Education
Generalization
Prompting
Verbal Communication
Teaching Methods
Educational Technology
Story Telling
Social Development
Interaction
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 1088-3576
SP  - 205-215
ST  - Differentiated Effects of Paper and Computer-Assisted Social Stories[TM] on Inappropriate Behavior in Children With Autism
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Differentiated Effects of Paper and Computer-Assisted Social Stories[TM] on Inappropriate Behavior in Children With Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ863047&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357609347324
VL  - 24
ID  - 205154
ER  - 


TY  - JOUR
AB  - Using the telephone to contact others can be an important skill in maintaining friendships with peers. This investigation used a system of least prompts (SLP) procedures to teach two telephone skills to 3 elementary students with cognitive disabilities: (a) placing phone calls and (b) leaving recorded voicemail messages. The SLP procedure was effective in teaching both skills to all 3 students. Results for maintenance and generalization, however, were mixed.
AN  - EJ802214
AU  - Manley, Kelly
AU  - Collins, Belva C.
AU  - Stenhoff, Donald M.
AU  - Kleinert, Harold
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Telecommunications
Mental Retardation
Elementary School Students
Peer Relationship
Generalization
Special Education
Daily Living Skills
Retention (Psychology)
Friendship
Prompting
Teaching Methods
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1053-0819
SP  - 221-236
ST  - Using a System of Least Prompts Procedure to Teach Telephone Skills to Elementary Students with Cognitive Disabilities
T2  - Journal of Behavioral Education
TI  - Using a System of Least Prompts Procedure to Teach Telephone Skills to Elementary Students with Cognitive Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ802214&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10864-008-9065-2
VL  - 17
ID  - 205414
ER  - 


TY  - JOUR
AB  - BACKGROUND AND OBJECTIVES: Diagnostic criteria for mild cognitive impairment (MCI) exclude functional deficits, yet recent studies suggest that older adults with MCI can exhibit impairment in instrumental activities of daily living (IADL). To assist health care providers in detecting functional vulnerabilities that often precipitate loss of independence, we: (a) compared IADL dependence in MCI to older adults without cognitive impairment and those with dementia, (b) estimated the odds of dependence on specific IADLs in MCI, and (c) investigated the differential contributions of memory and executive functions to IADL dependence. RESEARCH DESIGN AND METHODS: Participants were older adults (Mage = 77.58 ± 11.05) in Maryland, USA (N = 512) community and postacute rehabilitation settings. Analysis was performed on Brief Cognitive Assessment Tool (BCAT) and the Functional Activities Questionnaire (FAQ) data that assessed participants' cognitive functioning and IADL dependence, respectively. RESULTS: 61.04% of participants with MCI were dependent on one or more IADLs. MCI was associated with significantly greater odds of dependence than normal cognition on 7 of the 10 IADLs (odds ratios = 2.62-4.66). Impairment in memory and executive functions significantly predicted IADL dependence (18.52% of variance beyond demographics); executive functions were the stronger predictor, particularly for complex finances, complex cooking, and remembering events. DISCUSSION AND IMPLICATIONS: IADL dependence can occur even in MCI. Testing suggestive of MCI should alert clinicians to further investigate the older adult's profile of cognitive and functional limitations to highlight targets for caregiver support and promote independence by "right-sizing" community or facility resources.
AD  - Mansbach Health Tools, LLC, Simpsonville, Maryland.
AN  - 30137363
AU  - Mansbach, W. E.
AU  - Mace, R. A.
DA  - Sep 17
DO  - 10.1093/geront/gny097
DP  - NLM
ET  - 2018/08/24
J2  - The Gerontologist
KW  - Activities of Daily Living/*psychology
Aged
Aged, 80 and over
Cognition
Cognitive Dysfunction/*diagnosis
Dementia/diagnosis
*Executive Function
Female
Humans
Male
Maryland
*Memory
Middle Aged
Neuropsychological Tests
*Acute/short-term care
*Assessment of conditions/people
*Cognition
*Function/mobility
*Home- and community-based care and services
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0016-9013
SP  - 925-935
ST  - Predicting Functional Dependence in Mild Cognitive Impairment: Differential Contributions of Memory and Executive Functions
T2  - Gerontologist
TI  - Predicting Functional Dependence in Mild Cognitive Impairment: Differential Contributions of Memory and Executive Functions
VL  - 59
ID  - 204476
ER  - 


TY  - THES
AB  - Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative data and explanation of the findings using the SRL framework. Additionally, lessons learned, limitations, and implications for practice and research are discussed. Specifically, it is suggested that instructors can foster student learning in hybrid courses by teaching students to engage in SRL processes and behaviors rather than merely focusing on delivery of course content. Such SRL behaviors allow students to exercise greater control over the autonomous learning situations inherent in hybrid courses. [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  - Manuelito, Shannon Joy
DB  - ERIC
DP  - EBSCOhost
KW  - Self Management
Independent Study
Blended Learning
Community Colleges
Science Instruction
Two Year College Students
Student Responsibility
Metacognition
Student Motivation
Intervention
Action Research
Grades (Scholastic)
Vignettes
Photography
Ethnography
Mixed Methods Research
Learner Engagement
College Faculty
Study Habits
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-04892-0
ST  - Self-Regulated Learning in a Hybrid Science Course at a Community College
TI  - Self-Regulated Learning in a Hybrid Science Course at a Community College
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED553221&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:3559630
ID  - 205316
ER  - 


TY  - JOUR
AB  - The inhibitory GABAergic system has been implicated in multiple neuropsychiatric diseases such as schizophrenia and autism. The Dlx homeobox transcription factor family is essential for development and function of GABAergic interneurons. Mice lacking the Dlx1 gene have postnatal subtype-specific loss of interneurons and reduced IPSCs in their cortex and hippocampus. To ascertain consequences of these changes in the GABAergic system, we performed a battery of behavioral assays on the Dlx1 mutant mice, including zero maze, open field, locomotor activity, food intake, rotarod, tail suspension, fear conditioning assays (context and trace), prepulse inhibition, and working memory related tasks (spontaneous alteration task and spatial working memory task). Dlx1 mutant mice displayed elevated activity levels in open field, locomotor activity, and tail suspension tests. These mice also showed deficits in contextual and trace fear conditioning, and possibly in prepulse inhibition. Their learning deficits were not global, as the mutant mice did not differ from the wild-type controls in tests of working memory. Our findings demonstrate a critical role for the Dlx1 gene, and likely the subclasses of interneurons that are affected by the lack of this gene, in behavioral inhibition and associative fear learning. These observations support the involvement of particular components of the GABAergic system in specific behavioral phenotypes related to complex neuropsychiatric diseases. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1007/s11689-009-9025-8) contains supplementary material, which is available to authorized users.
AN  - 19816534
AU  - Mao, R.
AU  - Page, D. T.
AU  - Merzlyak, I.
AU  - Kim, C.
AU  - Tecott, L. H.
AU  - Janak, P. H.
AU  - Rubenstein, J. L.
AU  - Sur, M.
C2  - Pmc2758250
DA  - Sep
DO  - 10.1007/s11689-009-9025-8
DP  - NLM
ET  - 2009/10/10
J2  - Journal of neurodevelopmental disorders
KW  - Associative learning
Behavior
Calretinin
Fear conditioning
GABAergic
Hyperactivity
Inhibitory
Interneuron
Neuropsychiatric disease
Prepulse inhibition
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1866-1947 (Print)
1866-1947
SP  - 224-36
ST  - Reduced conditioned fear response in mice that lack Dlx1 and show subtype-specific loss of interneurons
T2  - J Neurodev Disord
TI  - Reduced conditioned fear response in mice that lack Dlx1 and show subtype-specific loss of interneurons
VL  - 1
ID  - 204837
ER  - 


TY  - JOUR
AB  - Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.
AD  - University of Bath, UK.
University of Winchester, UK.
AN  - 29069914
AU  - Maras, K.
AU  - Gamble, T.
AU  - Brosnan, M.
DA  - Jan
DO  - 10.1177/1362361317722028
DP  - NLM
ET  - 2017/10/27
J2  - Autism : the international journal of research and practice
KW  - Adolescent
Autism Spectrum Disorder/*psychology
Child
Female
Formative Feedback
Humans
Learning
Male
Mathematics/*education
*Metacognition
*autism spectrum disorder
*education
*learning
*mathematics
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1362-3613
SP  - 60-70
ST  - Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study
T2  - Autism
TI  - Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study
VL  - 23
ID  - 203927
ER  - 


TY  - JOUR
AB  - The Cognitive Interview is among the most widely accepted forms of police interviewing techniques; however, it is ineffective for witnesses with autism spectrum disorder (ASD). One of its main components involves mentally reinstating the internal and external context that was experienced at encoding. We report evidence showing that it is the mental reinstatement instructions in the absence of any physical cues that individuals with ASD find difficult. In more supported conditions where they physically return to the same environment in which they learnt the material, they recall as much as their typical counterparts. Our findings indicate that recall in ASD is aided by context, but only when supported by the physical environment. These findings have important implications for investigative interviewing procedures for witnesses with ASD.
AD  - Autism Research Group, City University London, UK.
AN  - 22804700
AU  - Maras, K. L.
AU  - Bowler, D. M.
DA  - Aug
DO  - 10.1111/j.2044-8295.2011.02077.x
DP  - NLM
ET  - 2012/07/19
J2  - British journal of psychology (London, England : 1953)
KW  - Adult
Analysis of Variance
Autistic Disorder/*psychology
Cues
Female
Humans
Intelligence/physiology
Interview, Psychological
Male
*Mental Recall
Photic Stimulation
Psychological Tests
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0007-1269
SP  - 330-42
ST  - Context reinstatement effects on eyewitness memory in autism spectrum disorder
T2  - Br J Psychol
TI  - Context reinstatement effects on eyewitness memory in autism spectrum disorder
VL  - 103
ID  - 204312
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. METHODS: Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. RESULTS: Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. CONCLUSION: Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.
AD  - Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, British Columbia, Canada.
AN  - 24850936
AU  - Marchand, J. P.
AU  - Pearson, M. L.
AU  - Albon, S. P.
C2  - Pmc4028583
DA  - May 15
DO  - 10.5688/ajpe78474
DP  - NLM
ET  - 2014/05/23
J2  - American journal of pharmaceutical education
KW  - Absenteeism
Awareness
Curriculum
Education, Pharmacy/*methods
Educational Measurement
*Faculty
Humans
Learning
*Perception
Program Evaluation
Schools, Pharmacy
Students, Pharmacy/*psychology
Surveys and Questionnaires
Teaching/*methods
*Video Recording
attendance
educational technology
lecture capture
lecture recording
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0002-9459 (Print)
0002-9459
SP  - 74
ST  - Student and faculty member perspectives on lecture capture in pharmacy education
T2  - Am J Pharm Educ
TI  - Student and faculty member perspectives on lecture capture in pharmacy education
VL  - 78
ID  - 204470
ER  - 


TY  - JOUR
AB  - An extensive review of both quantitative and qualitative literature reveals numerous connections between mindfulness practice and psychological well-being. Dancing Mindfulness, as a holistic wellness practice, is a creative approach to mindfulness meditation that draws on dance as the vehicle for engaging in the ancient practice characterized by non-judgment, loving kindness, and present-centered awareness. Of the first participants who learned the Dancing Mindfulness practice in a community-based setting, 10 shared their lived experience with the practice, and these experiences were analyzed using A.P. Giorgi׳s descriptive phenomenological psychological method. As a collective sample, the women described positive experiences with the Dancing Mindfulness practice. Specific themes indicated improvements in emotional and spiritual well-being, increased acceptance, positive changes to the self, and increased application of mindfulness techniques and strategies to real-world living. Another thematic area suggested that dancing and music are the two major components of action within Dancing Mindfulness leading to these benefits.
AD  - Mindful Ohio & The Institute for Creative Mindfulness, 1377 Springwood Trace SE, Warren, OH 44484. Electronic address: info@mindfulohio.com.
The University of Akron, Department of Counseling, Akron, OH.
AN  - 26260236
AU  - Marich, J.
AU  - Howell, T.
DA  - Sep-Oct
DO  - 10.1016/j.explore.2015.07.001
DP  - NLM
ET  - 2015/08/12
J2  - Explore (New York, N.Y.)
KW  - *Adaptation, Psychological
Adolescent
Adult
Awareness
*Dancing
*Emotions
Female
Holistic Health
Humans
*Meditation
Mental Disorders/*therapy
*Mental Health
Middle Aged
Mind-Body Relations, Metaphysical
*Mindfulness
Music
Qualitative Research
Self Concept
Spirituality
Stress, Psychological
Young Adult
Dance
body awareness
bodyfulness
mindfulness
phenomenology
wellness
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1550-8307
SP  - 346-56
ST  - Dancing Mindfulness: A Phenomenological Investigation of the Emerging Practice
T2  - Explore (NY)
TI  - Dancing Mindfulness: A Phenomenological Investigation of the Emerging Practice
VL  - 11
ID  - 204471
ER  - 


TY  - JOUR
AB  - This study aimed to gather information from school- and clinic-based professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities. Using an online survey, data were collected in six socio-culturally and linguistically diverse locations across four countries: the United States, Canada, the United Kingdom, and the Netherlands. In total, 361 surveys were included in the analysis from respondents who were primarily teachers and speech-language pathologists working in schools, daycares/preschools, or community-based clinics. The overall picture that emerged from the data reflected a disconnection between practice and opinion. In general, respondents believed that children with both mild and severe disabilities are capable of learning a second language, although their opinions were more neutral for the latter group. However, children with both mild and severe disabilities who spoke only a minority language at home had less access to services for second language learners than did their typically developing peers, although respondents agreed that such services should be more available. Regardless of clinical group, children who lived in homes where a minority language was spoken were often exposed to, assessed in, and treated in the majority language only; again, respondents generally disagreed with these practices. Finally, second language classes were less available to children in the two disability groups compared to typically developing bilingual children, with general agreement that the opportunity to acquire a second language should be more available, especially to those with mild disabilities. Although the results indicate that there is a considerable gap between current practices and professional opinions, professionals appear to be more supportive of bilingual educational opportunities for these populations than was suggested by previous research. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Marinova-Todd, Stefka H., School of Audiology and Speech Sciences, University of British Columbia, 2177 Wesbrook Mall, Vancouver, BC, Canada, V6T 1Z3
AN  - 2016-53394-004
AU  - Marinova-Todd, Stefka H.
AU  - Colozzo, Paola
AU  - Mirenda, Pat
AU  - Stahl, Hillary
AU  - Kay-Raining Bird, Elizabeth
AU  - Parkington, Karisa
AU  - Cain, Kate
AU  - de Valenzuela, Julia Scherba
AU  - Segers, Eliane
AU  - MacLeod, Andrea A. N.
AU  - Genesee, Fred
DB  - APA PsycInfo
DO  - 10.1016/j.jcomdis.2016.05.004
DP  - EBSCOhost
KW  - Bilingualism
Developmental disabilities
Preschoolers
Schoolaged children
Service delivery
Surveys
Adult
Child
Female
Humans
Internationality
Internet
Language Therapy
Male
Middle Aged
Minority Groups
Multilingualism
Professional Practice
Speech-Language Pathology
Surveys and Questionnaires
Bilingual Education
Regional Differences
Countries
Teachers
Speech Language Pathology
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 0021-9924
1873-7994
SP  - 47-62
ST  - Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study
T2  - Journal of Communication Disorders
TI  - Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-53394-004&site=ehost-live&scope=site
ORCID: 0000-0003-2780-188X
ORCID: 0000-0002-1016-3589
stefka@audiospeech.ubc.ca
VL  - 63
ID  - 205003
ER  - 


TY  - JOUR
AB  - This study aimed to gather information from school- and clinic-based professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities. Using an online survey, data were collected in six socio-culturally and linguistically diverse locations across four countries: the United States, Canada, the United Kingdom, and the Netherlands. In total, 361 surveys were included in the analysis from respondents who were primarily teachers and speech-language pathologists working in schools, daycares/preschools, or community-based clinics. The overall picture that emerged from the data reflected a disconnection between practice and opinion. In general, respondents believed that children with both mild and severe disabilities are capable of learning a second language, although their opinions were more neutral for the latter group. However, children with both mild and severe disabilities who spoke only a minority language at home had less access to services for second language learners than did their typically developing peers, although respondents agreed that such services should be more available. Regardless of clinical group, children who lived in homes where a minority language was spoken were often exposed to, assessed in, and treated in the majority language only; again, respondents generally disagreed with these practices. Finally, second language classes were less available to children in the two disability groups compared to typically developing bilingual children, with general agreement that the opportunity to acquire a second language should be more available, especially to those with mild disabilities. Although the results indicate that there is a considerable gap between current practices and professional opinions, professionals appear to be more supportive of bilingual educational opportunities for these populations than was suggested by previous research.
AD  - University of British Columbia, Vancouver, BC, Canada. Electronic address: stefka@audiospeech.ubc.ca.
University of British Columbia, Vancouver, BC, Canada.
Dalhousie University, Halifax, NS, Canada.
Lancaster University, Lancaster, UK.
University of New Mexico, Albuquerque, NM, USA.
Radboud University, Nijmegen, Netherlands.
Université de Montréal, Montreal, PQ, Canada.
McGill University, Montreal, PQ, Canada.
AN  - 27814797
AU  - Marinova-Todd, S. H.
AU  - Colozzo, P.
AU  - Mirenda, P.
AU  - Stahl, H.
AU  - Kay-Raining Bird, E.
AU  - Parkington, K.
AU  - Cain, K.
AU  - Scherba de Valenzuela, J.
AU  - Segers, E.
AU  - MacLeod, A. A.
AU  - Genesee, F.
DA  - Sep-Oct
DO  - 10.1016/j.jcomdis.2016.05.004
DP  - NLM
ET  - 2016/11/07
J2  - Journal of communication disorders
KW  - Adult
Child
Developmental Disabilities/*psychology
Female
Humans
Internationality
Internet
Language Therapy/methods
Male
Middle Aged
Minority Groups/psychology
*Multilingualism
*Professional Practice
Speech-Language Pathology/education
Surveys and Questionnaires
*Bilingualism
*Developmental disabilities
*Preschoolers
*Schoolaged children
*Service delivery
*Surveys
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0021-9924
SP  - 47-62
ST  - Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study
T2  - J Commun Disord
TI  - Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study
VL  - 63
ID  - 203952
ER  - 


TY  - JOUR
AB  - This study investigated the effectiveness of a video peer modeling and least-to-most prompting intervention in the school library setting, targeting the instructional delivery of an information-literacy skill to students with Autism Spectrum Disorder (ASD). Research studies have evaluated the effectiveness of video-modeling procedures in the acquisition of social initiation, conversational skills, perspective-taking, appropriate play, and functional skills. However, the literature is limited on the acquisition of academic skills in library instructional programs as effected by video modeling with least-to-most prompting. This single-case, multiple baseline design across five middle school students with ASD used a descriptive approach to measure baseline, video peer-modeling intervention, and withdrawal phases. The results suggest that video modeling with least-to-most prompting was successful in teaching the five participants to access the online library catalog to help them select books for academic and leisure activities. Findings from the current study add to the literature on the use of video-modeling procedures in improving academic skills in students with ASD and can be applied in library instructional programs to strengthen existing educational programs and services for children with ASD.
AN  - EJ1084780
AU  - Markey, Patricia T.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Information Seeking
Skill Development
School Libraries
Autism
Pervasive Developmental Disorders
Video Technology
Prompting
Modeling (Psychology)
Program Effectiveness
Middle School Students
Peer Teaching
Program Evaluation
Library Skills
Library Automation
Questionnaires
Student Attitudes
Likert Scales
Student Surveys
Case Studies
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 2165-1019
ST  - Introducing an Information-Seeking Skill in a School Library to Students with Autism Spectrum Disorder: Using Video Modeling and Least-to-Most Prompts
T2  - School Library Research
TI  - Introducing an Information-Seeking Skill in a School Library to Students with Autism Spectrum Disorder: Using Video Modeling and Least-to-Most Prompts
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1084780&site=ehost-live&scope=site
VL  - 18
ID  - 205249
ER  - 


TY  - JOUR
AB  - Human development occurs in a social environment in which learning is tightly coupled to the behavior of other supportive humans. One aspect of this coupling may occur through motor contagion, in which observing the actions of other people is associated with the activation of related motor representations. In order to explore the overlap between action observation and action execution in early childhood, a novel task was developed in which 4-year-old children were instructed to move a stylus on a graphics tablet in the presence of a background video which showed a model moving her arm in a direction that was either congruent or incongruent with the instructed axis of the child's stylus movements. The presence of incongruent background movements was associated with a significant interference effect on children's stylus movements. This interference effect was stronger when the background movements were performed by a same-age peer rather than by an adult. It is suggested that early childhood is a particularly interesting age period to study motor contagion, since the transition from infancy to childhood involves concurrent changes in cognitive control and in the ability to flexibly decouple perception and action. The examination of motor contagion provides an important consideration of social influences on cognitive control in early childhood--influences that have been somewhat neglected in the developmental literature on the related construct of executive functioning.
AD  - Department of Psychology, Temple University, 1701 North 13th Street, Philadelphia, PA 19122, USA. pjmarsh@temple.edu
AN  - 20732789
AU  - Marshall, P. J.
AU  - Bouquet, C. A.
AU  - Thomas, A. L.
AU  - Shipley, T. F.
DA  - Oct-Nov
DO  - 10.1016/j.neunet.2010.07.007
DP  - NLM
ET  - 2010/08/25
J2  - Neural networks : the official journal of the International Neural Network Society
KW  - Analysis of Variance
Child Development
Child, Preschool
Cognition/*physiology
Data Interpretation, Statistical
Executive Function/physiology
Eye Movements/physiology
Female
Humans
Imitative Behavior/*physiology
Male
Movement/*physiology
Perception/*physiology
Photic Stimulation
Social Behavior
*Social Environment
LA  - eng
M1  - 8-9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0893-6080
SP  - 1017-25
ST  - Motor contagion in young children: Exploring social influences on perception-action coupling
T2  - Neural Netw
TI  - Motor contagion in young children: Exploring social influences on perception-action coupling
VL  - 23
ID  - 204352
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Sleep disorders are common in individuals with Williams syndrome (WS), and sleep disturbance has a significant negative effect on attention, learning, and behavior. The use of sleep-inducing medicine in individuals with WS has not been widely investigated. The objective of this study was to evaluate the use and effectiveness of sleep medications among a large sample of individuals with WS by parent survey. METHODS: A survey of the use and effectiveness of sleep medications was completed by 513 (of 2846) members of the Williams Syndrome Association. The online survey asked for the age at initiation, degree of effectiveness (helpful, somewhat helpful, and not helpful), and side effects. RESULTS: One hundred thirty participants (25%) indicated that their family member with WS had taken medication to help with sleep. Melatonin was the most commonly reported medication taken for sleep, with 91% of parents reporting that it was "helpful" or "somewhat helpful" for their child with WS. Those who reported taking melatonin reported very few, if any, side effects. CONCLUSION: This parent-completed survey is a preliminary study showing the positive benefit of melatonin for individuals with WS who have disrupted sleep. The findings support the need for further study of the use of melatonin, in addition to behavioral sleep aids, given evidence that sleep disturbance negatively influences cognition and behavior.
AD  - *The Nisonger Center, The Ohio State University, Columbus, OH; †Department of Psychology, The Ohio State University at Newark, Newark, OH; ‡Department of Developmental-Behavioral Pediatrics, Sanford Children's Specialty Clinic, Sioux Falls, SD; §Division of Biostatistics, College of Public Health, The Ohio State University, Columbus, OH; ‖Department of Developmental Behavioral Pediatrics, Nationwide Children's Hospital, Columbus, OH.
AN  - 28937452
AU  - Martens, M. A.
AU  - Seyfer, D. L.
AU  - Andridge, R. R.
AU  - Coury, D. L.
DA  - Nov/Dec
DO  - 10.1097/dbp.0000000000000503
DP  - NLM
ET  - 2017/09/25
J2  - Journal of developmental and behavioral pediatrics : JDBP
KW  - Adolescent
Adult
Central Nervous System Depressants/adverse effects/*pharmacology
Child
Child, Preschool
Diphenhydramine/adverse effects/*pharmacology
Female
Humans
Hypnotics and Sedatives/adverse effects/*pharmacology
Infant
Male
Melatonin/adverse effects/*pharmacology
Parents
Sleep Wake Disorders/*drug therapy/etiology
Williams Syndrome/*complications
Young Adult
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0196-206x
SP  - 765-771
ST  - Use and Effectiveness of Sleep Medications by Parent Report in Individuals with Williams Syndrome
T2  - J Dev Behav Pediatr
TI  - Use and Effectiveness of Sleep Medications by Parent Report in Individuals with Williams Syndrome
VL  - 38
ID  - 204663
ER  - 


TY  - JOUR
AB  - BACKGROUND: Person-directed planning (PDP) is an approach to planning supports that aims to redistribute power from the service system to individuals with intellectual and developmental disabilities (IDD) and natural supports, improve relationships and build community. To do this, the right people with the right attitudes engaging in the right actions are needed. This paper examines how key elements in PDP contribute to successes in planning. MATERIALS/METHODS: Researchers worked with three planning teams from different community service agencies using participatory action research techniques (i.e. free list and pile sort, Socratic wheel, whys/hows exercise). RESULTS: Most key elements of PDP were relevant to each team. Perceptions of which had most contributed to planning successes differed. CONCLUSIONS: The various elements of PDP are used by and useful to planning teams, although some may be more relevant to some successes than others because of specific goals, or the person's strengths and needs.
AD  - Department of Health Sciences, Lakehead University, Thunder Bay, ON, Canada. lynn.martin@lakeheadu.ca.
School of Psychology, University of Ottawa, Ottawa, ON, Canada.
Department of Public Health Sciences, Queen's University, Kingston, ON, Canada.
AN  - 26350755
AU  - Martin, L.
AU  - Grandia, P.
AU  - Ouellette-Kuntz, H.
AU  - Cobigo, V.
DA  - Nov
DO  - 10.1111/jar.12214
DP  - NLM
ET  - 2015/09/10
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - Community-Based Participatory Research/*organization & administration
Developmental Disabilities/*rehabilitation
Health Services Research/*organization & administration
Humans
Intellectual Disability/*rehabilitation
Ontario
Patient-Centered Care/*organization & administration
*Social Support
*Person-directed planning
*community capacity
*empowerment
*intellectual disability
*participatory action research
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1360-2322
SP  - 552-565
ST  - From Framework to Practice: Person-Directed Planning in the Real World
T2  - J Appl Res Intellect Disabil
TI  - From Framework to Practice: Person-Directed Planning in the Real World
VL  - 29
ID  - 204180
ER  - 


TY  - JOUR
AB  - Background: Person‐directed planning (PDP) is an approach to planning supports that aims to redistribute power from the service system to individuals with intellectual and developmental disabilities (IDD) and natural supports, improve relationships and build community. To do this, the right people with the right attitudes engaging in the right actions are needed. This paper examines how key elements in PDP contribute to successes in planning. Materials/Methods: Researchers worked with three planning teams from different community service agencies using participatory action research techniques (i.e. free list and pile sort, Socratic wheel, whys/hows exercise). Results: Most key elements of PDP were relevant to each team. Perceptions of which had most contributed to planning successes differed. Conclusions: The various elements of PDP are used by and useful to planning teams, although some may be more relevant to some successes than others because of specific goals, or the person's strengths and needs. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Martin, Lynn, Department of Health Sciences, Lakehead University, 955 Oliver Road, Thunder Bay, ON, Canada, P7B 5E1
AN  - 2015-41789-001
AU  - Martin, Lynn
AU  - Grandia, Philip
AU  - Ouellette‐Kuntz, Hélène
AU  - Cobigo, Virginie
DB  - APA PsycInfo
DO  - 10.1111/jar.12214
DP  - EBSCOhost
KW  - community capacity
empowerment
intellectual disability
participatory action research
Person‐directed planning
mental retardation
Community Services
Health Care Services
Intellectual Development Disorder
Action Research
M1  - 6
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 1360-2322
1468-3148
SP  - 552-565
ST  - From framework to practice: Person‐directed planning in the real world
T2  - Journal of Applied Research in Intellectual Disabilities
TI  - From framework to practice: Person‐directed planning in the real world
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-41789-001&site=ehost-live&scope=site
lynn.martin@lakeheadu.ca
VL  - 29
ID  - 204939
ER  - 


TY  - JOUR
AB  - BACKGROUND: Early and effective identification of developmental disorders during childhood remains a critical task for the international community. The second highest prevalence of common developmental disorders in children are language delays, which are frequently the first symptoms of a possible disorder. OBJECTIVE: This paper evaluates a Web-based Clinical Decision Support System (CDSS) whose aim is to enhance the screening of language disorders at a nursery school. The common lack of early diagnosis of language disorders led us to deploy an easy-to-use CDSS in order to evaluate its accuracy in early detection of language pathologies. This CDSS can be used by pediatricians to support the screening of language disorders in primary care. METHODS: This paper details the evaluation results of the "Gades" CDSS at a nursery school with 146 children, 12 educators, and 1 language therapist. The methodology embraces two consecutive phases. The first stage involves the observation of each child's language abilities, carried out by the educators, to facilitate the evaluation of language acquisition level performed by a language therapist. Next, the same language therapist evaluates the reliability of the observed results. RESULTS: The Gades CDSS was integrated to provide the language therapist with the required clinical information. The validation process showed a global 83.6% (122/146) success rate in language evaluation and a 7% (7/94) rate of non-accepted system decisions within the range of children from 0 to 3 years old. The system helped language therapists to identify new children with potential disorders who required further evaluation. This process will revalidate the CDSS output and allow the enhancement of early detection of language disorders in children. The system does need minor refinement, since the therapists disagreed with some questions from the CDSS knowledge base (KB) and suggested adding a few questions about speech production and pragmatic abilities. The refinement of the KB will address these issues and include the requested improvements, with the support of the experts who took part in the original KB development. CONCLUSIONS: This research demonstrated the benefit of a Web-based CDSS to monitor children's neurodevelopment via the early detection of language delays at a nursery school. Current next steps focus on the design of a model that includes pseudo auto-learning capacity, supervised by experts.
AD  - Technical University of Madrid, Department of Telematic and Electronic Engineering, Madrid, Spain. marialuisa.martinr@upm.es.
AN  - 24870413
AU  - Martín Ruiz, M. L.
AU  - Valero Duboy, MÁ
AU  - Torcal Loriente, C.
AU  - Pau de la Cruz, I.
C2  - Pmc4060144
DA  - May 28
DO  - 10.2196/jmir.3263
DP  - NLM
ET  - 2014/05/30
J2  - Journal of medical Internet research
KW  - Child
Child, Preschool
*Decision Support Systems, Clinical
Female
Humans
*Internet
Language Disorders/*diagnosis
Male
Pediatrics
Primary Health Care
Reproducibility of Results
*Schools, Nursery
eHealth
early diagnosis
evaluation
health information systems
knowledge management
language disorders
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1439-4456 (Print)
1438-8871
SP  - e139
ST  - Evaluating a web-based clinical decision support system for language disorders screening in a nursery school
T2  - J Med Internet Res
TI  - Evaluating a web-based clinical decision support system for language disorders screening in a nursery school
VL  - 16
ID  - 204030
ER  - 


TY  - JOUR
AB  - BACKGROUND: The integration of smart home technology to support health and social care is acquiring an increasing global significance. Provision is framed within the context of a rapidly changing population profile, which is impacting on the number of people requiring health and social care, workforce availability and the funding of healthcare systems. OBJECTIVES: To explore the effectiveness of smart home technologies as an intervention for people with physical disability, cognitive impairment or learning disability, who are living at home, and to consider the impact on the individual's health status and on the financial resources of health care. SEARCH STRATEGY: We searched the following databases for primary studies: (a) the Cochrane Effective Practice and Organisation of Care (EPOC) Group Register, (b) the Cochrane Central Register of Controlled Trials (CENTRAL), (The Cochrane Library, issue 1, 2007), and (c) bibliographic databases, including MEDLINE (1966 to March 2007), EMBASE (1980 to March 2007) and CINAHL (1982 to March 2007). We also searched the Database of Abstracts of Reviews of Effectiveness (DARE). We searched the electronic databases using a strategy developed by the EPOC Trials Search Co-ordinator. SELECTION CRITERIA: We included randomised controlled trials (RCTs), quasi-experimental studies, controlled before and after studies (CBAs) and interrupted time series analyses (ITS). Participants included adults over the age of 18, living in their home in a community setting. Participants with a physical disability, dementia or a learning disability were included. The included interventions were social alarms, electronic assistive devices, telecare social alert platforms, environmental control systems, automated home environments and 'ubiquitous homes'. Outcome measures included any objective measure that records an impact on a participant's quality of life, healthcare professional workload, economic outcomes, costs to healthcare provider or costs to participant. We included measures of service satisfaction, device satisfaction and healthcare professional attitudes or satisfaction. DATA COLLECTION AND ANALYSIS: One review author completed the search strategy with the support of a life and health sciences librarian. Two review authors independently screened titles and abstracts of results. MAIN RESULTS: No studies were identified which met the inclusion criteria. AUTHORS' CONCLUSIONS: This review highlights the current lack of empirical evidence to support or refute the use of smart home technologies within health and social care, which is significant for practitioners and healthcare consumers.
AD  - Faculty of Life and Health Sciences, University of Ulster at Jordanstown, Shore Road, Newtownabbey, Belfast, Northern Ireland, UK, BT37 0QB. s.martin@ulster.ac.uk
AN  - 18843715
AU  - Martin, S.
AU  - Kelly, G.
AU  - Kernohan, W. G.
AU  - McCreight, B.
AU  - Nugent, C.
DA  - Oct 8
DO  - 10.1002/14651858.CD006412.pub2
DP  - NLM
ET  - 2008/10/10
J2  - The Cochrane database of systematic reviews
KW  - *Disabled Persons
*Electronics, Medical
*Home Care Services
Humans
Monitoring, Ambulatory/*instrumentation/methods
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1361-6137
SP  - Cd006412
ST  - Smart home technologies for health and social care support
T2  - Cochrane Database Syst Rev
TI  - Smart home technologies for health and social care support
ID  - 204784
ER  - 


TY  - JOUR
AB  - BACKGROUND: Little is known about preschool parents' cognitions, barriers, supports and modeling of key obesogenic behaviors, including breakfast, fruit and vegetable consumption, sugary beverage intake, feeding practices, portion sizes, active playtime, reduced screen-time, sleep and selection of child-care centers with characteristics that promote healthy behaviors. METHODS: Thus, the purpose of this study was to examine these factors via survey and focus groups among 139 parents of 2- to 5-year-old children. Standard content analysis procedures were used to identify trends and themes in the focus group data, and Analysis of Variance was used to test for differences between groups in the survey data. RESULTS: Results showed 80% of parents ate breakfast daily, consumed sugary beverages 2.7 ± 2.5SD days per week, and had at least two different vegetables and fruits an average of 5.2 ± 1.8SD and 4.6 ± 2.0SD days per week. Older parents and those with greater education drank significantly fewer sugary drinks. Parents played actively a mean 4.2 ± 2.2 hours/week with their preschoolers, who watched television a mean 2.4 ± 1.7 hours/day. Many parents reported having a bedtime routine for their preschooler and choosing childcare centers that replaced screen-time with active play and nutrition education. Common barriers to choosing healthful behaviors included lack of time; neighborhood safety; limited knowledge of portion size, cooking methods, and ways to prepare healthy foods or play active indoor games; the perceived cost of healthy options, and family members who were picky eaters. Supports for performing healthful behaviors included planning ahead, introducing new foods and behaviors often and in tandem with existing preferred foods and behaviors, and learning strategies from other parents. CONCLUSIONS: Future education programs with preschool parents should emphasize supports and encourage parents to share helpful strategies with each other.
AD  - Department of Nutritional Sciences, Rutgers, The State University of New Jersey, 26 Nichol Avenue, New Brunswick, NJ, 08901, USA. jmartin@njaes.rutgers.edu.
Department of Nutritional Sciences, Rutgers, The State University of New Jersey, 26 Nichol Avenue, New Brunswick, NJ, 08901, USA. kspaccar@kean.edu.
Department of Biological Sciences, Kean University, 1000 Morris Avenue, Union, NJ, 07082, USA. kspaccar@kean.edu.
Department of Nutritional Sciences, University of Arizona, 406 Shantz Building, 1177 E. 4th Street, Tucson, AZ, 85721-0038, USA. hongu@email.arizona.edu.
Department of Nutritional Sciences, University of Arizona, 406 Shantz Building, 1177 E. 4th Street, Tucson, AZ, 85721-0038, USA. galleman@email.arizona.edu.
Department of Nutritional Sciences, Rutgers, The State University of New Jersey, 26 Nichol Avenue, New Brunswick, NJ, 08901, USA. worobey@rci.rutgers.edu.
Department of Nutritional Sciences, Rutgers, The State University of New Jersey, 26 Nichol Avenue, New Brunswick, NJ, 08901, USA. bredbenner@aesop.rutgers.edu.
AN  - 25886030
AU  - Martin-Biggers, J.
AU  - Spaccarotella, K.
AU  - Hongu, N.
AU  - Alleman, G.
AU  - Worobey, J.
AU  - Byrd-Bredbenner, C.
C2  - Pmc4355499
DA  - Feb 26
DO  - 10.1186/s12889-015-1554-3
DP  - NLM
ET  - 2015/04/18
J2  - BMC public health
KW  - Adult
Age Distribution
Analysis of Variance
Beverages/statistics & numerical data
Child Day Care Centers
Child, Preschool
Cognition
Diet/methods
Exercise
Female
Focus Groups
Fruit
*Health Behavior
*Health Knowledge, Attitudes, Practice
Humans
Male
*Parenting
Parents
Pediatric Obesity/*prevention & control
Play and Playthings
*Qualitative Research
Sleep
*Social Support
Television
Vegetables
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1471-2458
SP  - 189
ST  - Translating it into real life: a qualitative study of the cognitions, barriers and supports for key obesogenic behaviors of parents of preschoolers
T2  - BMC Public Health
TI  - Translating it into real life: a qualitative study of the cognitions, barriers and supports for key obesogenic behaviors of parents of preschoolers
VL  - 15
ID  - 204345
ER  - 


TY  - JOUR
AB  - Using a self-defining memory task, this work studies the exact moment in which abstinent alcoholics perceived themselves as addicted. Phenomenological variables involved in the memory were obtained asking participants to evaluate their cognitions, perceptions and emotions associated with that self-defining memory. The sample consisted of 12 female and 31 male ex-alcoholics, with abstinence ranging from 6 months to 23 years. Mean age was 52.91 years. Our findings showed that awareness of the alcoholic self emerges in the context of uncontrolled consumption or an ultimatum from family members. This type of memory had a positive valence for most of the participants, regardless of the memory perspective (actor versus spectator). Those who remembered from an actor perspective, perceived the event as providing higher growth and personal learning. These results show the importance of exploring situations of uncontrolled consumption and family dynamics in the self-recognition of alcohol dependence. In addition, reinforcing an actor perspective compared to a spectator perspective might results in higher levels of personal enrichment, which may help maintain a patient's long-term recovery. These results support the use of autobiographical memory techniques to enhance awareness of the addicted self, and suggest the need to include these interventions in rehabilitation programmes.
AD  - a Psychology Department , University of Castilla-La Mancha, School of Medicine , Albacete , Spain.
AN  - 29944064
AU  - Martínez-Hernández, N.
AU  - Ricarte, J.
DA  - Feb
DO  - 10.1080/09658211.2018.1493128
DP  - NLM
ET  - 2018/06/27
J2  - Memory (Hove, England)
KW  - Alcohol Abstinence/*psychology
Alcoholics/*psychology
Awareness
Cognition
Emotions
Female
Humans
Male
*Memory, Episodic
Middle Aged
*Self Concept
*Self-defining memory
*addiction
*alcoholism
*self-perception
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0965-8211
SP  - 137-146
ST  - Self-defining memories related to alcohol dependence and their integration in the construction of the self in a sample of abstinent alcoholics
T2  - Memory
TI  - Self-defining memories related to alcohol dependence and their integration in the construction of the self in a sample of abstinent alcoholics
VL  - 27
ID  - 203886
ER  - 


TY  - JOUR
AB  - Neurofeedback is a kind of biofeedback, which teaches self-control of brain functions to subjects by measuring brain waves and providing a feedback signal. Neurofeedback usually provides the audio and or video feedback. Positive or negative feedback is produced for desirable or undesirable brain activities, respectively. In this review, we provided clinical and technical information about the following issues: (1) Various neurofeedback treatment protocols i.e. alpha, beta, alpha/theta, delta, gamma, and theta; (2) Different EEG electrode placements i.e. standard recording channels in the frontal, temporal, central, and occipital lobes; (3) Electrode montages (unipolar, bipolar); (4) Types of neurofeedback i.e. frequency, power, slow cortical potential, functional magnetic resonance imaging, and so on; (5) Clinical applications of neurofeedback i.e. treatment of attention deficit hyperactivity disorder, anxiety, depression, epilepsy, insomnia, drug addiction, schizophrenia, learning disabilities, dyslexia and dyscalculia, autistic spectrum disorders and so on as well as other applications such as pain management, and the improvement of musical and athletic performance; and (6) Neurofeedback softwares. To date, many studies have been conducted on the neurofeedback therapy and its effectiveness on the treatment of many diseases. Neurofeedback, like other treatments, has its own pros and cons. Although it is a non-invasive procedure, its validity has been questioned in terms of conclusive scientific evidence. For example, it is expensive, time-consuming and its benefits are not long-lasting. Also, it might take months to show the desired improvements. Nevertheless, neurofeedback is known as a complementary and alternative treatment of many brain dysfunctions. However, current research does not support conclusive results about its efficacy.
AD  - Department of Biomedical Engineering, Faculty of Engineering, University of Isfahan, Isfahan, Iran.
Department of Biostatistics and Epidemiology, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran.
AN  - 27303609
AU  - Marzbani, H.
AU  - Marateb, H. R.
AU  - Mansourian, M.
C2  - Pmc4892319
DA  - Apr
DO  - 10.15412/j.bcn.03070208
DP  - NLM
ET  - 2016/06/16
J2  - Basic and clinical neuroscience
KW  - Brain diseases
Brain waves
Complementary therapies
Electroencephalography
Neurofeedback
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2008-126X (Print)
2008-126x
SP  - 143-58
ST  - Neurofeedback: A Comprehensive Review on System Design, Methodology and Clinical Applications
T2  - Basic Clin Neurosci
TI  - Neurofeedback: A Comprehensive Review on System Design, Methodology and Clinical Applications
VL  - 7
ID  - 204733
ER  - 


TY  - JOUR
AB  - The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance. In addition, within-stimulus-category generalization of sharing was evident for all participants, although only 1 participant demonstrated across-category generalization of sharing. Offers to share occurred in a novel setting, with familiar and novel stimuli, and in the presence of novel adults and peers for all participants during posttreatment probes. (Contains 2 figures and 2 tables.)
AN  - EJ931955
AU  - Marzullo-Kerth, Denise
AU  - Reeve, Sharon A.
AU  - Reeve, Kenneth F.
AU  - Townsend, Dawn B.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Autism
Generalization
Novels
Teaching Methods
Stimuli
Role Models
Prompting
Reinforcement
Child Behavior
Maintenance
Novelty (Stimulus Dimension)
Familiarity
Adults
Young Children
Prosocial Behavior
Behavior Problems
Social Development
Elementary School Students
Observation
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 0021-8855
SP  - 279-294
ST  - Using Multiple-Exemplar Training to Teach a Generalized Repertoire of Sharing to Children with Autism
T2  - Journal of Applied Behavior Analysis
TI  - Using Multiple-Exemplar Training to Teach a Generalized Repertoire of Sharing to Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ931955&site=ehost-live&scope=site
http://www.jeabjaba.org/jaba/toc/2011/jabaSummer11.php
VL  - 44
ID  - 205421
ER  - 


TY  - JOUR
AB  - Fears and phobias are common in people on the autism spectrum and can impact on their ability to undertake usual daily activities. Graded exposure to the anxiety-provoking stimulus is a recognized method of treatment for fears/phobias in the nonautistic population but may pose specific difficulties for autistic people. For example, real-life exposure can be too anxiety-provoking to allow treatment to take place, and imaginal exposure can be problematic. To address this, we developed an intervention that combines cognitive behavioral therapy (CBT) with immersive virtual reality (VR) exposure to reduce anxiety. Following successful trials of this intervention with young people on the autism spectrum, we report a pilot study using the same intervention with autistic adults. Eight adults (aged 18-57 years) received one psychoeducation session and then four 20-minute sessions of graded exposure with a therapist in an immersive VR room (known as the Blue Room). Each participant completed all sessions showing that the intervention is feasible and acceptable. Outcomes were monitored at 6 weeks and 6 months postintervention. Five of the eight participants were classified as intervention responders and at 6 months after the end of intervention were experiencing real-life functional improvements. These preliminary findings show that VR-graded exposure alongside CBT may be an effective treatment for autistic people with phobias. LAY SUMMARY: Why was this study done?Anxiety is common in autistic adults. For some people, fears and phobias regarding everyday objects and situations occur frequently affecting everyday life. The main method to treat fears and phobias for people without autism is gradual exposure to the situation that causes anxiety. However, this method may be challenging for people on the autism spectrum. We wanted to test a new method of treatment that uses cognitive behavioral therapy (CBT) delivered with gradual exposure in a fully immersive virtual reality (VR) environment.What was the purpose of this study?We have already delivered this treatment successfully with autistic children. We wanted to test if this treatment would work for autistic adults. Changing traditional psychological treatments, such as CBT, to make it more suitable for autistic people is recommended by the National Institute for Health and Care Excellence.What did the researchers do?We recruited eight autistic adults (aged 18-57 years) with a fear/phobia and their supporter (parent/friend/support worker). Each adult had one session with a therapist to learn anxiety management techniques. They then had four 20-minute sessions of graded exposure with a therapist in an immersive VR room (known as the Blue Room). Each participant had a computer-generated scene designed for their specific anxiety-provoking situation. After four sessions, the participant tried real-life exposure with their supporter. We measured progress at 6 weeks and 6 months after the last VR session.What were the results of this study?Each participant completed all four sessions. This shows that the intervention was possible to deliver and acceptable to autistic people and therapists. Participants completed assessments at 6 weeks and 6 months after the VR sessions. Five of the eight participants were "responders" to the intervention. This means that 6 months after the last VR session, they still had real-life day-to-day improvements in relation to their phobia.What do these findings add to what was already known?We had not delivered this intervention to autistic adults previously. The findings show that this VR intervention has the potential to be an effective treatment for anxiety in autistic adults.What are the potential weaknesses in the study?This is a small study and future work will be a larger trial of this treatment-comparing results from people who get the intervention with people who do not. We would also want to have an outcome assessor who did not know whether people had received the intervention or not.How will these findings help autistic adults now or in the future?This new intervention has the potential to help autistic adults manage their anxiety in stressful situations and therefore may improve their quality of life.
AD  - Institute of Neuroscience, Newcastle University, Newcastle upon Tyne, United Kingdom.
Northumberland, Tyne and Wear NHS Foundation Trust, Newcastle upon Tyne, United Kingdom.
Business Development and Enterprise, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, United Kingdom.
AN  - 31032480
AU  - Maskey, M.
AU  - Rodgers, J.
AU  - Ingham, B.
AU  - Freeston, M.
AU  - Evans, G.
AU  - Labus, M.
AU  - Parr, J. R.
C2  - Pmc6485262
DA  - Jun 1
DO  - 10.1089/aut.2018.0019
DP  - NLM
ET  - 2019/04/30
J2  - Autism in adulthood : challenges and management
KW  - Asd
adults
anxiety
autism
cognitive behavior therapy
fear
phobia
virtual reality
cognitive behavior therapy and method of performance with royalties paid to Third
Eye. All other authors have no conflict of interests.
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2573-9581 (Print)
2573-9581
SP  - 134-145
ST  - Using Virtual Reality Environments to Augment Cognitive Behavioral Therapy for Fears and Phobias in Autistic Adults
T2  - Autism Adulthood
TI  - Using Virtual Reality Environments to Augment Cognitive Behavioral Therapy for Fears and Phobias in Autistic Adults
VL  - 1
ID  - 204737
ER  - 


TY  - THES
AB  - Universities claim that improved critical thinking ability is an educational outcome for their graduates, but they seldom create a path for students to achieve that outcome. In this practitioner action research study, the author created a job aid, entitled "Critical Thinking as a Differentiator for Distinguished Performance," to help higher education practitioners integrate critical thinking prompts into online course rubrics and provide explicit criteria to help students build expertise in critical thinking. Thinking performances described in the job aid (examining assumptions, acknowledging uncertainty, fairly considering alternative perspectives, identifying evaluation criteria, and evaluating evidence) are characteristic of an advanced developmental stage of thinking and provide opportunities for explicit critical self-reflection. Instructional designers and assessment specialists who tested the job aid in the creation of online university courses reported that it is a practical and efficient tool and that its use resulted in improved integration of critical thinking into courses. [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  - Mason Heinrichs, Kim R.
DB  - ERIC
DP  - EBSCOhost
KW  - Critical Thinking
Online Courses
Higher Education
Teaching Methods
Action Research
Prompting
Expertise
Metacognition
Instructional Design
Specialists
Evaluation Methods
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2016
SN  - 978-1-339-50337-0
ST  - Integrating Critical Thinking Instruction and Assessment into Online University Courses: An Action Research Study
TI  - Integrating Critical Thinking Instruction and Assessment into Online University Courses: An Action Research Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED567656&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:10017618
ID  - 205247
ER  - 


TY  - JOUR
AB  - Point-of-view video modeling (POV), a variation of video-based modeling interventions, involves creating a video exemplar from a first-person perspective. The advantage is a significant reduction in extraneous stimuli, as well as increased efficiency in production. However, the lack of systematic analysis to evaluate differential impact on targeted outcomes for individuals with disabilities limits the identification of the population for whom POV is most appropriate, as well as the most efficacious implementation procedure. Through meta-analysis of single-subject studies using POV to improve targeted outcomes, this study identifies differential effects of participant characteristics, implementation procedures, and targeted outcomes. Results of the systematic search reveal that POV has only been implemented with individuals with developmental disabilities or an autism spectrum disorder. Analysis yielded an overall improvement rate difference (IRD) effect size of 0.78 (83.4% confidence interval [CI] = [0.76, 0.80]). Furthermore, age, disability, and implementation variables moderate outcomes. Areas of future research and implications for practice are discussed.
AN  - EJ1019916
AU  - Mason, Rose A.
AU  - Davis, Heather S.
AU  - Boles, Margot B.
AU  - Goodwyn, Fara
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Meta Analysis
Effect Size
Program Effectiveness
Prompting
Priming
Program Implementation
Developmental Disabilities
Autism
Pervasive Developmental Disorders
Participant Characteristics
Age Differences
Literature Reviews
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 0741-9325
SP  - 333-345
ST  - Efficacy of Point-of-View Video Modeling: A Meta-Analysis
T2  - Remedial and Special Education
TI  - Efficacy of Point-of-View Video Modeling: A Meta-Analysis
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1019916&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0741932513486298
VL  - 34
ID  - 205189
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To determine whether tests of cognitive function and patient-reported outcome measures of motor function can be used to create a machine learning-based predictive tool for falls. DESIGN: Prospective cohort study. SETTING: Tertiary neurological and neurosurgical center. SUBJECTS: In all, 337 in-patients receiving neurosurgical, neurological, or neurorehabilitation-based care. MAIN MEASURES: Binary (Y/N) for falling during the in-patient episode, the Trail Making Test (a measure of attention and executive function) and the Walk-12 (a patient-reported measure of physical function). RESULTS: The principal outcome was a fall during the in-patient stay ( n = 54). The Trail test was identified as the best predictor of falls. Moreover, addition of other variables, did not improve the prediction (Wilcoxon signed-rank P < 0.001). Classical linear statistical modeling methods were then compared with more recent machine learning based strategies, for example, random forests, neural networks, support vector machines. The random forest was the best modeling strategy when utilizing just the Trail Making Test data (Wilcoxon signed-rank P < 0.001) with 68% (± 7.7) sensitivity, and 90% (± 2.3) specificity. CONCLUSION: This study identifies a simple yet powerful machine learning (Random Forest) based predictive model for an in-patient neurological population, utilizing a single neuropsychological test of cognitive function, the Trail Making test.
AD  - 1 Medical School, University College London, London, UK.
2 Therapy and Rehabilitation Services, National Hospital for Neurology and Neurosurgery, London, UK.
3 The Alan Turing Institute, London, UK.
4 Department of Statistical Science, University College London, London, UK.
5 Neurorehabilitation Unit, National Hospital for Neurology and Neurosurgery, London, UK.
6 Wolfson Neuro Rehabilitation Centre, St George's Hospital, London, UK.
7 Institute of Neurology, University College London, London, UK.
AN  - 29807453
AU  - Mateen, B. A.
AU  - Bussas, M.
AU  - Doogan, C.
AU  - Waller, D.
AU  - Saverino, A.
AU  - Király, F. J.
AU  - Playford, E. D.
DA  - Oct
DO  - 10.1177/0269215518771127
DP  - NLM
ET  - 2018/05/29
J2  - Clinical rehabilitation
KW  - Accidental Falls/*prevention & control
Aged
Cognition
Cohort Studies
Executive Function
Female
Humans
Male
Middle Aged
Models, Statistical
Nervous System Diseases/physiopathology/*rehabilitation
Neuropsychological Tests
Prospective Studies
*Trail Making Test
Walking
Accidental falls
Trail Making test
attention
decision support techniques
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0269-2155
SP  - 1396-1405
ST  - The Trail Making test: a study of its ability to predict falls in the acute neurological in-patient population
T2  - Clin Rehabil
TI  - The Trail Making test: a study of its ability to predict falls in the acute neurological in-patient population
VL  - 32
ID  - 204581
ER  - 


TY  - JOUR
AB  - BACKGROUND: In Japan, improvement in the care for institutionalized patients with severe motor and intellectual disabilities (SMID) has resulted in improved prognosis compared with previous decades, leading to difficulty in entering institutions because of the limited capacity. In recent years, new SMID patients discharged mostly from neonatal intensive care units receive care in their parents' homes rather than in institutions. In order to effect this change, an assessment of patient care in both an institutional and home environment is of utmost importance. METHODS: We performed a minute-by-minute time study of the work of staff members (n = 31) in a ward in an institution for SMID (31 patients with no ventilators) over 48 h in order to reconstruct patient care. RESULTS: Significant differences were found between the entirely immobile group (n = 15) and semi-mobile group (n = 13) in the area of total care time (124.6 vs 83.4 min/day, respectively, P = 0.003) and non-medical care time (99.1 vs 69.0 min/day, P = 0.003). Nurses (16 in total) did twice as many tasks as other staff members in the areas of medical care and general care management. The number of tasks was the same for nurses and other staff members in the areas of non-medical care and social participation/others. CONCLUSION: Patient care undertaken by medical professionals in the areas of both ordinary care as well as medical care seemed to have contributed to improved prognosis in SMID patients. This study demonstrates the essential nature of nursing care for SMID patients living in institutions and at home.
AD  - Kumamoto University Hospital.
Kumamoto-Ashikita Institution for Developmental Disabilities.
Department of Pediatrics, Graduate School of Medical Sciences, Kumamoto University, Kumamoto, Japan.
AN  - 25980787
AU  - Matsubasa, T.
AU  - Kimura, A.
AU  - Shinohara, M.
AU  - Endo, F.
DA  - Dec
DO  - 10.1111/ped.12687
DP  - NLM
ET  - 2015/05/20
J2  - Pediatrics international : official journal of the Japan Pediatric Society
KW  - Female
Follow-Up Studies
Humans
Intellectual Disability/diagnosis/*epidemiology
Japan/epidemiology
Male
Middle Aged
Morbidity/trends
Motor Disorders/diagnosis/*epidemiology
Psychometrics/*methods
Severity of Illness Index
*Time and Motion Studies
home care
institutionalization
intellectual disability
people with disabilities
time study
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1328-8067
SP  - 1154-8
ST  - Time study of staff members in an institution for severe motor and intellectual disabilities
T2  - Pediatr Int
TI  - Time study of staff members in an institution for severe motor and intellectual disabilities
VL  - 57
ID  - 204059
ER  - 


TY  - JOUR
AB  - Board Certified Behavior Analysts (BCBAs) may encounter situations, such as the current COVID-19 pandemic, that preclude them from providing traditional in-person applied behavior-analytic services to clients. When conditions prevent BCBAs and behavior technicians from working directly with clients, digital instructional activities designed by BCBAs and delivered via a computer or tablet may be a viable substitute. Google applications, including Google Slides, Google Forms, and Google Classroom, can be particularly useful for creating and sharing digital instructional activities. In the current article, we provide task analyses for utilizing basic Google Slides functions, developing independent instructional activities, developing caregiver-supported instructional activities, and sharing activities with clients and caregivers. We also provide practical recommendations for implementing digital instructional activities with clients and caregivers.
AD  - Department of Special Education and Rehabilitation, Utah State University, Logan, UT 84322-2865 USA. GRID: grid.53857.3c. ISNI: 0000 0001 2185 8768
AN  - 32837705
AU  - Mattson, S. L.
AU  - Higbee, T. S.
AU  - Aguilar, J.
AU  - Nichols, B.
AU  - Campbell, V. E.
AU  - Nix, L. D.
AU  - Reinert, K. S.
AU  - Peck, S.
AU  - Lewis, K.
C2  - Pmc7376830
DA  - Jul 23
DO  - 10.1007/s40617-020-00440-z
DP  - NLM
ET  - 2020/08/25
J2  - Behavior analysis in practice
KW  - Autism
Technology-based learning
Telehealth
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1998-1929 (Print)
1998-1929
SP  - 1-27
ST  - Creating and Sharing Digital ABA Instructional Activities: A Practical Tutorial
T2  - Behav Anal Pract
TI  - Creating and Sharing Digital ABA Instructional Activities: A Practical Tutorial
ID  - 204704
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Interventions targeting the early childhood period (0 to 3 years) help to improve neuro-cognitive functioning throughout life. Some of the more low cost, low resource-intensive community practices for this age-group are play, reading, music and tactile stimulation. This research was conducted to summarize the evidence regarding the effectiveness of such strategies on child development, with particular focus on techniques that may be transferable to developing countries and to children at risk of developing secondary impairments. STUDY DESIGN: PubMed, PsycInfo, Embase, ERIC, CINAHL and Cochrane were searched for studies involving the above strategies for early intervention. Reference lists of these studies were scanned and other studies were incorporated based on snow-balling. RESULT: Overall, 76 articles corresponding to 53 studies, 24 of which were randomized controlled trials, were identified. Sixteen of those studies were from low- and middle-income countries. Play and reading were the two commonest interventions and showed positive impact on intellectual development of the child. Music was evaluated primarily in intensive care settings. Kangaroo Mother Care, and to a lesser extent massage, also showed beneficial effects. Improvement in parent-child interaction was common to all the interventions. CONCLUSION: Play and reading were effective interventions for early childhood interventions in low- and middle-income countries. More research is needed to judge the effectiveness of music. Kangaroo Mother Care is effective for low birth weight babies in resource poor settings, but further research is needed in community settings. Massage is useful, but needs more rigorous research prior to being advocated for community-level interventions.
AD  - Department of Mental Health, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD 21205, USA.
AN  - 19404276
AU  - Maulik, P. K.
AU  - Darmstadt, G. L.
DA  - Aug
DO  - 10.1038/jp.2009.42
DP  - NLM
ET  - 2009/05/01
J2  - Journal of perinatology : official journal of the California Perinatal Association
KW  - Child, Preschool
*Delivery of Health Care
Developing Countries
Developmental Disabilities/*therapy
Early Intervention, Educational/economics/*methods
Humans
Infant
Infant, Newborn
Mother-Child Relations
Play and Playthings
Poverty Areas
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0743-8346
SP  - 531-42
ST  - Community-based interventions to optimize early childhood development in low resource settings
T2  - J Perinatol
TI  - Community-based interventions to optimize early childhood development in low resource settings
VL  - 29
ID  - 204010
ER  - 


TY  - THES
AB  - Despite the growing number of students on the autism spectrum in postsecondary institutions around the nation, there is a paucity of literature dealing with issues and interventions related to creating inclusive, collegiate learning environments from the perspectives of both faculty and these students. Therefore, this study sought to gain a deeper understanding of the unique needs and challenges of students on the autism spectrum at a private postsecondary institution as well as those of the faculty teaching them so that together, they would propose a comprehensive set of recommendations aimed at creating a more inclusive learning environment. To answer these questions, a participatory action research (PAR) study was conducted which primarily involved group dialogue and participant observation. Purposive sampling strategies were employed and included full-time and adjunct faculty teaching at the institution as well as students on the spectrum attending the institution. The two faculty and student groups met separately throughout the semester with information from each group being shared with the other, allowing them to build off of each others' ideas. This allowed for a variety of perspectives and ideas to be explored and with minimal (if any) discomfort on the parts of the student or faculty participants. At the end of the study, the participants prepared a summary of their joint needs, challenges and recommendations. [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  - Maxam, Susan L.
DB  - ERIC
DP  - EBSCOhost
KW  - College Students
Autism
Pervasive Developmental Disorders
Postsecondary Education
Inclusion
Equal Education
Private Colleges
College Faculty
Educational Environment
Participatory Research
Action Research
Participant Observation
Student Needs
Self Determination
Access to Education
Student Empowerment
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-90328-0
ST  - Creating an Inclusive Collegiate Learning Environment for Students on the Autism Spectrum: A Participatory Action Research Study
TI  - Creating an Inclusive Collegiate Learning Environment for Students on the Autism Spectrum: A Participatory Action Research Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED550654&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:3535981
ID  - 205135
ER  - 


TY  - JOUR
AB  - This article examines how students taking a post-compulsory physics course for 16- to 19-year-olds (A-level physics) benefited from a change in pedagogy which meant that they spent more time problem solving in collaborative groups. Video analysis of these collaborative problem-solving sessions revealed that the students improved a number of key competences, including their use of metacognition. As a result, the students improved in their learning of physics, although the reasons for this differed from student to student.
AN  - EJ1183129
AU  - Mazorodze, Ronald
AU  - Reiss, Michael
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Educational Attainment
Physics
Metacognition
Problem Solving
Cooperative Learning
Group Dynamics
Foreign Countries
Action Research
Group Activities
Science Instruction
Teaching Methods
Secondary School Students
United Kingdom (London)
M1  - 369
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0036-6811
SP  - 96-104
ST  - Raising Attainment in Post-Compulsory Physics through Collaborative Problem Solving
T2  - School Science Review
TI  - Raising Attainment in Post-Compulsory Physics through Collaborative Problem Solving
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1183129&site=ehost-live&scope=site
https://www.ase.org.uk/journals/school-science-review/2018/06/369/
VL  - 99
ID  - 205308
ER  - 


TY  - JOUR
AB  - Although early diagnosis of autism is critical for promoting access to early intervention, many children experience significant diagnostic delays. Shortages of healthcare providers, limited capacity at autism centers, and geographic and socioeconomic challenges contribute to these delays. The current pilot study examined the feasibility of a new model for training community-based primary care providers (PCPs) in underserved areas in screening and diagnosis of young children at highest risk for autism. By combining hands-on training in standardized techniques with ongoing virtual mentorship and practice, the program emphasized both timely diagnosis and appropriate referral for more comprehensive assessment when necessary. Results indicated improvements in PCP practice and self-efficacy, and feasibility of the model for enhancing local access to care.
AD  - Department of Human Services, Curry School of Education, University of Virginia, 417 Emmet Street South, PO Box 400267, Charlottesville, VA, 22903, USA. mazurekm@virginia.edu.
Thompson Center for Autism and Neurodevelopmental Disorders, University of Missouri, Columbia, MO, USA.
Center for Development and Disability, Department of Pediatrics, University of New Mexico, Albuquerque, NM, USA.
Department of Child Health, University of Missouri, Columbia, MO, USA.
AN  - 30043354
AU  - Mazurek, M. O.
AU  - Curran, A.
AU  - Burnette, C.
AU  - Sohl, K.
DA  - Jan
DO  - 10.1007/s10803-018-3696-5
DP  - NLM
ET  - 2018/07/26
J2  - Journal of autism and developmental disorders
KW  - Adult
Aged
Autistic Disorder/*diagnosis/epidemiology/*therapy
Child
Child, Preschool
Community Health Services/*methods/trends
Early Diagnosis
Female
Humans
Infant
Infant, Newborn
Male
Middle Aged
Physicians, Primary Care/trends
Pilot Projects
Primary Health Care/*methods/trends
Referral and Consultation/trends
*Self Efficacy
Autism
Autism spectrum disorder
Health care access
Primary care provider
Screening
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0162-3257
SP  - 127-137
ST  - ECHO Autism STAT: Accelerating Early Access to Autism Diagnosis
T2  - J Autism Dev Disord
TI  - ECHO Autism STAT: Accelerating Early Access to Autism Diagnosis
VL  - 49
ID  - 203849
ER  - 


TY  - JOUR
AB  - IMPORTANCE: The Extension for Community Health Outcomes (ECHO) model is a widely adopted technology-based model for training primary care physicians and practitioners (PCPs) to care for patients with complex conditions. Despite its popularity, to our knowledge, direct effects of ECHO on clinical practice have not been tested in a large-scale study. OBJECTIVE: To test the effectiveness of the ECHO model as applied to primary care for autism and whether it resulted in improved clinical practice, knowledge, and self-efficacy regarding autism screening and comorbidity management. DESIGN, SETTING, AND PARTICIPANTS: Primary care physicians and practitioners were recruited to participate in a 6-month ECHO Autism program delivered by 1 of 10 academic medical center sites. A sequential, staggered rollout of ECHO Autism was delivered to 5 cohorts of participants (15 per site; 2 sites per cohort). Sites were randomized after recruitment to cohort/start time. Cohorts launched every 3 months. The ECHO Autism program used videoconferencing technology to connect community-based PCPs with interdisciplinary expert teams at academic medical centers. There were 148 participants (PCPs [family practice physicians, pediatricians, nurse practitioners, and physician assistants] providing outpatient services to underserved children) studied between December 2016 and November 2018. INTERVENTIONS: The 6-month ECHO Autism program included twelve 2-hour sessions connecting PCP participants with an interdisciplinary expert team. Sessions included didactics, case-based learning, guided practice, and discussion. MAIN OUTCOMES AND MEASURES: Coprimary outcomes were autism screening practices and comorbidity management (assessed by medical record review). Secondary outcomes were knowledge (assessed by direct testing) and self-efficacy (assessed by self-report survey). Assessments were conducted at baseline, mid-ECHO, post-ECHO, and follow-up (3 months after ECHO). RESULTS: Ten sites were randomized to 1 of 5 cohorts. Participants were 82% female (n = 108), 76% white (n = 100), and 6% Hispanic or Latino (n = 8); the median age was 46 years (interquartile range, 37-55 years). Significant changes in autism screening and treatment of comorbidities in children with autism were not observed. Participants demonstrated significant improvements in knowledge (9%; 95% CI, 4-13; P < .001) and self-efficacy (29%; 95% CI, 25-32; P < .001). CONCLUSIONS AND RELEVANCE: The ECHO model was developed to increase access to high-quality health care for underserved patients with complex conditions. Study results provide support for the model in improving clinician knowledge and confidence but little support for achieving practice change. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT03677089.
AD  - Curry School of Education and Human Development, Department of Human Services, University of Virginia, Charlottesville.
Biostatistics Center, Department of Medicine, Massachusetts General Hospital, Boston.
Department of Medicine, Harvard Medical School, Boston, Massachusetts.
Department of Pediatrics, Harvard Medical School, Boston, Massachusetts.
Division of General Academic Pediatrics, Massachusetts General Hospital, Boston, Massachusetts.
Department of Child Health, University of Missouri, Columbia.
AN  - 32150229
AU  - Mazurek, M. O.
AU  - Parker, R. A.
AU  - Chan, J.
AU  - Kuhlthau, K.
AU  - Sohl, K.
C2  - PMC7063545 and Services Administration (HRSA) of the US Department of Health and Human Services during the conduct of the study. Dr Parker reported other support from HRSA and grants from Autism Speaks during the conduct of the study. Since completing the study, Dr Parker has become a consultant to the ECHO Institute, University of New Mexico. Dr Kuhlthau reported grants from Autism Intervention Research Network on Physical Health grant from MCHB HRSA and funding from the Autism Speaks Foundation during the conduct of the study. Dr Sohl reported other support from Quadrant Biosciences, Autism Navigator, the National Institutdes of Health/National Institute of Neurological Disorders and Stroke; and Cognoa and personal fees from university-based grand rounds; in addition, Dr Sohl had a patent to Autism Ready Communities pending. No other disclosures were reported.
DA  - Mar 9
DO  - 10.1001/jamapediatrics.2019.6306
DP  - NLM
ET  - 2020/03/10
J2  - JAMA pediatrics
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2168-6203 (Print)
2168-6203
SP  - e196306
ST  - Effectiveness of the Extension for Community Health Outcomes Model as Applied to Primary Care for Autism: A Partial Stepped-Wedge Randomized Clinical Trial
T2  - JAMA Pediatr
TI  - Effectiveness of the Extension for Community Health Outcomes Model as Applied to Primary Care for Autism: A Partial Stepped-Wedge Randomized Clinical Trial
VL  - 174
ID  - 204687
ER  - 


TY  - JOUR
AB  - BACKGROUND: Progress has been made in tackling malaria however there are still over 207 million cases worldwide, the majority in children. As survival rates improve, numbers of children with long-term neurodisabling sequelae are likely to increase. Most outcome studies in cerebral malaria (CM) have focused only on body function and structure and less on outcomes within the broader framework of the International Classification of Functioning and Disability (ICF). The aim of this study was to utilise qualitative methods to identify relevant clinical outcomes in CM to support formulation of a core outcome set relevant to CM and other acquired brain injuries for use in future clinical trials. METHODS: In depth interviews with parent/caregivers (CGs) of children with/without previous CM (N = 19), and in depth interviews with health professionals (N = 18) involved in their care were conducted in community and clinical settings in and around Blantyre, Malawi. Interviews were audio taped, transcribed, translated and a thematic content analysis was conducted. Themes were categorised and placed firstly in an iterative framework derived from the data but then within the ICF framework. RESULTS: Outcomes perceived as important to carers and professionals fulfilled each level of the ICF. These included impairment in body function and structure (contractures, impaired mobility, visual problems, seizures, cognitive function and feeding); activity and participation outcomes (learning, self-care, relationships in school, play and activities of daily living). Other issues emerging included the social and emotional implications of CM on the family, and balancing care of children with neurodisability with demands of daily life, financial pressures, and child protection. Themes of stigma and discrimination were described; these were perceived to negatively influence care, participation and integration of carer and child into the community. CONCLUSIONS: Outcomes considered important for parents/caregivers and professionals working with children post CM cross all aspects of the ICF framework (impairment, functioning and participation). Outcomes emphasised by families and carers in cross-cultural settings must be given adequate attention when conducting clinical studies in these settings.
AD  - Malawi-Liverpool Wellcome Trust Clinical Research Programme, PO Box 30096, Chichiri, Blantyre, 3, Malawi.
Paediatric department, University of Malawi, College of Medicine, P/Bag 360, Blantyre, 3, Malawi.
College of Osteopathic Medicine, Michigan State University, East Lansing, MI, USA.
Blantyre Malaria Project, University of Malawi College of Medicine, Blantyre, Malawi.
Clinical Sciences Division, Liverpool School of Tropical Medicine, Pembroke Place, Liverpool, UK.
Malawi-Liverpool Wellcome Trust Clinical Research Programme, PO Box 30096, Chichiri, Blantyre, 3, Malawi. M.J.Gladstone@liverpool.ac.uk.
Clinical Sciences Division, Liverpool School of Tropical Medicine, Pembroke Place, Liverpool, UK. M.J.Gladstone@liverpool.ac.uk.
Department of Women and Children's Health, Institute of Translational Medicine, University of Liverpool, Alder Hey NHS Children's Foundation Trust, Eaton Road, Liverpool, L12 2AP, UK. M.J.Gladstone@liverpool.ac.uk.
AN  - 28073351
AU  - Mbale, E. W.
AU  - Taylor, T.
AU  - Brabin, B.
AU  - Mallewa, M.
AU  - Gladstone, M.
C2  - Pmc5223588
DA  - Jan 10
DO  - 10.1186/s12887-016-0763-y
DP  - NLM
ET  - 2017/01/12
J2  - BMC pediatrics
KW  - Activities of Daily Living
Adolescent
Caregivers
Child
Child, Preschool
Developmental Disabilities/diagnosis/*etiology
Female
Health Personnel
Humans
Infant
Infant, Newborn
Malaria, Cerebral/*diagnosis/mortality/physiopathology/psychology
Malaria, Falciparum/*diagnosis/mortality/physiopathology/psychology
Malawi
Male
Outcome Assessment, Health Care
Parents
Prognosis
Qualitative Research
*Africa
*Cerebral malaria
*Child disability
*Clinical outcomes
*Core outcomes
*Family perspectives
*Interviews
*Neurodevelopment
*Neurodisability
*Qualitative
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1471-2431
SP  - 9
ST  - Exploring neurodevelopmental outcome measures used in children with cerebral malaria: the perspectives of caregivers and health workers in Malawi
T2  - BMC Pediatr
TI  - Exploring neurodevelopmental outcome measures used in children with cerebral malaria: the perspectives of caregivers and health workers in Malawi
VL  - 17
ID  - 204246
ER  - 


TY  - JOUR
AB  - BACKGROUND: Mental distress is a major public health problem which includes anxiety, depression and somatic symptoms such as sleeping problems, fatigue and headache. University students are consistently reported to have higher levels of mental distress compared to the general population. Although university students with mental distress have significantly impaired cognitive functioning, learning disabilities and poor academic performance, the burden of this problem in Tanzania is unknown. This study aimed to determine prevalence and factors associated with mental distress among undergraduate students in northern Tanzania. METHODS: A cross-sectional study was conducted among undergraduate students at Kilimanjaro Christian Medical University College from April-July 2018. Simple random sampling technique using probability proportional to size was used to sample students from their respective classes. Mental distress was screened using the self-reporting questionnaire (SRQ-20). Data was analyzed using Stata version 15.1. Frequencies and percentages were used to summarize categorical variables while mean and standard deviation for numeric variables. Multivariable logistic regression was used to determine factors associated with mental distress adjusted for potential confounders. RESULTS: A total of 402 undergraduate students participated in this study, 14% screened positive for mental distress. Residing off-campus (OR = 0.44, 95%CI 0.20-0.96) and perceived availability of social support (OR = 0.22, 95%CI 0.11-0.45) reduced the odds of mental distress while students with family history of mental distress (OR = 2.60, 95%CI 1.04-6.57) and those with decreased grades than anticipated (OR = 3.61, 95%CI 1.91-6.83) had higher likelihood of mental distress. CONCLUSION: One in every ten students screened was positive for mental distress. Those who reported a family history of mental illness and lower grades than anticipated had higher response of mental distress. To relieve students from stress and frustrations related to studies and their lives in general, this study recommends awareness creation, counselling to help those with mental health issues, establishment of student drop-in centers for such services and promotion of social and recreational activities at the college.
AD  - Institute of Public Health, Community Health Department, Kilimanjaro Christian Medical University College (KCMUCo), P. O. Box 2240, Moshi, Tanzania. ib.mboya@gmail.com.
Institute of Public Health, Department of Epidemiology and Biostatistics, Kilimanjaro Christian Medical University College (KCMUCo), P. O. Box 2240, Moshi, Tanzania. ib.mboya@gmail.com.
Institute of Public Health, Department of Behavioral and Social Sciences, Kilimanjaro Christian Medical University College (KCMUCo), P. O. Box 2240, Moshi, Tanzania. ib.mboya@gmail.com.
School of Mathematics, Statistics & Computer Science, University of KwaZulu-Natal, Pietermaritzburg, Private Bag X01, Scottsville, 3209, South Africa. ib.mboya@gmail.com.
Institute of Public Health, Community Health Department, Kilimanjaro Christian Medical University College (KCMUCo), P. O. Box 2240, Moshi, Tanzania.
Institute of Public Health, Department of Behavioral and Social Sciences, Kilimanjaro Christian Medical University College (KCMUCo), P. O. Box 2240, Moshi, Tanzania.
Institute of Public Health, Department of Epidemiology and Biostatistics, Kilimanjaro Christian Medical University College (KCMUCo), P. O. Box 2240, Moshi, Tanzania.
AN  - 31996200
AU  - Mboya, I. B.
AU  - John, B.
AU  - Kibopile, E. S.
AU  - Mhando, L.
AU  - George, J.
AU  - Ngocho, J. S.
C2  - Pmc6988278
DA  - Jan 29
DO  - 10.1186/s12888-020-2448-1
DP  - NLM
ET  - 2020/01/31
J2  - BMC psychiatry
KW  - Adolescent
Adult
Anxiety/epidemiology/psychology
Cross-Sectional Studies
Fatigue/epidemiology/psychology
Female
Humans
Male
Mental Disorders/*epidemiology/*psychology
*Self Report
Social Support
Students/*psychology
Surveys and Questionnaires
Tanzania/epidemiology
*Universities/trends
Young Adult
*Mental distress
*Mental health
*Mental illness
*Tanzania
*Undergraduate students
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1471-244x
SP  - 28
ST  - Factors associated with mental distress among undergraduate students in northern Tanzania
T2  - BMC Psychiatry
TI  - Factors associated with mental distress among undergraduate students in northern Tanzania
VL  - 20
ID  - 204825
ER  - 


TY  - JOUR
AB  - Training for support workers who work with parents with intellectual disability can be aided by understanding how they perceive the training process and their competence development. This study explored the perceptions of competence development and the training process in Swedish support workers trained in the evidence-informed programme 'Parenting Young Children' (PYC). Training included a workshop, monthly peer support groups and access to a programme manual. Five focus groups discussed experiences of the PYC programme and the training they received. Twelve support workers completed a competency questionnaire. The findings of the current study suggest that perceived skill improved over time. Specifically, the findings suggest that peer support is a beneficial training follow-up mechanism for knowledge exchange and performance reflection. The main issues faced in skill development were transfer of learning and accessing parents to work with. These findings also highlight the importance of facilitative administration and technical support for managers and agencies.
AD  - University of Gothenburg, Sweden elaine.mc.hugh@socwork.gu.se.
University of Gothenburg, Sweden.
AN  - 25770112
AU  - Mc Hugh, E.
AU  - Starke, M.
DA  - Dec
DO  - 10.1177/1744629515576045
DP  - NLM
ET  - 2015/03/15
J2  - Journal of intellectual disabilities : JOID
KW  - Adult
Evidence-Based Practice/*standards
Focus Groups
Health Personnel/*standards
Humans
Intellectual Disability/*rehabilitation
*Parenting
Professional Competence/*standards
Program Development
competence
evidence-informed programmes
intellectual disability
support workers
training
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1744-6295
SP  - 326-41
ST  - Understanding support workers' competence development in working with parents with intellectual disability
T2  - J Intellect Disabil
TI  - Understanding support workers' competence development in working with parents with intellectual disability
VL  - 19
ID  - 203928
ER  - 


TY  - JOUR
AB  - Given persistent barriers to effective electronic health record (EHR) system implementation and use, the authors investigated implementation training practices in six organizations reputed to have ambulatory care EHR system implementation "best practices." Using the lenses of social cognitive and adult learning theories, they explored themes related to EHR implementation training using qualitative data collected through 43 key informant interviews and 6 physician focus groups conducted between February 2009 and December 2010. The authors found consistent evidence that training practices across the six organizations known for exemplary implementations were congruent with the tenets of these theoretical frameworks and highlight seven best practices for training. The authors' analyses suggest that effective training programs must move beyond technical approaches and incorporate social and cultural factors to make a difference in implementation success. Taking these findings into account may increase the likelihood of successful EHR implementation, thereby helping organizations meet "meaningful use" requirements for EHR systems.
AD  - The Ohio State University, Columbus, OH, USA. mcalearney.1@osu.edu
AN  - 22451617
AU  - McAlearney, A. S.
AU  - Robbins, J.
AU  - Kowalczyk, N.
AU  - Chisolm, D. J.
AU  - Song, P. H.
DA  - Jun
DO  - 10.1177/1077558711436348
DP  - NLM
ET  - 2012/03/28
J2  - Medical care research and review : MCRR
KW  - *Ambulatory Care
Attitude to Computers
*Cognition
Electronic Health Records/*organization & administration
Focus Groups
Humans
*Inservice Training
Interviews as Topic
*Learning
Medical Informatics
*Models, Psychological
Organizational Case Studies
Organizational Culture
Qualitative Research
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1077-5587
SP  - 294-315
ST  - The role of cognitive and learning theories in supporting successful EHR system implementation training: a qualitative study
T2  - Med Care Res Rev
TI  - The role of cognitive and learning theories in supporting successful EHR system implementation training: a qualitative study
VL  - 69
ID  - 204580
ER  - 


TY  - GEN
AB  - As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, spring semester 2010, are presented below. Papers include: (1) Are Students More Persuasive in Speech When Evaluated by Their Peers or by Their Instructors? (Christy Baker); (2) Effect of the Presence of Music on Student Performance and Morale in Physical Education Classes (Brad Cowell); (3) Understanding the Gender Differences in Attitudes Toward Technology (Miranda Donaldson); (4) Singing for Fluency: The Effects of Singing on Word Recognition Skills (Ben Ezell); (5) Exceptional Education in the Fifth-grade Mathematics Classroom: A Study of Comparisons (Denver Huffstetler); (6) Getting Students to Read by Increasing Reading Enjoyment (John Hunt); (7) Can Healthy Snacking Improve Classroom Performance? (Erica Jolly); (8) The Impact of the Visual Arts on Reading and Writing for Middle School Students (Robert Jones); (9) Single-sex Classrooms in Coeducational Schools: Are They Living Up to the Potential Suggested by Research? (Channa Leighton); (10) Educators' Perceptions Regarding Students with Autism Spectrum Disorder and Inclusion (Claudia Parker); (11) The Effect of Implementing Daily Assessments on Increasing Student Preparedness in a Middle School Physical Science Class (Amber Smith); and (12) With Which Method Does a Student Best Comprehend an Audio Book? (Michelle Timmons). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 15, Fall 2009," see ED518899. Abstract modified to meet ERIC guidelines.]
AU  - McAllister, Deborah A.
AU  - Cutcher, Cortney L.
AU  - University of Tennessee at Chattanooga, College of Health Education
AU  - Professional, Studies
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Physical Education
Visual Arts
Singing
Student Attitudes
Research Projects
Action Research
Autism
Asynchronous Communication
Degree Requirements
Teacher Certification
Persuasive Discourse
Speech Communication
Peer Evaluation
Student Evaluation
Music Appreciation
Gender Differences
Computer Attitudes
Word Recognition
Mathematical Aptitude
Comparative Analysis
Reading Strategies
Health Behavior
Single Sex Classes
Inclusion
Pervasive Developmental Disorders
Audio Books
Student Projects
Preservice Teachers
Attitudes toward Disabilities
Teaching Methods
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2011
ST  - Culminating Experience Action Research Projects, Volume 16, Part 1, Spring 2010
TI  - Culminating Experience Action Research Projects, Volume 16, Part 1, Spring 2010
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED518906&site=ehost-live&scope=site
ID  - 205140
ER  - 


TY  - GEN
AB  - As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from fall semester 2007. [For volume 10, see ED500752.]
AU  - McAllister, Deborah A.
AU  - Deaver, Sharon R.
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Teacher Certification
Graduate Study
Teacher Education
Masters Degrees
Action Research
Student Teaching
Student Projects
Inquiry
Online Courses
Computer Uses in Education
Management Systems
Computer Mediated Communication
Reading Comprehension
Reading Instruction
Males
Gender Issues
Correlation
Thinking Skills
Visual Arts
Music
Attention Deficit Disorders
Teaching Methods
Classroom Environment
Photography
Literacy Education
Interpersonal Competence
Cues
Visual Stimuli
Pretests Posttests
Social Studies
Simulation
Multiplication
Mathematics Instruction
Reading Interests
Urban Schools
Visual Literacy
Art Education
Student Needs
Space Utilization
Classroom Techniques
Grade 4
Elementary School Students
Middle School Students
High School Students
Internet
Literature
Integrated Curriculum
Language Arts
Parent Participation
Learning Strategies
Metacognition
Study Habits
English (Second Language)
Adult Education
Art Activities
Tennessee
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2008
ST  - Culminating Experience Action Research Projects, Volume 11, Fall 2007
TI  - Culminating Experience Action Research Projects, Volume 11, Fall 2007
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED502670&site=ehost-live&scope=site
ID  - 205139
ER  - 


TY  - GEN
AB  - As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from spring semester 2007. The following papers are included in this document: (1) Alternative Grading: A B from You, an A from Me (Julia L. Anderson); (2) Expanding Technology Use for the 21st Century Classroom (Natasha Brunton); (3) Congress Comes to the Sixth Grade (A Role-Play Exercise) (Andrew Campbell); (4) Factors behind Students' Bad Behavior at School (Nighat Jonathan Cecil); (5) Multiple Intelligences Responding Positively to a Writing Curriculum with Integrated Technology (Esther Clark); (6) Using Technology in Instruction: Internet Web Sites (Jonathan E. Craig); (7) An Investigation Of Homogeneous versus Heterogeneous Grouping in Cooperative Learning Situations (Chara Davis); (8) Using Classwide Peer Tutoring to Increase High School Math Students' Academic Performance (Stephen C. Durand); (9) Effective Strategies for Mastering Spanish in Grades 9-12 (Julieta Goode); (10) English as Second Language Students in a Kindergarten Classroom (Emeri D. Gordon); (11) Impact of Qualified Teachers on Head Start Education (Karina Hendrix); (12) Are Educators Meeting the Needs of all Students? (Allison Hughie); (13) Can Flying Objects Induce Identifiable Respect? (Carl. Kiefer); (14) An Evaluation of Learning in a Eurasian Geography Unit through a Pre-Test/Post-Test (Wayne Kohlwes); (15) Improving Middle School Students' Problem Solving Skills by Increasing the Use of Word Problems (Sarah Lail); (16) Perceptions of Faculty and Administration on the Effectiveness of In-School Suspension for the Modification of Student Behavior (NaJuana P. Lee); (17) Photographs Used in the Classroom to Enhance Children's Literacy Experience (Sean Loftin); (18) Should I Really not Smile until Thanksgiving? Discovering the Key to Effective Classroom Management (Jessica Power); (19) Using Computers in the Classroom to Enhance Students' Acquisition of Knowledge (Eric N. Roberts); (20) Using Probeware Technology to Teach pH Chemistry: A Pre-Test and Post-Test Evaluation (Scott C. Siegel); (21) Writing to Learn (Tina Varnell); (22) Can Mathematics Avoidance Be Avoided? (Kara White); and (23) Rhythm and Rhyme--The Effects of Music on Vocabulary Development of Kindergarten Students (Andrea Ziegler). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
AU  - McAllister, Deborah A.
AU  - Deaver, Sharon R.
AU  - Tennessee Univ, Chattanooga
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Action Research
Research Projects
Student Projects
Student Teaching
Teaching Experience
Teaching Methods
Alternative Assessment
Grades (Scholastic)
Technology Uses in Education
Legislation
Grade 6
Role Playing
Student Behavior
Behavior Problems
Multiple Intelligences
Curriculum
Writing Instruction
Technology Integration
Internet
Web Sites
Heterogeneous Grouping
Cooperative Learning
Peer Teaching
Tutoring
High School Students
Mathematics Achievement
Educational Strategies
Second Language Learning
Mastery Learning
Spanish
English (Second Language)
Kindergarten
Teacher Qualifications
Context Effect
Federal Programs
Early Childhood Education
Disadvantaged Youth
Low Income
Learning Disabilities
Attention Deficit Disorders
Drug Therapy
Educational Needs
Behavioral Objectives
Sportsmanship
Team Sports
Self Efficacy
Self Esteem
Geography Instruction
Pretests Posttests
Problem Solving
Word Problems (Mathematics)
Administrator Attitudes
Teacher Attitudes
Suspension
Behavior Modification
Photography
Visual Aids
Visual Literacy
Creativity
Childrens Writing
Classroom Techniques
Computer Uses in Education
Computer Software
Laboratory Equipment
Chemistry
Science Instruction
Writing (Composition)
Middle School Students
Mathematics Instruction
Mathematics Anxiety
Language Rhythm
Rhyme
Music Activities
Vocabulary Development
Tennessee
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2008
ST  - Culminating Experience Action Research Projects, Volume 10, Spring 2007
TI  - Culminating Experience Action Research Projects, Volume 10, Spring 2007
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED500752&site=ehost-live&scope=site
ID  - 205138
ER  - 


TY  - GEN
AB  - As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from fall semester 2006. (Individual papers contain references, figures, and tables.)
AU  - McAllister, Deborah A.
AU  - Ezell, Benjamin T.
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Action Research
Course Descriptions
Teacher Education
Graduate Students
Student Research
Research Projects
Questioning Techniques
Reading Aloud to Others
Reading Comprehension
Elementary School Mathematics
Vocabulary Development
Elementary School Students
Instructional Effectiveness
Standardized Tests
Scores
Gender Differences
Mathematics Education
Internet
Learning
Communication Skills
Interpersonal Competence
Personality Traits
Emotional Response
Secondary School Students
Tests
Formative Evaluation
Summative Evaluation
Classroom Environment
Academic Achievement
Virtual Classrooms
High Schools
Mathematics Instruction
Mathematical Applications
Kindergarten
Separation Anxiety
Metacognition
Classroom Communication
Suburban Schools
Student Journals
News Media
Mass Media Use
Student Motivation
Scientific Literacy
Biology
Science Instruction
Discussion (Teaching Technique)
Classroom Techniques
Art Education
Self Concept
Ability
Art Activities
Movement Education
Middle School Students
History Instruction
Georgia
Tennessee
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2010
ST  - Culminating Experience Action Research Projects, Volume 9, Fall 2006
TI  - Culminating Experience Action Research Projects, Volume 9, Fall 2006
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED508585&site=ehost-live&scope=site
ID  - 205141
ER  - 


TY  - JOUR
AB  - BACKGROUND: For reasons of cost and ethical concerns, models of neurodegenerative disorders such as Huntington disease (HD) are currently being developed in farm animals, as an alternative to non-human primates. Developing reliable methods of testing cognitive function is essential to determining the usefulness of such models. Nevertheless, cognitive testing of farm animal species presents a unique set of challenges. The primary aims of this study were to develop and validate a mobile operant system suitable for high throughput cognitive testing of sheep. NEW METHOD: We designed a semi-automated testing system with the capability of presenting stimuli (visual, auditory) and reward at six spatial locations. Fourteen normal sheep were used to validate the system using a two-choice visual discrimination task. Four stages of training devised to acclimatise animals to the system are also presented. RESULTS: All sheep progressed rapidly through the training stages, over eight sessions. All sheep learned the 2CVDT and performed at least one reversal stage. The mean number of trials the sheep took to reach criterion in the first acquisition learning was 13.9±1.5 and for the reversal learning was 19.1±1.8. COMPARISON WITH EXISTING METHOD(S): This is the first mobile semi-automated operant system developed for testing cognitive function in sheep. CONCLUSIONS: We have designed and validated an automated operant behavioural testing system suitable for high throughput cognitive testing in sheep and other medium-sized quadrupeds, such as pigs and dogs. Sheep performance in the two-choice visual discrimination task was very similar to that reported for non-human primates and strongly supports the use of farm animals as pre-clinical models for the study of neurodegenerative diseases.
AD  - Department of Physiology, Development and Neuroscience, University of Cambridge, Downing Street, Cambridge CB2 3DY, UK.
Department of Physiology, Development and Neuroscience, University of Cambridge, Downing Street, Cambridge CB2 3DY, UK. Electronic address: ajm41@cam.ac.uk.
AN  - 26327320
AU  - McBride, S. D.
AU  - Perentos, N.
AU  - Morton, A. J.
DA  - May 30
DO  - 10.1016/j.jneumeth.2015.08.025
DP  - NLM
ET  - 2015/09/04
J2  - Journal of neuroscience methods
KW  - Acoustic Stimulation
Animals
Automation, Laboratory/*instrumentation
*Cognition
Conditioning, Operant
Discrimination, Psychological
*Disease Models, Animal
Equipment Design
Female
Food
Habituation, Psychophysiologic
Huntington Disease/*psychology
Male
Photic Stimulation
Psychological Tests
Reversal Learning
Reward
Sheep, Domestic
Visual Perception
*Huntington disease
*Large-animal
*Learning
*Memory
*Operant
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0165-0270
SP  - 25-33
ST  - A mobile, high-throughput semi-automated system for testing cognition in large non-primate animal models of Huntington disease
T2  - J Neurosci Methods
TI  - A mobile, high-throughput semi-automated system for testing cognition in large non-primate animal models of Huntington disease
VL  - 265
ID  - 204233
ER  - 


TY  - JOUR
AB  - INTRODUCTION: As part of its mission, the US Food and Drug Administration (FDA) communicates with the public regularly about the benefits and risks of prescription and over-the-counter (OTC) drugs. Effectively communicating risk, however, is a significant public health challenge. OBJECTIVE: To better understand how different populations understand information communicated by the FDA about drug safety, we conducted a randomized experiment to examine comprehension and other measures of effectiveness of drug safety messages that occurred in a post-market surveillance phase. METHODS: We used an Internet panel survey of 1244 consumers, of whom 58% used prescription drugs in the past year. Half of the sample panel was randomized to read a previous FDA Drug Safety Communication (DSC) with the drug name changed, and the other half was randomized to read a revised version of the same DSC. We examined how making certain modifications to the way drug risk information is communicated has an impact on comprehension and behavioral intentions, including the user's likelihood of discontinuing the drug. We also studied how comprehension varied by respondent characteristics, health literacy skills, risk perceptions, and trust in the message. RESULTS: Based on a five-item comprehension index, the revised version of the message was associated with significantly greater comprehension of the information relative to the standard version (63 vs 52% correct, p < 0.001). Significantly more respondents found the revised version to be clear (82 vs 73%, p < 0.000), while fewer in that group reported learning something new (78% vs 84%, p = 0.015). No significant differences emerged between the two groups in terms of the message being informative, convincing, or helpful. We found no significant differences between the two groups in terms of behavioral intentions, risk perception, and trust. CONCLUSIONS: We found that making plain language changes to the DSC significantly increased consumers' level of comprehension of its content, providing support for ongoing use and further exploration of these strategies in pharmacovigilance communication research. The study findings have important implications for future drug safety and other communication messages related to prescription drugs.
AD  - Center for Communication Science, RTI International, 3040 East Cornwallis Road, Research Triangle Park, NC, 27709-2194, USA. lmac@rti.org.
Center for Communication Science, RTI International, 3040 East Cornwallis Road, Research Triangle Park, NC, 27709-2194, USA.
Division for Statistics and Data Sciences, RTI International, Research Triangle Park, NC, USA.
US Food and Drug Administration, Center for Drug Evaluation and Research, Office of Communications, Silver Spring, MD, USA.
AN  - 26547718
AU  - McCormack, L.
AU  - Craig Lefebvre, R.
AU  - Bann, C.
AU  - Taylor, O.
AU  - Rausch, P.
C2  - Pmc4735220
DA  - Feb
DO  - 10.1007/s40264-015-0358-9
DP  - NLM
ET  - 2015/11/09
J2  - Drug safety
KW  - *Comprehension
*Consumer Behavior
Drug Labeling/*standards
Drug Prescriptions/*standards
Drug-Related Side Effects and Adverse Reactions/*prevention & control
Patient Education as Topic
Patient Safety/*standards
Random Allocation
United States
United States Food and Drug Administration
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0114-5916 (Print)
0114-5916
SP  - 171-84
ST  - Consumer Understanding, Preferences, and Responses to Different Versions of Drug Safety Messages in the United States: A Randomized Controlled Trial
T2  - Drug Saf
TI  - Consumer Understanding, Preferences, and Responses to Different Versions of Drug Safety Messages in the United States: A Randomized Controlled Trial
VL  - 39
ID  - 204602
ER  - 


TY  - GEN
AB  - This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High School French Class (Virginia Browne); (3) Fostering Public Speaking through Pecha Kucha in the High School English Classroom (Robert Ciarrocca); (4) Choosing to Read: Scaffolding Pre-Choice, Choice, and Post-Choice Reading of Student-Selected Texts (Quentin Collie); (5) Supporting Students to Ask Scientific Questions in a Biology Project-Based Learning Unit (Alexandria Packard Dell'Aringa); (6) Using Hispanic Music in the Secondary Spanish Classroom (Sarah DeMatte); (7) American Girl Rising: The Effects of Incorporating Inspirational Video into the Secondary Mathematics Classroom (Thomas Flood); (8) History as a Pathway to Social Justice Engagement (Brandon Hubbard-Heitz); (9) Constructing Explanations: How Teachers Can Support Students in Extracting Scientific Evidence from Documentaries (Rachel Key); (10) The Long and Short of It: The Effects of Sudden Fiction in the Secondary English Classroom (Rachel Koval); (11) Reflecting on Revision: Student Reflection and Metacognitive Awareness in the Writing Process (Stephen Langford); (12) Culturally Relevant Pedagogy in a Public Secondary Social Studies Class (Jacob D. Leonard); (13) Solving with Reflection: The Use of Writing in a Secondary Mathematics Course (Austin J. Love, III); (14) Problem Posing in the High School Mathematics Classroom (Jennifer Mastin); (15) Oral Presentations and the Writing Process: Improving Students' Confidence through Sharing Writing (Julia Means); (16) Exploring the Relationship between Student Filmmaking Projects and Motivation Levels in a History Classroom (Cody Puckett); (17) The Influence of Student Constructed Historical Fiction Narratives on Student Engagement and Understanding of History (John A. Reynolds, II); (18) Use of Pre-Reading Strategies in Facilitating Reading Comprehension of Authentic Texts in the Secondary Spanish Classroom (Dara Rosenkrantz); (19) The Effects of Introversion and Extroversion on Whole-Class Discussion (Lindsay Schneider); (20) Use of Authentic Film in a Secondary Spanish Classroom to Develop Language Ability and Cultural Knowledge (Spencer A. Willis); and (21) Inquiry before Instruction: How the Use of Mathematical Questioning before Presenting Methodology Affects Student Attitude and Performance (Kalyn A. Wyckoff). (Individual papers contain references, tables, and figures.) [For the 2014 Research Digest, see ED545622.]
AU  - McCoy, Leah P.
AU  - Wake Forest University, Department of Education
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Conference Papers
Action Research
Simulation
Social Studies
High Schools
Music Activities
French
Second Language Instruction
Public Speaking
English Instruction
Teaching Methods
Scaffolding (Teaching Technique)
Reading Material Selection
Questioning Techniques
Biology
Science Instruction
Student Projects
Hispanic American Culture
Spanish
Video Technology
Mathematics Instruction
Gender Differences
Gender Issues
Social Justice
History
Documentaries
Teacher Role
Fiction
Secondary Education
Reflection
Metacognition
Writing Processes
Revision (Written Composition)
Culturally Relevant Education
Public Schools
Writing Assignments
Secondary School Mathematics
Problem Solving
Self Esteem
Cooperative Learning
Correlation
Film Production
Student Motivation
History Instruction
Learner Engagement
Reading Strategies
Reading Comprehension
Large Group Instruction
Discussion (Teaching Technique)
Extraversion Introversion
Language Skills
Cultural Awareness
Films
Inquiry
Student Attitudes
Mathematics Achievement
North Carolina
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2015
ST  - Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015)
TI  - Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED559718&site=ehost-live&scope=site
ID  - 205327
ER  - 


TY  - GEN
AB  - This document presents the proceedings of the 22nd Annual Research Forum held June 29, 2017, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 12 action research papers: (1) Using Captioned Video to Teach Listening Comprehension in a Spanish Classroom (Michelle Allen); (2) Multimodal Instruction: How Film Affects Interpretation of Literature (Ethan Cagle); (3) Cultural Knowledge and Writing Ability in the Secondary Spanish Classroom on the Topic of Pura Vida (Pure Life) in Costa Rican Culture (Amanda Taylor MacCormac); (4) Instruction Driven by Usage of Digital Primary Sources and Its Effects on Student Achievement (Harry McNeil, Jr.); (5) The Impact of Mindset Training Techniques on Academic Performance in a Social Studies Classroom (Edgar Simon Mercado); (6) Current Events in a Civics Classroom: Using Problem-Based Learning to Assess Awareness of and Attitudes Towards Current Events (Lee Miller); (7) The Impact of Anonymous Student Response Systems on Student Engagement and Achievement (Eric Steven Neal); (8) The Use of Interpersonal Speaking Strategies and Oral Feedback to Support the Development of Students' L2 Ability in the High School Spanish Classroom (Elizabeth F. Ottenjohn); (9) Citizenship Education: Critical Investigations into History, Theory, and Pedagogy and Researching Students' Conceptions of Citizenship (Laura Nicole Parsons); (10) Studying World War I and Evaluating Student Growth in (Historical) Empathy (Robert W. Shafer); (11) The Effects of Performance Based Assessment on Student Attitude and Achievement in Historical Writing (Nathan Tulburt); and (12) Effects of Game-Based Learning on Attitude and Achievement in Elementary Mathematics (Kyli White). Individual papers contain references, tables, and figures. [For the 2016 Research Digest, see ED567774.]
AU  - McCoy, Leah P.
AU  - Wake Forest University, Department of Education
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Video Technology
Teaching Methods
Listening Comprehension
Spanish
Second Language Instruction
Action Research
Learning Modalities
Films
Cultural Influences
Writing Skills
Secondary School Students
Foreign Countries
Educational Technology
Technology Uses in Education
Academic Achievement
Social Studies
Metacognition
Civics
Problem Based Learning
Student Attitudes
Audience Response Systems
Learner Engagement
Interpersonal Communication
Speech Communication
Oral Language
Feedback (Response)
High School Students
Citizenship Education
History
War
World History
Empathy
Performance Based Assessment
Educational Games
Elementary School Mathematics
Costa Rica
North Carolina
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2017
ST  - Studies in Teaching: 2017 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 29, 2017)
TI  - Studies in Teaching: 2017 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 29, 2017)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED574867&site=ehost-live&scope=site
ID  - 205328
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The objective of this critical review was to examine the literature regarding the use of cognitive strategies to acquire motor skills in people who have had a stroke, to determine which strategies are in use and to compile evidence of their effectiveness. SEARCH TERMS: A computerized search of a range of databases was conducted using the following search terms: stroke, cerebrovascular accident; combined with strategy training, learning strateg*, cognitive strateg*, metacognitive strateg*, goal setting, goal planning, goal attainment, goal direct*, goal orient*, self talk, imagery, mental practice, self evaluat*, ready*, attentional focus*, problem solv*, goal management; combined with motor, mobility, activit*, skill, task, function, ADL. RESULTS: Twenty-six articles were reviewed. Seven studies investigated general cognitive strategies and 19 investigated task-specific strategies. The most commonly studied task-specific strategy was motor imagery. Findings suggest that general strategy training improves performance in both trained and untrained activities compared to traditional therapy; and that a specific motor imagery protocol can improve mobility and recovery in the affected upper extremity in people living with the chronic effects of stroke. CONCLUSION: This foundational evidence supports the further development of novel cognitive strategy-based interventions with the intention of improving long-term stroke outcomes.
AD  - Graduate Department of Rehabilitation Science, University of Toronto, Toronto, Ontario, Canada. sara.mcewen@utoronto.ca
AN  - 19277922
AU  - McEwen, S. E.
AU  - Huijbregts, M. P.
AU  - Ryan, J. D.
AU  - Polatajko, H. J.
DA  - Apr
DO  - 10.1080/02699050902788493
DP  - NLM
ET  - 2009/03/12
J2  - Brain injury
KW  - Activities of Daily Living
Adult
Aged
Aged, 80 and over
Child, Preschool
Cognition
Evidence-Based Medicine
Female
Humans
Male
Middle Aged
*Motor Skills
Occupational Therapy/*methods
*Physical Therapy Modalities
*Recovery of Function
*Stroke Rehabilitation
Treatment Outcome
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0269-9052
SP  - 263-77
ST  - Cognitive strategy use to enhance motor skill acquisition post-stroke: a critical review
T2  - Brain Inj
TI  - Cognitive strategy use to enhance motor skill acquisition post-stroke: a critical review
VL  - 23
ID  - 204547
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The current study aimed to explore student midwives' awareness, knowledge, and experiences of supporting women with antenatal anxiety (ANA) within clinical practice. BACKGROUND: ANA is associated with negative outcomes for mother and baby. Midwives play a key role in the screening of antenatal mental health and care of women suffering from ANA. METHODS: This study was conducted with student midwives at one UK university in the north-west of England. Twenty-five midwifery students completed a brief online survey informed by National Institute of Health and Care Excellence (NICE) guidelines. Of these, seven volunteered to participate in semi-structured interviews exploring the survey data. The interview topic guide was designed based on the findings of the survey. RESULTS: Thematic analysis of the seven interviews revealed four overarching themes: Perpetuating factors, Barriers to care, Skills required in role and Suggestions for future directions. Midwives had a varied knowledge and understanding of ANA and expressed a desire to learn more about their role in supporting women with ANA. CONCLUSION: Although a small study, the results highlight the need for education to be improved in order to best prepare student midwives for cases of ANA, with emphasis on integrating psychology and mental health information into teaching as well as time spent in clinical practice. Midwives are key in the screening of women for ANA and are in an ideal position to signpost for specialist care.
AD  - a Division of Psychology and Mental Health , University of Manchester , Manchester , UK.
b School of Nursing, Midwifery & Social Work , University of Manchester , Manchester , UK.
AN  - 29517371
AU  - McGookin, A.
AU  - Furber, C.
AU  - Smith, D. M.
DA  - Sep
DO  - 10.1080/02646838.2017.1337270
DP  - NLM
ET  - 2018/03/09
J2  - Journal of reproductive and infant psychology
KW  - Adult
Anxiety/*psychology
*Awareness
England
Female
*Health Knowledge, Attitudes, Practice
Humans
Internet
Mass Screening
Midwifery/*education
Nurse Midwives/*education
Pregnancy
Prenatal Care/*methods
Qualitative Research
Students, Nursing/*psychology
Surveys and Questionnaires
Young Adult
*Antenatal anxiety
*mental health
*screening
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0264-6838
SP  - 380-393
ST  - Student midwives' awareness, knowledge, and experiences of antenatal anxiety within clinical practice
T2  - J Reprod Infant Psychol
TI  - Student midwives' awareness, knowledge, and experiences of antenatal anxiety within clinical practice
VL  - 35
ID  - 204220
ER  - 


TY  - JOUR
AB  - BACKGROUND: Impaired cognitive functioning is a significant predictor of work dysfunction in schizophrenia. Less is known, however about relationships of cognition and work in people with less severe disorders with relatively normal cognitive functioning. METHODS: This secondary analysis evaluated cognitive predictors of work in Social Security Disability Insurance (SSDI) beneficiaries with a recent work history who were randomized to receive mental health services, supported employment, and freedom from work disincentives over a 2-year study period in the Mental Health Treatment Study. Of the 1045 participants randomized to the treatment package, 945 (90.4%) received a cognitive assessment at study entry. Competitive work activity was evaluated using a computer-assisted timeline follow-back calendar at baseline and quarterly for 24 months. RESULTS: Mood disorders were the most common psychiatric diagnoses (64.9%), followed by schizophrenia or schizoaffective disorder (35.1%). Tobit regression analyses predicting the average number of hours worked per week, controlling for demographic characteristics, diagnosis, and work history indicated that the cognitive composite score (P < .01) and verbal learning subscale scores (P < .001) were associated with fewer hours of weekly work over the study period. CONCLUSIONS: Cognitive functioning predicted work over 2 years in SSDI beneficiaries with mood or schizophrenia-spectrum disorders who were receiving supported employment and mental health interventions, despite a relative absence of cognitive impairment in the study participants. The findings suggest cognitive functioning contributes to competitive work outcomes in persons with psychiatric disorders who have relatively unimpaired cognitive abilities, even under optimal conditions of treatment and vocational support.
AD  - Geisel School of Medicine at Dartmouth, Boston, MA.
Westat, Inc., Rockville, MD.
Social Security Administration, Baltimore, MD.
AN  - 28981832
AU  - McGurk, S. R.
AU  - Drake, R. E.
AU  - Xie, H.
AU  - Riley, J.
AU  - Milfort, R.
AU  - Hale, T. W.
AU  - Frey, W.
C2  - Pmc5767962
DA  - Jan 13
DO  - 10.1093/schbul/sbx115
DP  - NLM
ET  - 2017/10/06
J2  - Schizophrenia bulletin
KW  - Adult
Cognition/*physiology
Employment, Supported/*statistics & numerical data
Female
Humans
Insurance, Disability/*statistics & numerical data
Male
Mental Health Services/*statistics & numerical data
Middle Aged
Mood Disorders/*rehabilitation
Outcome Assessment, Health Care/*statistics & numerical data
Psychotic Disorders/*rehabilitation
Schizophrenia/*rehabilitation
Social Security/*statistics & numerical data
Young Adult
*cognition
*employment
*mood disorders
*schizophrenia
*supported employment
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0586-7614 (Print)
0586-7614
SP  - 32-37
ST  - Cognitive Predictors of Work Among Social Security Disability Insurance Beneficiaries With Psychiatric Disorders Enrolled in IPS Supported Employment
T2  - Schizophr Bull
TI  - Cognitive Predictors of Work Among Social Security Disability Insurance Beneficiaries With Psychiatric Disorders Enrolled in IPS Supported Employment
VL  - 44
ID  - 204404
ER  - 


TY  - JOUR
AB  - The development of gastrostomy placement has been an important technological advance in the enteral-access field. However, its rapid growth in popularity could be viewed as problematic. The endoscopist or intervention radiologist can no longer act as a technician but requires to follow-up this group of patients in order to determine outcomes that will inform future practice. There has been emphasis on the importance of the multidisciplinary team in informing and assessing patients referred for gastrostomy insertion. Communication between all the professionals caring for a patient and between the carers and the patient allows information to be collated that will determine the benefits and burdens of long-term gastrostomy feeding. At present much of the published experience is limited to the acute care setting. The incidence of complications varies, depending on the investigator's definition of complication and the diagnosis of the patient group. Many reported studies are retrospective, which puts limitations on documentation. Increasing numbers of patients with diverse needs are now being discharged into the community with gastrostomy tubes in place. Whilst the hospital should ensure that written protocols are provided and that all carers involved should have adequate training, it is not unusual for patients to receive mixed messages from the different care teams responsible for their care. In South Glasgow NHS Hospital Division key members of all teams caring for these patients (acute care, community district nurses, learning disabilities team, physical disabilities team and commercial homecare companies) meet regularly to discuss equipment and protocols. The members of this group feel that this approach has improved communication, standardised practice and reduced complications by providing a service that delivers artificial nutrition support but is primarily suited to the patient's disease process.
AD  - Southern General Hospital, South Glasgow University Hospitals Division, UK. Gillmchattie@sgh.scot.nhs.uk
AN  - 16048665
AU  - McHattie, G.
DA  - Aug
DO  - 10.1079/pns2005440
DP  - NLM
ET  - 2005/07/29
J2  - The Proceedings of the Nutrition Society
KW  - Enteral Nutrition/adverse effects/instrumentation/*methods/standards
*Gastrostomy/adverse effects/standards
Humans
Patient Care Team
Patient Education as Topic
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0029-6651 (Print)
0029-6651
SP  - 335-7
ST  - Practice and problems with gastrostomies
T2  - Proc Nutr Soc
TI  - Practice and problems with gastrostomies
VL  - 64
ID  - 204772
ER  - 


TY  - JOUR
AB  - A few noteworthy exceptions notwithstanding, quantitative analyses of relational learning are most often simple descriptive measures of study outcomes. For example, studies of stimulus equivalence have made much progress using measures such as percentage consistent with equivalence relations, discrimination ratio, and response latency. Although procedures may have ad hoc variations, they remain fairly similar across studies. Comparison studies of training variables that lead to different outcomes are few. Yet to be developed are tools designed specifically for dynamic and/or parametric analyses of relational learning processes. This paper will focus on recent studies to develop (1) quality computer-based programmed instruction for supporting relational learning in children with autism spectrum disorders and intellectual disabilities and (2) formal algorithms that permit ongoing, dynamic assessment of learner performance and procedure changes to optimize instructional efficacy and efficiency. Because these algorithms have a strong basis in evidence and in theories of stimulus control, they may have utility also for basic and translational research. We present an overview of the research program, details of algorithm features, and summary results that illustrate their possible benefits. It also presents arguments that such algorithm development may encourage parametric research, help in integrating new research findings, and support in-depth quantitative analyses of stimulus control processes in relational learning. Such algorithms may also serve to model control of basic behavioral processes that is important to the design of effective programmed instruction for human learners with and without functional disabilities.
AD  - University of Massachusetts Medical School, Worcester, MA, 01655, United States. Electronic address: william.mcilvane@umassmed.edu.
University of Massachusetts Medical School, Worcester, MA, 01655, United States.
AN  - 29544867
AU  - McIlvane, W. J.
AU  - Kledaras, J. B.
AU  - Gerard, C. J.
AU  - Wilde, L.
AU  - Smelson, D.
C2  - Pmc5966334
C6  - Nihms957689
DA  - Jul
DO  - 10.1016/j.beproc.2018.03.001
DP  - NLM
ET  - 2018/03/17
J2  - Behavioural processes
KW  - *Algorithms
Autism Spectrum Disorder/*rehabilitation
Child
*Computer-Assisted Instruction
*Educational Technology
Humans
*Learning
*Task Performance and Analysis
Computerized algorithmic learning supports
Learning by exclusion
Stimulus control
Stimulus equivalence
beyond past and/or current grant supports listed above. There are no conflicts of
interest to report.
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0376-6357 (Print)
0376-6357
SP  - 18-25
ST  - Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research
T2  - Behav Processes
TI  - Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research
VL  - 152
ID  - 203935
ER  - 


TY  - JOUR
AB  - This qualitative study explored the views of family carers about the support that their adult children with an intellectual disability had received in relation to their behaviour that challenged. There was a particular focus on positive behavioural support (PBS), although some participants spoke more generally in terms of positive approaches. Semi-structured interviews with eight family carers were analysed using inductive thematic analysis. Four key themes were identified. Good support, of which PBS was an example, was seen as both having reduced behaviours that challenged and having a wider positive impact on the quality of life of the individual and their families. Key features highlighted were: technical knowledge and skill; a strong value base of warmth, acceptance and respect; a collaborative, consistent approach; open communication; and the extension of support to the family carer when needed. It was recognised that there is a need for broad systemic change and for the application of a workforce development model that takes account of the needs of staff, carers and those working in wider systems that have contact with people with an intellectual disability.
AD  - Northumbria University, Newcastle, UK.
Northumberland Tyne and Wear NHS Foundation Trust, Newcastle upon Tyne, UK.
Northern Design Centre, Abbott's Hill, Northumbria University, Gateshead, UK.
St George's Park, Northumberland, Tyne and Wear NHS Foundation Trust, Morpeth, Northumberland, UK.
Hartside, St Nicholas Hospital, Newcastle upon Tyne, UK.
AN  - 28695628
AU  - McKenzie, K.
AU  - Mayer, C.
AU  - Whelan, K. J.
AU  - McNall, A.
AU  - Noone, S.
AU  - Chaplin, J.
DA  - Jan
DO  - 10.1111/hsc.12475
DP  - NLM
ET  - 2017/07/12
J2  - Health & social care in the community
KW  - Adult
Caregivers/*statistics & numerical data
Child
*Choice Behavior
Communication
*Family
Female
Humans
Intellectual Disability/psychology/*therapy
Male
Middle Aged
Qualitative Research
Quality of Life/*psychology
*adult learning disability services
*behaviour change
*carers
*challenging behaviour
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0966-0410
SP  - e56-e63
ST  - The views of carers about support for their family member with an intellectual disability: With a focus on positive behavioural approaches
T2  - Health Soc Care Community
TI  - The views of carers about support for their family member with an intellectual disability: With a focus on positive behavioural approaches
VL  - 26
ID  - 203995
ER  - 


TY  - JOUR
AB  - BACKGROUND: One contributor to the health inequalities that people with an intellectual disability face is failure to identify their intellectual disability. The Learning Disability Screening Questionnaire (LDSQ) can identify adults who are likely to have an intellectual disability, but little is known about its impact. METHODS: A modified Delphi approach (literature search, interviews with staff and those using services [n = 28], and completion of an online survey by professionals [n = 29]) was used to develop a framework to evaluate the impact of the LDSQ. RESULTS: Items endorsed by 60% or more of respondents (9/18) were included in the final framework. These all related to benefits of the LDSQ, including identifying people not previously known to have an intellectual disability; helping prioritize diagnostic assessment; informing support needs; and helping increase wellbeing and life chances. CONCLUSION: The LDSQ may offer one way of helping address the health inequalities that people with an intellectual disability face.
AD  - Northumbria University, Newcastle upon Tyne, UK.
NHS Lothian, Edinburgh, UK.
Edinburgh University, Edinburgh, UK.
AN  - 31746057
AU  - McKenzie, K.
AU  - Murray, G.
AU  - Murray, A.
AU  - Martin, R.
DA  - May
DO  - 10.1111/jar.12687
DP  - NLM
ET  - 2019/11/21
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - evaluation
impact
inequality
learning disability screening questionnaire
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1360-2322
SP  - 457-464
ST  - The impact of an adult intellectual disability screening questionnaire on service providers and users
T2  - J Appl Res Intellect Disabil
TI  - The impact of an adult intellectual disability screening questionnaire on service providers and users
VL  - 33
ID  - 204775
ER  - 


TY  - JOUR
AB  - Failed experiments are a common occurrence in research, yet many undergraduate science laboratories rely on established protocols to ensure students are able to obtain results. While it is logistically challenging to facilitate students' conducting their own experiments in the laboratory, allowing students to "fail" in a safe environment could help with the development of problem-solving skills. To allow students a safe place to fail and encourage them to think through a laboratory protocol, online decision trees were created to lead students through protocols and give them timely feedback. The online decision trees present students with a scenario, then students execute a protocol by selecting options that will lead them down different paths and result in various realistic results from their experiments. They receive feedback and instructional tutorials throughout the simulation that are dependent on their choices. The significance of this new resource for student learning is that it allows students to practice their problem-solving skills and gain theoretical knowledge about the purpose of various experimental steps. The purpose of this research study was to evaluate whether online decision trees affected students' self-efficacy, metacognition, and motivation for completing a wet laboratory. A mixed-methods approach was used; three surveys were administered throughout the academic term. For survey 1, students completed the decision tree and survey before the wet laboratory. For survey 2, students completed the survey before the wet laboratory but completed the decision tree after the wet laboratory. Students' reported self-efficacy and intrinsic motivation were increased with the administration of the online decision trees before the wet laboratory, but their extrinsic motivation and metacognitive scores were unchanged. For survey 3, students provided written feedback about the impact of the online decision trees, and their responses highlighted the importance of the visual components of the approach.
AD  - Department of Physiology and Pharmacology, Western University, London, Ontario, Canada.
Department of Anatomy and Cell Biology, Western University, London, Ontario, Canada.
Centre for Teaching and Learning, Western University, London, Ontario, Canada.
AN  - 32697154
AU  - McLean, S.
AU  - Meadows, K. N.
AU  - Heffernan, A.
AU  - Campbell, N.
DA  - Sep 1
DO  - 10.1152/advan.00016.2019
DP  - NLM
ET  - 2020/07/23
J2  - Advances in physiology education
KW  - blended learning
inquiry
laboratory
learning resource
self-efficacy
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1043-4046
SP  - 430-435
ST  - Using online decision trees to support students' self-efficacy in the laboratory
T2  - Adv Physiol Educ
TI  - Using online decision trees to support students' self-efficacy in the laboratory
VL  - 44
ID  - 204800
ER  - 


TY  - JOUR
AB  - OBJECTIVE: For students attending healthcare courses, such as nursing and paramedicine, the ability to calculate medication dosages accurately is an essential but often a complex cognitive skill to be learned. This study aimed to determine whether a 'mastering medication calculation' mobile app, developed using an instructional design based on cognitive load theory, could improve students' medication calculation ability and self-efficacy. Additional objectives were: (1) To examine the correlations between students' medication calculation ability, self-efficacy and their numerical ability; (2) To explore how well medication calculation ability can be predicted by students' numerical ability and their medication calculation self-efficacy; (3) To obtain students' opinions regarding the mobile app's usefulness and usability. METHOD: A quasi-experimental study was carried out with a convenience sample of 60 second year UK university healthcare students who used the app for 8 weeks while in clinical practice. Students were given medication calculation ability and self-efficacy tests pre- and post-intervention. In addition, they were asked pre-intervention to complete a numeracy test and to complete a post-intervention survey to obtain their opinions on the usefulness of the app. RESULTS: Following the use of the app students were significantly more able (p = 0.004) and more confident (p < 0.001) in performing medication calculations. There were significant positive correlations found between students' numerical ability and medication calculation ability (p < 0.001) and between students' medication calculation ability and self-efficacy (p < 0.001). Hierarchical multiple regression analysis indicated numerical ability (β = 0.46, p < 0.001) and medication calculation self-efficacy (β = 0.46, p < 0.001) to be the strongest predictors of medication calculation ability, with age and gender being non-significant. All students indicated the app to be an excellent method to support them in learning how to perform medication calculations. CONCLUSION: This study indicated that the app's instructional design, based on cognitive load theory, significantly improved students' medication calculation ability and self-efficacy. Although the app's usability was highly rated by the students, further research is needed to determine if the app's instructional design can be used by learners of different levels of expertise and whether the design can be adopted for the learning of other complex cognitive skills. As numerical ability is essential for medication calculation ability, early identification and rectification of any numerical deficits is recommended.
AD  - School of Health Professions, University of Plymouth, Peninsula Allied Health Centre, Derriford Road, Plymouth PL6 8BH, UK. Electronic address: mmcmullan@plymouth.ac.uk.
AN  - 30153925
AU  - McMullan, M.
DA  - Oct
DO  - 10.1016/j.ijmedinf.2018.07.005
DP  - NLM
ET  - 2018/08/30
J2  - International journal of medical informatics
KW  - Adult
*Clinical Competence
*Cognition
*Drug Dosage Calculations
Female
Humans
*Learning
Male
Medication Errors/*prevention & control
Middle Aged
*Mobile Applications
Self Efficacy
Students/*psychology
Young Adult
*Cognitive load theory
*Instructional design
*Medication calculations
*Mobile learning
*Self-efficacy
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1386-5056
SP  - 72-77
ST  - Evaluation of a medication calculation mobile app using a cognitive load instructional design
T2  - Int J Med Inform
TI  - Evaluation of a medication calculation mobile app using a cognitive load instructional design
VL  - 118
ID  - 203955
ER  - 


TY  - JOUR
AB  - Work in cognitive and educational psychology examines a variety of phenomena related to the learning and retrieval of information. Indeed, Alice Healy, our honoree, and her colleagues have conducted a large body of groundbreaking research on this topic. In this article we discuss how 3 learning principles (the generation effect, deliberate practice and feedback, and antidotes to disengagement) discussed in Healy, Schneider, and Bourne (2012) have influenced the design of 2 intelligent tutoring systems that attempt to incorporate principles of skill and knowledge acquisition. Specifically, this article describes iSTART-2 and the Writing Pal, which provide students with instruction and practice using comprehension and writing strategies. iSTART-2 provides students with training to use effective comprehension strategies while self-explaining complex text. The Writing Pal provides students with instruction and practice to use basic writing strategies when writing persuasive essays. Underlying these systems are the assumptions that students should be provided with initial instruction that breaks down the tasks into component skills and that deliberate practice should include active generation with meaningful feedback, all while remaining engaging. The implementation of these assumptions is complicated by the ill-defined natures of comprehension and writing and supported by the use of various natural language processing techniques. We argue that there is value in attempting to integrate empirically supported learning principles into educational activities, even when there is imperfect alignment between them. Examples from the design of iSTART-2 and Writing Pal guide this argument.
AN  - 26255437
AU  - McNamara, D. S.
AU  - Jacovina, M. E.
AU  - Snow, E. L.
AU  - Allen, L. K.
DA  - Summer
DO  - 10.5406/amerjpsyc.128.2.0159
DP  - NLM
ET  - 2015/08/11
J2  - The American journal of psychology
KW  - *Comprehension
*Computer-Assisted Instruction
Feedback
Games, Experimental
Humans
Models, Educational
Practice, Psychological
*Psychology, Educational
*Teaching
*Writing
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0002-9556 (Print)
0002-9556
SP  - 159-72
ST  - From Generating in the Lab to Tutoring Systems in Classrooms
T2  - Am J Psychol
TI  - From Generating in the Lab to Tutoring Systems in Classrooms
VL  - 128
ID  - 204427
ER  - 


TY  - JOUR
AB  - BACKGROUND: Data suggest that approximately 50,000 adults with learning disabilities (LDs) in England and Wales are currently prescribed antipsychotic medication. Illness in this population is common, including significant rates of challenging behaviour and mental illness, but there is particular concern over the use of antipsychotics prescribed for reasons other than the treatment of psychosis. Control of challenging behaviour is the primary reason why such medications are prescribed despite the absence of good evidence for any therapeutic effect for this purpose. OBJECTIVES: To assess the feasibility of recruitment and retention and to explore non-efficacy-based barriers to a blinded antipsychotic medication withdrawal programme for adults with LDs without psychosis compared with treatment as usual. A secondary objective was to compare trial arms regarding clinical outcomes. DESIGN: A two-arm individually randomised double-blind placebo-controlled drug reduction trial. SETTING: Recruitment was through community learning disability teams (CLDTs) in south Wales and south-west England. PARTICIPANTS: Adults with LDs who are prescribed risperidone for treatment of challenging behaviour with no known current psychosis or previous recurrence of psychosis following prior drug reduction. INTERVENTION: A double-blind drug reduction programme leading to full withdrawal within 6 months. Treatment in the intervention group was gradually reduced over a 6-month period and then maintained at the same level for a further 3 months, still under blind conditions. In the control group, the baseline level of medication was maintained throughout the 9-month period. The blind was broken at 9 months, following final data collection. MAIN OUTCOME MEASURES: Feasibility outcomes were (1) the number and proportion of general practices/CLDTs that progressed from initial approach to recruitment of participants and (2) the number and proportion of recruited participants who progressed through the various stages of the study. Trial arms were also compared regarding clinical outcomes, the Modified Overt Aggression Scale, the Aberrant Behaviour Checklist, the Psychiatric Assessment Schedule for Adults with Developmental Disability checklist, the Antipsychotic Side-effect Checklist, the Dyskinesia Identification System Condensed User Scale, the Client Service Receipt Inventory, use of other interventions to manage challenging behaviour, use of as-required (pro re nata) medication and level of psychotropic medication use. RESULTS: Of the 22 participants randomised (intervention, n = 11; control, n = 11), 13 (59%) achieved progression through all four stages of reduction. Follow-up data at 6 and 9 months were obtained for 17 participants (intervention, n = 10; and control, n = 7; 77% of those randomised). There were no clinically important changes in participants' levels of aggression or challenging behaviour at the end of the study. There were no expedited safety reports. Four adverse events and one serious adverse event were reported during the trial. LIMITATIONS: Recruitment was challenging, which was largely a result of difficulty in identifying appropriate persons to consent and carer concerns regarding re-emergence of challenging behaviour. Reduced recruitment meant that the full trial became an exploratory pilot study. CONCLUSIONS: The results indicate that drug reduction is possible and safe. However, concerns about taking part were probably exacerbated by limited availability of alternative (behavioural) interventions to manage behaviour; therefore, focused support and alternative interventions are required. The results of the qualitative study provide important insights into the experiences of people taking part in drug reduction studies that should influence future trial development. FUTURE WORK: We recommend that further work focuses on support for practitioners, carers and patients in reducing antipsychotic medication. TRIAL REGISTRATION: Current Controlled Trials ISRCTN38126962. 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. 21, No. 47. See the NIHR Journals Library website for further project information.
AD  - Centre for Trials Research, Cardiff University, Cardiff, UK.
Division of Population Medicine, Cardiff University, Cardiff, UK.
Division of Psychological Medicine and Clinical Neurosciences, Cardiff University, Cardiff, UK.
Centre for the Economics of Mental Health, Institute of Psychiatry, King's College London, London, UK.
National Institute for Health Research Biomedical Research Centre - Clinical Trials Unit, Royal Marsden Hospital NHS Foundation Trust, Sutton, UK.
Community Learning Disability Team, 2gether NHS Foundation Trust, Rotherwas, UK.
Faculty of Life Sciences and Education, University of South Wales, Pontypridd, UK.
The Tizard Centre, University of Kent, Canterbury, UK.
Positive Response Training & Consultancy, Penryn, UK.
Personal Social Services Research Unit, London School of Economics, London, UK.
AN  - 28857740
AU  - McNamara, R.
AU  - Randell, E.
AU  - Gillespie, D.
AU  - Wood, F.
AU  - Felce, D.
AU  - Romeo, R.
AU  - Angel, L.
AU  - Espinasse, A.
AU  - Hood, K.
AU  - Davies, A.
AU  - Meek, A.
AU  - Addison, K.
AU  - Jones, G.
AU  - Deslandes, P.
AU  - Allen, D.
AU  - Knapp, M.
AU  - Thapar, A.
AU  - Kerr, M.
C2  - Pmc5592429
DA  - Aug
DO  - 10.3310/hta21470
DP  - NLM
ET  - 2017/09/01
J2  - Health technology assessment (Winchester, England)
KW  - Adult
Aggression/psychology
Antipsychotic Agents/*adverse effects/therapeutic use
Brief Psychiatric Rating Scale
*Cost-Benefit Analysis
Double-Blind Method
England
Female
Humans
Learning Disabilities/*psychology
Male
Pilot Projects
Qualitative Research
LA  - eng
M1  - 47
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1366-5278 (Print)
1366-5278
SP  - 1-92
ST  - A pilot randomised controlled trial of community-led ANtipsychotic Drug REduction for Adults with Learning Disabilities
T2  - Health Technol Assess
TI  - A pilot randomised controlled trial of community-led ANtipsychotic Drug REduction for Adults with Learning Disabilities
VL  - 21
ID  - 204158
ER  - 


TY  - JOUR
AB  - This study demonstrates how action research can provide a means for teachers to undertake research for themselves to inform and enhance their work. The focus of the research was the self-critique of pedagogical practice in one-to-one classical instrumental music teaching within the context of the author's private studio. A series of lessons were videotaped and analysed, and each week goals were set for the improvement of practice in relation to theoretical propositions derived from both one-to-one teaching and general pedagogical literature. The author is an experienced classroom teacher as well as a violin teacher so is well placed to explore potential links between these teaching contexts. The development of a model of teaching modes, greater awareness of feedback quality and type and the challenge of monitoring change in action emerged as the key themes. Student engagement increased and teaching was enriched by perspectives and practices from wider educational theory and practice. (Contains 1 table, 1 figure and 5 notes.)
AN  - EJ879683
AU  - McPhail, Graham J.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Music Teachers
Tutors
Musical Instruments
Instruction
Action Research
Professional Development
Music
Feedback (Response)
Theory Practice Relationship
Private Education
Metacognition
Reflective Teaching
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 1461-3808
SP  - 33-45
ST  - Crossing Boundaries: Sharing Concepts of Music Teaching from Classroom to Studio
T2  - Music Education Research
TI  - Crossing Boundaries: Sharing Concepts of Music Teaching from Classroom to Studio
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ879683&site=ehost-live&scope=site
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/14613800903568296
VL  - 12
ID  - 205137
ER  - 


TY  - JOUR
AB  - Background: People with intellectual disabilities are more likely to have hearing loss than the general population. For those unable to self-advocate, the responsibility of detection and management falls to their caregivers. Methods: This is the first cycle of a project using action research methodology to improve services. Twenty care workers were interviewed to understand their knowledge of hearing loss and hearing aids. Themes were generated using thematic analysis. Findings: This group was better qualified than their peers but received minimal training in hearing loss. They were unable to accurately estimate expected prevalence and had a negative perception of hearing aids. Only 7% of service users were known to have hearing loss. Conclusions: Current training is not sufficient to provide the skills for detection and management of hearing problems. This group had clear ideas on methods of learning. Working in collaboration is necessary to achieve long-term change to practice.
AN  - EJ1109651
AU  - McShea, Lynzee
AU  - Fulton, John
AU  - Hayes, Catherine
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Adults
Intellectual Disability
Hearing Impairments
Educational Needs
Action Research
Research Methodology
Caseworkers
Assistive Technology
Qualitative Research
Foreign Countries
England
United Kingdom (England)
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1360-2322
SP  - 422-432
ST  - Paid Support Workers for Adults with Intellectual Disabilities; Their Current Knowledge of Hearing Loss and Future Training Needs
T2  - Journal of Applied Research in Intellectual Disabilities
TI  - Paid Support Workers for Adults with Intellectual Disabilities; Their Current Knowledge of Hearing Loss and Future Training Needs
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1109651&site=ehost-live&scope=site
http://dx.doi.org/10.1111/jar.12201
VL  - 29
ID  - 205279
ER  - 


TY  - JOUR
AB  - Subjects learned to classify images of rocks into the categories igneous, metamorphic, and sedimentary. In accord with the real-world structure of these categories, the to-be-classified rocks in the experiments had a dispersed similarity structure. Our central hypothesis was that learning of these complex categories would be improved through observational study of organized, simultaneous displays of the multiple rock tokens. In support of this hypothesis, a technique that included the presentation of the simultaneous displays during phases of the learning process yielded improved acquisition (Experiment 1) and generalization (Experiment 2) compared to methods that relied solely on sequential forms of study and testing. The technique appears to provide a good starting point for application of cognitive-psychology principles of effective category learning to the science classroom.
AD  - Department of Psychological and Brain Sciences, Indiana University, 1101 East Tenth Street, Bloomington, IN, 47405, USA.
Carnegie Mellon University, Adelaide, SA, Australia.
Department of Psychological and Brain Sciences, Indiana University, 1101 East Tenth Street, Bloomington, IN, 47405, USA. nosofsky@indiana.edu.
AN  - 28236097
AU  - Meagher, B. J.
AU  - Carvalho, P. F.
AU  - Goldstone, R. L.
AU  - Nosofsky, R. M.
DA  - Dec
DO  - 10.3758/s13423-017-1251-6
DP  - NLM
ET  - 2017/02/27
J2  - Psychonomic bulletin & review
KW  - *Classification
*Cognition
Humans
*Learning
*Natural Science Disciplines
Category learning
Cognitive training
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1069-9384
SP  - 1987-1994
ST  - Organized simultaneous displays facilitate learning of complex natural science categories
T2  - Psychon Bull Rev
TI  - Organized simultaneous displays facilitate learning of complex natural science categories
VL  - 24
ID  - 204354
ER  - 


TY  - GEN
AB  - This paper summarizes the results of a review of the empirical literature (1990-2005) focusing on use of assistive technology as a self-management tool for persons with intellectual disabilities. Forty investigations were identified which provided information on assistive technology to assist persons with disabilities to initiate and complete daily tasks. Four areas of research were defined and analyzed through the identified studies: (a) pictorial prompts; (b) tactile prompts; (c) auditory prompts; and (d) computer-aided systems. Research supports assistive technology as an effective tool for providing antecedent prompts that can be self-operated by persons with intellectual disabilities. Implications of the research and suggestions for future research are discussed. (Contains 2 tables.)
AU  - Mechling, Linda C.
DB  - ERIC
DP  - EBSCOhost
J2  - Education and Training in Developmental Disabilities
KW  - Educational Technology
Disabilities
Assistive Technology
Literature Reviews
Daily Living Skills
Prompting
Auditory Stimuli
Tactual Perception
Computer Uses in Education
Mental Retardation
Cues
Visual Stimuli
Pictorial Stimuli
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Education and Training in Developmental Disabilities
PY  - 2007
SN  - 1547-0350
SP  - 252-269
ST  - Assistive Technology as a Self-Management Tool for Prompting Students with Intellectual Disabilities to Initiate and Complete Daily Tasks: A Literature Review
TI  - Assistive Technology as a Self-Management Tool for Prompting Students with Intellectual Disabilities to Initiate and Complete Daily Tasks: A Literature Review
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ774649&site=ehost-live&scope=site
http://www.dddcec.org/etmrddv/TOC/tblecontents.htm
VL  - 42
ID  - 205093
ER  - 


TY  - JOUR
AB  - This study compared the effects of three procedures (video prompting: VP, video modeling: VM, and continuous video modeling: CVM) on task completion by three high school students with moderate intellectual disability. The comparison was made across three sets of fundamentally different tasks (putting away household items in clusters of two items; multi-step cleaning tasks whereby each step in the task was completed one time; and multi-component folding tasks whereby steps were performed repetitively). The study combined a multiple probe across behaviors design with an adapted alternating treatments design replicated across three participants. Overall, VP was more effective across the three students for 6 of the 9 tasks, followed by CVM (2 of 9 tasks), and VM (1 of 9 tasks). These data further suggest that the type of task and student characteristics may influence the effectiveness of the three video procedures.
AN  - EJ1045766
AU  - Mechling, Linda C.
AU  - Ayres, Kevin M.
AU  - Bryant, Kathryn J.
AU  - Foster, Ashley L.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Comparative Analysis
Modeling (Psychology)
Prompting
Video Technology
High School Students
Moderate Mental Retardation
Technology Uses in Education
Instructional Effectiveness
Daily Living Skills
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 2154-1647
SP  - 491-504
ST  - Comparison of the Effects of Continuous Video Modeling, Video Prompting, and Video Modeling on Task Completion by Young Adults with Moderate Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparison of the Effects of Continuous Video Modeling, Video Prompting, and Video Modeling on Task Completion by Young Adults with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1045766&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 49
ID  - 205123
ER  - 


TY  - JOUR
AB  - The current study evaluated a relatively new video-based procedure, continuous video modeling (CVM), to teach multi-step cleaning tasks to high school students with moderate intellectual disability. CVM in contrast to video modeling and video prompting allows repetition of the video model (looping) as many times as needed while the user completes a task. CVM was evaluated using a multiple probe design across three cleaning tasks and replicated across three students. CVM alone was effective in promoting completion of tasks for two of the three students. Results suggest that CVM may be an effective instructional strategy for prompting task completion, however, further research is recommended regarding the types of tasks best suited for this video-based intervention.
AN  - EJ1034472
AU  - Mechling, Linda C.
AU  - Ayres, Kevin M.
AU  - Bryant, Kathryn J.
AU  - Foster, Ashley L.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Teaching Methods
High School Students
Moderate Mental Retardation
Daily Living Skills
Video Technology
Role Models
Program Evaluation
Comparative Analysis
Repetition
Prompting
Task Analysis
Stanford Binet Intelligence Scale
Vineland Adaptive Behavior Scales
Wechsler Intelligence Scale for Children
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 2154-1647
SP  - 368-380
ST  - Continuous Video Modeling to Assist with Completion of Multi-Step Home Living Tasks by Young Adults with Moderate Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Continuous Video Modeling to Assist with Completion of Multi-Step Home Living Tasks by Young Adults with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1034472&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/1671/Continuous-Video-Modeling-to-Prompt-Completion-of-Multi-Component-Tasks-by-Adults-with-Moderate-Intellectual-Disability.aspx
VL  - 49
ID  - 205131
ER  - 


TY  - JOUR
AB  - The study compared the effects of using commercially available and custom-made video prompts on the completion of cooking recipes by four high school age males with a diagnosis of autism. An adapted alternating treatments design with continuous baseline, comparison, final treatment, and best treatment condition was used to compare the two procedures. Gains were made by each participant when using both video procedures. However, results indicate that all students performed more steps independently correct when completing recipes with the custom-made video prompts during the comparison condition. During the best treatment condition, recipes initially prepared using the commercially available video prompts in the comparison condition were performed at criterion levels when completed with the custom-made videos prompts. Implications for use and development of commercial and customized video products with attention to the salient features of video prompts are presented.
AN  - EJ1019929
AU  - Mechling, Linda C.
AU  - Ayres, Kevin M.
AU  - Foster, Ashley L.
AU  - Bryant, Kathryn J.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Teaching Methods
Cooking Instruction
High School Students
Autism
Males
Program Effectiveness
Special Education
Daily Living Skills
Computer Software
Stanford Binet Intelligence Scale
Vineland Adaptive Behavior Scales
Kaufman Assessment Battery for Children
Wechsler Intelligence Scale for Children III
Woodcock Johnson Tests of Cognitive Ability
Wechsler Preschool Primary Scale of Intell (Rev)
Kaufman Assessment Battery for Children
Stanford Binet Intelligence Scale
Vineland Adaptive Behavior Scales
Wechsler Intelligence Scale for Children
Wechsler Preschool and Primary Scale of Intelligence
Woodcock Johnson Tests of Cognitive Ability
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 0741-9325
SP  - 371-383
ST  - Comparing the Effects of Commercially Available and Custom-Made Video Prompting for Teaching Cooking Skills to High School Students with Autism
T2  - Remedial and Special Education
TI  - Comparing the Effects of Commercially Available and Custom-Made Video Prompting for Teaching Cooking Skills to High School Students with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1019929&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0741932513494856
VL  - 34
ID  - 205113
ER  - 


TY  - JOUR
AB  - This investigation examined the ability of four adults with moderate intellectual disability to complete multi-component tasks using continuous video modeling. Continuous video modeling, which is a newly researched application of video modeling, presents video in a "looping" format which automatically repeats playing of the video while the individual completes a task. Four adult males, ages 29 to 35 years, with a diagnosis of Down syndrome and moderate intellectual disability, were participants in the study. A multiple probe design across three sets of multi-component tasks (folding multiple sizes of towels; sorting an assortment of recycling materials; preparing a buffet table with multiple serving stations) was used to evaluate the effectiveness of continuous video modeling. Overall results suggest that this newly explored method for presenting video models was an effective presentation mode for three of the four participants and for one participant when completing two of three tasks.
AN  - EJ1016609
AU  - Mechling, Linda C.
AU  - Ayres, Kevin M.
AU  - Purrazzella, Kaitlin
AU  - Purrazzella, Kimberly
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Adults
Moderate Mental Retardation
Down Syndrome
Males
Instructional Effectiveness
Prompting
Teaching Methods
Wechsler Adult Intelligence Scale
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 2154-1647
SP  - 3-16
ST  - Continuous Video Modeling to Prompt Completion of Multi-Component Tasks by Adults with Moderate Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Continuous Video Modeling to Prompt Completion of Multi-Component Tasks by Adults with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1016609&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETADDArchives.aspx
VL  - 49
ID  - 205132
ER  - 


TY  - JOUR
AB  - This study compared the effects of video models with and without verbal cuing (voice over) on the completion of fine motor cooking related tasks by four young adults with moderate intellectual disability. The effects of the two modeling conditions were compared using an adapted alternating treatments design with an extended baseline, comparison, final treatment, and best treatment condition. Results indicated that video modeling with verbal cuing was more effective for three of the four students when evaluating independent correct performance of task steps. (Contains 3 tables and 2 figures.)
AN  - EJ968597
AU  - Mechling, Linda C.
AU  - Collins, Terri S.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Moderate Mental Retardation
Verbal Communication
Prompting
Young Adults
Psychomotor Skills
Cooking Instruction
Comparative Analysis
Instructional Effectiveness
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 2154-1647
SP  - 223-235
ST  - Comparison of the Effects of Video Models with and without Verbal Cueing on Task Completion by Young Adults with Moderate Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparison of the Effects of Video Models with and without Verbal Cueing on Task Completion by Young Adults with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ968597&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/CurrentETADDJournal.aspx
VL  - 47
ID  - 205125
ER  - 


TY  - JOUR
AB  - This study evaluated the effectiveness of a portable DVD player plus the system of least prompts (SLP) for DVD player use as a self-prompting device to teach cooking tasks to three young adults with moderate intellectual disabilities. A multiple probe design across three cooking tasks and replicated across three students was used to evaluate the effectiveness of the portable DVD player to prompt completion of multistep tasks. Results indicate that the self-prompting, portable DVD player with the SLP was effective in teaching multistep cooking tasks that were maintained over time. (Contains 1 table and 3 figures.)
AN  - EJ814421
AU  - Mechling, Linda C.
AU  - Gast, David L.
AU  - Fields, Elizabeth A.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Prompting
Young Adults
Cooking Instruction
Instructional Effectiveness
Teaching Methods
Video Technology
Interrater Reliability
Task Analysis
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 0022-4669
SP  - 179-190
ST  - Evaluation of a Portable DVD Player and System of Least Prompts to Self-Prompt Cooking Task Completion by Young Adults with Moderate Intellectual Disabilities
T2  - Journal of Special Education
TI  - Evaluation of a Portable DVD Player and System of Least Prompts to Self-Prompt Cooking Task Completion by Young Adults with Moderate Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ814421&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0022466907313348
VL  - 42
ID  - 205204
ER  - 


TY  - JOUR
AB  - The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to evaluate the effectiveness of SMART Board technology on: (a) reading target grocery words; (b) matching grocery item photos to target grocery words; (c) reading other students' target grocery words through observational learning; and (d) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target information.
AD  - Department Curricular Studies, Division Academic Affairs, University of North Carolina at Wilmington, King Hall 102b, 601 S. College Road, Wilmington, NC 28403, USA. mechlingl@uncw.edu
AN  - 17347880
AU  - Mechling, L. C.
AU  - Gast, D. L.
AU  - Krupa, K.
DA  - Nov
DO  - 10.1007/s10803-007-0361-9
DP  - NLM
ET  - 2007/03/10
J2  - Journal of autism and developmental disorders
KW  - Adult
Aptitude
*Attention
*Computer-Assisted Instruction
Curriculum
Discrimination Learning
Down Syndrome/psychology/therapy
*Education of Intellectually Disabled
Female
Food Preferences/psychology
Generalization, Psychological
Humans
Male
Pattern Recognition, Visual
Reaction Time
*Reading
Semantics
Software
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0162-3257 (Print)
0162-3257
SP  - 1869-82
ST  - Impact of SMART Board technology: an investigation of sight word reading and observational learning
T2  - J Autism Dev Disord
TI  - Impact of SMART Board technology: an investigation of sight word reading and observational learning
VL  - 37
ID  - 204243
ER  - 


TY  - JOUR
AB  - In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time.
AN  - EJ855124
AU  - Mechling, Linda C.
AU  - Gast, David L.
AU  - Seid, Nicole H.
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Cooking Instruction
Autism
Pervasive Developmental Disorders
Assistive Technology
Handheld Devices
Prompting
Teaching Methods
Educational Technology
M1  - 10
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 0162-3257
SP  - 1420-1434
ST  - Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder
T2  - Journal of Autism and Developmental Disorders
TI  - Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ855124&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-009-0761-0
VL  - 39
ID  - 205411
ER  - 


TY  - JOUR
AB  - The purpose of this study was to evaluate whether the use of a personal digital assistant (PDA), with picture, auditory, and video prompts, would serve as a portable self-prompting device to facilitate independent task performance by high school age students with moderate intellectual disabilities. A multiple probe design was used across three cooking recipes and replicated across three students to evaluate the effectiveness of the self-prompting program. Results indicate that students were able to independently use a PDA to self-prompt completion of the three cooking recipes without the need for external adult prompting, to maintain use of the device over time, and to self-adjust the levels of prompts used within and across recipes. (Contains 1 table and 5 figures.)
AN  - EJ906275
AU  - Mechling, Linda C.
AU  - Gast, David L.
AU  - Seid, Nicole H.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Cooking Instruction
Moderate Mental Retardation
Prompting
Handheld Devices
Independent Living
Replication (Evaluation)
Assistive Technology
Program Effectiveness
Academic Accommodations (Disabilities)
Multimedia Materials
Participant Satisfaction
Computer Software Evaluation
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 2154-1647
SP  - 422-439
ST  - Evaluation of a Personal Digital Assistant as a Self-Prompting Device for Increasing Multi-Step Task Completion by Students with Moderate Intellectual Disabilities
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Evaluation of a Personal Digital Assistant as a Self-Prompting Device for Increasing Multi-Step Task Completion by Students with Moderate Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ906275&site=ehost-live&scope=site
http://www.dddcec.org/index.htm
VL  - 45
ID  - 205203
ER  - 


TY  - JOUR
AB  - This study compared the effects of static photographs and video prompts on the independent performance of cooking related tasks by six young adults with moderate intellectual disabilities. An adapted alternating treatment design with baseline and final treatment phase was used to measure the percentage of tasks correctly completed by each student across treatments. Results indicated that both procedures were effective in increasing correct performance of tasks for all participants from baseline levels in which only verbal task directions were provided. All six participants demonstrated greater independent responding on the target tasks when using video prompting. During the final treatment phase students increased their level of performance using video prompting with sets of tasks receiving static picture prompts in the comparison phase. Implications for future research and the development of curriculum, which include instruction of self-prompting strategies, are discussed. (Contains 2 figures and 2 tables.)
AN  - EJ855761
AU  - Mechling, Linda C.
AU  - Gustafson, Melissa
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Prompting
Young Adults
Visual Stimuli
Outcomes of Treatment
Cooking Instruction
Performance Based Assessment
Active Learning
Task Analysis
Error Patterns
Conceptual Tempo
Comparative Analysis
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 0936-2835
SP  - 103-116
ST  - Comparison of the Effects of Static Picture and Video Prompting on Completion of Cooking Related Tasks by Students with Moderate Intellectual Disabilities
T2  - Exceptionality
TI  - Comparison of the Effects of Static Picture and Video Prompting on Completion of Cooking Related Tasks by Students with Moderate Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ855761&site=ehost-live&scope=site
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/09362830902805889
VL  - 17
ID  - 205124
ER  - 


TY  - JOUR
AB  - This study compared the effectiveness of static photographs and video prompts on the independent task performance of six young men with a diagnosis of autism. An adapted alternating-treatment design with baseline, comparison, withdrawal, and final treatment conditions was used to measure the percentage of cooking-related tasks completed independently by each student across the two treatments. Both procedures were effective in increasing correct task performance for all participants from baseline levels where only verbal task directions were provided. However, participants independently completed a greater number of tasks when using video prompting. During the final treatment phase, each student further increased his level of performance when using video prompting with sets of tasks receiving static picture prompts during the comparison phase.
AN  - EJ861034
AU  - Mechling, Linda C.
AU  - Gustafson, Melissa R.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Autism
Prompting
Visual Aids
Video Technology
Task Analysis
Performance
Auditory Stimuli
Comparative Analysis
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 0162-6434
SP  - 2008
ST  - Comparison of Static Picture and Video Prompting on the Performance of Cooking-Related Tasks by Students with Autism
T2  - Journal of Special Education Technology
TI  - Comparison of Static Picture and Video Prompting on the Performance of Cooking-Related Tasks by Students with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ861034&site=ehost-live&scope=site
http://www.tamcec.org/jset-index/comparison-of-static-picture-and-video-prompting-on-the-performance-of-cooking-related-tasks-by-students-with-autism/
VL  - 23
ID  - 205121
ER  - 


TY  - JOUR
AB  - The preferences of students with autism for watching themselves, a familiar adult, or a familiar peer in video recordings were examined. A multi-stimulus video preference assessment was used to evaluate the preferences of five students with autism. Three video options of a preferred activity (e.g., vacuuming) or daily/routine activity (e.g., snack time) were available to students via a computer-based program. Results showed that collectively there was minimal difference between the three video choices across the five students. However, in their individual scores, preferences varied among the students and activities, providing a framework for discussion of individual preference assessments when using video for instructional programs and reinforcement of task performance and behavior. (Contains 3 figures and 3 tables.)
AN  - EJ884004
AU  - Mechling, Linda C.
AU  - Moser, Sara V.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Video Technology
Visual Stimuli
Familiarity
Adults
Pervasive Developmental Disorders
Role Models
Prompting
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 1088-3576
SP  - 76-84
ST  - Video Preference Assessment of Students with Autism for Watching Self, Adults, or Peers
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Video Preference Assessment of Students with Autism for Watching Self, Adults, or Peers
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ884004&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357610364392
VL  - 25
ID  - 205445
ER  - 


TY  - JOUR
AB  - The purpose of this study was to evaluate the use of a Personal Digital Assistant with multiple prompt levels to increase completion of novel task boxes and transitioning within and between tasks. The study used a multiple probe design across three sets of task boxes replicated with three students with a diagnosis of autism spectrum disorder. Results indicated that: task completion was higher for two of the students compared to baseline conditions using a picture-based task strip; all students were able to complete a greater number of between task transitions using the PDA; students performed within task transitions equally as well using the PDA and the task strip; and one student began to self-fade use of more intrusive prompt levels.
AN  - EJ925318
AU  - Mechling, Linda C.
AU  - Savidge, Erin J.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Novelty (Stimulus Dimension)
Pervasive Developmental Disorders
Handheld Devices
Educational Technology
Prompting
Time on Task
Pictorial Stimuli
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 0162-3257
SP  - 687-704
ST  - Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder
T2  - Journal of Autism and Developmental Disorders
TI  - Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ925318&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-010-1088-6
VL  - 41
ID  - 205410
ER  - 


TY  - JOUR
AB  - The purpose of this study was to evaluate use of a personal digital assistant (PDA) with picture, auditory, and video prompts as a portable self-prompting device to facilitate independent pedestrian travel by three high school age students with moderate intellectual disabilities. Using a multiple probe design across three destinations and their respective landmarks, the self-prompting device was evaluated for its effectiveness in increasing independent travel across multiple destinations. Results indicate that students were able to independently use the PDA to self-prompt pedestrian travel (walking) without the need for external adult prompting, to maintain use of the device over time, and to self-adjust the level of prompt used across the different pedestrian routes. (Contains 2 tables and 4 figures.)
AN  - EJ942479
AU  - Mechling, Linda C.
AU  - Seid, Nicole H.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Handheld Devices
Moderate Mental Retardation
Young Adults
Prompting
Pedestrian Traffic
Travel
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 2154-1647
SP  - 220-237
ST  - Use of a Hand-Held Personal Digital Assistant (PDA) to Self-Prompt Pedestrian Travel by Young Adults with Moderate Intellectual Disabilities
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Use of a Hand-Held Personal Digital Assistant (PDA) to Self-Prompt Pedestrian Travel by Young Adults with Moderate Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ942479&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/556/Use-of-a-Hand-Held-Personal-Digital-Assistant-PDA-to-Self-Prompt-Pedestrian-Travel-by-Young-Adults-with-Moderate-Intellectual-Disabilities.aspx
VL  - 46
ID  - 205397
ER  - 


TY  - JOUR
AB  - Consolidation of motor memories associated with skilled practice can occur both online, concurrent with practice, and offline, after practice has ended. The current study investigated the role of dorsal premotor cortex (PMd) in early offline motor memory consolidation of implicit sequence-specific learning. Thirty-three participants were assigned to one of three groups of repetitive transcranial magnetic stimulation (rTMS) over left PMd (5 Hz, 1 Hz or control) immediately following practice of a novel continuous tracking task. There was no additional practice following rTMS. This procedure was repeated for 4 days. The continuous tracking task contained a repeated sequence that could be learned implicitly and random sequences that could not. On a separate fifth day, a retention test was performed to assess implicit sequence-specific motor learning of the task. Tracking error was decreased for the group who received 1 Hz rTMS over the PMd during the early consolidation period immediately following practice compared with control or 5 Hz rTMS. Enhanced sequence-specific learning with 1 Hz rTMS following practice was due to greater offline consolidation, not differences in online learning between the groups within practice days. A follow-up experiment revealed that stimulation of PMd following practice did not differentially change motor cortical excitability, suggesting that changes in offline consolidation can be largely attributed to stimulation-induced changes in PMd. These findings support a differential role for the PMd in support of online and offline sequence-specific learning of a visuomotor task and offer converging evidence for competing memory systems.
AD  - School of Kinesiology, University of Michigan, Ann Arbor, MI, USA.
Department of Physical Therapy, University of British Columbia, Vancouver, BC, Canada.
Brain Research Centre, University of British Columbia, 212-2177 Wesbrook Mall, Vancouver, BC, V6T 2B5, Canada.
AN  - 23834742
AU  - Meehan, S. K.
AU  - Zabukovec, J. R.
AU  - Dao, E.
AU  - Cheung, K. L.
AU  - Linsdell, M. A.
AU  - Boyd, L. A.
C2  - Pmc4884019
C6  - Nihms786727
DA  - Oct
DO  - 10.1111/ejn.12291
DP  - NLM
ET  - 2013/07/10
J2  - The European journal of neuroscience
KW  - Adult
Awareness
Female
Hand
Humans
Male
Memory/*physiology
Motor Cortex/*physiology
Motor Skills/*physiology
Serial Learning/*physiology
Transcranial Magnetic Stimulation/*methods
Young Adult
dorsal premotor cortex
implicit motor learning
offline motor learning
online motor learning
repetitive transcranial magnetic stimulation
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0953-816X (Print)
0953-816x
SP  - 3071-9
ST  - One hertz repetitive transcranial magnetic stimulation over dorsal premotor cortex enhances offline motor memory consolidation for sequence-specific implicit learning
T2  - Eur J Neurosci
TI  - One hertz repetitive transcranial magnetic stimulation over dorsal premotor cortex enhances offline motor memory consolidation for sequence-specific implicit learning
VL  - 38
ID  - 204518
ER  - 


TY  - JOUR
AB  - The serotonergic system has been widely implicated in stress related psychiatric disorders such as depression and anxiety. We investigated the possible association between depression and anxiety scores and SNPs within the HTR1A and HTR1B genes in a population sample (n=1387). There was no direct SNP-phenotype association, but in interaction with recent stressful life events rs6295 G, rs878567 T alleles and rs6296 C alleles were associated with significantly higher symptom scores. A subset of control subjects (n=101) took part in a computerised face emotion processing task. Healthy rs6295 GG carriers did not show an affective bias to perceive more negative emotions but reacted more quickly to fearful faces. Thus we conclude that the serotonin-1A receptor conveys vulnerability to these psychiatric disorders by modulating threat-related information processing. Our results extend previous findings of an interaction between stressful life events and the serotonin transporter gene to two other genes in the serotonergic pathway and emphasise the possible role of increased threat-related information processing as an intermediate phenotype. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Juhasz, Gabriella, Neuroscience and Psychiatry Unit, School of Community Based Medicine, Faculty of Medical and Human Sciences, University of Manchester, Stopford Building, Oxford Road, Manchester, United Kingdom, M13 9PT
AN  - 2011-00008-015
AU  - Mekli, Krisztina
AU  - Payton, Antony
AU  - Miyajima, Fabio
AU  - Platt, Hazel
AU  - Thomas, Emma
AU  - Downey, Darragh
AU  - Lloyd-Williams, Kathryn
AU  - Chase, Diana
AU  - Toth, Zoltan G.
AU  - Elliott, Rebecca
AU  - Ollier, William E.
AU  - Anderson, Ian M.
AU  - Deakin, J. F. William
AU  - Bagdy, Gyorgy
AU  - Juhasz, Gabriella
DB  - APA PsycInfo
DO  - 10.1016/j.euroneuro.2010.06.013
DP  - EBSCOhost
KW  - genes
stress related information processing
depression disorders
anxiety disorders
single nucleotide polymorphism
HTR1A
HTR1B
Adult
Alleles
Anxiety
Cognition
Cohort Studies
DNA
Depression
Emotions
Female
Genetic Predisposition to Disease
Genotype
Humans
Life Change Events
Male
Middle Aged
Phenotype
Polymorphism, Single Nucleotide
Psychiatric Status Rating Scales
Receptor, Serotonin, 5-HT1A
Receptor, Serotonin, 5-HT1B
Serotonin Plasma Membrane Transport Proteins
Stress, Psychological
Surveys and Questionnaires
Young Adult
Major Depression
Nucleotides
Polymorphism
Serotonin
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2011
SN  - 0924-977X
1873-7862
SP  - 129-139
ST  - The HTR1A and HTR1B receptor genes influence stress-related information processing
T2  - European Neuropsychopharmacology
TI  - The HTR1A and HTR1B receptor genes influence stress-related information processing
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-00008-015&site=ehost-live&scope=site
ORCID: 0000-0001-8141-3410
ORCID: 0000-0002-2750-962X
ORCID: 0000-0002-7602-010X
ORCID: 0000-0002-3678-0032
ORCID: 0000-0002-1347-4825
ORCID: 0000-0003-0335-152X
gabriella.juhasz@manchester.ac.uk
VL  - 21
ID  - 205038
ER  - 


TY  - JOUR
AB  - BACKGROUND: Programs to change health behaviours have been identified as one way to reduce health inequalities experienced by disadvantaged groups. The objective of this study was to examine the effectiveness of a behaviour change programme to increase walking and reduce sedentary behaviour of adults with intellectual disabilities. METHODS: We used a cluster randomised controlled design and recruited participants over 18 years old and not regularly involved in physical activity from intellectual disabilities community-based organisations. Assessments were carried out blind to allocation. Clusters of participants were randomly allocated to the Walk Well program or a 12-week waiting list control. Walk Well consisted of three face-to-face physical activity consultations incorporating behaviour change techniques, written resources for participants and carers, and an individualised, structured walking programme. The primary outcome measured with accelerometers was change in mean step count per day between baseline and 12 weeks. Secondary outcomes included percentage time per day sedentary and in moderate-vigorous physical activity (MVPA), body mass index (BMI), and subjective well being. RESULTS: One hundred two participants in 50 clusters were randomised. 82 (80.4%) participants completed the primary outcome. 66.7% of participants lived in the most deprived quintile on the Scottish Index of Multiple Deprivation. At baseline, participants walked 4780 (standard deviation 2432) steps per day, spent 65.5% (standard deviation 10.9) of time sedentary and 59% percent had a body mass in the obesity range. After the walking programme, the difference between mean counts of the Walk Well and control group was 69.5 steps per day [95% confidence interval (CI) -1054 to 1193.3]. There were no significant between group differences in percentage time sedentary 1.6% (95% CI -2.984 to 6.102), percentage time in MVPA 0.3% (95% CI -0.7 to 1.3), BMI -0.2 kg/m(2) (95% CI -0.8 to 0.4) or subjective well-being 0.3 (95% CI -0.9 to 1.5). CONCLUSIONS: This is the first published trial of a walking program for adults with intellectual disabilities. Positively changing physical activity and sedentary behaviours may require more intensive programmes or upstream approaches to address the multiple social disadvantages experienced by adults with intellectual disabilities. Since participants spent the majority of their time sedentary, home-based programmes to reduce sitting time may be a viable health improvement approach. TRIAL REGISTRATION: Current Controlled Trials ISRCTN50494254.
AD  - University of Glasgow, Institute of Health and Wellbeing, Academic Centre, Gartnavel Royal Hospital, 1055 Great Western Road, Glasgow, G12 0XH, UK. craig.melville@glasgow.ac.uk.
University of Glasgow, Institute of Health and Wellbeing, Academic Centre, Gartnavel Royal Hospital, 1055 Great Western Road, Glasgow, G12 0XH, UK. Fiona.Mitchell@glasgow.ac.uk.
Social Work and Social Policy, Lord Hope Building, University of Strathclyde, Glasgow, G4 OLT, UK. Kirsten.Stalker@strath.ac.uk.
MRC Social and Public Health Sciences Unit, University of Glasgow, 200 Renfield St, Glasgow, G2 3QB, UK. Lynsay.Matthews@glasgow.ac.uk.
Robertson Centre for Biostatistics, Institute of Health and Wellbeing, University of Glasgow, Boyd Orr Building, University Avenue Glasgow, Glasgow, G12 8QQ, UK. Alex.McConnachie@glasgow.ac.uk.
Robertson Centre for Biostatistics, Institute of Health and Wellbeing, University of Glasgow, Boyd Orr Building, University Avenue Glasgow, Glasgow, G12 8QQ, UK. Heather.Murray@glasgow.ac.uk.
Social Work Services, Glasgow City Council, 40 John Street, Glasgow, G1 1JL, UK. Chris.Melling@glasgow.gov.uk.
University of Edinburgh, Physical Activity for Health Research Centre, St Leonard's Land, Holyrood Road, Edinburgh, EH8 8AQ, UK. Nannette.Mutrie@ed.ac.uk.
AN  - 26416606
AU  - Melville, C. A.
AU  - Mitchell, F.
AU  - Stalker, K.
AU  - Matthews, L.
AU  - McConnachie, A.
AU  - Murray, H. M.
AU  - Melling, C.
AU  - Mutrie, N.
C2  - Pmc4587575
DA  - Sep 29
DO  - 10.1186/s12966-015-0290-5
DP  - NLM
ET  - 2015/09/30
J2  - The international journal of behavioral nutrition and physical activity
KW  - Adult
Body Mass Index
Cluster Analysis
Female
*Health Behavior
Health Promotion/*methods
Humans
Intellectual Disability/*rehabilitation
Male
Middle Aged
Primary Health Care
*Program Evaluation
Quality of Life
Referral and Consultation
Walking/*statistics & numerical data
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1479-5868
SP  - 125
ST  - Effectiveness of a walking programme to support adults with intellectual disabilities to increase physical activity: walk well cluster-randomised controlled trial
T2  - Int J Behav Nutr Phys Act
TI  - Effectiveness of a walking programme to support adults with intellectual disabilities to increase physical activity: walk well cluster-randomised controlled trial
VL  - 12
ID  - 204297
ER  - 


TY  - JOUR
AB  - This article aims at reporting on the process of tutors training for the planning of distance education at the undergraduate Administration course at the Federal University of Uberlandia-Brazil. It describes a participatory research training of tutors in the use of concept mapping (CM) and concept mapping software to encourage individual contribution and cooperation in the context staff development for distance education. The results are presented of collectively constructed conceptual curricular network maps that demonstrate the cooperation and metacognitive thought of the instructors in creating these maps. The maps represents, topologically, a general and integrated vision of the Declarative Knowledge (What), Procedimental (How) and (Why)--a Structural Knowledge in accordance with the constructivist epistemology of the human brain. The cooperative elaboration of the curricular maps shows the understanding of the importance of this aid in the process of metacognition, and some of the resulting applications in the planning of Distance Learning. It illustrates CM that represents A) Metacognitive exercises of the instructors, B) General and integrated vision of curricular, C) Alignment between CM and revised educational taxonomies.
AN  - EJ1050604
AU  - Mendes, Elise
AU  - Jordão de Carvalho, Claudinê
AU  - Gargiulo, Victor
AU  - da Mota Alves, João Bosco
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Distance Education
Business Administration Education
Epistemology
Foreign Countries
Participatory Research
Concept Mapping
Metacognition
Computer Software
Brain
Taxonomy
Undergraduate Students
Tutors
Instructional Design
Knowledge Level
Teaching Methods
Constructivism (Learning)
Interviews
Questionnaires
Brazil
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1537-2456
SP  - 451-466
ST  - Conceptual Maps for Training Tutors in the Distance Learning of Business Administration Course
T2  - International Journal on E-Learning
TI  - Conceptual Maps for Training Tutors in the Distance Learning of Business Administration Course
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1050604&site=ehost-live&scope=site
http://www.editlib.org/p/33094/
VL  - 13
ID  - 205129
ER  - 


TY  - BOOK
AB  - In today's society, educational opportunities have evolved beyond the traditional classroom setting. Most universities have implemented virtual learning environments in an effort to provide more opportunities for potential or current students seeking alternative and more affordable learning solutions. "User-Centered Design Strategies for Massive Open Online Courses (MOOCs)" focuses on the best practices and effective design of student interaction within virtual learning environments. Highlighting strategies from human-computer interaction experiences and user-centered models, as well as emergent approaches and implementation techniques, this reference publication is designed for computer science students, academics, researchers, instructional designers, IT professionals, software developers, and educators interested in mobile technologies, social learning, and educational inclusion. Following a preface and acknowledgment section (both authored by Ricardo Mendoza-González), this book is organized into the following sections and chapters: Section 1: Fostering Social Learning with MOOCs: Perspectives and MOOCs Applications Oriented to Promote Social Learning Among People: (1) Facilitating Student Interaction and Collaboration in a MOOC Environment (Stein Brunvand); (2) Users' Digital Competences Study to Design MOOCs for Digital Literacy in Mexico (Ricardo Mendoza-Gonzalez, Laura C. Rodríguez-Maríinez, and Mario A. Rodríguez-Díaz); and (3) MOOCs and Multiple Learning Styles (Sandra Jiménez González, Laura C. Rodriguez-Martinez, and Mario Rodríguez-Díaz). Section 2: Designing Interactions for MOOCs: Strategies, Studies and Methods to Define Starting Points for Well Designed MOOCs' Interactions: (4) Identifying Parent's Security Requirements for Web Filtering in MOOCs for Kids (Juanita Avila Sánchez and Ricardo Mendoza González); (5) Finding the Design Basic for MOOCs: Analyzing the UIs of edX, Coursera, and Udacity (Sandra G. Jiménez-González, Huizilopoztli Luna-García, and Ricardo Mendoza-González); (6) Online Community-Based Practices for Massive Open Online Courses (MOOCs) at Open Universities Australia: A Case Study ( Mandi Axmann and Ren Atkins); and (7) Using Design Patterns to Incorporate Usability in Notifications from MOOCs (Ricardo Mendoza-González). Section 3: Inclusive MOOCs: Exploring Some Alternatives to Design Inclusive MOOCs for Diverse Users: (8) Design, Implementation and Evaluation of MOOCs to Improve Inclusion of Diverse Learners (Sandra Sanchez-Gordon and Sergio Luján-Mora); (9) Addressing Accessibility of MOOCs for Blind Users Hearing Aid for Screen Orientation (Teresita de Jesús Álvarez Robles, Alfredo Mendoza González, Alma Rosa García Gaona, Universidad Veracruzana, and Francisco Alvarez Rodríguez); and (10) Enabling MOOCs' Usage to Mild and Moderate Intellectual Disabled Users: An Approach to Enhance Mobile Interfaces (Alfredo Mendoza González and Francisco Alvarez Rodríguez). Section 4: Evaluation Strategies for MOOCs: Describing Some Proposals for Students Evaluation in MOOCs: (11) Automatic Item Generation for Elementary Logic Quizzes via Markov Logic Networks (Davor Lauc, Nina Grgic Hlaca, and Sandro Skansi); and (12) An Elastic Platform for Large-scale Assessment of Software Assignments for MOOCs (EPLASAM) (Michael Walker, Douglas C. Schmidt, and Jules White). Section 5: Future Trends and Applications: Analyzing Some Future Venues to Enhance Interaction and Applications of MOOCs: (13) The Role of Virtual Worlds for Enhancing Student-Student Interaction in MOOCs (Rosa Reis and Paula Escudeiro); (14) Towards a Gamification Design Process for Building Engaging MOOCs (Aikaterini Kalogeraki); (15) Use of Augmented Reality a New Vision on the Massive Open Online Courses (Julio Ponce, Francisco Ornelas, Francisco Álvarez, and Beatriz Toscano); and (16) Therapy Reports through a Supervision Model using MOOCs (Raúl Alejandro Gutiérrez García, Kalina Isela Martínez Martínez, Karina Elizeth Armas de Santos, and José Antonio Saldivar Cervantes). A compilation of referen es, a section about the contributors, and an index are included.
AU  - Mendoza-Gonzalez, Ricardo
DB  - ERIC
DP  - EBSCOhost
J2  - IGI Global
KW  - Online Courses
Curriculum Design
Virtual Classrooms
Best Practices
Interaction
Cooperative Learning
Technological Literacy
Foreign Countries
Cognitive Style
Parents
Computer Security
Web Sites
Computer Interfaces
Open Universities
Case Studies
Usability
Inclusion
Student Diversity
Accessibility (for Disabled)
Blindness
Assistive Technology
Mild Intellectual Disability
Moderate Intellectual Disability
Electronic Learning
Tests
Logical Thinking
Computer Software
Assignments
Measurement
Educational Games
Computer Simulation
Therapy
Mexico
Australia
Australia
Mexico
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - IGI Global
PY  - 2016
SN  - 978-1-4666-9743-0
ST  - User-Centered Design Strategies for Massive Open Online Courses (MOOCs)
TI  - User-Centered Design Strategies for Massive Open Online Courses (MOOCs)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED564019&site=ehost-live&scope=site
http://dx.doi.org/10.4018/978-1-4666-9743-0
ID  - 205408
ER  - 


TY  - JOUR
AB  - Metacognition directly contributes to learning, performance, and beliefs about the self as a learner. This paper describes the rationale, implementation, and assessment of a weekly online reflection activity based on instructor prompts designed for post-secondary students who aspire to be elementary school teachers. Our study defines four categories of metacognitive knowledge that speak to the specific goals of the course and the characteristics of the students. Using these categories, 71 students' written responses to four reflection prompts from three course offerings were coded, and their effects were examined in terms of types of metacognitive knowledge demonstrated. Our results not only confirm that students were engaged in metacognition through the reflection activity but also show that students exhibited different categories of metacognitive knowledge in relation to the varying emphases of the prompts.
AN  - EJ1104482
AU  - Menz, Petra
AU  - Xin, Cindy
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Metacognition
Content Area Writing
Mathematics Education
Reflection
Prompting
Elementary School Curriculum
Preservice Teacher Education
Mathematics Activities
Course Objectives
Curriculum Design
Writing Assignments
Achievement Gains
Teaching Methods
Qualitative Research
Statistical Analysis
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 2368-4526
SP  - 155-166
ST  - Making Students' Metacognitive Knowledge Visible through Reflective Writing in a Mathematics-for-Teachers Course
T2  - Collected Essays on Learning and Teaching
TI  - Making Students' Metacognitive Knowledge Visible through Reflective Writing in a Mathematics-for-Teachers Course
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1104482&site=ehost-live&scope=site
VL  - 9
ID  - 205265
ER  - 


TY  - JOUR
AB  - We assessed the efficacy of a Spanish-language HIV/AIDS and HIV testing video as a substitute for comparable orally-delivered information in healthcare and non-health care settings for Spanish-speakers regardless of health literacy level. In a non-inferiority clinical trial, Spanish-speaking Latinos from an emergency department, a clinic, and community-based organizations were randomly assigned to receive HIV/AIDS and HIV testing information orally or from a video. Comprehension of the information was measured using a questionnaire. Of the 150 participants, 39 % met criteria for lower health literacy and 75 % previously had been tested for HIV. Mean scores on the questionnaire for the video (20.4; 95 % CI 19.5 ~ 21.3) and the orally-delivered information arms (20.6; 95 % CI 19.7 ~ 21.5) were similar (Δ = -0.15; 95 % CI -1.4 ~ 1.1). Mean scores among lower health literacy participants also were similar (18.3 (video) vs. 19.6 (in-person); p < 0.30). This Spanish-language video is a viable substitute for orally-delivered HIV/AIDS and HIV testing information.
AD  - Department of Emergency Medicine, Alpert Medical School of Brown University, Providence, USA, rmerchant@lifespan.org.
AN  - 25179540
AU  - Merchant, R. C.
AU  - Clark, M. A.
AU  - Santelices, C. A.
AU  - Liu, T.
AU  - Cortés, D. E.
C2  - Pmc4346556
C6  - Nihms625140
DA  - Mar
DO  - 10.1007/s10461-014-0889-6
DP  - NLM
ET  - 2014/09/03
J2  - AIDS and behavior
KW  - AIDS Serodiagnosis/*statistics & numerical data
Adolescent
Adult
Comprehension
Female
HIV Infections/*prevention & control/psychology
Health Literacy/*statistics & numerical data
Hispanic Americans/psychology/*statistics & numerical data
Humans
Male
Mass Screening
Middle Aged
Patient Acceptance of Health Care/psychology/*statistics & numerical data
Patient Education as Topic/*methods
Surveys and Questionnaires
Video Recording
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1090-7165 (Print)
1090-7165
SP  - 523-35
ST  - Efficacy of an HIV/AIDS and HIV testing video for Spanish-speaking Latinos in healthcare and non-healthcare settings
T2  - AIDS Behav
TI  - Efficacy of an HIV/AIDS and HIV testing video for Spanish-speaking Latinos in healthcare and non-healthcare settings
VL  - 19
ID  - 204645
ER  - 


TY  - JOUR
AB  - BACKGROUND: There is growing evidence that neurocognitive function may be an endophenotype for mood disorders. The goal of this study is to examine the specificity and familiality of neurocognitive functioning across the full range of mood disorder subgroups, including Bipolar I (BP-I), Bipolar II (BP-II), Major Depressive Disorders (MDD), and controls in a community-based family study. METHODS: A total of 310 participants from 137 families with mood spectrum disorders (n=151) and controls (n=159) completed the University of Pennsylvania's Computerized Neurocognitive Battery (CNB) that assessed the accuracy and speed of task performance across five domains. Mixed effects regression models tested association and familiality. RESULTS: Compared to those without mood disorders, participants with BP-I had increased accuracy in complex cognition, while participants with MDD were more accurate in emotion recognition. There was also a significant familial association for accuracy of complex cognition. Mood disorder subgroups did not differ in performance speed in any of the domains. LIMITATIONS: The small number of BP-I cases, and family size limited the statistical power of these analyses, and the cross-sectional assessment of neurocognitive function precluded our ability to determine whether performance precedes or post dates onset of disorder. CONCLUSIONS: This is one of the few community-based family studies of potential neurocognitive endophenotypes that includes the full range of mood disorder subgroups. There were few differences in neurocognitive function except enhanced accuracy in specific domains among those with BP-I and MDD. The differential findings across specific mood disorder subgroups substantiate their heterogeneity in other biologic and endophenotypic domains.
AD  - Neuropsychiatry Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA. Electronic address: ameri@upenn.edu.
Genetic Epidemiology Research Branch, Intramural Research Program, National Institute of Mental Health, National Institutes of Health, Bethesda, MD, USA.
Neuropsychiatry Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
AN  - 28340442
AU  - Merikangas, A. K.
AU  - Cui, L.
AU  - Calkins, M. E.
AU  - Moore, T. M.
AU  - Gur, R. C.
AU  - Gur, R. E.
AU  - Merikangas, K. R.
C2  - Pmc5441552
C6  - Nihms861729
DA  - Jun
DO  - 10.1016/j.jad.2017.03.021
DP  - NLM
ET  - 2017/03/25
J2  - Journal of affective disorders
KW  - Adolescent
Adult
Aged
Bipolar Disorder/genetics/*psychology
Case-Control Studies
Child
*Cognition
Cross-Sectional Studies
Emotions
*Endophenotypes
Executive Function
Family
Female
Humans
Male
Middle Aged
Mood Disorders/classification/genetics/*psychology
Neuropsychological Tests
Young Adult
*Bipolar disorder
*Community-based family study
*Mood disorders
*Neurocognition
*Penn CNB
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0165-0327 (Print)
0165-0327
SP  - 163-171
ST  - Neurocognitive performance as an endophenotype for mood disorder subgroups
T2  - J Affect Disord
TI  - Neurocognitive performance as an endophenotype for mood disorder subgroups
VL  - 215
ID  - 204466
ER  - 


TY  - JOUR
AB  - BACKGROUND: Falls are one of the most common health problems among older people and pose a major economic burden on health care systems. Exercise is an accepted stand-alone fall prevention strategy particularly if it is balance training or regular participation in Tai chi. Dance shares the 'holistic' approach of practices such as Tai chi. It is a complex sensorimotor rhythmic activity integrating multiple physical, cognitive and social elements. Small-scale randomised controlled trials have indicated that diverse dance styles can improve measures of balance and mobility in older people, but none of these studies has examined the effect of dance on falls or cognition. This study aims to determine whether participation in social dancing: i) reduces the number of falls; and ii) improves cognitive functions associated with fall risk in older people. METHODS/DESIGN: A single-blind, cluster randomised controlled trial of 12 months duration will be conducted. Approximately 450 participants will be recruited from 24 self-care retirement villages that house at least 60 residents each in Sydney, Australia. Village residents without cognitive impairment and obtain medical clearance will be eligible. After comprehensive baseline measurements including physiological and cognitive tests and self-completed questionnaires, villages will be randomised to intervention sites (ballroom or folk dance) or to a wait-listed control using a computer randomisation method that minimises imbalances between villages based on two baseline fall risk measures. Main outcome measures are falls, prospectively measured, and the Trail Making cognitive function test. Cost-effectiveness and cost-utility analyses will be performed. DISCUSSION: This study offers a novel approach to balance training for older people. As a community-based approach to fall prevention, dance offers older people an opportunity for greater social engagement, thereby making a major contribution to healthy ageing. Providing diversity in exercise programs targeting seniors recognises the heterogeneity of multicultural populations and may further increase the number of taking part in exercise. TRIAL REGISTRATION: Australian New Zealand Clinical Trials Registry ACTRN12612000889853The trial is now in progress with 12 villages already have been randomised.
AD  - School of Science and Health, University of Western Sydney, Sydney, Australia. d.merom@uws.edu.au
AN  - 23675705
AU  - Merom, D.
AU  - Cumming, R.
AU  - Mathieu, E.
AU  - Anstey, K. J.
AU  - Rissel, C.
AU  - Simpson, J. M.
AU  - Morton, R. L.
AU  - Cerin, E.
AU  - Sherrington, C.
AU  - Lord, S. R.
C2  - Pmc3691670
DA  - May 15
DO  - 10.1186/1471-2458-13-477
DP  - NLM
ET  - 2013/05/17
J2  - BMC public health
KW  - Accidental Falls/*prevention & control
Aged
Australia
Cognition
*Dancing/psychology
Female
Humans
Male
Single-Blind Method
Social Behavior
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1471-2458
SP  - 477
ST  - Can social dancing prevent falls in older adults? a protocol of the Dance, Aging, Cognition, Economics (DAnCE) fall prevention randomised controlled trial
T2  - BMC Public Health
TI  - Can social dancing prevent falls in older adults? a protocol of the Dance, Aging, Cognition, Economics (DAnCE) fall prevention randomised controlled trial
VL  - 13
ID  - 204395
ER  - 


TY  - JOUR
AB  - INTRODUCTION: Interpreting change in cognitive performance across baseline and post-concussion evaluations is complicated by poor understanding of how incentives, such as return-to-play, may impact performance. This study examines the influence of an anticipated financial incentive on two sets of outcomes from the ImPACT computerized battery: (a) cognitive composites, meant to serve as measures of cognitive function, and (b) validity indices, proposed as indicators of invalid performance. METHOD: 81 uninjured college students, randomized into two groups, completed a concussion assessment battery including ImPACT. The control group received standard administration instructions. The incentive group was told they would receive $20 if their scores ranked in the top third of students who completed testing. Test examiners were blinded to condition, and participants were debriefed upon study completion. RESULTS: Given the non-normal distribution of the ImPACT cognitive composites and validity indices, non-parametric statistics were used to compare performance between incentive and control groups. Results of Mann-Whitney U tests revealed no significant differences between groups on the ImPACT cognitive composites (all p > .05, r = .04 to .19). In contrast, compared with the control group, the incentive group performed significantly better on all five validity indices: Impulse Control Composite (p = .036, r = .23); Xs and Os Total Incorrect (p = .035, r = .23); Word Memory Learning Percent Correct (p = .036, r = .23); Design Memory Learning Percent Correct (p = .018, r = .26); and Three Letters Total Letters Correct (p = .027, r = .25). CONCLUSIONS: Expectation of financial incentive did not influence performance on the four cognitive composites-the ImPACT's standard metrics of cognitive function. However, the incentive group, relative to controls, exhibited better performance on each of the five validity indices. These results suggest that ImPACT validity indices are more sensitive to incentive-related changes in effort than the ImPACT cognitive composites, providing support for the validity indicator indices as measures of effort toward testing.
AD  - a VA San Diego Healthcare System, Psychology Service , San Diego , CA , USA.
b Moss Rehabilitation Research Institute, Brain Injury Neuropsychology Laboratory , Elkins Park , PA , USA.
c Department of Psychology , Penn State University , University Park , PA , USA.
AN  - 30516088
AU  - Merritt, V. C.
AU  - Rabinowitz, A. R.
AU  - Guty, E.
AU  - Meyer, J. E.
AU  - Greenberg, L. S.
AU  - Arnett, P. A.
DA  - Apr
DO  - 10.1080/13803395.2018.1551519
DP  - NLM
ET  - 2018/12/06
J2  - Journal of clinical and experimental neuropsychology
KW  - Adolescent
Brain Concussion/*diagnosis/psychology
Cognition/*physiology
Female
Humans
Male
*Motivation
Neuropsychological Tests
Students/*psychology
Young Adult
*Cognitive testing
*ImPACT
*effort
*performance validity
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1380-3395
SP  - 312-319
ST  - Financial incentives influence ImPACT validity indices but not cognitive composite scores
T2  - J Clin Exp Neuropsychol
TI  - Financial incentives influence ImPACT validity indices but not cognitive composite scores
VL  - 41
ID  - 203970
ER  - 


TY  - JOUR
AB  - Successful adaptation to novel sensorimotor contexts critically depends on efficient sensory processing and integration mechanisms, particularly those required to combine visual and proprioceptive inputs. If the basal ganglia are a critical part of specialized circuits that adapt motor behavior to new sensorimotor contexts, then patients who are suffering from basal ganglia dysfunction, as in Parkinson's disease should show sensorimotor learning impairments. However, this issue has been under-explored. We tested the ability of 8 patients with Parkinson's disease (PD), off medication, ten healthy elderly subjects and ten healthy young adults to reach to a remembered 3D location presented in an immersive virtual environment. A multi-phase learning paradigm was used having four conditions: baseline, initial learning, reversal learning and aftereffect. In initial learning, the computer altered the position of a simulated arm endpoint used for movement feedback by shifting its apparent location diagonally, requiring thereby both horizontal and vertical compensations. This visual distortion forced subjects to learn new coordinations between what they saw in the virtual environment and the actual position of their limbs, which they had to derive from proprioceptive information (or efference copy). In reversal learning, the sign of the distortion was reversed. Both elderly subjects and PD patients showed learning phase-dependent difficulties. First, elderly controls were slower than young subjects when learning both dimensions of the initial biaxial discordance. However, their performance improved during reversal learning and as a result elderly and young controls showed similar adaptation rates during reversal learning. Second, in striking contrast to healthy elderly subjects, PD patients were more profoundly impaired during the reversal phase of learning. PD patients were able to learn the initial biaxial discordance but were on average slower than age-matched controls in adapting to the horizontal component of the biaxial discordance. More importantly, when the biaxial discordance was reversed, PD patients were unable to make appropriate movement corrections. Therefore, they showed significantly degraded learning indices relative to age-matched controls for both dimensions of the biaxial discordance. Together, these results suggest that the ability to adapt to a sudden biaxial visuomotor discordance applied in three-dimensional space declines in normal aging and Parkinson disease. Furthermore, the presence of learning rate differences in the PD patients relative to age-matched controls supports an important contribution of basal ganglia-related circuits in learning novel visuomotor coordinations, particularly those in which subjects must learn to adapt to sensorimotor contingencies that were reversed from those just learned.
AD  - Département de kinésiolgie, Université de Montréal, 2100, boul. Edouard-Montpetit, bureau 8225, H3T 1J4, Montreal, QC, Canada. j.messier@umontreal.ca
AN  - 17146644
AU  - Messier, J.
AU  - Adamovich, S.
AU  - Jack, D.
AU  - Hening, W.
AU  - Sage, J.
AU  - Poizner, H.
DA  - May
DO  - 10.1007/s00221-006-0802-2
DP  - NLM
ET  - 2006/12/06
J2  - Experimental brain research
KW  - Adaptation, Physiological/physiology
Adult
Aged
Aging/*physiology/psychology
Basal Ganglia/*physiopathology
Feedback/physiology
Female
Humans
Learning Disabilities/etiology/*physiopathology
Male
Memory Disorders/etiology/*physiopathology
Middle Aged
Neural Pathways/physiopathology
Neuropsychological Tests
Parkinson Disease/complications/*physiopathology/psychology
Photic Stimulation
Proprioception/physiology
Psychomotor Performance/*physiology
User-Computer Interface
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0014-4819 (Print)
0014-4819
SP  - 457-74
ST  - Visuomotor learning in immersive 3D virtual reality in Parkinson's disease and in aging
T2  - Exp Brain Res
TI  - Visuomotor learning in immersive 3D virtual reality in Parkinson's disease and in aging
VL  - 179
ID  - 204254
ER  - 


TY  - JOUR
AB  - We describe a humanoid robot platform--the iCub--which was designed to support collaborative research in cognitive development through autonomous exploration and social interaction. The motivation for this effort is the conviction that significantly greater impact can be leveraged by adopting an open systems policy for software and hardware development. This creates the need for a robust humanoid robot that offers rich perceptuo-motor capabilities with many degrees of freedom, a cognitive capacity for learning and development, a software architecture that encourages reuse & easy integration, and a support infrastructure that fosters collaboration and sharing of resources. The iCub satisfies all of these needs in the guise of an open-system platform which is freely available and which has attracted a growing community of users and developers. To date, twenty iCubs each comprising approximately 5000 mechanical and electrical parts have been delivered to several research labs in Europe and to one in the USA.
AD  - Italian Institute of Technology (IIT), Italy. pasa@liralab.it
AN  - 20864311
AU  - Metta, G.
AU  - Natale, L.
AU  - Nori, F.
AU  - Sandini, G.
AU  - Vernon, D.
AU  - Fadiga, L.
AU  - von Hofsten, C.
AU  - Rosander, K.
AU  - Lopes, M.
AU  - Santos-Victor, J.
AU  - Bernardino, A.
AU  - Montesano, L.
DA  - Oct-Nov
DO  - 10.1016/j.neunet.2010.08.010
DP  - NLM
ET  - 2010/09/25
J2  - Neural networks : the official journal of the International Neural Network Society
KW  - Child
Child Development
Cognition/*physiology
Cognitive Science/*instrumentation
Communication
Computer Systems
Executive Function
Exploratory Behavior
Humans
Imitative Behavior
Interpersonal Relations
Psychomotor Performance
*Robotics
Software
LA  - eng
M1  - 8-9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0893-6080
SP  - 1125-34
ST  - The iCub humanoid robot: an open-systems platform for research in cognitive development
T2  - Neural Netw
TI  - The iCub humanoid robot: an open-systems platform for research in cognitive development
VL  - 23
ID  - 203906
ER  - 


TY  - THES
AB  - Symptoms of Autism Spectrum Disorder (ASD) including impairments in social communication and the presence of restricted and repetitive behavior (RRBs) are present in the first 2 years of life, prior to diagnosis. This study compared two developmental models describing the early emergence of ASD symptoms, Social Motivation and Attention theories, in a community-based sample of infants who were followed from 12 months of age into early childhood. Participants included 43 children identified at high-risk for a later diagnosis of ASD based on a positive screen on the First Year Inventory (FYI) at 12 months of age. Toddlers were evaluated at 13 and 22 months, followed by a diagnostic evaluation at 3--5 years. Video coding for social motivation (looking at people) and difficulty disengaging attention (shifting of attention and RRBs) was completed at 13 and 22 months. Path analyses were conducted to evaluate the direct and indirect effects of measures of looking at people, attention shifting, and RRBs on ASD symptom severity. Results indicated a significant indirect effect from decreased looking at people at 13 months to decreased attention shifting at 22 months to increased ASD symptom severity at age 3--5 years. Further analyses indicated that this indirect effect remained when only examining social-specific shifting (i.e., attention shifting including a person) but was not present when only including non-social shifting (i.e., shifting attention between objects). Results from this study better support the Social Motivation theory of the early emergence of ASD symptoms than the Attention theory. While impairments in attention clearly play an integral role in later diagnosis of ASD, attention shifting that included social information appears to play a larger role than attention shifting to non-social information. Further, results suggest that RRBs appear to develop separately and in parallel to symptoms of decreased looking at people and attention shifting involving people. Further examination of how these early symptoms predict later school-aged outcomes (e.g., symptom severity, comorbid attention difficulties, etc.) is needed to gain a further view of the developmental processes in ASD. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AN  - 2017-54455-132
AU  - Meyer, Allison T.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - skills
secondary students
autism
evaluation
Ability
Autism Spectrum Disorders
Secondary Education
Students
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2018
SN  - 0419-4217
978-0355180077
ST  - Developmental trajectories of autism spectrum disorder symptoms in at-risk toddlers
TI  - Developmental trajectories of autism spectrum disorder symptoms in at-risk toddlers
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-54455-132&site=ehost-live&scope=site
VL  - 79
ID  - 204910
ER  - 


TY  - JOUR
AB  - Over the last few years, many investigators have been examining the best intervention practices for achieving better social participation by autistic children. However, there is a paucity of articles documenting interventions to improve interpersonal relationships and the communication of adults presenting with an autism spectrum disorder (ASD). The objectives of this study are: 1) to identify interventions aimed at improving the communication and interpersonal relationships of persons aged 16 to 40 years presenting with an ASD; and 2) to document the characteristics and efficacy of these interventions. A systematic review was conducted of the scientific literature. The interventions in the literature fall into three categories: group interventions, computerized interventions and interventions using an ecosystemic approach. Most programs seek to achieve social integration through a variety of strategies, such as improving problem-solving abilities, recognizing emotions, understanding inferences, etc. Despite their promise, these programs face some problems with respect to the transfer, maintenance and generalization of what has been learned. This article discusses the applicability and efficacy of these programs, as well as the role played by caregivers with adults presenting with ASD. There is not sufficient evidence to reach a conclusion on the efficacy of the interventions reviewed. Future research should examine how such programs are designed and assessed. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
Ces dernières années, de nombreux chercheurs se sont intéressés aux meilleures pratiques d’intervention pour améliorer la participation sociale des enfants autistes. Les interventions auprès des adultes présentant un trouble du spectre de l’autisme (TSA) visant l’amélioration des relations interpersonnelles et de la communication restent toutefois peu documentées. Cette recherche a pour objectif : 1) d’identifier les interventions visant à améliorer la communication et les relations interpersonnelles des personnes de 16 à 40 ans présentant un TSA; 2) de documenter les caractéristiques et l’efficacité de ces interventions. Une recension systématique des écrits a été réalisée. Les interventions proposées dans les écrits recensés se divisent en trois catégories : les interventions de groupe, les interventions informatisées et les interventions selon une approche écosystémique. La majorité des programmes vise l’intégration sociale par diverses stratégies telles que l’amélioration des capacités de résolution de problèmes, la reconnaissance des émotions, la compréhension d’inférences, etc. Quoique prometteurs, ces programmes rencontrent des problèmes de transfert, de maintien et de généralisation des apprentissages. De plus, on ne peut conclure, avec un niveau de preuve suffisant, quant à l’efficacité des interventions recensées. La discussion porte sur l’applicabilité et l’efficacité des programmes, ainsi que sur le rôle des intervenants auprès des adultes présentant un TSA. Des recherches futures devront porter sur la conception, la mise en oeuvre et l’évaluation de tels programmes. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Michallet, B., 3351, boul. des Forges, C.P. 500, Trois-Rivieres, PQ, Canada, G9A 5H7
AN  - 2019-72275-006
AU  - Michallet, B.
AU  - Taylor, J.
AU  - Dumont, C.
AU  - McIntyre, J.
AU  - Couture, M.
DB  - APA PsycInfo
DO  - 10.7202/1060009ar
DP  - EBSCOhost
KW  - autism spectrum disorders
adults
communication skills
interpersonal relationships
programs
interventions
Intervention
Social Skills Training
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 1713-1782
2371-6053
SP  - 117-146
ST  - La communication et les relations interpersonnelles des adultes présentant un trouble du spectre de l’autisme: Une revue systématique des programmes d’intervention = Communication and interpersonal relationships of adults with an autism spectrum disorder: A systematic review of intervention programs
T2  - Revue de Psychoéducation
TI  - La communication et les relations interpersonnelles des adultes présentant un trouble du spectre de l’autisme: Une revue systématique des programmes d’intervention = Communication and interpersonal relationships of adults with an autism spectrum disorder: A systematic review of intervention programs
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-72275-006&site=ehost-live&scope=site
bernard.michallet@uqtr.ca
VL  - 48
ID  - 204964
ER  - 


TY  - JOUR
AB  - PURPOSE: The purpose of this study is to examine the extent and type of robots used for the rehabilitation and education of children and young people with CP and ASD and the associated outcomes. METHODS: The scholarly literature was systematically searched and analyzed. Articles were included if they reported the results of robots used or intended to be used for the rehabilitation and education of children and young people with CP and ASD during play and educative and social interaction activities. RESULTS: We found 15 robotic systems reported in 34 studies that provided a low level of evidence. The outcomes were mainly for children with ASD interaction and who had a reduction in autistic behaviour, and for CP cognitive development, learning, and play. CONCLUSION: More research is needed in this area using designs that provide higher validity. A centred design approach is needed for developing new low-cost robots for this population. Implications for rehabilitation In spite of the potential of robots to promote development in children with ASD and CP, the limited available evidence requires researchers to conduct studies with higher validity. The low level of evidence plus the need for specialized technical support should be considered critical factors before making the decision to purchase robots for use in treatment for children with CP and ASD. A user-entered design approach would increase the chances of success for robots to improve functional, learning, and educative outcomes in children with ASD and CP. We recommend that developers use this approach. The participation of interdisciplinary teams in the design, development, and implementation of new robotic systems is of extra value. We recommend the design and development of low-cost robotic systems to make robots more affordable.
AD  - a Biomedical Engineering Program, School of Medicine and Health Sciences , Universidad del Rosario , Bogotá , DC , Colombia.
b Department of Occupational Therapy, Faculty of Rehabilitation Medicine , University of Alberta , Edmonton , AB , Canada.
c Program of Occupational Therapy, School of Medicine and Health Sciences , Universidad del Rosario , Bogotá , DC , Colombia.
AN  - 28440095
AU  - Miguel Cruz, A.
AU  - Ríos Rincón, A. M.
AU  - Rodríguez Dueñas, W. R.
AU  - Quiroga Torres, D. A.
AU  - Bohórquez-Heredia, A. F.
DA  - Jul
DO  - 10.1080/17483107.2017.1318308
DP  - NLM
ET  - 2017/04/26
J2  - Disability and rehabilitation. Assistive technology
KW  - Adolescent
Autism Spectrum Disorder/*rehabilitation
Cerebral Palsy/*rehabilitation
Child
Disabled Children/*education/*rehabilitation
Humans
Interpersonal Relations
Robotics
*Autistic spectrum disorder
*assistive technology
*cerebral palsy
*children
*robots
*systematic review
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1748-3107
SP  - 429-440
ST  - What does the literature say about using robots on children with disabilities?
T2  - Disabil Rehabil Assist Technol
TI  - What does the literature say about using robots on children with disabilities?
VL  - 12
ID  - 203969
ER  - 


TY  - JOUR
AB  - The COSPATIAL (Communication and social participation: collaborative technologies for interaction and learning) project explores how we can develop effective and useful educational technologies in the form of shared active surfaces (SAS) and collaborative virtual environments (CVEs) to support the enhancement of social skills for children with autism spectrum conditions (ASC). The UK design team comprises of technology developers, design engineers, educational psychologists as well as teachers from both mainstream and autism specialist schools. A user centred design approach is being used to make decisions and review prototype development using CVE technology. The involvement of teachers throughout the entire process is crucial, but in order to understand the primary user further and design optimally it is also desirable to directly involve the end users in the design process. This paper describes the participatory design approach for elicitation of user requirements and CVE design that is being used with typically developing children and how these methods have been adapted to facilitate involvement of children with ASC. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Millen, Laura, Virtual Reality Applications Research Team (VIRART), Faculty of Engineering, University of Nottingham, University Park, Nottingham, United Kingdom, NG7 2RD
AN  - 2011-26291-004
AU  - Millen, Laura
AU  - Cobb, Sue
AU  - Patel, Harshada
DB  - APA PsycInfo
DO  - 10.1515/IJDHD.2011.048
DP  - EBSCOhost
KW  - participatory design approach
autism
collaborative technologies
childhood development
Autism Spectrum Disorders
Technology
Action Research
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2011
SN  - 2191-1231
2191-0367
SP  - 289-294
ST  - Participatory design approach with children with autism
T2  - International Journal on Disability and Human Development
TI  - Participatory design approach with children with autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-26291-004&site=ehost-live&scope=site
emxlm@nottingham.ac.uk
VL  - 10
ID  - 204991
ER  - 


TY  - JOUR
AB  - CONTEXT: This article outlines the planning, implementation and preliminary evaluation of a research capacity building (RCB) initiative within a predominantly rural Canadian health authority, Interior Health (IH), including initiative characteristics and key activities designed to initiate and enhance health services research capacity within the organization. Interior Health is one of 5 geographic health authorities in British Columbia. Over half of the population IH serves is considered to be rural/remote (approximately 3 people/km2), contributing to difficulties in sharing research information (ie geographical distance to meet in-person and a diverse set of needs and/or priority topics that warrant research support). An initial assessment of IH research capacity in 2006, using an organizational self-assessment tool and discussions with key stakeholders, revealed a need for enhanced communication of health research results, research education and networking opportunities for staff at all levels of the organization. Staff noted barriers to using and sharing research such as lack of time, resources and skills for, and value placed on, participating in research, as well as lack of awareness of linkages with local academic health researchers, including faculty located at two universities within the region. In response to this baseline assessment and stakeholder feedback, short-term funding has allowed for the initial development of RCB strategies in both urban and rural/remote areas of the region, including: IH Research Brown Bag Lunch Seminars; IH Research Skills Workshop Series; literature syntheses/summaries on priority topic areas; research collaboration/partnerships with health authorities, research networks and academic researchers; and an annual IH Research Conference. ISSUE: Although currently a poorly defined term, RCB is a concept that speaks to the need for improvement in the skills and assets that can facilitate the production and application research. It is difficult to gauge the progress of RCB initiatives when there is debate as to what the optimal outcomes and indicators of success are. Most definitions of RCB have focused on enhancing the ability to do research; however, there appears to be growing support for a more inclusive definition that also addresses the ability to use and apply research. The use and application of existing research findings, often referred to as knowledge translation and exchange (KTE), is one means of building organizational research capacity, and is particularly important within a rural health region where time, resources, and research skills are often limited. LESSONS LEARNED: Dedicated RCB resources and staff support, as well as enthusiasm, academic partnerships, and identification of research 'champions' within the organization, have been critical in building research capacity within the region. Video- and teleconferencing, as well as webcasts, have allowed for expansion of RCB activities to rural/remote communities. Preliminary evaluation parameters to date suggest that the information translated during the RCB activities is motivating different groups within IH to initiate their own research and/or KTE strategies. Although preliminary results indicate improvements in research capacity within the organization, barriers to research participation such as time, funding, and communication are still evident 3 years post-implementation. Additional challenges to building research capacity within a rural health authority include geographical distances, diverse 'hot'/priority topics in need of research support, lack of protected time and limited research-related human resource capacity. The translation of research evidence and enhancement of staff research skills through the IH RCB initiatives has helped to achieve new standards of excellence in the planning, management and delivery of all health services across the predominantly rural health authority.
AD  - Interior Health, Kelowna, British Columbia, Canada. jennifer.miller@interiorhealth.ca
AN  - 20028187
AU  - Miller, J.
AU  - Bryant Maclean, L.
AU  - Coward, P.
AU  - Broemeling, A. M.
DA  - Oct-Dec
DP  - NLM
ET  - 2009/12/24
J2  - Rural and remote health
KW  - Awareness
British Columbia
*Cooperative Behavior
Health Services Research/*organization & administration
Humans
*Information Dissemination
National Health Programs/*organization & administration
Needs Assessment
Program Development
Rural Health Services/*organization & administration
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1445-6354
SP  - 1266
ST  - Developing strategies to enhance health services research capacity in a predominantly rural Canadian health authority
T2  - Rural Remote Health
TI  - Developing strategies to enhance health services research capacity in a predominantly rural Canadian health authority
VL  - 9
ID  - 204493
ER  - 


TY  - JOUR
AB  - When someone encounters an explanation perceived as weak, this may lead to a feeling of deprivation or tension that can be resolved by engaging in additional learning. This study examined to what extent children respond to weak explanations by seeking additional learning opportunities. Seven- to ten-year-olds (N = 81) explored questions and explanations (circular or mechanistic) about 12 animals using a novel Android tablet application. After rating the quality of an initial explanation, children could request and receive additional information or return to the main menu to choose a new animal to explore. Consistent with past research, there were both developmental and IQ-related differences in how children evaluated explanation quality. But across development, children were more likely to request additional information in response to circular explanations than mechanistic explanations. Importantly, children were also more likely to request additional information in direct response to explanations that they themselves had assigned low ratings, regardless of explanation type. In addition, there was significant variability in both children's explanation evaluation and their exploration, suggesting important directions for future research. The findings support the deprivation theory of curiosity and offer implications for education.
AD  - School of Behavioral and Brain Sciences, The University of Texas at Dallas.
Wheelock College of Education and Human Development, Boston University.
AN  - 30648794
AU  - Mills, C. M.
AU  - Sands, K. R.
AU  - Rowles, S. P.
AU  - Campbell, I. L.
DA  - Jan
DO  - 10.1111/cogs.12706
DP  - NLM
ET  - 2019/01/17
J2  - Cognitive science
KW  - Child
*Child Development
*Exploratory Behavior
Female
Humans
*Information Seeking Behavior
Intelligence Tests
Male
*Conceptual development
*Curiosity
*Explanation
*Information seeking
*Knowledge
*Learning
*Metacognition
*Science learning
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0364-0213
ST  - "I Want to Know More!": Children Are Sensitive to Explanation Quality When Exploring New Information
T2  - Cogn Sci
TI  - "I Want to Know More!": Children Are Sensitive to Explanation Quality When Exploring New Information
VL  - 43
ID  - 204827
ER  - 


TY  - JOUR
AB  - AIMS: This research investigates the relationship between dyslexia traits and nurse performance on a laboratory task designed to assess one of the key cognitive skills involved in drug administration. The potential moderating role of perceived performance control was also assessed, based on previous work demonstrating the importance of self-belief as a facilitator of vocational success. BACKGROUND: Dyslexia within the health care professions has been the subject of wide and emotionally charged debate but has not yet been scientifically examined. Those who fear clinicians with dyslexia do so because of a presumed or potential risk to patient health and safety posed by dyslexia-induced performance error (e.g. problems with drug administration). DESIGN, SAMPLE AND METHODS: 46 nurses (40 student nurses and 6 qualified nurses) volunteered to complete a battery of computerised tasks assessing for dyslexia traits (using four accuracy tasks measuring different types of literacy skill), a paired association task designed to measure one of the key cognitive skills involved in drug administration) and a self-report questionnaire (Learning Styles Questionnaire, self-reported reading difficulty and a history of educational support, perceived control over performance). The performance criterion measure was constructed after detailed job analysis (involving analysis of official documentation, in-depth interviews and field observation across a variety of clinical settings) and involved matching drug names to patient names and vice versa. RESULTS: The results showed that the dyslexia indicators (objective and self-report) were significantly correlated with performance on the paired association task. Contrary to expectation however, the perceived control variable was not associated with performance. CONCLUSION: The findings provide tentative support for the idea that some tasks might be problematic for the clinician with dyslexia. Taken in isolation however, it would be inappropriate to conclude that this will necessarily translate into true performance errors without taking into consideration the entire performance context. Suggestions are made for replicating and extending the study to provide a more solid and constructive basis for intervention (e.g. support measures, a built-in checking process).
AD  - Department of Psychology, University of Surrey, Guildford, Surrey GU2 5HX, UK. l.purvis@surrey.ac.uk
AN  - 15708021
AU  - Millward, L. J.
AU  - Bryan, K.
AU  - Everatt, J.
AU  - Collins, R.
DA  - Mar
DO  - 10.1016/j.ijnurstu.2004.07.001
DP  - NLM
ET  - 2005/02/15
J2  - International journal of nursing studies
KW  - Adaptation, Psychological
Adolescent
Adult
Attitude of Health Personnel
Clinical Competence/*standards
Cognition
Diagnosis, Computer-Assisted/*methods
Drug Therapy/*nursing
Dyslexia/*diagnosis/prevention & control/psychology
Employee Performance Appraisal/*methods
Female
Humans
Male
Medication Errors/methods/nursing/psychology
Middle Aged
Models, Nursing
Models, Psychological
Needs Assessment
Nurses/psychology
Nursing Evaluation Research
Occupational Health
Paired-Associate Learning
Self Efficacy
Self-Evaluation Programs/*methods
Social Support
Surveys and Questionnaires
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0020-7489 (Print)
0020-7489
SP  - 341-53
ST  - Clinicians and dyslexia--a computer-based assessment of one of the key cognitive skills involved in drug administration
T2  - Int J Nurs Stud
TI  - Clinicians and dyslexia--a computer-based assessment of one of the key cognitive skills involved in drug administration
VL  - 42
ID  - 204135
ER  - 


TY  - JOUR
AB  - BACKGROUND: Rates of academic success of Indigenous students compared to other students continues to be significantly lower in many first world countries. Professional development activities for academics can be used to promote teaching, learning and support approaches that value Indigenous worldviews. However, there are few valid and reliable tools that measure the effect of academic development strategies on awareness of cultural safety. OBJECTIVES: To develop and validate a self-report tool that aims to measure nursing and midwifery academics' awareness of cultural safety. METHODS: This study followed a staged model for tool development. This included: generation of items, content validity testing and expert Indigenous cultural review, administration of items to a convenience sample of academics, and psychometric testing. An online survey consisting of demographic questions, Awareness of Cultural Safety Scale (ACSS), and awareness of racism items was completed by academics undertaking a professional development program on cultural safety. FINDINGS: Ratings by experts revealed good content validity with an index score of 0.86. The 12-item scale demonstrated good internal reliability (Cronbach's alpha of 0.87). An evaluation of construct validity through factor analysis generated three factors with sound internal reliability: Factor 1 (Cultural Application, Cronbach's alpha=.85), Factor 2 (Cultural Support, Cronbach's alpha=.70) and Factor 3 (Cultural Acknowledgement, Cronbach's alpha=.85). The mean total scale score was 46.85 (SD 7.05, range 31-59 out of a possible 60). There was a significant correlation between scores on the Awareness of Cultural Safety Scale and awareness of racism scores (r=.461, p=.002). CONCLUSION: Awareness of cultural safety is underpinned by principles of respect, relationships, and responsibility. Results indicated the ACSS was valid and reliable. Completion of the scale aimed to foster purposeful consideration by nursing and midwifery academics about their perceptions and approaches to teaching in order to improve Indigenous student success.
AD  - Menzies Health Institute Queensland, School of Nursing & Midwifery, Griffith University, Logan Campus, University Drive, Meadowbrook, Qld 4131, Australia. Electronic address: t.milne@griffith.edu.au.
Menzies Health Institute Queensland, School of Nursing & Midwifery, Griffith University, Logan Campus, University Drive, Meadowbrook, Qld 4131, Australia.
AN  - 27429325
AU  - Milne, T.
AU  - Creedy, D. K.
AU  - West, R.
DA  - Sep
DO  - 10.1016/j.nedt.2016.05.012
DP  - NLM
ET  - 2016/07/19
J2  - Nurse education today
KW  - Australia
*Awareness
Cultural Competency/*education
Cultural Diversity
Education, Nursing, Baccalaureate/*organization & administration
Factor Analysis, Statistical
Female
Humans
Midwifery/*education
Models, Educational
*Oceanic Ancestry Group
Pilot Projects
Pregnancy
Psychometrics
Reproducibility of Results
Surveys and Questionnaires
Aboriginal
Awareness
Cultural safety
Higher education
Indigenous students
Measure
Racism
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0260-6917
SP  - 20-5
ST  - Development of the Awareness of Cultural Safety Scale: A pilot study with midwifery and nursing academics
T2  - Nurse Educ Today
TI  - Development of the Awareness of Cultural Safety Scale: A pilot study with midwifery and nursing academics
VL  - 44
ID  - 204595
ER  - 


TY  - JOUR
AB  - The practice of using images in teaching is widespread, and in science education images are used so extensively that some have argued they are now the "main vehicle of communication" (C. Ferreira, A. Arroio Problems Educ. 21st Century 2009, 16, 48-53). Although this phenomenon is especially notable in the field of biochemistry, we know little about the role and importance of images in communicating concepts to students in the classroom. This study reports the development of a scale to assess students' attitude toward biochemical images, particularly their willingness and ability to use the images to support their learning. In addition, because it is argued that images are central in the communication of biochemical concepts, we investigated three "learner differences" which might impact learning outcomes in this kind of classroom environment: attitude toward images, visual cognitive skills, and learning approach. Overall, the students reported a positive attitude toward the images, the majority agreeing that they liked images and considered them useful. However, the participants also reported that verbal explanations were more important than images in helping them to understand the concepts. In keeping with this we found that there was no relationship between learning outcomes and the students' self-reported attitude toward images or visual cognitive skills. In contrast, learning outcomes were significantly correlated with the students' self-reported approach to learning. These findings suggest that images are not necessarily the main vehicle of communication in a biochemistry classroom and that verbal explanations and encouragement of a deep learning approach are important considerations in improving our pedagogical approach.
AD  - Department of Biochemistry, University of Alberta, Edmonton, Alberta, Canada.
AN  - 23382135
AU  - Milner, R. E.
DA  - Jul-Aug
DO  - 10.1002/bmb.20658
DP  - NLM
ET  - 2013/02/06
J2  - Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
KW  - *Attitude
Audiovisual Aids/statistics & numerical data
Biochemistry/*education
*Cognition
Communication
Humans
*Learning
Students/psychology
Surveys and Questionnaires
Teaching/methods
Universities
Biochemistry
learning approach
learning preferences
learning with images
visual cognitive skills
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1470-8175
SP  - 285-98
ST  - Learner differences and learning outcomes in an introductory biochemistry class: attitude toward images, visual cognitive skills, and learning approach
T2  - Biochem Mol Biol Educ
TI  - Learner differences and learning outcomes in an introductory biochemistry class: attitude toward images, visual cognitive skills, and learning approach
VL  - 42
ID  - 203945
ER  - 


TY  - THES
AB  - The development of literacy skills is a crucial skill that all students are entitled to develop (Browder, Gibbs, Ahlgrim-Delzell, Courtade, Mraz, Flowers, in press). Currently limited research has been conducted on the acquisition of early literacy skills for students with significant disabilities (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2008; Browder, Trela, & Jimenez, 2007; Zakas, Browder, & Spooner, 2009) and even more limited on the acquisition of text dependent comprehension (Mims, Browder, Baker, Lee, & Spooner, in press). The current study examined the effects of the system of least prompts to teach multiple types of text dependent listening comprehension question during a shared story to students with significant intellectual disabilities. In addition, maintenance, generalization, and social validity were also examined. A teacher and two paraprofessionals were trained to implement a prompt hierarchy involving three levels (reread, model, physical) during three different shared stories with four different students. Results indicated that all four students increased the number of correctly answered comprehension questions during all three shared stories. In addition, students were able to maintain comprehension after a two week maintenance period. One student was able to generalize the skills used to develop comprehension during a shared story to the third book as well as an additional book. Finally, the interventionists reported high levels of satisfaction with the teaching strategy as well as student outcomes. [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  - Mims, Pamela Joanne
DB  - ERIC
DP  - EBSCOhost
KW  - Maintenance
Teaching Methods
Listening Comprehension
Skill Development
Severe Mental Retardation
Prompting
Literacy Education
Generalization
Social Development
Paraprofessional School Personnel
Teachers
Story Reading
Reading Comprehension
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2009
SN  - 978-1-109-25572-0
ST  - The Effects of the System of Least Prompts on Teaching Comprehension Skills during a Shared Story to Students with Significant Intellectual Disabilities
TI  - The Effects of the System of Least Prompts on Teaching Comprehension Skills during a Shared Story to Students with Significant Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED513255&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:3360430
ID  - 205369
ER  - 


TY  - JOUR
AB  - Gastrodia elata (Tianma) is a traditional Chinese medicine often used for the treatment of headache, convulsions, hypertension, and cardiovascular diseases. The vasodilatory actions of Tianma led us to investigate its specific effects on memory and learning as well as on Alzheimer's disease (AD)-related signaling. We conducted a radial arm water maze analysis and the novel object recognition test to assess the cognitive functions of Tianma-treated mice. Our data show that Tianma enhances cognitive functions in mice. Further investigations revealed that Tianma enhances the α-secretase-mediated proteolytic processing of the amyloid precursor protein (App) that precludes the amyloid-β peptide production and supports the non-amyloidogenic processing of App which is favorable in AD treatment. We hypothesize that Tianma promotes cognitive functions and neuronal survival by inhibiting β-site App-cleaving enzyme 1 activity and promoting the neuroprotective α-secretase activity.
AD  - Institute of Advanced Studies, Nanyang Technological University, Singapore, Singapore.
AN  - 21788698
AU  - Mishra, M.
AU  - Huang, J.
AU  - Lee, Y. Y.
AU  - Chua, D. S.
AU  - Lin, X.
AU  - Hu, J. M.
AU  - Heese, K.
DO  - 10.5582/bst.2011.v5.3.129
DP  - NLM
ET  - 2011/07/27
J2  - Bioscience trends
KW  - Amyloid Precursor Protein Secretases/metabolism
Amyloid beta-Protein Precursor/*metabolism
Animals
Cognition/drug effects
Drugs, Chinese Herbal/*pharmacology
Enzyme Activation/drug effects
Gastrodia/*chemistry
Mice
Neurodegenerative Diseases/metabolism
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1881-7815
SP  - 129-38
ST  - Gastrodia elata modulates amyloid precursor protein cleavage and cognitive functions in mice
T2  - Biosci Trends
TI  - Gastrodia elata modulates amyloid precursor protein cleavage and cognitive functions in mice
VL  - 5
ID  - 204162
ER  - 


TY  - JOUR
AB  - Cancer clinical trials are essential to advancing the prevention and treatment of cancer, yet adult participation rates in clinical trials remain abysmal. Despite the essential contributions of clinical trials to science and medicine, adult participation in clinical trials remains exceedingly low, with only 2%-4% of all adult patients with cancer in the U.S. participating in clinical trials. Clinical trials accrual rates in Hawai'i follow this national trend of less than 3% of eligible patients participating in trials. Recognizing the need to increase awareness about clinical trials, the National Cancer Institute's Cancer Information Service-Pacific Region, through the Hawai'i Clinical Trials Education Coalition, has employed strategic dissemination plans to train and educate key target audiences, including registered nurses, nursing students, and community outreach workers about the availability of over 90 cancer clinical trials in Hawai'i. Previous research suggests that nurses often play a vital role in increasing a patient's understanding of clinical trials and may also act as a patient advocate in regards to participation in a clinical trial. A train-the-trainer model curriculum was developed using the Clinical Trials Education Series (CTES), a collection of multi-level resources designed by the National Cancer Institute, to educate various constituents about clinical trials. The training curriculum and workshop format is adapted based on both formal and informal needs assessments conducted with audiences prior to the planned training, yet key elements remain central to the training model. In addition, an interactive, internet-based case study was developed using local place names and cultural cues to allow training participants to engage in realistic and practical methods for locating and sharing information about clinical trials with patients and the public. This training model has been implemented in a variety of settings including three statewide nursing conferences, two college campuses, and a community-based workshop. Evaluation results consistently indicate statistically significant increases in participants' knowledge and awareness related to clinical trials, and a cadre of trained clinical trials advocates is developing. Health professional advocacy towards adult participation in clinical trials is gaining momentum, with plans to expand the training model throughout the Pacific region.
AD  - Cancer Information Service, Pacific Region, Cancer Research Center of Hawai'i, Honolulu, Hawai'i 96813-2479, USA.
AN  - 19772149
AU  - Mitschke, D. B.
AU  - Cassel, K.
AU  - Higuchi, P.
DA  - Mar
DP  - NLM
ET  - 2007/03/01
J2  - Pacific health dialog
KW  - Awareness
Clinical Competence
Clinical Trials as Topic/*psychology
Community Health Nursing/education/*organization & administration
*Community-Institutional Relations
Curriculum
Education
Education, Nursing, Continuing/*organization & administration
Hawaii
Health Education
Health Knowledge, Attitudes, Practice
Humans
Needs Assessment
Nurses/*psychology
Patient Selection
*Power, Psychological
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1015-7867 (Print)
1015-7867
SP  - 135-41
ST  - Empowering natural clinical trial advocates: nurses and outreach workers
T2  - Pac Health Dialog
TI  - Empowering natural clinical trial advocates: nurses and outreach workers
VL  - 14
ID  - 204613
ER  - 


TY  - JOUR
AB  - Understanding foreign speech is difficult, in part because of unusual mappings between sounds and words. It is known that listeners in their native language can use lexical knowledge (about how words ought to sound) to learn how to interpret unusual speech-sounds. We therefore investigated whether subtitles, which provide lexical information, support perceptual learning about foreign speech. Dutch participants, unfamiliar with Scottish and Australian regional accents of English, watched Scottish or Australian English videos with Dutch, English or no subtitles, and then repeated audio fragments of both accents. Repetition of novel fragments was worse after Dutch-subtitle exposure but better after English-subtitle exposure. Native-language subtitles appear to create lexical interference, but foreign-language subtitles assist speech learning by indicating which words (and hence sounds) are being spoken.
AD  - Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands. holger.mitterer@mpi.nl
AN  - 19918371
AU  - Mitterer, H.
AU  - McQueen, J. M.
C2  - Pmc2775720
DA  - Nov 11
DO  - 10.1371/journal.pone.0007785
DP  - NLM
ET  - 2009/11/18
J2  - PloS one
KW  - Australia
Comprehension
England
Humans
*Language
Learning
Multilingualism
Netherlands
Psycholinguistics/*methods
*Reading
Scotland
Speech
*Speech Acoustics
*Speech Perception
Vocabulary
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1932-6203
SP  - e7785
ST  - Foreign subtitles help but native-language subtitles harm foreign speech perception
T2  - PLoS One
TI  - Foreign subtitles help but native-language subtitles harm foreign speech perception
VL  - 4
ID  - 204545
ER  - 


TY  - JOUR
AB  - The aim of the present study was to investigate the association between atrial fibrillation (AF) and total and regional brain volumes among participants in the community-based Atherosclerosis Risk in Communities Neurocognitive study (ARIC-NCS). A total of 1,930 participants (130 with AF) with a mean age of 76.3 ± 5.2, who underwent 3T brain MRI scans in 2011 to 2013 were included. Prevalent AF was ascertained from study ECGs and hospital discharge codes. Brain volumes were measured using FreeSurfer image analysis software. Markers of subclinical cerebrovascular disease included lobar microhemorrhages, subcortical microhemorrhages, cortical infarcts, subcortical infarcts, lacunar infarcts, and volume of white matter hyperintensities. Linear regression models were used to assess the associations between AF status and brain volumes. In adjusted analyses, AF was not associated with markers of subclinical cerebrovascular disease. However, AF was associated with smaller regional brain volumes (including temporal, occipital, and parietal lobes; deep gray matter; Alzheimer disease signature region; and hippocampus [all p <0.05]) after controlling for demographics, cardiovascular risk factors, prevalent cardiovascular disease, and markers of subclinical cerebrovascular disease. Subgroup analysis revealed a significant interaction between AF and total brain volume with respect to age (p = 0.02), with associations between AF and smaller brain volumes being stronger for older individuals. In conclusion, AF was associated with smaller brain volumes, and the association was stronger among older individuals. This finding may be related to the longer exposure period of the older population to AF or the possibility that older people are more susceptible to the effects of AF on brain volume.
AD  - Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, Georgia; Division of Cardiology, Department of Medicine, Emory Clinical Cardiovascular Research Institute, Emory University School of Medicine, Atlanta, Georgia. Electronic address: kmoazza@emory.edu.
Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, Georgia.
Cardiovascular Division, Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota.
Division of Epidemiology and Community Health, University of Minnesota, Minneapolis, Minnesota.
Department of Radiology, Mayo Clinic, Rochester, Minnesota.
Department of Neurology, University of Mississippi Medical Center, Jackson, Mississippi.
Department of Radiology, University of Mississippi Medical Center, Jackson, Mississippi.
Department of Neurology, Johns Hopkins University, Baltimore, Maryland.
AN  - 31771759
AU  - Moazzami, K.
AU  - Shao, I. Y.
AU  - Chen, L. Y.
AU  - Lutsey, P. L.
AU  - Jack, C. R., Jr.
AU  - Mosley, T.
AU  - Joyner, D. A.
AU  - Gottesman, R.
AU  - Alonso, A.
C2  - Pmc6942172
C6  - Nihms1065467
DA  - Jan 15
DO  - 10.1016/j.amjcard.2019.10.010
DP  - NLM
ET  - 2019/11/28
J2  - The American journal of cardiology
KW  - Aged
Atherosclerosis/*complications/diagnosis/physiopathology
Atrial Fibrillation/*complications/diagnosis/epidemiology
Brain/*pathology
Cerebrovascular Disorders/*diagnosis/epidemiology/etiology
Cognition/*physiology
Female
Follow-Up Studies
Humans
Incidence
Magnetic Resonance Imaging/*methods
Male
Middle Aged
Organ Size
Prospective Studies
Risk Assessment/*methods
Risk Factors
United States/epidemiology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0002-9149 (Print)
0002-9149
SP  - 222-228
ST  - Atrial Fibrillation, Brain Volumes, and Subclinical Cerebrovascular Disease (from the Atherosclerosis Risk in Communities Neurocognitive Study [ARIC-NCS])
T2  - Am J Cardiol
TI  - Atrial Fibrillation, Brain Volumes, and Subclinical Cerebrovascular Disease (from the Atherosclerosis Risk in Communities Neurocognitive Study [ARIC-NCS])
VL  - 125
ID  - 204528
ER  - 


TY  - JOUR
AB  - BACKGROUND: Catechin-rich oil palm (Elaeis guineensis) leaf extract (OPLE) has good cardiovascular and phytoestrogenic properties. The OPLE (0.5 g day(-1) ) was supplemented to young, healthy, adult human volunteers, and their cognitive learning abilities were compared to placebo-controlled groups (N = 15). Their short-term memories, spatial visualisations, processing speeds, and language skills, were assessed over 2 months by cognitive tests computer programs. RESULTS: Relative to the controls, volunteers taking OPLE had improved (P < 0.05) short-term memory, after 1 month of intervention which became highly significant (P < 0.005) after 2 months. The spatial visualisation ability and processing speed improved (P < 0.05) after 2 months consumption. The dietary OPLE showed neuroprotection in nitric oxide-deficient rats. The mechanisms involved systemic and cellular modulations that eventually enhance neuron survival. The longer the duration of OPLE consumption, the more significant was the enhancement, as shown for short-term memory. CONCLUSION: This is the first report on the cognitive-enhancing effects of dietary OPLE in humans. The computer-assisted cognitive tests were simple, low in cost, errors and man hours, and hence are better than conventional cognitive test methods. In rats, the equivalent OPLE dose showed brain antioxidant enzymes modulating properties and neuroprotection under nitric oxide deficiency, with possibly neurogenesis in normal rats. This supported the effects in humans.
AD  - Faculty of Food Science and Technology, Universiti Putra Malaysia, Serdang Malaysia. mohamed.suhaila@gmail.com
AN  - 23001939
AU  - Mohamed, S.
AU  - Lee Ming, T.
AU  - Jaffri, J. M.
DA  - Mar 15
DO  - 10.1002/jsfa.5802
DP  - NLM
ET  - 2012/09/25
J2  - Journal of the science of food and agriculture
KW  - Adult
Animals
Antioxidants/metabolism/*pharmacology
Arecaceae/*chemistry
Brain/drug effects
Catechin/*pharmacology
Cognition/*drug effects
Deficiency Diseases/complications
Dietary Supplements
Female
Humans
Male
Memory/drug effects
Mental Processes/*drug effects
Neuroprotective Agents/*pharmacology
Nitric Oxide/deficiency
Nootropic Agents/pharmacology
Plant Extracts/*pharmacology
Plant Leaves/chemistry
Rats
Rats, Wistar
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0022-5142
SP  - 819-27
ST  - Cognitive enhancement and neuroprotection by catechin-rich oil palm leaf extract supplement
T2  - J Sci Food Agric
TI  - Cognitive enhancement and neuroprotection by catechin-rich oil palm leaf extract supplement
VL  - 93
ID  - 204556
ER  - 


TY  - JOUR
AB  - Through assistive technology, individualized support, and community-based activities, the Inclusive Libraries Initiative is increasing the capacity of rural libraries in Northeast Alberta to attract and serve patrons with disabilities, particularly developmental disabilities. Local public libraries are important natural supports for adults with developmental disabilities and others, providing access to web-based information and communication technology (ICT) as well as to conventional library offerings. Enhanced access to ICT is an important step in helping individuals with developmental disabilities increase their ability to obtain firsthand information, broaden their social support network through the use of communication technologies, and bridge the 'digital divide' that prevents them from full inclusion in our knowledge-based society. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Moisey, Susan D., Centre for Distance Education, Athabasca University, 1 Athabasca Drive, Athabasca, AB, Canada, T9S 3A3
AN  - 2008-07857-005
AU  - Moisey, Susan D.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - inclusive libraries initiative
developmental disabilities
information & communication technology
rural libraries
Assistive Technology
Internet
Libraries
Information and Communication Technology
Rural Environments
M1  - 1-2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2007
SN  - 1184-0412
SP  - 56-71
ST  - The Inclusive Libraries Initiative: Enhancing the access of persons with developmental disabilities to information and communication technology
T2  - Developmental Disabilities Bulletin
TI  - The Inclusive Libraries Initiative: Enhancing the access of persons with developmental disabilities to information and communication technology
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-07857-005&site=ehost-live&scope=site
susanh@athabascau.ca
VL  - 35
ID  - 205040
ER  - 


TY  - JOUR
AB  - The mechanisms underlying the process of motor imagery are similar to the motor control mechanisms. It can be used for motor learning in patients with movement disorders. Motor imagery may be the only one method for recovery of motor function in patients with severe paresis. It was the prerequisite of increased scientist interest in motor imagery during last decade. Brain-computer interface technology can support the motor imagery trainings.
AN  - 23866606
AU  - Mokienko, O. A.
AU  - Chernikova, L. A.
AU  - Frolov, A. A.
AU  - Bobrov, P. D.
DA  - Mar-Apr
DO  - 10.7868/s0044467713020056
DP  - NLM
ET  - 2013/07/23
J2  - Zhurnal vysshei nervnoi deiatelnosti imeni I P Pavlova
KW  - Humans
Imagination/*physiology
Learning/*physiology
Movement/physiology
*Psychomotor Performance
User-Computer Interface
LA  - rus
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0044-4677 (Print)
0044-4677
SP  - 195-204
ST  - [Motor imagery and its practical application]
T2  - Zh Vyssh Nerv Deiat Im I P Pavlova
TI  - [Motor imagery and its practical application]
VL  - 63
ID  - 204374
ER  - 


TY  - JOUR
AB  - Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relationships between different avatar scaffolds on students' learning. Multivariate, multilevel analysis of the 51,339 conversation turns by 54 elementary school students working in triads showed that scaffolding has an effect on students' learning. Students receiving structuring or problematizing metacognitive scaffolds displayed more metacognitive knowledge than students in the control group. Metacognitive activities mediated the effects of scaffolding, and increased metacognitive activities supported students' metacognitive knowledge. Moreover, students who were engaged in proportionately more cognitive activities or fewer off-task activities also outperformed other students on the metacognitive knowledge test. Only problematizing scaffolds led to more domain knowledge and metacognitive activities mediated the effects of the problematizing scaffolds. Moreover, students in the problematizing condition who engaged in more cognitive activities or whose group mates used more relational activities had greater domain knowledge acquisition than other students.
AD  - Department of Child Development and Education, University of Amsterdam, Postbus 94208, 1090 GE Amsterdam, the Netherlands.
Department of Learning and Instruction, State University of New York-Buffalo, Buffalo, USA.
Department of Education Organization and Management, University of Twente, Enchede, the Netherlands.
AN  - 27069424
AU  - Molenaar, I.
AU  - Chiu, M. M.
AU  - Sleegers, P.
AU  - van Boxtel, C.
C2  - Pmc4811593
DO  - 10.1007/s11412-011-9130-z
DP  - NLM
ET  - 2011/01/01
J2  - International journal of computer-supported collaborative learning
KW  - Elementary education
Embodied agents
Metacognition
Scaffolding
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1556-1607 (Print)
1556-1607
SP  - 601-624
ST  - Scaffolding of small groups' metacognitive activities with an avatar
T2  - Int J Comput Support Collab Learn
TI  - Scaffolding of small groups' metacognitive activities with an avatar
VL  - 6
ID  - 204850
ER  - 


TY  - JOUR
AB  - Medical science and other sources, such as the media, increasingly inform the general public's understanding of disease. There is often discordance between this understanding and the diagnostic interpretations of health care practitioners (HCPs). In this paper - based on a supra-analysis of qualitative interview data from two studies of joint pain, including osteoarthritis - we investigate how people imagine and make sense of the pathophysiology of their illness, and how these understandings may affect self-management behavior. We then explore how HCPs' use of medical images and models can inform patients' understanding. In conceptualizing their illness to make sense of their experience of the disease, individuals often used visualizations of their inner body; these images may arise from their own lay understanding, or may be based on images provided by HCPs. When HCPs used anatomical models or medical images judiciously, patients' orientation to their illness changed. Including patients in a more collaborative diagnostic event that uses medical images and visual models to support explanations about their condition may help them to achieve a more meaningful understanding of their illness and to manage their condition more effectively. Implications for Rehabilitation Chronic musculoskeletal pain is a leading cause of pain and years lived with disability, and despite its being common, patients and healthcare professionals often have a different understanding of the underlying disease. An individual's understanding of his or her pathophysiology plays an important role in making sense of painful joint conditions and in decision-making about self-management and care. Including patients in a more collaborative diagnostic event using medical images and anatomical models to support explanations about their symptoms may help them to better understand their condition and manage it more effectively. Using visually informed explanations and anatomical models may also help to reassure patients about the safety and effectiveness of core treatments such as physical exercise and thereby help restore or improve patients' activity levels and return to social participation.
AD  - a Musculoskeletal Research Unit , Bristol Medical School, University of Bristol , Bristol , UK.
b Arthritis Research UK Primary Care Centre , Research Institute for Primary Care and Health Sciences, Keele University , Staffordshire , UK.
c School of Social Science and Public Policy , Keele University , Staffordshire , UK.
AN  - 29482399
AU  - Moore, A. J.
AU  - Richardson, J. C.
AU  - Bernard, M.
AU  - Sim, J.
C2  - Pmc6532727
DA  - Jul
DO  - 10.1080/09638288.2018.1443162
DP  - NLM
ET  - 2018/02/28
J2  - Disability and rehabilitation
KW  - *Chronic Disease
*Comprehension
Diagnostic Imaging
Disease Management
Female
Health Knowledge, Attitudes, Practice
Humans
*Imagination
Male
Medical Illustration
Models, Anatomic
Musculoskeletal Diseases/*physiopathology
*Patient Education as Topic
Sampling Studies
Self-Management
*Pathophysiology
*osteoarthritis
*pain
*patient information
*practitioner–patient communication
LA  - eng
M1  - 14
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0963-8288 (Print)
0963-8288
SP  - 1647-1654
ST  - Interpreting intracorporeal landscapes: how patients visualize pathophysiology and utilize medical images in their understanding of chronic musculoskeletal illness
T2  - Disabil Rehabil
TI  - Interpreting intracorporeal landscapes: how patients visualize pathophysiology and utilize medical images in their understanding of chronic musculoskeletal illness
VL  - 41
ID  - 204147
ER  - 


TY  - JOUR
AB  - The rate of multiple pregnancy has increased in developed countries, a finding usually attributed to more widespread use of assisted reproductive technologies. Multiple pregnancies are associated with a greater risk of pregnancy complications, including intrauterine growth restriction of one or more of the fetuses, vascular communications within a shared monochorionic placenta and premature delivery. Surviving infants are at significantly greater risk of developing cerebral palsy due to a combination of a higher proportion of them being preterm or of low birth weight, and complications associated with chorionicity. These infants are also at greater risk for abnormal cognitive development and learning disabilities for the same reasons. Parenting styles and family dynamics may also differ with multiples compared with singletons, which may affect long-term behaviour and development.Thus, infants of multiple pregnancies should receive careful neurodevelopmental follow-up. For larger, lower risk infants, this follow-up may be provided by general paediatricians within the community. However, for infants with birth weights of less than 1000 g or with a complicated antenatal or neonatal course, follow-up should be in a high-risk neonatal follow-up clinic with appropriate multidisciplinary support.
Publisher: Abstract available from the publisher.
fre
AD  - Division of Neonatology, The Hospital for Sick Children, and University of Toronto, Toronto, Ontario.
AN  - 19030290
AU  - Moore, A. M.
AU  - O'Brien, K.
C2  - Pmc2518679
DA  - May
DO  - 10.1093/pch/11.5.283
DP  - NLM
ET  - 2008/11/26
J2  - Paediatrics & child health
KW  - Follow-up
Multiple pregnancy
Neurodevelopmental outcome
Prematurity
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 1205-7088 (Print)
1205-7088
SP  - 283-6
ST  - Follow-up issues with multiples
T2  - Paediatr Child Health
TI  - Follow-up issues with multiples
VL  - 11
ID  - 204757
ER  - 


TY  - JOUR
AB  - Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students learned by solely observing the classroom animations, whereas others were presented with the expert's metacognitive prompts during their observations, either with or without the presence of the expert on the computer screen. Metacognitive prompts consisted of activating the teaching principles learned and focusing students' attention on relevant classroom information. Student teachers who were not provided with metacognitive prompts took longer time to study the instructional materials, produced lower scores in a transfer test, and showed lower motivation to learn than their counterparts. Consistent with past research on animated pedagogical agents, the expert teacher's presence on the computer screen did not affect learning. The findings support the need to use metacognitive prompts to help novice students effectively learn from virtual classroom scenarios. (Contains 2 figures and 2 tables.)
AN  - EJ870441
AU  - Moreno, Roxana
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Cognitive Processes
Memory
Self Control
Student Teachers
Learning Motivation
Instructional Materials
Teaching Methods
Animation
Computer Assisted Instruction
Prompting
Observation
Scores
Educational Technology
Transfer of Training
Hypothesis Testing
Attention
Prior Learning
Active Learning
Metacognition
Learning Theories
Pretests Posttests
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 1380-3611
SP  - 487-501
ST  - Learning from Animated Classroom Exemplars: The Case for Guiding Student Teachers' Observations with Metacognitive Prompts
T2  - Educational Research and Evaluation
TI  - Learning from Animated Classroom Exemplars: The Case for Guiding Student Teachers' Observations with Metacognitive Prompts
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ870441&site=ehost-live&scope=site
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/13803610903444592
VL  - 15
ID  - 205259
ER  - 


TY  - JOUR
AB  - Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.
AD  - Department of Lifespan Development and Educational Science, Kent State University Kent, OH, USA.
AN  - 24058354
AU  - Morris, B. J.
AU  - Croker, S.
AU  - Zimmerman, C.
AU  - Gill, D.
AU  - Romig, C.
C2  - Pmc3766824
DA  - Sep 9
DO  - 10.3389/fpsyg.2013.00607
DP  - NLM
ET  - 2013/09/24
J2  - Frontiers in psychology
KW  - cognitive development
metacognition
motivation
science education
scientific reasoning
technology in education
video games
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1664-1078 (Print)
1664-1078
SP  - 607
ST  - Gaming science: the "Gamification" of scientific thinking
T2  - Front Psychol
TI  - Gaming science: the "Gamification" of scientific thinking
VL  - 4
ID  - 204741
ER  - 


TY  - JOUR
AB  - Computer-based simulations are of particular interest to physics learning because they allow learners to actively manipulate graphical visualizations of complex phenomena. However, learning with simulations requires supportive elements to scaffold learners' activities. Thus, our motivation was to investigate whether direct or indirect metacognitive scaffolding (i.e., training and prompting, respectively) or a combination of both during simulation-based learning leads to better learning outcomes compared to simulation-based learning alone. Employing a 2 × 2 factorial design (N = 99 Austrian secondary school students), we explored the role of metacognitive training prior to the use of simulations and the role of metacognitive prompting during the learning phase. Four different conditions were compared in relation to knowledge about the principle of energy conservation. A pre- and posttest assessing knowledge acquisition, metacognitive behavior, cognitive load, and mental effort was applied. At first glance, the results indicate no main effects for training and prompting, and no interaction effect. A closer look at the actual use of prompting after the empirical data were obtained, however, reveals a significant impact of the metacognitive strategies employed on performance in the posttest, with higher scores in the condition where appropriate prompting was used. This result emphasizes the importance of guidance during simulation-based learning.
AN  - EJ1156955
AU  - Moser, Stephanie
AU  - Zumbach, Joerg
AU  - Deibl, Ines
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Computer Simulation
Educational Technology
Technology Uses in Education
Physics
Science Instruction
Visualization
Scaffolding (Teaching Technique)
Metacognition
Training
Prompting
Teaching Methods
Secondary School Students
Program Effectiveness
Pretests Posttests
Foreign Countries
Austria
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 0036-8326
SP  - 944-967
ST  - The Effect of Metacognitive Training and Prompting on Learning Success in Simulation-Based Physics Learning
T2  - Science Education
TI  - The Effect of Metacognitive Training and Prompting on Learning Success in Simulation-Based Physics Learning
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1156955&site=ehost-live&scope=site
http://dx.doi.org/10.1002/sce.21295
VL  - 101
ID  - 205359
ER  - 


TY  - JOUR
AB  - Transitive inference has traditionally been regarded as a relational proposition-based reasoning task, however, recent investigations question the validity of this assumption. Although some results support the use of a relational proposition-based approach, other studies find evidence for the use of associative learning. We examined whether participants are biased towards a relational proposition-based approach, or associative learning, depending upon the integrity of other cognitive abilities supported by frontal and medial temporal lobes. We found that transitive inference success and strategy use are related to tasks that require processing of, and memory for, relations. Participants who showed superior memory for relations among items showed superior transitive inference accuracy, and conversely, participants who showed superior memory for single items showed inferior transitive inference accuracy. Participants who demonstrated performance patterns indicative of a proposition-based approach showed more accurate inference performance, and superior memory for, and online access to, relations among items. Participants who demonstrated performance patterns indicative of associative learning showed inferior transitive inference accuracy and superior iconic/pictorial abilities. We speculate that transitive inference performance is mediated by interactions among multiple cognitive systems that support different aspects of processing, from which the degree of contribution varies depending on underlying cognitive/neural integrity.
AD  - Rotman Research Institute, Baycrest Centre for Geriatric Care, 3560 Bathurst Street, Toronto, Ontario M6A 2E1, Canada. smoses@rotman-baycrest.on.ca
AN  - 18241896
AU  - Moses, S. N.
AU  - Villate, C.
AU  - Binns, M. A.
AU  - Davidson, P. S.
AU  - Ryan, J. D.
DA  - Apr
DO  - 10.1016/j.neuropsychologia.2007.12.009
DP  - NLM
ET  - 2008/02/05
J2  - Neuropsychologia
KW  - Aged
Association Learning/physiology
Cognition/*physiology
Female
Form Perception/physiology
Frontal Lobe/physiology
Humans
Learning/physiology
Male
Memory/physiology
Mental Processes/*physiology
Middle Aged
Neuropsychological Tests
Photic Stimulation
Psychomotor Performance/*physiology
Surveys and Questionnaires
Temporal Lobe/physiology
Visual Perception/physiology
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0028-3932 (Print)
0028-3932
SP  - 1314-25
ST  - Cognitive integrity predicts transitive inference performance bias and success
T2  - Neuropsychologia
TI  - Cognitive integrity predicts transitive inference performance bias and success
VL  - 46
ID  - 204422
ER  - 


TY  - JOUR
AB  - Virtual training environments are used when training in reality is challenging because of the high costs, danger, time or effort involved. In this paper we argue for a theory-driven development of such environments, with the aim of connecting theory to practice and ensuring that the training provided fits the needs of the trained persons and their organisations. As an example, we describe the development of VirtualPolice (ViPOL), a training environment for police officers in a federal state of Germany. We provided the theoretical foundation for ViPOL concerning the feeling of being present, social context, learning motivation and perspective-taking. We developed a framework to put theory into practice. To evaluate our framework we interviewed the stakeholders of ViPOL and surveyed current challenges and limitations of virtual training. The results led to a review of a theory-into-practice framework which is presented in the conclusion. PRACTITIONER SUMMARY: Feeling of presence, social context, learning motivation and perspective-taking are relevant for training in virtual environments. The theory-into-practice framework presented here supports developers and trainers in implementing virtual training tools. The framework was validated with an interview study of stakeholders of a virtual training project. We identified limitations, opportunities and challenges.
AD  - University of Tuebingen, Tuebingen, Germany. johannes.moskaliuk@uni-tuebingen.de
AN  - 23231585
AU  - Moskaliuk, J.
AU  - Bertram, J.
AU  - Cress, U.
DO  - 10.1080/00140139.2012.745623
DP  - NLM
ET  - 2012/12/13
J2  - Ergonomics
KW  - Attitude
Awareness
Communication
*Computer-Assisted Instruction
Curriculum
Dangerous Behavior
Education
Humans
Motivation
Police/*education
Professional Competence
Reality Testing
Social Environment
Stress, Psychological/complications/psychology
Theory of Mind
*User-Computer Interface
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0014-0139
SP  - 195-204
ST  - Training in virtual environments: putting theory into practice
T2  - Ergonomics
TI  - Training in virtual environments: putting theory into practice
VL  - 56
ID  - 204591
ER  - 


TY  - JOUR
AB  - Stress remains a significant social problem for individuals in modern societies. This paper presents a machine learning approach for the automatic detection of stress of people in a social situation by combining two sensor systems that capture physiological and social responses. We compare the performance using different classifiers including support vector machine, AdaBoost, and [Formula: see text]-nearest neighbor. Our experimental results show that by combining the measurements from both sensor systems, we could accurately discriminate between stressful and neutral situations during a controlled Trier social stress test (TSST). Moreover, this paper assesses the discriminative ability of each sensor modality individually and considers their suitability for real-time stress detection. Finally, we present an study of the most discriminative features for stress detection.
AD  - 1 DETCP, Technical University of Cartagena, Plaza del Hospital, n1, 30202 Cartagena, Spain.
2 Department of Automatic Control and Computer Science, Politehnica University of Bucharest, 313 Splaiul Independentei, Bucharest 060042, Romania.
3 Division of Psychology, Nottingham Trent University, Burton Street, Nottingham, NG1 4BU, UK.
4 Department of Psychology, Lancaster University, Bailrigg, Lancaster, LA1 4YW, UK.
5 School of Computer Science, University of Lincoln, Brayford Pool, Lincoln, LN67TS, UK.
AN  - 27440466
AU  - Mozos, O. M.
AU  - Sandulescu, V.
AU  - Andrews, S.
AU  - Ellis, D.
AU  - Bellotto, N.
AU  - Dobrescu, R.
AU  - Ferrandez, J. M.
DA  - Mar
DO  - 10.1142/s0129065716500416
DP  - NLM
ET  - 2016/07/22
J2  - International journal of neural systems
KW  - Adolescent
Adult
Anxiety/classification/diagnosis/physiopathology
Cognition/physiology
Female
Fingers/physiopathology
Humans
*Machine Learning
Male
Monitoring, Ambulatory/*instrumentation/*methods
Neuropsychological Tests
Psychiatric Status Rating Scales
Speech/physiology
Stress, Psychological/classification/*diagnosis/physiopathology
Wireless Technology/*instrumentation
Young Adult
Activity monitoring
assistive technologies
physiology
sensors
signal classification
sociometric badges
stress
stress detection
wearable technology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0129-0657
SP  - 1650041
ST  - Stress Detection Using Wearable Physiological and Sociometric Sensors
T2  - Int J Neural Syst
TI  - Stress Detection Using Wearable Physiological and Sociometric Sensors
VL  - 27
ID  - 204439
ER  - 


TY  - JOUR
AB  - Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course 'ICT in Environmental Education' in the Faculty of Education. This study explored--using action research strategy--to what extent the new pedagogical approach contributed to students' competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students' information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
AN  - EJ1184193
AU  - Muianga, Xavier
AU  - Klomsri, Tina
AU  - Tedre, Matti
AU  - Mutimucuio, Inocente
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Foreign Countries
College Students
Student Centered Learning
Information Technology
Web 2.0 Technologies
Action Research
Teaching Methods
Educational Change
Semi Structured Interviews
Observation
Integrated Learning Systems
Cooperative Learning
Electronic Learning
Outcomes of Education
Information Management
Problem Solving
Metacognition
Skill Development
Independent Study
Student Attitudes
Technological Literacy
Mozambique
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 2146-7242
SP  - 47-53
ST  - From Teacher Oriented to Student Centered Learning, Developing an ICT Supported Learning Approach at the Eduardo Mondlane University, Mozambique
T2  - Turkish Online Journal of Educational Technology - TOJET
TI  - From Teacher Oriented to Student Centered Learning, Developing an ICT Supported Learning Approach at the Eduardo Mondlane University, Mozambique
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1184193&site=ehost-live&scope=site
VL  - 17
ID  - 205222
ER  - 


TY  - JOUR
AB  - Purpose: The purpose of this clinical focus article is to provide (a) a detailed description of a school-based intervention designed to teach children with high-functioning autism spectrum disorders (HF-ASDs) and other social cognition challenges both the "how" and the "why" of conversation and (b) a preliminary evaluation of program outcomes. Method: This pilot study involved (a) qualitative and quantitative analysis of video footage of participants' conversational skills at baseline, during intervention, and postintervention; (b) interviews with participants' speech-language pathologist (third author) about individual participant progress; and (c) interviews with instructors responsible for implementing the curriculum regarding overall program effectiveness. Participants were four elementary-aged children with HF-ASDs and other social cognition challenges with deficits in expressive language and auditory processing and comprehension. Results: Analyses of video-recorded footage indicated increases for all four participants in terms of peer-directed interactions, questions asked, use of "wh"-words to introduce new topics and/or extend conversation on existing topics, and attempts at conversational repair. Three participants also demonstrated increased use of attention-gaining behaviors. Qualitative analysis of transcripts, as well as in-depth interviews with the participants' speech-language pathologist and other program instructors, supported these findings. Conclusions: Preliminary findings from this pilot study suggest that providing comprehensive instruction in many of the basic components required for successful conversation, including explanations for why these components are necessary, may be a promising means of teaching children with HF-ASDs and other social cognition challenges to engage in successful peer-to-peer conversation.
AN  - EJ1108738
AU  - Müller, Eve
AU  - Cannon, Lynn R.
AU  - Kornblum, Courtney
AU  - Clark, Jonna
AU  - Powers, Michal
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Curriculum Evaluation
Communication Skills
Children
Autism
Pervasive Developmental Disorders
Social Cognition
Interpersonal Communication
Skill Development
Pilot Projects
Speech Language Pathology
Elementary School Students
Expressive Language
Auditory Perception
Video Technology
Intervention
Interviews
Allied Health Personnel
Comprehension
Questioning Techniques
Attention
Qualitative Research
Instruction
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 0161-1461
SP  - 191-208
ST  - Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children with High-Functioning Autism and Other Social Cognition Challenges
T2  - Language, Speech, and Hearing Services in Schools
TI  - Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children with High-Functioning Autism and Other Social Cognition Challenges
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1108738&site=ehost-live&scope=site
http://dx.doi.org/10.1044/2016_LSHSS-15-0042
VL  - 47
ID  - 205145
ER  - 


TY  - JOUR
AB  - BACKGROUND: The current study involves a national survey of healthcare providers who offer services for individuals with a variety of neurological conditions. It aims to describe the provision of health and community-based services as well as the admission criteria, waitlist practices, and referral sources of these services. METHODS: An online survey was directed at administrators/managers from publicly funded hospital programs, long-term care homes, and community-based healthcare provider agencies that were believed to be providing information and/or services to patients with a variety of neurological conditions. RESULTS: Approximately 60% (n=254) of respondents reported providing services in either urban/suburban areas or rural/remote areas only, whereas the remaining 40% (n=172) provided services regardless of patient location. A small proportion of respondents reported providing services for individuals with dystonia (28%), Tourette syndrome (17%), and Rett syndrome (13%). There was also a paucity of diverse healthcare professionals across all institutions, but particularly mental healthcare professionals in hospitals. Lastly, the majority of respondents reported numerous exclusion criteria with regard to service provision, including prevalent comorbid conditions. CONCLUSIONS: If the few services provided for these neurological patient populations exclude common comorbidities, it is likely that there will be no other place for these individuals to seek care.
AD  - 1Brain and Spinal Cord Rehabilitation Program,Toronto Rehabilitation Institute,Toronto,Ontario,Canada.
2Institute of Health Policy Management and Evaluation,University of Toronto,Toronto,Ontario,Canada.
3Centre for Research on Inner City Health,St. Michael's Hospital,Toronto,Ontario,Canada.
4Department of Physical Therapy,University of Toronto,Toronto,Ontario,Canada.
5Department of Applied Human Sciences,Concordia University,Ottawa,Ontario,Canada.
6School of Occupational Therapy,Dalhousie University,Halifax,Nova Scotia,Canada.
7Department of Neurology and Neurosurgery,Montreal,Quebec,Canada.
8Department of Physical Therapy,Toronto Rehabilitation Institute,University of Toronto,Toronto,OntarioCanada.
AN  - 29391075
AU  - Munce, S. E. P.
AU  - Pitzul, K. B.
AU  - Guilcher, S. J. T.
AU  - Bereket, T.
AU  - Kwan, M.
AU  - Conklin, J.
AU  - Versnel, J.
AU  - Packer, T.
AU  - Verrier, M.
AU  - Marras, C.
AU  - Riopelle, R.
AU  - Jaglal, S. B.
DA  - Nov
DO  - 10.1017/cjn.2017.207
DP  - NLM
ET  - 2018/02/03
J2  - The Canadian journal of neurological sciences. Le journal canadien des sciences neurologiques
KW  - Adult
Dystonia/diagnosis/*therapy
Female
Humans
Male
Nervous System Diseases/diagnosis/*therapy
Neurology
Rett Syndrome/diagnosis/*pathology
Tourette Syndrome/diagnosis/*pathology
Waiting Lists
*community
*health services
*national
*neurological
*survey
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0317-1671 (Print)
0317-1671
SP  - 670-675
ST  - Health and Community-Based Services for Individuals with Neurological Conditions
T2  - Can J Neurol Sci
TI  - Health and Community-Based Services for Individuals with Neurological Conditions
VL  - 44
ID  - 203998
ER  - 


TY  - JOUR
AB  - BACKGROUND: While optimally activities are provided at those moments when the individual with profound intellectual and multiple disabilities (PIMD) is 'focused on the environment' or 'alert', detailed information about the impact that the design and timing of the activity has on alertness is lacking. Therefore, the aim of the present study is to shed light on the sequential relationship between different stimuli and alertness levels in individuals with PIMD. METHOD: Video observations were conducted for 24 participants during one-on-one interactions with a direct support person in multisensory environments. Time-window sequential analyses were conducted for the 120 s following four different stimuli. RESULTS: For the different stimuli, different patterns in terms of alertness became apparent. Following visual stimuli, the alertness levels of the individuals with PIMD changed in waves of about 20 s from 'active alert' to 'passive alert'. While auditory and tactile stimuli led to 'alert' reactions shortly after the stimulation, alertness levels decreased between seconds 20 and 120. Reactions to vestibular stimuli were only visible after 60 s; these were 'active alert' or 'withdrawn'. CONCLUSIONS: The results of the present study show that individuals with PIMD show their reactions to stimuli only slightly, so that 'waves' might reflect the optimal alertness pattern for learning and development. Consequently, it is especially important that direct support persons follow and stimulate these individual 'waves' in the activities they provide to their clients.
AD  - Department of Special Education, University of Groningen, the Netherlands, Groningen, the Netherlands.
AN  - 22774925
AU  - Munde, V. S.
AU  - Vlaskamp, C.
AU  - Maes, B.
AU  - Ruijssenaars, A. J.
DA  - Jan
DO  - 10.1111/j.1365-2214.2012.01415.x
DP  - NLM
ET  - 2012/07/11
J2  - Child: care, health and development
KW  - Acoustic Stimulation
Adolescent
Adult
Attention
Auditory Perception
Belgium
*Caregivers
Child
Child, Preschool
Disabled Persons/*psychology/rehabilitation
Distance Perception
Female
*Health Facility Environment
Humans
Intellectual Disability/*psychology/rehabilitation
Male
Netherlands
Photic Stimulation
Professional-Patient Relations
Reaction Time
Sensation
Severity of Illness Index
Treatment Outcome
Visual Perception
alertness observations
alertness stimulation
individuals with profound intellectual and multiple disabilities
time-window sequential analysis
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0305-1862
SP  - 95-105
ST  - Catch the wave! Time-window sequential analysis of alertness stimulation in individuals with profound intellectual and multiple disabilities
T2  - Child Care Health Dev
TI  - Catch the wave! Time-window sequential analysis of alertness stimulation in individuals with profound intellectual and multiple disabilities
VL  - 40
ID  - 204110
ER  - 


TY  - JOUR
AB  - Objective: This study explored challenges and barriers that need to be addressed in a preprofessional educational setting to provide opportunities for boundary spanning that leads to family-centred interdisciplinary service provision. Design: The design employed in this study was participatory action research, an inductive approach. Setting: The study took place during a semester-long, one-credit elective graduate seminar course. Method: The study included five faculty members and eight graduate students from the fields of audiology, speech-language pathology, and rehabilitation counselling. Data gathering techniques used included observation, dialogue, and reflection. Results: Three themes were identified as important in providing an environment conducive to collaboration between professionals and families, namely: (1) the need for acceptance of differing perspectives; (2) empowerment and its contribution to the process of inquiry; and (3) self-awareness in the learning process and the resultant increase in awareness of others. Conclusion: While all participants confirmed the importance of trust, empowerment, low risk, and clear definition of process goals, both faculty and students found it extremely difficult to break out of their familiar routines. Given how difficult it was to surface and test assumptions in this context, these findings provided insight into the challenges interdisciplinary teams will face when they try to work with families as equals in the treatment decision-making process.
AN  - EJ807782
AU  - Munoz, Karen
AU  - Jeris, Laurel
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Graduate Students
Action Research
Disabilities
Speech Language Pathology
Interdisciplinary Approach
Seminars
College Faculty
Audiology
Rehabilitation Counseling
Observation
Empowerment
Metacognition
Learning Processes
Family Counseling
Cooperation
Trust (Psychology)
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2005
SN  - 0017-8969
SP  - 5-12
ST  - Learning to Be Interdisciplinary: An Action Research Approach to Boundary Spanning
T2  - Health Education Journal
TI  - Learning to Be Interdisciplinary: An Action Research Approach to Boundary Spanning
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ807782&site=ehost-live&scope=site
http://dx.doi.org/10.1177/001789690506400102
VL  - 64
ID  - 205260
ER  - 


TY  - JOUR
AB  - Many everyday matching tasks taught to persons with developmental disabilities are visual-visual non-identity matching (VVNM) tasks, such as matching the printed word DOG to a picture of a dog, or matching a sock to a shoe. Research has shown that, for participants who have failed a VVNM prototype task, it is very difficult to teach them various VVNM training tasks using standard prompting and reinforcement. A potential rapid training procedure for teaching VVNM tasks would include withing-stimulus prompt fading. Such a training procedure, however, requires suitable teaching materials. In this paper we describe a strategy for creating computer generated fading steps, and illustrate their application for rapid teaching of VVNM discriminations. (Contains 1 table and 6 figures.)
AN  - EJ828949
AU  - Murphy, Colleen
AU  - Figueroa, Maria
AU  - Martin, Garry L.
AU  - Yu, C. T.
AU  - Figueroa, Josue
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Visual Stimuli
Teaching Methods
Computer Uses in Education
Identification
Cues
Prompting
Imitation
Visual Perception
Visual Discrimination
Males
Severe Mental Retardation
Adults
Institutionalized Persons
M1  - 1-2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1184-0412
SP  - 49-66
ST  - The Use of Computer-Generated Fading Materials to Teach Visual-Visual Non-Identity Matching Tasks
T2  - Developmental Disabilities Bulletin
TI  - The Use of Computer-Generated Fading Materials to Teach Visual-Visual Non-Identity Matching Tasks
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ828949&site=ehost-live&scope=site
VL  - 36
ID  - 205383
ER  - 


TY  - CHAP
AB  - BACKGROUND: Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) frequently persist into adolescence and young adulthood. However, there are few clinical services that support those with these disorders through adulthood. OBJECTIVE: Our aim was to determine if clinical services meet the needs of people with ASD and ADHD, who are ‘at transition’ from childhood to adulthood. DESIGN: A longitudinal study of individuals with ASD and ADHD, the impact of services and treatments. METHODS: Our research methods included (1) interviewing > 180 affected individuals (and their families) with a confirmed diagnosis of ASD and/or ADHD, (2) screening for ASD and ADHD in approximately 1600 patients and (3) surveying general practitioner prescribing to 5651 ASD individuals across the UK. In addition, we tested the effectiveness of (1) new ASD diagnostic interview measures in 169 twins, 145 familes and 150 non-twins, (2) a magnetic resonance imaging-based diagnostic aid in 40 ASD individuals, (3) psychological treatments in 46 ASD individuals and (4) the feasability of e-learning in 28 clinicians. SETTING: NHS clinical services and prisons. PARTICIPANTS: Focus – young people with ASD and ADHD as they ‘transition’ from childhood and adolescence into early adulthood. INTERVENTIONS: Testing the utility of diagnostic measures and services, web-based learning interventions, pharmacological prescribing and cognitive–behavioural treatments. MAIN OUTCOME MEASURES: Symptom severity, service provision and met/unmet need. RESULTS: People with ASD and ADHD have very significant unmet needs as they transition through adolescence and young adulthood. A major contributor to this is the presence of associated mental health symptoms. However, these are mostly undiagnosed (and untreated) by clinical services. Furthermore, the largest determinant of service provision was age and not severity of symptoms. We provide new tools to help diagnose both the core disorders and their associated symptoms. We also provide proof of concept for the effectiveness of simple psychological interventions to treat obsessional symptoms, the potential to run treatment trials in prisons and training interventions. LIMITATIONS: Our findings only apply to clinical service settings. CONCLUSIONS: As individuals ‘transition’ their contact with treatment and support services reduces significantly. Needs-led services are required, which can both identify individuals with the ‘core symptoms’ of ASD and ADHD and treat their residual symptoms and associated conditions. FUTURE WORK: To test our new diagnostic measures and treatment approaches in larger controlled trials. TRIAL REGISTRATION: Current Controlled Trials ISRCTN87114880. FUNDING: The National Institute for Health Research Programme Grants for Applied Research programme.
This research programme explored the reduced contact that individuals have with treatment and support services as they ‘transition’ to adulthood and identified possible ways of providing better support.
eng
AD  - Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, King’s College London, London, UK
Institute of Gerontology, King’s College London, London, UK
Medical Research Council Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King’s College London, London, UK
London School of Economics and Political Science, London, UK
Department of Child and Adolescent Psychiatry, Institute of Psychiatry, King’s College London, London, UK
Department of Pharmacology and Pharmacy, University of Hong Kong, PokFuLam, Hong Kong
Department of Psychology, University of Bath, Bath, UK
St Andrew’s Healthcare, Northampton, UK
AN  - 30088881
AU  - Murphy, D.
AU  - Glaser, K.
AU  - Hayward, H.
AU  - Eklund, H.
AU  - Cadman, T.
AU  - Findon, J.
AU  - Woodhouse, E.
AU  - Ashwood, K.
AU  - Beecham, J.
AU  - Bolton, P.
AU  - McEwen, F.
AU  - Wilson, E.
AU  - Ecker, C.
AU  - Wong, I.
AU  - Simonoff, E.
AU  - Russell, A.
AU  - McCarthy, J.
AU  - Chaplin, E.
AU  - Young, S.
AU  - Asherson, P.
CY  - Southampton (UK)
DO  - 10.3310/pgfar06020
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PB  - NIHR Journals Library
Copyright © Queen’s Printer and Controller of HMSO 2018. This work was produced by Murphy 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  - 2018
ST  - Programme Grants for Applied Research
T2  - Crossing the divide: a longitudinal study of effective treatments for people with autism and attention deficit hyperactivity disorder across the lifespan
TI  - Programme Grants for Applied Research
ID  - 204709
ER  - 


TY  - JOUR
AB  - The effectiveness of computer-based learning environments depends on learners' deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992) that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners' participation in online discussions or by designers setting up metacognitive experiences for learners.
AN  - EJ1073838
AU  - Murphy, Elizabeth
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Metacognition
Computer Mediated Communication
Instructional Design
Computer Assisted Instruction
Instructional Effectiveness
Scoring
Guidelines
Models
Student Participation
Prompting
Learning Strategies
Group Discussion
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1499-6677
ST  - A Framework for Identifying and Promoting Metacognitive Knowledge and Control in Online Discussants
T2  - Canadian Journal of Learning and Technology
TI  - A Framework for Identifying and Promoting Metacognitive Knowledge and Control in Online Discussants
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1073838&site=ehost-live&scope=site
VL  - 34
ID  - 205076
ER  - 


TY  - JOUR
AB  - AIM: This paper is a report of a study conducted to identify the determinants of quality of life for older people with a disability living in the community and to construct a model to explain these. BACKGROUND: There is no consensus in the literature as to the meaning of quality of life. Few studies have focused on the determinants of quality of life for people with a disability. METHODS: A grounded theory study was conducted between 2005 and 2006, using semi-structured interviews to collect data. The constant comparative technique was used to analyse data. The sample comprised 122 older people with one of six disabilities: stroke (n = 20), arthritis (20), depression (20), vision and hearing deficits (20), learning disability (24) or dementia (18) who were living in the community. FINDINGS: A model of the factors that determine quality of life of older people with a disability was developed. 'Living well' was conceptualized as the core category. The potential to 'live well' was influenced by foundation, mediating and facilitating/constraining factors. Quality of life of older people with a disability was revealed as a complex mix of these factors. CONCLUSION: Quality of life cannot be fully understood unless the totality of factors that have an impact on and shape perceptions are taken into account. The model implies that good support from nurses, a focus on a person's abilities and access to information and connectedness to others can make a difference and may help people cope in a better way.
AD  - School of Nursing and Midwifery, National University of Ireland, Galway, Ireland. kathy.murphy@nuigalway.ie
AN  - 19222658
AU  - Murphy, K.
AU  - Cooney, A.
AU  - Shea, E. O.
AU  - Casey, D.
DA  - Mar
DO  - 10.1111/j.1365-2648.2008.04929.x
DP  - NLM
ET  - 2009/02/19
J2  - Journal of advanced nursing
KW  - *Activities of Daily Living
Aged
Aged, 80 and over
Disabled Persons/*psychology/rehabilitation
Female
Humans
Ireland
Male
Middle Aged
*Quality of Life
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0309-2402
SP  - 606-15
ST  - Determinants of quality of life for older people living with a disability in the community
T2  - J Adv Nurs
TI  - Determinants of quality of life for older people living with a disability in the community
VL  - 65
ID  - 204811
ER  - 


TY  - JOUR
AB  - This article presents the story of Chad Roberts of Canton, Georgia, who is proving himself a promising employee day by day. He works several jobs in increments of up to 90 minutes. Some days, he completes bulk mailings at a law firm. On others, he's at local restaurants stocking the wait staff stations with supplies. The community-based vocational instruction is a huge step for Chad, 18, because he usually prefers life without change, interaction, waiting or commotion, workplace realities that people would probably rather avoid at times. But Chad is a trooper, whether the task at hand is running a postage machine (probably his favorite) or watering plants, which he practices in his horticulture class. His schedule also includes jobs in various offices, the lost-and-found and library at Cherokee High School, where he takes life skills classes and is on the team of students with cognitive challenges who run a coffee shop as he prepares to join the workforce in a few years. His goal is a steady job with more hours. By all accounts, Chad evidently likes working, though it's hard for him to say so. His autism leaves him virtually non-verbal and significantly affects the way he relates to the world. He has also struggled with bipolar disorder and pica, a condition commonly causing children with developmental disabilities to crave and eat inedible substances like leaves or paper, Chad's frequent choices.
AN  - EJ916363
AU  - Murphy, Patti
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Developmental Disabilities
Coping
Disabilities
Daily Living Skills
Speech Impairments
Speech Communication
Speech Language Pathology
Augmentative and Alternative Communication
Assistive Technology
M1  - 10
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 0046-9157
SP  - 19-21
ST  - Without Speaking, Youth Enters Adult Work Scene, Copes with Autism a Day at a Time
T2  - Exceptional Parent
TI  - Without Speaking, Youth Enters Adult Work Scene, Copes with Autism a Day at a Time
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ916363&site=ehost-live&scope=site
http://www.eparent.com/
VL  - 40
ID  - 205454
ER  - 


TY  - JOUR
AB  - More epidemiological data are needed on risk and protective factors for child development. In The Etiology, Risk Factors and Interactions of Enteric Infections and Malnutrition and the Consequences for Child Health and Development (MAL-ED) cohort study, we assessed child development in a harmonious manner across 8 sites in Bangladesh, Brazil, India, Nepal, Pakistan, Peru, South Africa, and Tanzania. From birth to 24 months, development and language acquisition were assessed via the Bayley Scales of Infant and Toddler Development and a modified MacArthur Communicative Development Inventory. Other measures were infant temperament, the child's environment, maternal psychological adjustment, and maternal reasoning abilities. We developed standard operating procedures and used multiple techniques to ensure appropriate adaptation and quality assurance across the sites. Test adaptation required significant time and human resources but is essential for data quality; funders should support this step in future studies. At the end of this study, we will have a portfolio of culturally adapted instruments for child development studies with examination of psychometric properties of each tool used.
AD  - The Pennsylvania State University, University Park.
Fogarty International Center, National Institutes of Health, Bethesda, Maryland.
University of Virginia, Charlottesville.
Aga Khan University, Karachi, Pakistan.
University of Bergen, Norway Haydom Lutheran Hospital, Haydom, Tanzania.
icddr,b (formerly the International Centre for Diarrhoeal Disease Research, Bangladesh), Dhaka, Bangladesh.
Christian Medical College, Vellore, India.
Institute of Medicine, Kathmandu, Nepal Royal Thai Army-Armed Forces Research Institute of Medical Sciences, Nepal and Thailand.
University of Venda, Thohoyandou, South Africa.
Asociacion Benefica PRISMA, Iquitos, Peru Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland.
Federal University of Ceará, Fortaleza, Brazil.
Haydom Lutheran Hospital, Haydom, Tanzania.
Fogarty International Center, National Institutes of Health, Bethesda, Maryland The Foundation for the National Institutes of Health, Bethesda, Maryland.
AN  - 25305296
AU  - Murray-Kolb, L. E.
AU  - Rasmussen, Z. A.
AU  - Scharf, R. J.
AU  - Rasheed, M. A.
AU  - Svensen, E.
AU  - Seidman, J. C.
AU  - Tofail, F.
AU  - Koshy, B.
AU  - Shrestha, R.
AU  - Maphula, A.
AU  - Vasquez, A. O.
AU  - da Costa, H. P.
AU  - Yousafzai, A. K.
AU  - Oria, R. B.
AU  - Roshan, R.
AU  - Bayyo, E. B.
AU  - Kosek, M.
AU  - Shrestha, S.
AU  - Schaefer, B. A.
AU  - Bessong, P.
AU  - Ahmed, T.
AU  - Lang, D.
C2  - Pmc4204608
DA  - Nov 1
DO  - 10.1093/cid/ciu437
DP  - NLM
ET  - 2014/10/12
J2  - Clinical infectious diseases : an official publication of the Infectious Diseases Society of America
KW  - Child Development/*classification
Cognition/*physiology
Developing Countries/statistics & numerical data
*Epidemiologic Research Design
Humans
Infant
Infant, Newborn
Longitudinal Studies
Mothers/psychology/statistics & numerical data
Psychometrics
Temperament/physiology
child
cognitive development
low-and middle-income countries
methods
LA  - eng
M1  - Suppl 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1058-4838 (Print)
1058-4838
SP  - S261-72
ST  - The MAL-ED cohort study: methods and lessons learned when assessing early child development and caregiving mediators in infants and young children in 8 low- and middle-income countries
T2  - Clin Infect Dis
TI  - The MAL-ED cohort study: methods and lessons learned when assessing early child development and caregiving mediators in infants and young children in 8 low- and middle-income countries
VL  - 59 Suppl 4
ID  - 204387
ER  - 


TY  - JOUR
AB  - BACKGROUND: Individual, social, and community barriers to physical activity (PA) experienced by children with autism spectrum disorder (ASD) make PA participation more difficult and may contribute to increased screen time. METHODS: We compared the prevalence of parent-reported barriers to PA among 58 typically developing (TD) children and 53 children with an ASD, 3 to 11 years, and assessed the association between barriers and PA participation and screen time among children with ASD. RESULTS: Parents of children with ASD reported significantly more barriers than parents of TD children. Based on parent-report, 60% of children with ASD required too much supervision compared with no TD children (P < .001). Parents of children with ASD were more likely to report that adults lack skills needed to include their child (58%), that their child has few friends (45%), and that other children exclude their child (23%). The number of parent-reported barriers to PA was inversely correlated with the hours spent in PA per year (r = -0.27, P = .05) and positively related to total screen time (r = .32, P < .03). CONCLUSIONS: These findings underscore the need for community-based PA programs designed to meet the special requirements of this population and policies that compel schools and other government-supported organizations for inclusion and/or targeted programming.
AD  - Dept of Public Health and Community Medicine, Tufts University, Boston, MA.
AN  - 25920014
AU  - Must, A.
AU  - Phillips, S.
AU  - Curtin, C.
AU  - Bandini, L. G.
C2  - Pmc4490003
C6  - Nihms590733
DA  - Apr
DO  - 10.1123/jpah.2013-0271
DP  - NLM
ET  - 2015/04/29
J2  - Journal of physical activity & health
KW  - Autism Spectrum Disorder/*psychology
Case-Control Studies
Child
Child Behavior/*psychology
Child Development
Child, Preschool
Computers/statistics & numerical data
*Exercise/psychology
Female
Friends
Health Behavior
Humans
Male
*Motor Activity
*Parents
Prevalence
Residence Characteristics
*Sedentary Behavior
Television/statistics & numerical data
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1543-3080 (Print)
1543-3080
SP  - 529-34
ST  - Barriers to Physical Activity in Children With Autism Spectrum Disorders: Relationship to Physical Activity and Screen Time
T2  - J Phys Act Health
TI  - Barriers to Physical Activity in Children With Autism Spectrum Disorders: Relationship to Physical Activity and Screen Time
VL  - 12
ID  - 204056
ER  - 


TY  - JOUR
AB  - Neurocognitive deficits are core features of schizophrenia and well known to the specialists, concerning researches in Hungary as well. Significance of the topic derives from the fact that according to our present knowledge this is the prime symptom principally affecting everyday functioning and limits benefit of rehabilitation opportunities. The classic psychiatric rehabilitation toolset, either pharmacological or psychosocial, does not provide effective and specific assistance to alleviate the symptoms of the neurocognitive deficits. Despite the increasing presence of the neurocognitive-oriented rehabilitation in international publications and professional forums, cognitive development is rather neglected topic in the Hungarian literature; while the therapeutic practice - with the exception of one institution - is absent from the repertoire of the Hungarian rehabilitation. The purpose of this study is the multi-faceted presentation of recent results in the field of the cognitive remediation, describing the position of cognitive training and its place in the rehabilitation of schizophrenia, with the aim to gain reputation and promote clinical practice among the Hungarian experts. Cognitive remediation is a behavioral training, based on learning theory, with the aim of extensive and long-lasting improvement of cognitive functions of patients suffering from schizophrenia or other mental disorders. Despite the deceptively similar acronym it is important to distinguish this method from the cognitive behavioral therapy which shows similarity in its learning theory basis, but remediation involves much more educational features. Cognitive remediation is not a unified technique, different settings are known, but regardless of form factors it clearly has a specific and positive effect on the neurocognitive functions. It fits well into the rehabilitation methodology, in fact this embeddedness significantly increases its effectiveness and supports emergence of skills in everyday functioning, helping improving disorder outcomes. The generalizing process is partly related to the fact that with the improvement of patients' neurocognitive functions, they become "more accessible" in other therapeutic modalities, increasing their efficiency. Functional and structural changes in relevant cerebral fields correlating with improving neurocognitive performance is proven by growing number of imaging techniques. In addition cost efficiency considerations also support the applicability of the method, which adaptations - in terms of cognitive paradigm - were used in other psychiatric disorders with promising results.
AD  - Pszichiátriai Betegek Integrált Nappali Intézménye, Cogito Alapítvány, Budapest, Hungary. eniko.varadi@yahoo.de.
AN  - 26485743
AU  - Muth, V.
AU  - Gyüre, T.
AU  - Váradi, E.
DA  - Sep
DP  - NLM
ET  - 2015/10/21
J2  - Neuropsychopharmacologia Hungarica : a Magyar Pszichofarmakologiai Egyesulet lapja = official journal of the Hungarian Association of Psychopharmacology
KW  - *Cognition
Cognition Disorders/psychology/rehabilitation
*Cognitive Behavioral Therapy
Humans
Hungary
Mental Disorders/psychology/therapy
*Remedial Teaching/methods
Schizophrenia/*rehabilitation
*Schizophrenic Psychology
Treatment Outcome
LA  - hun
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
OP  - Kognitív paradigma a szkizofrénia rehabilitációjában - fókuszban a kognitív remediáció.
PY  - 2015
SN  - 1419-8711 (Print)
1419-8711
SP  - 129-40
ST  - [The cognitive paradigm in the rehabilitation of schizophrenia - focusing on cognitive remediation]
T2  - Neuropsychopharmacol Hung
TI  - [The cognitive paradigm in the rehabilitation of schizophrenia - focusing on cognitive remediation]
VL  - 17
ID  - 204521
ER  - 


TY  - JOUR
AB  - This paper describes a distributed collaborative effort between industry and academia to systematize data management in an academic biomedical laboratory. Heterogeneous and voluminous nature of research data created in biomedical laboratories make information management difficult and research unproductive. One such collaborative effort was evaluated over a period of four years using data collection methods including ethnographic observations, semi-structured interviews, web-based surveys, progress reports, conference call summaries, and face-to-face group discussions. Data were analyzed using qualitative methods of data analysis to (1) characterize specific problems faced by biomedical researchers with traditional information management practices, (2) identify intervention areas to introduce a new research information management system called Labmatrix, and finally to (3) evaluate and delineate important general collaboration (intervention) characteristics that can optimize outcomes of an implementation process in biomedical laboratories. Results emphasize the importance of end user perseverance, human-centric interoperability evaluation, and demonstration of return on investment of effort and time of laboratory members and industry personnel for success of implementation process. In addition, there is an intrinsic learning component associated with the implementation process of an information management system. Technology transfer experience in a complex environment such as the biomedical laboratory can be eased with use of information systems that support human and cognitive interoperability. Such informatics features can also contribute to successful collaboration and hopefully to scientific productivity.
AD  - School of Biomedical Informatics, University of Texas Health Science Center, Houston, TX, United States. Electronic address: Sahiti.Myneni@uth.tmc.edu.
New York Academy of Medicine, New York, NY, United States; Department of Biomedical Informatics, Arizona State University, United States.
Departments of Pathology, Genetic Medicine, Health Sciences Informatics, Oncology, and Urology, Johns Hopkins University School of Medicine, Baltimore, MD, United States.
BioFortis Inc., Columbia, MD, United States.
Fraunhofer Institute for Experimental Software Engineering, College Park, MD, United States.
Wilmer Eye Institute, United States.
Departments of Pathology, Genetic Medicine, Health Sciences Informatics, Oncology, and Urology, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Wilmer Eye Institute, United States; Institute of Genetic Medicine Johns Hopkins University School of Medicine, Baltimore, MD, United States.
AN  - 26652980
AU  - Myneni, S.
AU  - Patel, V. L.
AU  - Bova, G. S.
AU  - Wang, J.
AU  - Ackerman, C. F.
AU  - Berlinicke, C. A.
AU  - Chen, S. H.
AU  - Lindvall, M.
AU  - Zack, D. J.
C2  - Pmc4778387
C6  - Nihms737763
DA  - Apr
DO  - 10.1016/j.cmpb.2015.11.001
DP  - NLM
ET  - 2015/12/15
J2  - Computer methods and programs in biomedicine
KW  - Anthropology, Cultural/methods
Biomedical Research/*methods/organization & administration
Cognition
Community-Institutional Relations
Cooperative Behavior
Humans
Information Management/*methods
*Information Systems
Laboratories
Reproducibility of Results
Software
Technology
Universities
Biomedical laboratory
Industry–academia collaboration
Informatics implementation
Information management
Virtual research environment
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0169-2607 (Print)
0169-2607
SP  - 160-70
ST  - Resolving complex research data management issues in biomedical laboratories: Qualitative study of an industry-academia collaboration
T2  - Comput Methods Programs Biomed
TI  - Resolving complex research data management issues in biomedical laboratories: Qualitative study of an industry-academia collaboration
VL  - 126
ID  - 204080
ER  - 


TY  - JOUR
AB  - Local neocortical circuits play critical roles in information processing, including synaptic plasticity, circuit physiology, and learning, and GABAergic inhibitory interneurons have key roles in these circuits. Moreover, specific neurological disorders, including schizophrenia and autism, are associated with deficits in GABAergic transmission in these circuits. GABAergic synapses represent a small fraction of neocortical synapses, and are embedded in complex local circuits that contain many neuron and synapse types. Thus, it is challenging to study the physiological roles of GABAergic inhibitory interneurons and their synapses, and to develop treatments for the specific disorders caused by dysfunction at these GABAergic synapses. To these ends, we report a novel technology that can deliver different genes into pre- and post-synaptic neocortical interneurons connected by a GABAergic synapse: First, standard gene transfer into the presynaptic neurons delivers a synthetic peptide neurotransmitter, containing three domains, a dense core vesicle sorting domain, a GABAA receptor-binding domain, a single-chain variable fragment anti-GABAA ß2 or ß3, and the His tag. Second, upon release, this synthetic peptide neurotransmitter binds to GABAA receptors on the postsynaptic neurons. Third, as the synthetic peptide neurotransmitter contains the His tag, antibody-mediated, targeted gene transfer using anti-His tag antibodies is selective for these neurons. We established this technology by expressing the synthetic peptide neurotransmitter in GABAergic neurons in the middle layers of postrhinal cortex, and the delivering the postsynaptic vector into connected GABAergic neurons in the upper neocortical layers. Targeted gene transfer was 61% specific for the connected neurons, but untargeted gene transfer was only 21% specific for these neurons. This technology may support studies on the roles of GABAergic inhibitory interneurons in circuit physiology and learning, and support gene therapy treatments for specific disorders associated with deficits at GABAergic synapses.
AD  - Department of Ophthalmology, Louisiana State University Health Sciences Center, New Orleans, Louisiana, United States of America.
Department of Physiology and Neurobiology, University of Connecticut, Storrs, Connecticut, United States of America.
Department of Pharmacology, Louisiana State University Health Sciences Center, New Orleans, Louisiana, United States of America.
AN  - 31125364
AU  - Nagayach, A.
AU  - Singh, A.
AU  - De Blas, A. L.
AU  - Geller, A. I.
C2  - PMC6534327 policies on sharing data and materials.
DO  - 10.1371/journal.pone.0217094
DP  - NLM
ET  - 2019/05/28
J2  - PloS one
KW  - Animals
GABAergic Neurons/*metabolism
Gene Transfer Techniques
Genetic Vectors
Interneurons/*metabolism
Mice
Neocortex/*metabolism
Neurotransmitter Agents/genetics/*metabolism
Peptide Fragments/genetics/metabolism
Receptors, GABA-A/*genetics/immunology/metabolism
Receptors, GABA-B/*genetics/immunology/metabolism
Single-Chain Antibodies/immunology
Synapses/*metabolism
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1932-6203
SP  - e0217094
ST  - Delivery of different genes into pre- and post-synaptic neocortical interneurons connected by GABAergic synapses
T2  - PLoS One
TI  - Delivery of different genes into pre- and post-synaptic neocortical interneurons connected by GABAergic synapses
VL  - 14
ID  - 204777
ER  - 


TY  - JOUR
AB  - Although a growing body of literature shows that perceived family support (PFS) influences self-esteem in adults with dyslexia, little empirical attention has been given to the mechanisms through which this effect operates across early, middle, and late adulthood. The present study examined the mediational effect of emotional experience with dyslexia (EED, emotions stemming from living with an often misunderstood and stereotyped learning difficulty) that may account for the empirical link between PFS and self-esteem. The participants were 224 adults with self-identified dyslexia (average age = 49.1 years, males = 64.7%) who participated in a Web-based survey. A bootstrapping analysis (a new approach to mediational analysis) revealed that EED mediated the relationship between PFS and self-esteem across the entire sample and in early and middle adulthood. The mediational effect was strongest in early adulthood. Implications of these findings are discussed.
AD  - East Carolina University, School of Social Work, College of Human Ecology, Greenville, NC 27858, USA. nalavanyb@ecu.edu
AN  - 22190477
AU  - Nalavany, B. A.
AU  - Carawan, L. W.
DA  - Feb
DO  - 10.1002/dys.1433
DP  - NLM
ET  - 2011/12/23
J2  - Dyslexia (Chichester, England)
KW  - Adult
Aged
Caregivers/*psychology
Cross-Sectional Studies
Dyslexia/*psychology
*Emotions
Female
Humans
Male
Middle Aged
Negotiating/*psychology
*Self Concept
*Social Support
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1076-9242
SP  - 58-74
ST  - Perceived family support and self-esteem: the mediational role of emotional experience in adults with dyslexia
T2  - Dyslexia
TI  - Perceived family support and self-esteem: the mediational role of emotional experience in adults with dyslexia
VL  - 18
ID  - 203988
ER  - 


TY  - THES
AB  - The purpose of this study was to assess the effect of a 3-stage community college mathematics teacher and curriculum conceptual change program on student achievement. The study, which was a replication and extension of Lake (2008), was conducted during Fall 2009 and Spring 2010 terms and focused on teachers' instructional practices relative to three learning principles: engaging students' preconceptions, developing conceptual frameworks, and promoting students' metacognition. The targeted course was liberal arts mathematics, and the topics were sets, logic, probability, counting, statistics, and geometry. Stage 1 was a 5-week, 30-hour conceptual change inservice on contemporary learning theory and how students learn mathematics. Stage 2 consisted of practical action research in which two Stage 1 participants implemented theory-based instructional strategies and reflected on their experiences. Stage 3 was a retrospective study that assessed the overall impact of Stages 1 and 2 by comparing comprehensive final examination scores between students whose teachers did (treatment, n = 60) or did not (control, n = 52) participate in Stages 1 and 2. All treatment students completed a survey at the end of each unit examination to self-assess their metacognitive and self-regulation strategies. Students in one treatment group also used a textbook that was aligned to the three learning principles. The study's findings revealed that the teachers did not integrate the theory-based resources from the textbook into their lessons. They also did not promote students' metacognition by reviewing students' responses to the survey, relating the responses to students' unit examination grades, and discussing these results with the students. Instead, the teachers placed the onus on students to become cognizant of their own metacognition by having them complete the survey at the end of each examination and awarding them extra credit for doing so. The findings also indicated that the primary barriers to aligning instructional practices to the three learning principles were insufficient time and lack of student responsibility. Statistical results of final examination scores showed no significant treatment effect, but the combination of treatment and years teaching mathematics was significant. [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  - Nall, Katherine Ligon
DB  - ERIC
DP  - EBSCOhost
KW  - Educational Strategies
Learning Theories
College Mathematics
Student Attitudes
Textbooks
Action Research
Academic Achievement
Metacognition
Instructional Materials
Student Responsibility
Community Colleges
Comparative Analysis
Tests
Mathematics Teachers
Mathematics Education
Surveys
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2011
SN  - 978-1-124-82715-5
ST  - Providing Teachers with Research- and Cognitive Learning Theory-Based Instructional Materials for Promoting Students' Metacognition: A Replication Study of a Community College Mathematics Teacher and Curriculum Reformation Program
TI  - Providing Teachers with Research- and Cognitive Learning Theory-Based Instructional Materials for Promoting Students' Metacognition: A Replication Study of a Community College Mathematics Teacher and Curriculum Reformation Program
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED534820&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:3471395
ID  - 205307
ER  - 


TY  - RPRT
AB  - This paper describes the impetus for creating the Expanding Opportunities Interagency Inclusion Initiative and achievements to date in identifying and implementing effective and efficient inclusion strategies in the participating states. In March 2004, the Child Care Bureau (CCB) (renamed the Office of Child Care) and the Administration on Developmental Disabilities (ADD) in the U.S. Department of Health and Human Services convened the "Inclusive Early Care and Education Policy Forum" (Keilty, 2004) to gather information from stakeholders about policies and practices that support the inclusion of children with disabilities in community-based settings and activities. Issues examined included creating early childhood environments that foster full participation for all children with and without disabilities, developing effective training and technical assistance systems, leveraging funding sources and increasing collaboration across programs and services. Forum participants identified "next steps" for Federal and State agencies: (1) Leadership: Federal agencies can play a leadership role in nurturing the alignment of systems to create a comprehensive, cross-agency collaborative approach to early childhood inclusion to support inclusive policies and practices across all systems involved in the services and supports of young children with and without disabilities; (2) Professional Development: Building comprehensive, evidence-based professional development systems through training and technical assistance is essential to prepare all early care and education providers to promote quality inclusive natural settings for all children; and (3) Accountability: State and local systems, as well as service providers, need to be accountable for ensuring that initiatives and practices being implemented promote improved access and participation for young children with disabilities and their families.
AU  - National Early Childhood Technical Assistance, Center
DB  - ERIC
DP  - EBSCOhost
J2  - National Early Childhood Technical Assistance Center (NECTAC)
KW  - Developmental Disabilities
Young Children
Technical Assistance
Child Care
Inclusion
Mainstreaming
Access to Education
Educational Quality
Student Needs
Educational Environment
Student Participation
Teacher Education
Financial Support
Agency Cooperation
Federal Government
State Government
Accountability
Early Childhood Education
Early Intervention
Conferences (Gatherings)
Teamwork
Leadership
Professional Development
Focus Groups
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - National Early Childhood Technical Assistance Center (NECTAC)
PY  - 2011
RP  - ERIC EbscoHost Literature Search August 25, 2020
ST  - Evaluation Summary of the Expanding Opportunities Interagency Inclusion Initiative: Increasing and Enhancing Access, Participation and Supports for All Children in High Quality Inclusive Programs and Services
TI  - Evaluation Summary of the Expanding Opportunities Interagency Inclusion Initiative: Increasing and Enhancing Access, Participation and Supports for All Children in High Quality Inclusive Programs and Services
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED522121&site=ehost-live&scope=site
ID  - 205207
ER  - 


TY  - THES
AB  - In Foodways (Re)Presented: How San Francisco Bay Area Organizations Reconstruct Narratives about Race, Health, and Food, I analyze how black and Latinx community-based organizations respond to disproportionately higher rates of diet-related illness, particularly type 2 diabetes and premature death, through visual productions. There exists a struggle over how to represent food and cultural identity in visual spaces, including advertising, social media, blogs, websites, and cookbooks. I argue that the realm of the visual allows community-based organizations to intervene on pathologizing images that produce communities of color as inherently unhealthy and/or improper consumers. Instead, these case studies emphasize black and Latinx communities as life-sustaining rather than death-producing. Using cultural studies and Foucaultian discourse analysis, I examine a public service announcement, a short film, food desert videography, and cookbook photographs to reveal how they contest power relations, food and health inequities, and produce counter-narratives. These visual representations make structural critiques, engage affect and aesthetics, showcase images of life and vitality, and emphasize contemporary and historical healthy food practices within communities of color. I argue that black and Latinx communities produce their own knowledge about food, race, gender, sexuality, class, and health and claim a stake in contemporary food justice politics. By taking an interdisciplinary and intersectional approach, this project intervenes in the fields of ethnic studies, food studies, feminist science and technology studies, public health, geography, and sociology. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AN  - 2017-43826-181
AU  - Navarro, Marilisa Cristina
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - residential care
health care services
autism
motivation
Autism Spectrum Disorders
Residential Care Institutions
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2018
SN  - 0419-4209
978-0355069990
ST  - Foodways (Re)Presented: How San Francisco Bay area organizations reconstruct narratives about race, health, and food
TI  - Foodways (Re)Presented: How San Francisco Bay area organizations reconstruct narratives about race, health, and food
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-43826-181&site=ehost-live&scope=site
VL  - 78
ID  - 204937
ER  - 


TY  - JOUR
AB  - This study explored the preliminary experiences of parents upon learning of their child's diagnosis of Down syndrome. Qualitative data from a web-based, national survey were analyzed based on two groups: prenatal (n  =  46) or postnatal (n  =  115) diagnosis. Three primary categories emerged from the data analysis: prenatal screening/testing decisions by parents, the adjustment process for parents, and postdiagnosis resources and support for parents. Participants' rationale behind pursuing testing ranged from wanting to be better prepared to not pursuing testing because it was not a factor in continuing the pregnancy. Participant reactions to the diagnosis involved a range of intense preliminary emotions; participants described their extreme grief and loss experience at the initial news of the diagnosis, which also was ambiguous in nature and required differing timelines of adjustment. Finally, participants described experiences with medical professionals, information/education, and faith/religion as resources and areas of support, although not all were described as positive in nature. Participants in both groups identified having negative experiences with medical professionals during the diagnosis process. The results indicated the importance of these early experiences for parents of children with Down syndrome and emphasize providing effective education, resources, and practical information from reliable sources.
AN  - 24447016
AU  - Nelson Goff, B. S.
AU  - Springer, N.
AU  - Foote, L. C.
AU  - Frantz, C.
AU  - Peak, M.
AU  - Tracy, C.
AU  - Veh, T.
AU  - Bentley, G. E.
AU  - Cross, K. A.
DA  - Dec
DO  - 10.1352/1934-9556-51.6.446
DP  - NLM
ET  - 2014/01/23
J2  - Intellectual and developmental disabilities
KW  - *Adaptation, Psychological
Adult
Child Rearing/*psychology
Down Syndrome/*diagnosis/psychology
*Emotions
Female
Humans
Infant, Newborn
Male
Middle Aged
Parents/*psychology
Pregnancy
Prenatal Diagnosis
Qualitative Research
Religion
Social Support
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1934-9491
SP  - 446-57
ST  - Receiving the initial Down syndrome diagnosis: a comparison of prenatal and postnatal parent group experiences
T2  - Intellect Dev Disabil
TI  - Receiving the initial Down syndrome diagnosis: a comparison of prenatal and postnatal parent group experiences
VL  - 51
ID  - 204178
ER  - 


TY  - JOUR
AB  - Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.
AD  - Department of Biomedical Engineering, University of Wisconsin, Madison, WI 53706-1609, USA. reginanelson@wisc.edu
AN  - 23728135
AU  - Nelson, R. K.
AU  - Chesler, N. C.
AU  - Strang, K. T.
DA  - Jun
DO  - 10.1152/advan.00038.2012
DP  - NLM
ET  - 2013/06/04
J2  - Advances in physiology education
KW  - Biomedical Engineering/*education
Comprehension
Computer-Assisted Instruction
Curriculum
Education, Professional/*methods
Humans
Learning
Models, Educational
Physiology/*education
Program Development
Teaching/*methods
backward design
course design
physiology instruction
preparation for future learning
vanderbilt-northwestern-texas-harvard/massachusetts institute of technology
engineering research center in bioengineering educational technologies
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1043-4046
SP  - 176-83
ST  - Development of concept-based physiology lessons for biomedical engineering undergraduate students
T2  - Adv Physiol Educ
TI  - Development of concept-based physiology lessons for biomedical engineering undergraduate students
VL  - 37
ID  - 204432
ER  - 


TY  - JOUR
AB  - Advances in technological, medical and public health have increased life expectancy of the general population and to some extent these factors have also increased the life expectancy of those with a learning disability. Jenkins ( 2005 ) highlights that new drugs and treatments and improved surgical techniques are having a positive impact on the lives of people with severe and profound learning disabilities.
AD  - Thames Valley University, London and RCN Mental Health and Older People's Forum committee member.
AN  - 27732240
AU  - Neno, R.
DA  - Jan 1
DO  - 10.7748/nop.18.12.6.s9
DP  - NLM
ET  - 2007/01/01
J2  - Nursing older people
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1472-0795 (Print)
1472-0795
SP  - 6-7
ST  - Supporting people with complex needs
T2  - Nurs Older People
TI  - Supporting people with complex needs
VL  - 18
ID  - 204797
ER  - 


TY  - JOUR
AB  - Two name-learning techniques were compared: expanding rehearsal and name-face imagery. Participants studied name-face associations and were given a cued recall test in which they were presented with a face and were to recall the name. They were presented with either an expanding rehearsal schedule (expanding condition), a distinctive facial feature coupled with a word phonologically similar to the last name and an interactive image linking the name and facial feature (name-face imagery condition), or a no memory (control) strategy. The expanding rehearsal schedule led to superior name learning relative to the name-face imagery and control conditions after a 15-min (Experiment 1) or 48-hr (Experiment 2) retention interval. In Experiment 3, the retrieval practice explanation was tested but not supported; we argue that an encoding variability interpretation is consistent with the overall pattern of results. Applied implications are also discussed.
AD  - Department of Psychology, University of Alabama at Huntsville, 35899, USA. neuschaj@email.uah.edu
AN  - 15822611
AU  - Neuschatz, J. S.
AU  - Preston, E. L.
AU  - Toglia, M. P.
AU  - Neuschatz, J. S.
DA  - Spring
DP  - NLM
ET  - 2005/04/13
J2  - The American journal of psychology
KW  - *Association Learning
*Face
Form Perception
Humans
*Imagination
*Memory
Mental Recall
*Names
*Practice, Psychological
Semantics
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0002-9556 (Print)
0002-9556
SP  - 79-101
ST  - Comparison of the efficacy of two name-learning techniques: expanding rehearsal and name-face imagery
T2  - Am J Psychol
TI  - Comparison of the efficacy of two name-learning techniques: expanding rehearsal and name-face imagery
VL  - 118
ID  - 204438
ER  - 


TY  - JOUR
AB  - Purpose This systematic review analyzed the effectiveness of rehabilitation interventions on the employment and functioning of people with intellectual disabilities (ID), as well as barriers and facilitators of employment. Methods This was a systematic review of quantitative, qualitative, and mixed methods studies. The outcomes were employment, transition to the open labor market and functioning. The review included qualitative studies of employment barriers and facilitators. The population comprised people with ID aged 16-68 years. Peer-reviewed articles published in English between January 1990 and February 2019 were obtained from the databases Cinahl, the Cochrane Library, Embase, Eric, Medic, Medline, OTseeker, Pedro, PsycInfo, PubMed, Socindex, and the Web of Science. We also searched Google Scholar and Base. The modified selection instrument (PIOS: participants, intervention, outcome, and study design) used in the selection of the articles depended on the selection criteria. Results Ten quantitative (one randomized controlled, one concurrently controlled, and eight cohort studies), six qualitative studies, one multimethod study, and 21 case studies met the inclusion criteria. The quantitative studies showed that secondary education increases employment among people with ID when it includes work experience and personal support services. Supported employment also increased employment in the open labor market, which sheltered work did not. The barriers to employment were the use of sheltered work, discrimination in vocational experience, the use of class teaching, and deficient work experience while still at school. The facilitators of employment were one's own activity, the support of one's family, job coaching, a well-designed work environment, appreciation of one's work, support form one's employer and work organization, knowledge and experience of employment during secondary education, and for entrepreneurs, the use of a support person. Conclusions The employment of people with ID can be improved through secondary education including proper teaching methods and personal support services, the use of supported work, workplace accommodations and support from one's family and employer. These results can be utilized in the development of rehabilitation, education, and the employment of people with ID, to allow them the opportunity to work in the open labor market and participate in society.
AD  - Finnish Institute of Occupational Health, PO Box 40, 00032, Työterveyslaitos, Finland. nina.nevala@ttl.fi.
Finnish Institute of Occupational Health, PO Box 40, 00032, Työterveyslaitos, Finland.
The Finnish Association On Intellectual and Developmental Disabilities, Viljatie 4 A, 007004, Helsinki, Finland.
National Institute for Health and Welfare, PO Box 30, 00271, Helsinki, Finland.
AN  - 31098847
AU  - Nevala, N.
AU  - Pehkonen, I.
AU  - Teittinen, A.
AU  - Vesala, H. T.
AU  - Pörtfors, P.
AU  - Anttila, H.
C2  - Pmc6838041
DA  - Dec
DO  - 10.1007/s10926-019-09837-2
DP  - NLM
ET  - 2019/05/18
J2  - Journal of occupational rehabilitation
KW  - *Barriers
*Developmental Disability
*Employment
*Facilitators
*Intellectual Disability
*Learning Disability
*Rehabilitation
*Systematic review
Heidi Anttila declare that they have no conflicts of interest.
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1053-0487 (Print)
1053-0487
SP  - 773-802
ST  - The Effectiveness of Rehabilitation Interventions on the Employment and Functioning of People with Intellectual Disabilities: A Systematic Review
T2  - J Occup Rehabil
TI  - The Effectiveness of Rehabilitation Interventions on the Employment and Functioning of People with Intellectual Disabilities: A Systematic Review
VL  - 29
ID  - 204692
ER  - 


TY  - JOUR
AB  - BACKGROUND: Dyslexia is the most common form of specific learning difficulty affecting approximately 6% of the general UK population and believed to affect approximately 2% of UK medical students. The impact of dyslexia on early practice has not been studied. OBJECTIVES: To develop an understanding of the challenges faced by doctors with dyslexia in the first year of practice and their support requirements. METHODS: Semistructured telephone interviews were conducted with seven foundation year 1 doctors with dyslexia from Scottish hospitals between March 2013 and August 2013. RESULTS: Foundation doctors indicated that due to their dyslexia, they experience difficulty with all forms of communication, time management and anxiety. There were concerns about disclosure of their dyslexia to colleagues and supervisors. Coping strategies used frequently were safety-netting and planning; technology solutions did offer some assistance. CONCLUSIONS: Although technological interventions have the potential to offer benefits to foundation doctors with dyslexia, increased openness about a diagnosis of dyslexia with discussion between doctor and supervisors about the challenges and anxieties is likely to provide the most benefit.
AD  - Dumfries & Galloway Royal Infirmary, Dumfries, UK.
North Worcestershire GPVTS, West Midlands Deanery Graduate School of Education, University of Exeter, Exeter, UK.
Department of Medical Education, Dumfries & Galloway Royal Infirmary, Dumfries, UK.
AN  - 25650431
AU  - Newlands, F.
AU  - Shrewsbury, D.
AU  - Robson, J.
DA  - Mar
DO  - 10.1136/postgradmedj-2014-132573
DP  - NLM
ET  - 2015/02/05
J2  - Postgraduate medical journal
KW  - *Adaptation, Psychological
Adult
Attitude of Health Personnel
Career Choice
Clinical Competence/*statistics & numerical data
*Dyslexia/epidemiology/psychology
Female
Humans
Interprofessional Relations
Male
Qualitative Research
Self Disclosure
Students, Medical/*psychology/statistics & numerical data
Surveys and Questionnaires
United Kingdom/epidemiology
EDUCATION & TRAINING (see Medical Education & Training)
Medical education & training
LA  - eng
M1  - 1073
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0032-5473
SP  - 121-6
ST  - Foundation doctors and dyslexia: a qualitative study of their experiences and coping strategies
T2  - Postgrad Med J
TI  - Foundation doctors and dyslexia: a qualitative study of their experiences and coping strategies
VL  - 91
ID  - 204127
ER  - 


TY  - JOUR
AB  - OBJECTIVES: With high urbanization rates, Sub-Saharan Africa is facing growing problems of poor air quality in its cities. We make a case for participatory approaches in air quality studies especially including those living in poor neighborhoods who may be particularly at risk from this trend. STUDY DESIGN: We used collaboration with a community based organization, interviews, focus group discussions and a community forum. METHODS: We conducted a pilot study to assess health risk perceptions of air pollution for civic-minded residents in Mathare, an informal settlement in Nairobi, Kenya. Simultaneously, we involved Mathare residents in measuring levels of PM(2.5) and later presented these data at a community forum with the participants of the monitoring study and the focus group discussions. RESULTS: We found that participation in conducting and interpreting air quality studies helped residents improve their understanding of air pollution and also helped them develop responses to it. Initially, participants associated air pollution with a bad odor or discomfort rather than their health, but once the connection to health was made through participation, they sought more information about air quality data and its hazards. Some residents also came up with strategies for coping with their environment and its risks. CONCLUSIONS: These results point to the potential of including participation in air quality monitoring as a way to increase awareness and support local action to address it. Discussion and sharing of results at the local level as well as at a wider policy level will be critical for advocacy to improve air quality.
AD  - Dept. of Planning, Public Policy and Management, 1209 University of Oregon, Eugene, OR 97403, USA. Electronic address: nngo@uoregon.edu.
Reality-Tested Youth Program, Nairobi, Kenya. Electronic address: kokoyo2001@yahoo.com.
Center for Sustainable Urban Development, Earth Institute, Columbia University, 475 Riverside Drive, Suite 520, New York, NY 10115, USA. Electronic address: jk2002@columbia.edu.
AN  - 26298585
AU  - Ngo, N. S.
AU  - Kokoyo, S.
AU  - Klopp, J.
DA  - Jan
DO  - 10.1016/j.puhe.2015.07.014
DP  - NLM
ET  - 2015/08/25
J2  - Public health
KW  - Adult
*Air Pollution
Awareness
*Community Participation
Community-Based Participatory Research
Female
Focus Groups
*Health Knowledge, Attitudes, Practice
Humans
Interviews as Topic
Kenya
Middle Aged
Pilot Projects
Residence Characteristics
Risk Assessment
*Capacity building
*Local knowledge
*Participatory methodologies
*Risk perceptions
*Sub-Saharan Africa
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0033-3506
SP  - 177-185
ST  - Why participation matters for air quality studies: risk perceptions, understandings of air pollution and mobilization in a poor neighborhood in Nairobi, Kenya
T2  - Public Health
TI  - Why participation matters for air quality studies: risk perceptions, understandings of air pollution and mobilization in a poor neighborhood in Nairobi, Kenya
VL  - 142
ID  - 204255
ER  - 


TY  - JOUR
AB  - Assistive technologies are one of the five elements under the Health Component of the World Health Organization CBR Guidelines that Malawi is using to implement the Community Based Inclusive Development (CBID) Programme. The technologies enhance independent living by removing barriers that come due to disability or old age and should, therefore, be prioritized. However, Malawi does not have a straightforward way of providing Assistive Technology. Individuals are considered upon the assessment of their needs whose intervention with respect to assistive products may not be available. This is mostly the case with persons with intellectual disabilities, in which there is very little expertise to work with, in Malawi, although they require assistive products to improve their quality of life just like other persons with disabilities. There are many sectoral policies and laws in Malawi, nonetheless, they do not have a positive input on persons with intellectual disability to access assistive technologies in terms of availability (provision), affordability (cost), and appropriateness (suitability and quality). Therefore, this paper intends to demonstrate the barriers that are faced by persons with intellectual disabilities, examine the policies, and pieces of legislation that would have influenced better access and maps the way on how barriers can be removed to ensure that Assistive Technologies are readily and easily accessed.
AD  - Malawi Council for the Handicapped, Limbe, Malawi.
AN  - 30761280
AU  - Ngomwa, P. M. G.
C2  - Pmc6362675
DO  - 10.3389/fpubh.2018.00377
DP  - NLM
ET  - 2019/02/15
J2  - Frontiers in public health
KW  - Malawi
disability act
discrimination
equality
health services
intellectual disability (ID)
sensory impairment
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2296-2565 (Print)
2296-2565
SP  - 377
ST  - Discourse on Intellectual Disability and Improved Access to Assistive Technologies in Malawi
T2  - Front Public Health
TI  - Discourse on Intellectual Disability and Improved Access to Assistive Technologies in Malawi
VL  - 6
ID  - 204691
ER  - 


TY  - JOUR
AB  - OBJECTIVES: Addressing psychosocial issues is critical for diabetes self-management. This work explores health-care professionals' (HCPs') 1) perceived relevance of various psychosocial issues in diabetes management and 2) confidence in working on these issues within their services. METHODS: An online cross-sectional survey was developed based on the Capacity-Opportunity-Motivation Behaviour Model. It assessed self-rated confidence in supporting patients with psychosocial issues (capability), perceived relevance of these issues (motivation) and facilitators of skill development (opportunity). An e-mail invitation was sent to all Diabetes Canada's professional members, conference delegates and committee members. Qualitative responses were analyzed using thematic analysis. RESULTS: Of the 260 responses received (25% response rate), many were Diabetes Canada professional members (83%) and/or certified diabetes educators (66%). The largest professional groups in the sample were registered nurses (44%) and registered dietitians (33%). All psychosocial issues were perceived as somewhat or extremely important by at least 80% of respondents (range, 80% to 97%). However, HCPs were less confident in supporting their patients with these psychosocial issues; significantly fewer respondents reported that they felt somewhat or extremely confident (range, 26% to 62%). Depression (80%) and anxiety (80%) were the issues in which guidance was most desired. Most respondents wanted some form of formal self-management support training (83%). Preferred training methods included in-person workshops (56%), webinars (56%) and conference sessions (51%). CONCLUSIONS: Motivation to address psychosocial issues in diabetes was high, but capacity to do so and opportunity to learn how were both low. These findings can be used to develop a targeted strategy to help address this gap.
AD  - Diabetes Canada, Toronto, Ontario, Canada.
Dalhousie University and Capital Health, Halifax, Nova Scotia, Canada.
St. Michael's Hospital, Toronto, Ontario, Canada. Electronic address: YuCa@smh.ca.
AN  - 29129456
AU  - Nichols, J.
AU  - Vallis, M.
AU  - Boutette, S.
AU  - Gall Casey, C.
AU  - Yu, C. H.
DA  - Aug
DO  - 10.1016/j.jcjd.2017.09.004
DP  - NLM
ET  - 2017/11/14
J2  - Canadian journal of diabetes
KW  - Adult
*Awareness
Canada/epidemiology
Cross-Sectional Studies
Diabetes Mellitus, Type 1/complications/psychology/*therapy
Diabetes Mellitus, Type 2/complications/psychology/*therapy
Female
Health Knowledge, Attitudes, Practice
*Health Personnel/psychology/standards/statistics & numerical data
Humans
Male
*Motivation
Practice Patterns, Physicians'/statistics & numerical data
*Psychosocial Support Systems
Capacity-Opportunity-Motivation Behaviour (COM-B)
diabetes
diabète
mental health psychosocial issues
modèle COM-B (de l'anglais, Capacity-Opportunity-Motivation Behaviour)
prise en charge autonome
problèmes psychosociaux et en santé mentale
self-management
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1499-2671
SP  - 389-394.e2
ST  - A Canadian Cross-Sectional Survey on Psychosocial Supports for Adults Living With Type 1 or 2 Diabetes: Health-Care Providers' Awareness, Capacity and Motivation
T2  - Can J Diabetes
TI  - A Canadian Cross-Sectional Survey on Psychosocial Supports for Adults Living With Type 1 or 2 Diabetes: Health-Care Providers' Awareness, Capacity and Motivation
VL  - 42
ID  - 204659
ER  - 


TY  - THES
AB  - Autism is primarily a social disorder and deficits in social-orienting may be responsible for the failure of children with autism to initiate critical social behaviors. The purpose of this research was to improve the quality of social interactions of children with autism by implementing naturalistic behavior strategies intervention utilizing a multiple baseline design across four participants. Naturalistic behavior strategies comprised a comprehensive package of integrated components including: (a) intervention in the child's natural environment; (b) child-initiated play activities; (c) prompts to emit language; (d) shaping for all vocal approximations and (e) delivery of natural reinforcement with embedded social interactions to maintain learned behavior. In addition to intervention, generalization of child behaviors was assessed across untrained parents and/or caregivers in the same environment. Results indicated the effectiveness of naturalistic teaching strategies package in increasing (a) the frequency of vocal mands for all children, (b) the number of times that children initiated social engagement during manding, and (c) intervals of nonverbal dyadic orienting. These skills generalized across two untrained caregivers in the same clinical setting without any training from the interventionist. Two parents required training during the generalization phase in order for their child's behaviors to maintain at levels demonstrated during the intervention phase. Implications for future research and clinical practice are discussed. [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  - Nichols, Susan Marie
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Behavior Problems
Antisocial Behavior
Interpersonal Competence
Interaction
Change Strategies
Intervention
Play
Prompting
Speech Communication
Reinforcement
Generalization
Child Behavior
Parents
Program Effectiveness
Skill Development
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-99949-8
ST  - The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism
TI  - The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED550867&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:3538123
ID  - 205360
ER  - 


TY  - JOUR
AB  - BACKGROUND: People with developmental disabilities (DD) are often not included as participants in research owing to a variety of ethical and practical challenges. One major challenge is that traditional measurement instruments may not be accessible to people with DD. Participatory research approaches promise to increase the participation of marginalized communities in research, but few partnerships have successfully used such approaches to conduct quantitative studies people with DD. OBJECTIVE: To use a community-based participatory research (CBPR) approach to create an accessible, computer-assisted survey about violence and health in people with DD, and to psychometrically test adapted health instruments. METHODS: Our academic-community partnership, composed of academic researchers, people with DD, and supporters, collaboratively selected and modified data collection instruments, conducted cognitive interviews and pilot tests, and then administered the full survey to 350 people with DD. RESULTS: Although team members sometimes had opposing accommodation needs and adaptation recommendations, academic and community partners were able to work together successfully to adapt instruments to be accessible to participants with a wide range of DD. Results suggest the adapted health instruments had strong content validity and all but one had good to excellent internal consistency reliability (alpha, 0.81-0.94). The majority of participants (75%) responded that all or most of the questions were easy to understand. CONCLUSIONS: Researchers should consider using participatory approaches to adapting instruments so people with DD can be validly included in research.
AN  - 26412758
AU  - Nicolaidis, C.
AU  - Raymaker, D.
AU  - Katz, M.
AU  - Oschwald, M.
AU  - Goe, R.
AU  - Leotti, S.
AU  - Grantham, L.
AU  - Plourde, E.
AU  - Salomon, J.
AU  - Hughes, R. B.
AU  - Powers, L. E.
DA  - Summer
DO  - 10.1353/cpr.2015.0037
DP  - NLM
ET  - 2015/09/29
J2  - Progress in community health partnerships : research, education, and action
KW  - Adolescent
Adult
Community-Based Participatory Research/*organization & administration
Community-Institutional Relations
*Cooperative Behavior
Cross-Sectional Studies
*Developmental Disabilities
*Disabled Persons
Female
*Health Status
Humans
Male
Mental Health
Middle Aged
Psychometrics
Reproducibility of Results
Social Support
Stress, Psychological/epidemiology
Surveys and Questionnaires
Universities/organization & administration
Violence/*statistics & numerical data
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1557-0541 (Print)
1557-0541
SP  - 157-70
ST  - Community-Based Participatory Research to Adapt Health Measures for Use by People With Developmental Disabilities
T2  - Prog Community Health Partnersh
TI  - Community-Based Participatory Research to Adapt Health Measures for Use by People With Developmental Disabilities
VL  - 9
ID  - 203962
ER  - 


TY  - JOUR
AB  - BACKGROUND: Most community-based participatory research (CBPR) projects involve local communities defined by race, ethnicity, geography, or occupation. Autistic self-advocates, a geographically dispersed community defined by disability, experience issues in research similar to those expressed by more traditional minorities. OBJECTIVES: We sought to build an academic-community partnership that uses CBPR to improve the lives of people on the autistic spectrum. METHODS: The Academic Autistic Spectrum Partnership in Research and Education (AASPIRE) includes representatives from academic, self-advocate, family, and professional communities. We are currently conducting several studies about the health care experiences and well-being of autistic adults. LESSONS LEARNED: We have learned a number of strategies that integrate technology and process to successfully equalize power and accommodate diverse communication and collaboration needs. CONCLUSIONS: CBPR can be conducted successfully with autistic self-advocates. Our strategies may be useful to other CBPR partnerships, especially ones that cannot meet in person or that include people with diverse communication needs.
AD  - Oregan Health and Science University, USA.
AN  - 21623016
AU  - Nicolaidis, C.
AU  - Raymaker, D.
AU  - McDonald, K.
AU  - Dern, S.
AU  - Ashkenazy, E.
AU  - Boisclair, C.
AU  - Robertson, S.
AU  - Baggs, A.
C2  - Pmc3319698
C6  - Nihms359888
DA  - Summer
DO  - 10.1353/cpr.2011.0022
DP  - NLM
ET  - 2011/05/31
J2  - Progress in community health partnerships : research, education, and action
KW  - Adult
Autistic Disorder/*psychology
Community-Based Participatory Research/methods/*organization & administration
Community-Institutional Relations
Decision Making
Humans
*Patient Advocacy
*Self Disclosure
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1557-0541 (Print)
1557-0541
SP  - 143-50
ST  - Collaboration strategies in nontraditional community-based participatory research partnerships: lessons from an academic−community partnership with autistic self-advocates
T2  - Prog Community Health Partnersh
TI  - Collaboration strategies in nontraditional community-based participatory research partnerships: lessons from an academic−community partnership with autistic self-advocates
VL  - 5
ID  - 204015
ER  - 


TY  - JOUR
AB  - BACKGROUND: Little is known about the healthcare experiences of adults on the autism spectrum. Moreover, autistic adults have rarely been included as partners in autism research. OBJECTIVE: To compare the healthcare experiences of autistic and non-autistic adults via an online survey. METHODS: We used a community-based participatory research (CBPR) approach to adapt survey instruments to be accessible to autistic adults and to conduct an online cross-sectional survey. We assessed preliminary psychometric data on the adapted scales. We used multivariate analyses to compare healthcare experiences of autistic and non-autistic participants. RESULTS: Four hundred and thirty-seven participants completed the survey (209 autistic, 228 non-autistic). All adapted scales had good to excellent internal consistency reliability (alpha 0.82-0.92) and strong construct validity. In multivariate analyses, after adjustment for demographic characteristics, health insurance, and overall health status, autistic adults reported lower satisfaction with patient-provider communication (beta coefficient -1.9, CI -2.9 to -0.9), general healthcare self-efficacy (beta coefficient -11.9, CI -14.0 to -8.6), and chronic condition self-efficacy (beta coefficient -4.5, CI -7.5 to -1.6); higher odds of unmet healthcare needs related to physical health (OR 1.9 CI 1.1-3.4), mental health (OR 2.2, CI 1.3-3.7), and prescription medications (OR 2.8, CI 2.2-7.5); lower self-reported rates of tetanus vaccination (OR 0.5, CI 0.3-0.9) and Papanicolaou smears (OR 0.5, CI 0.2-0.9); and greater odds of using the emergency department (OR 2.1, CI 1.8-3.8). CONCLUSION: A CBPR approach may facilitate the inclusion of people with disabilities in research by increasing researchers' ability to create accessible data collection instruments. Autistic adults who use the Internet report experiencing significant healthcare disparities. Efforts are needed to improve the healthcare of autistic individuals, including individuals who may be potentially perceived as having fewer disability-related needs.
AD  - Department of Medicine, Oregon Health & Science University, Portland, OR 97239, USA. nicolaid@ohus.edu
AN  - 23179969
AU  - Nicolaidis, C.
AU  - Raymaker, D.
AU  - McDonald, K.
AU  - Dern, S.
AU  - Boisclair, W. C.
AU  - Ashkenazy, E.
AU  - Baggs, A.
C2  - Pmc3663938
DA  - Jun
DO  - 10.1007/s11606-012-2262-7
DP  - NLM
ET  - 2012/11/28
J2  - Journal of general internal medicine
KW  - Academic Medical Centers
Adult
*Attitude to Health
Autistic Disorder/psychology/*therapy
Community-Based Participatory Research/methods
Cross-Sectional Studies
Female
Health Care Surveys
Healthcare Disparities/*statistics & numerical data
Humans
Male
Middle Aged
Needs Assessment
Online Systems
Patient Satisfaction
Professional-Patient Relations
Psychometrics
Self Efficacy
Socioeconomic Factors
United States
Young Adult
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0884-8734 (Print)
0884-8734
SP  - 761-9
ST  - Comparison of healthcare experiences in autistic and non-autistic adults: a cross-sectional online survey facilitated by an academic-community partnership
T2  - J Gen Intern Med
TI  - Comparison of healthcare experiences in autistic and non-autistic adults: a cross-sectional online survey facilitated by an academic-community partnership
VL  - 28
ID  - 204142
ER  - 


TY  - JOUR
AB  - BACKGROUND: The healthcare system is ill-equipped to meet the needs of adults on the autism spectrum. OBJECTIVE: Our goal was to use a community-based participatory research (CBPR) approach to develop and evaluate tools to facilitate the primary healthcare of autistic adults. DESIGN: Toolkit development included cognitive interviewing and test-retest reliability studies. Evaluation consisted of a mixed-methods, single-arm pre/post-intervention comparison. PARTICIPANTS: A total of 259 autistic adults and 51 primary care providers (PCPs) residing in the United States. INTERVENTIONS: The AASPIRE Healthcare toolkit includes the Autism Healthcare Accommodations Tool (AHAT)-a tool that allows patients to create a personalized accommodations report for their PCP-and general healthcare- and autism-related information, worksheets, checklists, and resources for patients and healthcare providers. MAIN MEASURES: Satisfaction with patient-provider communication, healthcare self-efficacy, barriers to healthcare, and satisfaction with the toolkit's usability and utility; responses to open-ended questions. KEY RESULTS: Preliminary testing of the AHAT demonstrated strong content validity and adequate test-retest stability. Almost all patient participants (>94 %) felt that the AHAT and the toolkit were easy to use, important, and useful. In pre/post-intervention comparisons, the mean number of barriers decreased (from 4.07 to 2.82, p < 0.0001), healthcare self-efficacy increased (from 37.9 to 39.4, p = 0.02), and satisfaction with PCP communication improved (from 30.9 to 32.6, p = 0.03). Patients stated that the toolkit helped clarify their needs, enabled them to self-advocate and prepare for visits more effectively, and positively influenced provider behavior. Most of the PCPs surveyed read the AHAT (97 %), rated it as moderately or very useful (82 %), and would recommend it to other patients (87 %). CONCLUSIONS: The CBPR process resulted in a reliable healthcare accommodation tool and a highly accessible healthcare toolkit. Patients and providers indicated that the tools positively impacted healthcare interactions. The toolkit has the potential to reduce barriers to healthcare and improve healthcare self-efficacy and patient-provider communication.
AD  - Regional Research Institute, School of Social Work, Portland State University, 1600 SW 4th Ave, Suite 900, Portland, OR, 97201, USA. Nicol22@pdx.edu.
Department of Medicine and School of Public Health, Oregon Health & Science University, Portland, OR, USA. Nicol22@pdx.edu.
Academic Autism Spectrum Partnership in Research and Education, Portland, OR, USA. Nicol22@pdx.edu.
Regional Research Institute, School of Social Work, Portland State University, 1600 SW 4th Ave, Suite 900, Portland, OR, 97201, USA.
Academic Autism Spectrum Partnership in Research and Education, Portland, OR, USA.
Department of Public Health, Food Studies and Nutrition, Burton Blatt Institute, Syracuse University, Syracuse, NY, USA.
Indiana University Center for Health Services and Outcomes Research, Indianapolis, IN, USA.
Regenstrief Institute, Inc., Indianapolis, IN, USA.
Center for Health Information and Communication, Department of Veterans Affairs, Veterans Health Administration, Health Services Research and Development Service CIN 13-416, Richard L. Roudebush VA Medical Center, Indianapolis, IN, USA.
Department of Medicine and School of Public Health, Oregon Health & Science University, Portland, OR, USA.
Veterans Affairs Portland Health Care System, Portland, OR, USA.
Department of Family and Community Medicine, University of California, San Francisco, San Francisco, CA, USA.
School of Medicine, Duke University, Durham, NC, USA.
AN  - 27271730
AU  - Nicolaidis, C.
AU  - Raymaker, D.
AU  - McDonald, K.
AU  - Kapp, S.
AU  - Weiner, M.
AU  - Ashkenazy, E.
AU  - Gerrity, M.
AU  - Kripke, C.
AU  - Platt, L.
AU  - Baggs, A.
C2  - Pmc5023610
DA  - Oct
DO  - 10.1007/s11606-016-3763-6
DP  - NLM
ET  - 2016/06/09
J2  - Journal of general internal medicine
KW  - Adolescent
Adult
Aged
*Attitude to Health
Autistic Disorder/psychology/*therapy
Caregivers/*psychology
Communication
Community-Based Participatory Research
Female
Health Services Accessibility
Humans
Interview, Psychological
Male
Middle Aged
*Online Systems
Patient Satisfaction
Physician-Patient Relations
Primary Health Care/*methods
Reproducibility of Results
Self Efficacy
United States
Young Adult
*adults
*autism
*community-based participatory research
*healthcare interactions
*primary care
Institute of Mental Health (R34MH092503). Prior Presentations Portions of this paper
were presented at the 2015 TASH conference in Portland, OR, December 2015. Conflict
of Interest The authors declare that they have no conflict of interest. Note We
understand that language describing autism spectrum disorders is controversial, and
we respect the many valid opinions on this issue. We choose to use identity-first
language (e.g. autistic adult) instead of person-first language (e.g. person with
autism) due to the preferences of the autistic self-advocacy community.25.
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0884-8734 (Print)
0884-8734
SP  - 1180-9
ST  - The Development and Evaluation of an Online Healthcare Toolkit for Autistic Adults and their Primary Care Providers
T2  - J Gen Intern Med
TI  - The Development and Evaluation of an Online Healthcare Toolkit for Autistic Adults and their Primary Care Providers
VL  - 31
ID  - 203989
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To investigate the relationship between global cognition, three specific domains of cognition, and lower extremity function in community-dwelling elderly African Americans (AAs) from two community settings. DESIGN: Cross-sectional study. SETTING: Community. PARTICIPANTS: Ninety-six AA men and women aged 60 and older from two community settings, enrolled in the Boosting Minority Involvement (BMI) study, a community-based cohort study designed to increase research participation of older low-income AAs. MEASUREMENTS: Physical performance was assessed using Short Physical Performance Battery score, which is composed of three timed tests: a 4-m walking task, static balance assessment, and a chair stand test. The Bushke Memory Impairment Screen (MIS) and Mini-Mental State Examination were used to assess global memory and global cognition, respectively. For domain-specific performance, three z-score composite scores (attention, verbal memory, and executive function) were developed using the Computer-based Assessment of Mild Cognitive Impairment. RESULTS: All domains of cognition were significant predictors of lower extremity function except for verbal memory. Executive function and MIS were the best predictors of lower extremity function in adjusted models. Participants with poor executive function were more than four times as likely to have poorer lower extremity function (odds ratio=4.96, 95% confidence interval=1.07-23.0). CONCLUSION: Global memory and executive function were the best predictors of lower extremity function in a sample of community-dwelling AA adults. Deficits in lower extremity function may depend on multifaceted higher executive function control processes.
AD  - Department of Medicine, University of Pittsburgh, Pennsylvania, USA.
AN  - 18811612
AU  - Nieto, M. L.
AU  - Albert, S. M.
AU  - Morrow, L. A.
AU  - Saxton, J.
C2  - Pmc2585150
C6  - NIHMS76200 checklist provided by the author and has determined that the author has no financial or any other kind of personal conflicts with this manuscript. This study was funded by a grant from the National Institute on Aging (Grant T32 AG 021885) and Claude D. Pepper Older Americans Independence Center (P30 AG024827). Dr. Saxton is a Consultant to Eisai Medical Research Inc., and Forest Research Institute.
DA  - Nov
DO  - 10.1111/j.1532-5415.2008.01938.x
DP  - NLM
ET  - 2008/09/25
J2  - Journal of the American Geriatrics Society
KW  - African Americans/*psychology
Aged
Aged, 80 and over
Cognition/*physiology
Cohort Studies
Cross-Sectional Studies
Female
Humans
Leg
Male
Memory/*physiology
Middle Aged
Physical Endurance/*physiology
Residence Characteristics
Socioeconomic Factors
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0002-8614 (Print)
0002-8614
SP  - 2014-9
ST  - Cognitive status and physical function in older african americans
T2  - J Am Geriatr Soc
TI  - Cognitive status and physical function in older african americans
VL  - 56
ID  - 204333
ER  - 


TY  - JOUR
AB  - BACKGROUND: Problems in social functioning (e.g., unemployment, social isolation), are common in people with a psychotic disorder. Social cognition is a treatment target to improve social functioning, as it is a proximal predictor of social functioning. Social Cognition Training (SCT) improves social cognition, but may not generalize (enduringly) to social functioning, perhaps due to insufficient opportunity to practice in daily-life social situations. Using virtual reality (VR) for SCT could address this problem, as VR is customizable, accessible, and interactive. We will test the effect of a VR SCT, 'DiSCoVR', on social cognition and social functioning in a randomized controlled trial (RCT). METHODS: In total 100 people with a psychotic disorder and deficits in social cognition will be recruited for this multicenter randomized controlled trial (RCT). Participants will be randomized to VR SCT (DiSCoVR) or VR relaxation training (VRelax; active control). DiSCoVR is a 16-session individual SCT, consisting of three modules: 1) emotion perception (recognizing facial emotions in a virtual shopping street); 2) social perception and theory of mind (observing social interactions between virtual characters and assessing their behavior, emotions and thoughts); and 3) application of higher-order social cognition in social interaction (role-playing personalized situations in VR). People receiving VRelax complete sixteen individual sessions, in which they receive psycho-education about stress, identify personal stressors, learn relaxation techniques, and explore relaxing immersive virtual environments. Assessments will be performed at baseline, post-treatment, and 3-month follow-up. Primary outcomes are emotion perception (Ekman 60 Faces), social perception and theory of mind (The Awareness of Social Inference Test). Secondary outcomes include social functioning (Personal and Social Performance Scale), experiences and social interactions in daily life (experience sampling of emotions, social participation and subjective experience of social situations), psychiatric symptoms (e.g., depression, perceived stress, anxiety, positive and negative symptoms) and self-esteem. DISCUSSION: To our knowledge, this will be the first RCT testing the efficacy of VR SCT. It will also investigate generalization to daily life social situations, the durability of treatment effects, and moderators and mediators of treatment success. TRIAL REGISTRATION: On December 5, 2017, this trial was registered prospectively in the Dutch Trial Register as NTR6863 .
AD  - Department of Psychotic Disorders, GGZ Drenthe, Dennenweg 9, PO Box 30007, 9404, LA, Assen, the Netherlands. s.a.nijman@umcg.nl.
University Center of Psychiatry, University Medical Center Groningen, University of Groningen, Hanzeplein 1, PO Box 30.001, 9700, RB, Groningen, the Netherlands. s.a.nijman@umcg.nl.
Department of Psychology, University of Groningen, Grote Kruisstraat 2/1, 9712, TS, Groningen, The Netherlands. s.a.nijman@umcg.nl.
University Center of Psychiatry, University Medical Center Groningen, University of Groningen, Hanzeplein 1, PO Box 30.001, 9700, RB, Groningen, the Netherlands.
Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC-Sophia, Wytemaweg 8, 3015, CN, Rotterdam, The Netherlands.
Autism Team Northern-Netherlands of Jonx, Department of (Youth) Mental Health and Autism of Lentis Psychiatric Institute, Laan Corpus den Hoorn 102-2, 9728, JR, Groningen, The Netherlands.
Department of Yulius Autism, Yulius, Amazone 7, 3315, WG, Dordrecht, the Netherlands.
Flexible Assertive Community Treatment Team, Outpatient Treatment Center, GGZ Delfland, Sint Jorisweg 2, 2612, GA, Delft, The Netherlands.
Zeeuwse Gronden, Axelsestraat 8/A, 4537, AJ, Terneuzen, The Netherlands.
Department of Psychotic Disorders, GGZ Drenthe, Dennenweg 9, PO Box 30007, 9404, LA, Assen, the Netherlands.
Department of Psychology, University of Groningen, Grote Kruisstraat 2/1, 9712, TS, Groningen, The Netherlands.
AN  - 31488103
AU  - Nijman, S. A.
AU  - Veling, W.
AU  - Greaves-Lord, K.
AU  - Vermeer, R. R.
AU  - Vos, M.
AU  - Zandee, C. E. R.
AU  - Zandstra, D. C.
AU  - Geraets, C. N. W.
AU  - Pijnenborg, G. H. M.
C2  - Pmc6727396
DA  - Sep 5
DO  - 10.1186/s12888-019-2250-0
DP  - NLM
ET  - 2019/09/07
J2  - BMC psychiatry
KW  - Adolescent
Adult
Aged
*Cognition
Cognitive Behavioral Therapy/*methods
Female
Humans
Interpersonal Relations
Male
Middle Aged
Psychotic Disorders/psychology/*therapy
Randomized Controlled Trials as Topic
*Social Behavior
Social Participation
Social Perception
Theory of Mind
Treatment Outcome
Virtual Reality Exposure Therapy/*methods
Young Adult
*Emotion perception
*Psychotic disorder
*Social cognition training
*Social functioning
*Theory of mind
*Virtual reality
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1471-244x
SP  - 272
ST  - Dynamic Interactive Social Cognition Training in Virtual Reality (DiSCoVR) for social cognition and social functioning in people with a psychotic disorder: study protocol for a multicenter randomized controlled trial
T2  - BMC Psychiatry
TI  - Dynamic Interactive Social Cognition Training in Virtual Reality (DiSCoVR) for social cognition and social functioning in people with a psychotic disorder: study protocol for a multicenter randomized controlled trial
VL  - 19
ID  - 204594
ER  - 


TY  - JOUR
AB  - A mixed research design was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8-12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign Language videos, pictures, and concept maps. Also, students' reading comprehension was assessed through reading comprehension questions and retelling. Analysis of the students' viewing behavior data, their answers to reading comprehension questions, their "think alouds," and their story retells indicated that they used visual resources, but they did not exploit them in a strategic manner to aid their reading comprehension. The study underscores the important role of mediated instruction in "visual literacy" skills that enable students to learn how to process visual aids in a way that supports their reading comprehension.
AD  - Department of Special Education, University of Thessaly, Volos, Greece. mnikolar@uth.gr
AN  - 23505841
AU  - Nikolaraizi, M.
AU  - Vekiri, I.
AU  - Easterbrooks, S. R.
DA  - Winter
DO  - 10.1353/aad.2013.0007
DP  - NLM
ET  - 2013/03/20
J2  - American annals of the deaf
KW  - Child
Comprehension
Computer-Assisted Instruction/*statistics & numerical data
Deafness/*rehabilitation
Education of Hearing Disabled/*methods/*statistics & numerical data
Female
Humans
Male
*Multimedia
*Reading
Software
Videotape Recording/statistics & numerical data
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0002-726X (Print)
0002-726x
SP  - 458-73
ST  - Investigating deaf students' use of visual multimedia resources in reading comprehension
T2  - Am Ann Deaf
TI  - Investigating deaf students' use of visual multimedia resources in reading comprehension
VL  - 157
ID  - 204326
ER  - 


TY  - JOUR
AB  - Dyslexia is a neurodevelopmental reading disability estimated to affect 5-10% of the population. While there is yet no full understanding of the cause of dyslexia, or agreement on its precise definition, it is certain that many individuals suffer persistent problems in learning to read for no apparent reason. Although it is generally agreed that early intervention is the best form of support for children with dyslexia, there is still a lack of efficient and objective means to help identify those at risk during the early years of school. Here we show that it is possible to identify 9-10 year old individuals at risk of persistent reading difficulties by using eye tracking during reading to probe the processes that underlie reading ability. In contrast to current screening methods, which rely on oral or written tests, eye tracking does not depend on the subject to produce some overt verbal response and thus provides a natural means to objectively assess the reading process as it unfolds in real-time. Our study is based on a sample of 97 high-risk subjects with early identified word decoding difficulties and a control group of 88 low-risk subjects. These subjects were selected from a larger population of 2165 school children attending second grade. Using predictive modeling and statistical resampling techniques, we develop classification models from eye tracking records less than one minute in duration and show that the models are able to differentiate high-risk subjects from low-risk subjects with high accuracy. Although dyslexia is fundamentally a language-based learning disability, our results suggest that eye movements in reading can be highly predictive of individual reading ability and that eye tracking can be an efficient means to identify children at risk of long-term reading difficulties.
AD  - Department of Clinical Neuroscience, Division of Ophthalmology and Vision, Marianne Bernadotte Centre, Karolinska Institutet, Stockholm, Sweden.
Department of pedagogy, Linnaeus University, Växjö, Sweden.
AN  - 27936148
AU  - Nilsson Benfatto, M.
AU  - Öqvist Seimyr, G.
AU  - Ygge, J.
AU  - Pansell, T.
AU  - Rydberg, A.
AU  - Jacobson, C.
C2  - PMC5147795 following competing interests: Benfatto, M. N. and Seimyr, G. Ö. own equity in Optolexia, a company whose aim is to offer new technologies for the assessment of reading deficits in school-age children. The venture is part of a project funded by Sweden’s innovation agency – VINNOVA – (2014-03459) and the competing interest is approved by the Central Ethical Review Board (Ö 13/2015). This does not alter our adherence to PLOS ONE policies on sharing data and materials.
DO  - 10.1371/journal.pone.0165508
DP  - NLM
ET  - 2016/12/10
J2  - PloS one
KW  - Case-Control Studies
Child
Dyslexia/*diagnosis/physiopathology
Eye Movement Measurements/*instrumentation
Eye Movements/*physiology
Female
Humans
Male
Pattern Recognition, Automated/*statistics & numerical data
*Reading
Schools
Students
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1932-6203
SP  - e0165508
ST  - Screening for Dyslexia Using Eye Tracking during Reading
T2  - PLoS One
TI  - Screening for Dyslexia Using Eye Tracking during Reading
VL  - 11
ID  - 204153
ER  - 


TY  - JOUR
AB  - This paper explores the potential of an online TimeBank for inclusive research to address some of the challenges related to the unequal distribution of power and money for researchers within and outside the academy working in collaboration. The problem, the concept of TimeBanking, and the relationship of TimeBanking to inclusive research principles are explained. The case is made for developing an online TimeBank for inclusive research, and an account is given of initial co-production of a prototype by an English interdisciplinary academic team and a Welsh workers cooperative set up and run by people with and without learning disabilities aiming to make public life more inclusive. The paper concludes that, while the concept is some way from becoming a reality, a hybrid digital-physical TimeBank, if accessible and flexible enough to attract usage, has potential for supporting democratised, inclusive research in practice.
AN  - EJ1189895
AU  - Nind, Melanie
AU  - Armstrong, Alan
AU  - Cansdale, Mal
AU  - Collis, Anne
AU  - Hooper, Clare
AU  - Parsons, Sarah
AU  - Power, Andrew
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Social Science Research
Money Management
Banking
Power Structure
Inclusion
Foreign Countries
Democracy
Online Systems
Learning Disabilities
Community Programs
Compensation (Remuneration)
Volunteers
Research Methodology
Focus Groups
Computer Mediated Communication
Data Analysis
Models
United Kingdom (England)
United Kingdom (Wales)
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1364-5579
SP  - 387-400
ST  - TimeBanking: Towards a Co-Produced Solution for Power and Money Issues in Inclusive Research
T2  - International Journal of Social Research Methodology
TI  - TimeBanking: Towards a Co-Produced Solution for Power and Money Issues in Inclusive Research
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1189895&site=ehost-live&scope=site
http://dx.doi.org/10.1080/13645579.2016.1179469
VL  - 20
ID  - 205388
ER  - 


TY  - JOUR
AB  - The challenge of inclusion makes timely a review of the assumptions and precepts about teaching and learning that have dominated the discourse of special education. These have led to methodological and technical predilections which we argue have been damaging for pedagogy and for learners, often moving the focus away from the tacit knowledge and reflective skill of the teacher to a set of formulaic prescriptions for practice. This is true of special education generally and of the education of those with severe learning disabilities in particular. In this paper we urge a move to reinstate teachers' confidence in their own knowledge and skills. We develop our argument using an exemplar of a naturalistic approach for teaching people with severe disabilities. The approach, Intensive Interaction, originated in the UK and aims to enhance the quality of teacher-learner interaction by drawing from processes observed in caregiver-infant interaction.
AN  - EJ942209
AU  - Nind, Melanie
AU  - Thomas, Gary
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Learning Disabilities
Interaction
Special Education
Teaching Methods
Foreign Countries
Values
Inclusion
Instruction
Severe Disabilities
Self Esteem
Caregiver Child Relationship
United Kingdom
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2005
SN  - 1471-3802
SP  - 97-100
ST  - Reinstating the Value of Teachers' Tacit Knowledge for the Benefit of Learners: Using "Intensive Interaction"
T2  - Journal of Research in Special Educational Needs
TI  - Reinstating the Value of Teachers' Tacit Knowledge for the Benefit of Learners: Using "Intensive Interaction"
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ942209&site=ehost-live&scope=site
http://dx.doi.org/10.1111/j.1471-3802.2005.00048.x
VL  - 5
ID  - 205311
ER  - 


TY  - JOUR
AB  - This paper presents an overview of a cognitive architecture, OntoAgent, that supports the creation and deployment of intelligent agents capable of simulating human-like abilities. The agents, which have a simulated mind and, if applicable, a simulated body, are intended to operate as members of multi-agent teams featuring both artificial and human agents. The agent architecture and its underlying knowledge resources and processors are being developed in a sufficiently generic way to support a variety of applications. In this paper we briefly describe the architecture and two applications being configured within it: the Maryland Virtual Patient (MVP) system for training medical personnel and the CLinician's ADvisor (CLAD). We organize the discussion around four aspects of agent modeling and how they are utilized in the two applications: physiological simulation, modeling an agent's knowledge and learning, decision-making and language processing.
AD  - University of Maryland Baltimore County, MD, USA.
AN  - 22195149
AU  - Nirenburg, S.
AU  - McShane, M.
AU  - Beale, S.
AU  - Catizone, R.
C2  - Pmc3243225
DP  - NLM
ET  - 2011/12/24
J2  - AMIA ... Annual Symposium proceedings. AMIA Symposium
KW  - *Artificial Intelligence
Clinical Medicine
Cognition
*Computer Simulation
*Decision Making, Computer-Assisted
Humans
Knowledge Bases
Models, Biological
Terminology as Topic
User-Computer Interface
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1559-4076
SP  - 905-14
ST  - A cognitive architecture for simulating bodies and minds
T2  - AMIA Annu Symp Proc
TI  - A cognitive architecture for simulating bodies and minds
VL  - 2011
ID  - 204437
ER  - 


TY  - JOUR
AB  - Purpose: Reading and writing applications (with text-to-speech, TTS and speech-to-text, STT functions), used as assistive technology (AT) for students with reading difficulties are increasingly used in education, however, research has not sufficiently enough evaluated its potential. The purpose of this study was to explore how assistive reading and writing applications were perceived to function with regard to students' possibilities to assimilate (i.e., "read") and communicate (i.e., "write") text.Methods: Following a six-week app intervention, this follow-up survey contained 54 special education teachers' perceptions of how the use of apps impacted student motivation, learning, and its usability in special education. A total of 59 students with reading difficulties from Grade 4, Grade 8 and from high school, were assessed. Analyses included quantitative and qualitative analyses of teachers' responses and written material.Results: The results showed individual differences in how teachers perceived app usage for text-interaction purposes, including how app usage affected student motivation and autonomy for text-based learning. Eighty-two per cent of the younger and forty-seven per cent of older students continued to use the technology after the intervention, but in various degrees.Conclusions: Based on these findings, students with reading difficulties seem to be able to use AT in order to assimilate text (i.e., to read) and to communicate text (i.e., to write), and, thus, AT has the potential to promote participation in regular education. Future research should focus on how to customize assistive technology support in order to better utilize the potential.Implication for rehabilitationThis study found that students with reading difficulties could use reading and writing apps (with text-to-speech, TTS and speech-to-text, STT) in portable tables to be able to gain access to, and to produce text in an applied school setting.To use TTS and STT as assistive technology efficiently may require relative extensive support and training, but even with this support, not all students in this study benefited from the potential use of the technology, as the processes of being able to gain access to and to produce text with assistive technology seem to be a difficult process for some of the students.It is proposed that in order to enable all students with reading difficulties possibilities to use assistive technology efficiently, its uses need to be customized even further than was done in this extensive intervention.
AD  - Department of Psychology, Linnaeus University, Växjö, Sweden.
Department of Mathematical Science, Chalmers University of Technology, Göteborg, Sweden.
Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
AN  - 30239256
AU  - Nordström, T.
AU  - Nilsson, S.
AU  - Gustafson, S.
AU  - Svensson, I.
DA  - Nov
DO  - 10.1080/17483107.2018.1499142
DP  - NLM
ET  - 2018/09/22
J2  - Disability and rehabilitation. Assistive technology
KW  - Adolescent
Child
Disabled Children/*rehabilitation
Dyslexia/*rehabilitation
Education, Special
Female
Health Knowledge, Attitudes, Practice
Humans
Male
*Mobile Applications
*School Teachers
*Self-Help Devices
Surveys and Questionnaires
*Writing
*Reading difficulties
*assistive technology
*intervention
*special education
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1748-3107
SP  - 798-808
ST  - Assistive technology applications for students with reading difficulties: special education teachers' experiences and perceptions
T2  - Disabil Rehabil Assist Technol
TI  - Assistive technology applications for students with reading difficulties: special education teachers' experiences and perceptions
VL  - 14
ID  - 203859
ER  - 


TY  - THES
AB  - The United States’ long history of providing services to people with intellectual and/or developmental disabilities (IDD) in large public congregate settings has been in reversal over the past four decades. Since peaking in 1967 (U.S. Department of Health, Education and Welfare, 1972), census reduction of such facilities has occurred at an average annual rate of 5% nation-wide (Braddock et al., 2013). Despite having closed four state operated developmental centers (SODCs) since 1982, Illinois continues to be among states with the highest rates of institutionalization of persons with IDD in the country, although efforts are being made to change this through the Governor’s Rebalancing Initiative. A longitudinal analysis of institutional depopulation in Illinois revealed that the majority of individuals who transitioned out of an SODC and were readmitted returned due to behavioral issues. The aim of this study, therefore, was to explore the capacity of community-based providers of residential supports and services, as well as the surrounding community, to provide behavioral and mental health services to individuals who transition out of an SODC. Results indicate a need for strengthening of the mental/behavioral health system available to adults with IDD in four ways: strengthen technical assistance and crisis response to behavioral issues; enhance the availability of community-based mental/behavioral health professionals through training; improve collaboration between state developmental disability and mental health agencies; and increase Medicaid reimbursement rates. Additionally, the need for continued investigation of environmental factors and community capital contributing to post-deinstitutionalization outcomes for people with IDD is implicated. Finally, the need for continued exploration of programs addressing challenges to community living experienced by persons with IDD and behavioral concerns is highlighted. As the U.S. continues to move toward a lessened reliance on publically funded state-operated congregate settings, monitoring of outcomes of individuals who have transitioned to other settings and examining factors contributing to these outcomes is imperative. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AN  - 2015-99240-405
AU  - Norris, Amie Lulinski
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - mental/behavioral health
behavioral issues
reimbursement rates
community-based mental/behavioral health
mental/behavioral health professionals
mental/behavioral health services
Communities
Behavioral Health Services
Developmental Disabilities
Health Care Psychology
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2015
SN  - 0419-4217
978-1-321-43818-5
ST  - Community capacity to provide mental/behavioral health services to people with developmental disabilities
TI  - Community capacity to provide mental/behavioral health services to people with developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-99240-405&site=ehost-live&scope=site
VL  - 76
ID  - 204896
ER  - 


TY  - JOUR
AB  - The purpose of this study was to explore the online discussions of postlicensure nursing students taking a community health course in an RN-to-BSN program. Final discussion forums asked students to share their perceptions and understandings of the public and community health nurses' role and practice after participating in a community health clinical course. Inductive content analysis was used to assess the narratives. Analysis of the discussions yielded two categories: (1) awareness by the RNs of their individual community and the context of the public and community health nursing role, and (2) increased understanding of the patients' experience with transitions between health care settings (home-hospital-home). This research suggests a need to assess practicing RNs' professional understanding and teaching of the public and community health nurses' role if they are to facilitate effective patient transitions home and into community-based settings.
AD  - Oregon Health & Sciences University, School of Nursing, Portland, OR, USA. northrup@ohsu.edu
AN  - 21323249
AU  - Northrup-Snyder, K.
AU  - Van Son, C. R.
AU  - McDaniel, C.
DA  - Apr
DO  - 10.3928/01484834-20110214-01
DP  - NLM
ET  - 2011/02/18
J2  - The Journal of nursing education
KW  - Awareness
*Community Health Nursing
Education, Nursing, Baccalaureate
Humans
*Nurse's Role
Nurse-Patient Relations
Patient-Centered Care
*Public Health Nursing
Retrospective Studies
*Students, Nursing
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0148-4834 (Print)
0148-4834
SP  - 226-9
ST  - Thinking beyond "the wheelchair to the car": RN-to-BSN student understanding of community and public health nursing
T2  - J Nurs Educ
TI  - Thinking beyond "the wheelchair to the car": RN-to-BSN student understanding of community and public health nursing
VL  - 50
ID  - 204394
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Asking for help in the operating room occurs within a surgical culture that has traditionally valued independence, decisiveness, and confidence. A tension exists between these deeply ingrained character traits and the new culture of team-based practice that emphasizes maximizing patient safety. The objective of this study is to explore surgeon-to-surgeon help-seeking behaviors during complex and unanticipated operative scenarios. STUDY DESIGN: Semistructured interviews were conducted with a purposeful sample of 14 consultant surgeons from multiple specialties. We used constructivist grounded theory to explore help-seeking experiences. Analysis occurred alongside and informed data collection. Themes were identified iteratively using constant comparisons. SETTING: The setting included 3 separate hospital sites in a Canadian academic health sciences center. PARTICIPANTS: A total of 14 consultant surgeons from 3 separate departments and 7 divisions were included. RESULTS: We developed the "Call-Save-Threat" framework to conceptualize the help-seeking phenomenon. Respondents highlighted both explicit and tacit reasons for calling for help; the former included technical assistance and help with decision making, and the latter included the need for moral support, "saving face," and "political cover." "The Save" included the provision of enhanced technical expertise, a broader intraoperative perspective, emotional support, and a learning experience. "The Threat" included potential downsides to calling, which may result in near-term or delayed negative consequences. These included giving up autonomy as primary surgeon, threats to a surgeon's image as a competent practitioner, and a failure to progress with respect to independent judgment and surgical abilities. CONCLUSIONS: Our "Call-Save-Threat" framework suggests that surgeons recurrently negotiate when and how to seek help in the interests of patient safety, while attending to the traditional cultural values of autonomy and decisive action. This has important implications for surgical postgraduate education and also throughout a surgeon's career trajectory.
AD  - Department of Surgery, Schulich School of Medicine and the Centre for Education Research and Innovation, Western University, London, Ontario, Canada; Department of Medicine, Schulich School of Medicine and the Centre for Education Research and Innovation, Western University, London, Ontario, Canada. Electronic address: rjnovick@uwo.ca.
Department of Medicine, Schulich School of Medicine and the Centre for Education Research and Innovation, Western University, London, Ontario, Canada.
Department of Surgery, Schulich School of Medicine and the Centre for Education Research and Innovation, Western University, London, Ontario, Canada.
AN  - 25451719
AU  - Novick, R. J.
AU  - Lingard, L.
AU  - Cristancho, S. M.
C2  - Pmc5578753
C6  - Cams6844
DA  - Mar-Apr
DO  - 10.1016/j.jsurg.2014.09.009
DP  - NLM
ET  - 2014/12/03
J2  - Journal of surgical education
KW  - Adult
Attitude of Health Personnel
Canada
*Clinical Decision-Making
Comprehension
Female
*Help-Seeking Behavior
Humans
Internship and Residency/organization & administration
*Interprofessional Relations
Interviews as Topic
Intraoperative Complications/*surgery
Male
Medical Staff, Hospital
Middle Aged
Operating Rooms/organization & administration
*Patient Safety
Practice Patterns, Physicians'
Qualitative Research
Specialties, Surgical/education/ethics
Interpersonal and Communication Skills
Patient Care
Practice-Based Learning and Improvement
Professionalism
Systems-Based Practice
collaboration skills
communication skills
constructivist grounded theory
practice-based learning
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1931-7204 (Print)
1878-7452
SP  - 302-9
ST  - The call, the save, and the threat: understanding expert help-seeking behavior during nonroutine operative scenarios
T2  - J Surg Educ
TI  - The call, the save, and the threat: understanding expert help-seeking behavior during nonroutine operative scenarios
VL  - 72
ID  - 204623
ER  - 


TY  - GEN
AB  - These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpää and Hannakaisa Isomäki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino a Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and François Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Šverc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School--Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company a d e-Learning (František Manlig, Eva Šlaichová, Vera Pelantová, Michala Šimúnová, František Koblasa and Jan Vavruška ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service--A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena Bušíková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
AU  - Nunes, Miguel Baptista
AU  - McPherson, Maggie
AU  - International Association for Development of the Information, Society
DB  - ERIC
DP  - EBSCOhost
J2  - International Association for Development of the Information Society
KW  - Conference Papers
Educational Technology
Electronic Learning
Technology Uses in Education
Large Group Instruction
Online Courses
Social Networks
Computer Simulation
Architecture
Museums
Children
Multimedia Instruction
Mathematics Education
Homework
Higher Education
Literature Reviews
Computer Science Education
Action Research
Training
Case Studies
Teacher Education
Teaching Methods
Web Based Instruction
Collaborative Writing
Scientific Literacy
Persuasive Discourse
Computer Mediated Communication
Evaluation Methods
Reading Lists
Achievement
Student Attitudes
Portfolio Assessment
Motivation
Social Media
English (Second Language)
Second Language Instruction
High Schools
Distance Education
Leadership
Educational Innovation
Vocational Education
Foreign Countries
Feedback (Response)
Workplace Learning
Coaching (Performance)
Web Sites
Interaction
Telecommunications
Integrated Learning Systems
Assignments
College Libraries
Library Automation
Bachelors Degrees
Videoconferencing
Learning Activities
Anatomy
Computer Software
Music Education
Foreign Students
Student Adjustment
Literacy Education
Evaluation
Peer Teaching
Teacher Competencies
Principals
Secondary Education
Cooperative Learning
Handheld Devices
Audio Equipment
Models
Experiential Learning
Trust (Psychology)
Visual Impairments
Physics
Competence
Blended Learning
Usability
Tests
Mathematics Tests
Public Colleges
Metacognition
Inquiry
Constructivism (Learning)
Electronics
Enrollment
Curriculum
Guidelines
Ethics
Comparative Analysis
Alternative Assessment
Concept Mapping
Web 2.0 Technologies
Story Telling
Medical Education
Vocabulary Development
Visual Aids
Attitude Measures
College Students
Information Science
Adolescents
Delinquency
Cognitive Style
Librarians
Attention
Visual Perception
Self Determination
Italy
Taiwan
Greece
Slovenia
Mongolia
Australia
Mexico
Australia
Greece
Italy
Mexico
Mongolia
Slovenia
Taiwan
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - International Association for Development of the Information Society
PY  - 2013
SN  - 978-972-8939-88-5
ST  - Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Prague, Czech Republic, July 23-26, 2013)
TI  - Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Prague, Czech Republic, July 23-26, 2013)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562127&site=ehost-live&scope=site
ID  - 205296
ER  - 


TY  - JOUR
AB  - The present study examined the short-term test-retest reliability of the Immediate Post-concussion Assessment and Cognitive Testing (ImPACT) variables with healthy 11- to 14-year-old athletes. 53 young athletes (M(age) = 12.4 years, 9 female) were administered the ImPACT on two separate occasions two weeks apart. Participants were instructed to complete the Post-Concussion Symptom Scale (PCSS) and the baseline computerized neurocognitive test during both the baseline and retest phases. Intraclass correlation (ICC), standard error of measurement (SEM), and reliable change index (RCI) were used as reliability metrics. PCSS Total Symptoms and Visual-Motor Speed were the only scores to reach clinical reliability standards (i.e., R > 0.7). None of the scores exceeded RCI cut-offs. Results indicate that the composite scores of the ImPACT are differentially reliable in a preadolescent sample across a two-week retest period, with only motor processing speed and self-reported symptoms exceeding clinical reliability standards. The findings support the view that neurocognitive testing should not be the sole determining factor in concussion assessment. This study highlights the importance of continuing research with younger athletes to assess the reliability of neurocognitive measures in concussion management programs. Future research should focus on a larger, heterogeneous sample, including children with learning disabilities and ADHD.
AD  - a Department of Psychology , University of Windsor , Windsor , Canada.
AN  - 28631965
AU  - O'Brien, A. M.
AU  - Casey, J. E.
AU  - Salmon, R. M.
DA  - Jul-Sep
DO  - 10.1080/21622965.2017.1290529
DP  - NLM
ET  - 2017/06/21
J2  - Applied neuropsychology. Child
KW  - Adolescent
Athletes/*psychology
Athletic Injuries/diagnosis/physiopathology
Brain Concussion/*diagnosis/*psychology
Child
Female
Humans
Learning Disabilities/psychology
Male
Memory/physiology
Neurocognitive Disorders/*psychology
Neuropsychological Tests
Post-Concussion Syndrome
Reaction Time
*Reproducibility of Results
Baseline testing
children
concussion testing
psychometrics
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2162-2965
SP  - 208-216
ST  - Short-term test-retest reliability of the ImPACT in healthy young athletes
T2  - Appl Neuropsychol Child
TI  - Short-term test-retest reliability of the ImPACT in healthy young athletes
VL  - 7
ID  - 204210
ER  - 


TY  - JOUR
AB  - Many technology marketing materials tout the intuitive nature of products, but current human-computer interaction (HCI) guidelines provide limited methods to help designers create this experience beyond making them easy to use. This paper proposes a definition for intuitive interaction with specific attributes to allow designers to create products that elicit the target experience. Review of relevant literatures provides empirical evidence for the suggested working definition of intuitive HCI: interactions between humans and high technology in lenient learning environments that allow the human to use a combination of prior experience and feedforward methods to achieve an individual's functional and abstract goals. Core concepts supporting this definition were compiled into an organizational framework that includes: seeking user goals, performing well-learned behavior, determining what to do next, metacognition, knowledge in the head, and knowledge in the world. This paper describes these concepts and proposes design approaches that could facilitate intuitive behavior and suggests areas for further research.
AD  - Georgia Institute of Technology, Atlanta, GA.
AN  - 25552895
AU  - O'Brien, M. A.
AU  - Rogers, W. A.
AU  - Fisk, A. D.
C2  - Pmc4278577
C6  - Nihms632721
DA  - Sep
DO  - 10.1177/154193120805202001
DP  - NLM
ET  - 2008/09/01
J2  - Proceedings of the Human Factors and Ergonomics Society ... Annual Meeting. Human Factors and Ergonomics Society. Annual Meeting
LA  - eng
M1  - 20
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1071-1813 (Print)
1071-1813
SP  - 1645-1649
ST  - Developing a Framework for Intuitive Human-Computer Interaction
T2  - Proc Hum Factors Ergon Soc Annu Meet
TI  - Developing a Framework for Intuitive Human-Computer Interaction
VL  - 52
ID  - 204730
ER  - 


TY  - JOUR
AB  - Evidence-based practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disorders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and established criteria for identifying EBPs. In their review, they identified 24 focused intervention practices having sufficient evidence. In this article, the authors describe procedures for selecting specific EBPs appropriate for addressing specific IEP goals for learners with ASD. The authors emphasize the importance of systematic implementation of practices. (Contains 3 tables.)
AN  - EJ903737
AU  - Odom, Samuel L.
AU  - Collet-Klingenberg, Lana
AU  - Rogers, Sally J.
AU  - Hatton, Deborah D.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Intervention
Pervasive Developmental Disorders
Literature Reviews
Research
Children
Infants
Youth
Behavior Modification
Research Design
Prompting
Reinforcement
Delay of Gratification
Computer Assisted Instruction
Parent Participation
Peer Influence
Pictorial Stimuli
Augmentative and Alternative Communication
Responses
Functional Behavioral Assessment
Stimuli
Environmental Influences
Communication Skills
Self Control
Social Development
Video Technology
Role Models
Visual Stimuli
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 1045-988X
SP  - 275-282
ST  - Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders
T2  - Preventing School Failure
TI  - Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ903737&site=ehost-live&scope=site
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/10459881003785506
VL  - 54
ID  - 205208
ER  - 


TY  - JOUR
AB  - Bardet-Biedl syndrome (BBS) is a rare, developmental disorder characterized by six major symptoms: rod-cone dystrophy, obesity, polydactyly, renal abnormalities, learning difficulties, and hypogonadism. Secondary features include cardiac and hepatic anomalies, metabolic disturbancies, and hearing loss. BBS is genetically heterogeneous with 12 disease genes (BBS1-BBS12) described thus far. Current data suggest a functional disturbance in ciliary function and intraflagellar transport being associated with the phenotype. However, the precise functions of the BBS proteins have yet to be elucidated. This study focuses on the detection of protein factors interacting with BBS proteins. Applying yeast two-hybrid (Y2H) technology we found a series of novel, functionally potentially plausible binding partners of BBS1, BBS2, BBS4, and BBS7. Protein interactions were supported by coimmunoprecipitation analyses (ALDOB, EPAS1) and substantiated by colocalization studies at the subcellular level (ALDOB, EXOC7, FLOT1, KRT18, PAX2). Our work provides new insights into the understanding of BBS interactions and thus their biological function.
AD  - Center of Human Genetics, University of Marburg, 35037 Marburg, Germany. oeffner@staff.uni-marburg.de
AN  - 18000879
AU  - Oeffner, F.
AU  - Moch, C.
AU  - Neundorf, A.
AU  - Hofmann, J.
AU  - Koch, M.
AU  - Grzeschik, K. H.
DA  - Feb
DO  - 10.1002/cm.20250
DP  - NLM
ET  - 2007/11/15
J2  - Cell motility and the cytoskeleton
KW  - Adaptor Proteins, Signal Transducing
Bardet-Biedl Syndrome/genetics/*metabolism
Basic Helix-Loop-Helix Transcription Factors/metabolism
Centrosome/*metabolism
Cilia/*metabolism
Cytoskeletal Proteins
Fructose-Bisphosphate Aldolase/metabolism
HeLa Cells
Humans
Keratin-18/metabolism
Kidney/cytology
Membrane Proteins/metabolism
Microtubule-Associated Proteins
PAX2 Transcription Factor/metabolism
Peptide Elongation Factor 1/metabolism
Proteins/genetics/*metabolism
Two-Hybrid System Techniques
Vesicular Transport Proteins/metabolism
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0886-1544 (Print)
0886-1544
SP  - 143-55
ST  - Novel interaction partners of Bardet-Biedl syndrome proteins
T2  - Cell Motil Cytoskeleton
TI  - Novel interaction partners of Bardet-Biedl syndrome proteins
VL  - 65
ID  - 204758
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The aim of this study was to identify a transcriptomic signature that could be used to classify subjects with autism spectrum disorder (ASD) compared to controls on the basis of blood gene expression profiles. The gene expression profiles could ultimately be used as diagnostic biomarkers for ASD. METHODS: We used the published microarray data (GSE26415) from the Gene Expression Omnibus database, which included 21 young adults with ASD and 21 age- and sex-matched unaffected controls. Nineteen differentially expressed probes were identified from a training dataset (n=26, 13 ASD cases and 13 controls) using the limma package in R language (adjusted p value ＜0.05) and were further analyzed in a test dataset (n=16, 8 ASD cases and 8 controls) using machine learning algorithms. RESULTS: Hierarchical cluster analysis showed that subjects with ASD were relatively well-discriminated from controls. Based on the support vector machine and K-nearest neighbors analysis, validation of 19-DE probes with a test dataset resulted in an overall class prediction accuracy of 93.8% as well as a sensitivity and specificity of 100% and 87.5%, respectively. CONCLUSION: The results of our exploratory study suggest that the gene expression profiles identified from the peripheral blood samples of young adults with ASD can be used to identify a biological signature for ASD. Further study using a larger cohort and more homogeneous datasets is required to improve the diagnostic accuracy.
AD  - Institute for Health and Society, Hanyang University, Seoul, Korea.
Translational Neurogenetics Laboratory, Graduate School of Medical Science and Engineering, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, Korea.
Department of Psychiatry and Institute of Mental Health, Hanyang University College of Medicine, Seoul, Korea.
AN  - 28138110
AU  - Oh, D. H.
AU  - Kim, I. B.
AU  - Kim, S. H.
AU  - Ahn, D. H.
C2  - Pmc5290715
DA  - Feb 28
DO  - 10.9758/cpn.2017.15.1.47
DP  - NLM
ET  - 2017/02/01
J2  - Clinical psychopharmacology and neuroscience : the official scientific journal of the Korean College of Neuropsychopharmacology
KW  - Autism spectrum disorder
Blood
Decision support techniques
Machine learning
Microarray analysis
Transcriptome
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1738-1088 (Print)
1738-1088
SP  - 47-52
ST  - Predicting Autism Spectrum Disorder Using Blood-based Gene Expression Signatures and Machine Learning
T2  - Clin Psychopharmacol Neurosci
TI  - Predicting Autism Spectrum Disorder Using Blood-based Gene Expression Signatures and Machine Learning
VL  - 15
ID  - 204793
ER  - 


TY  - JOUR
AB  - BACKGROUND: Inclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants. OBJECTIVES: The study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana. METHOD: A qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged. RESULTS: Children's experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children's experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning. CONCLUSION: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.
AD  - School of Rehabilitation Therapy, Queen's University, Kingston, Canada.
AN  - 31392170
AU  - Okyere, C.
AU  - Aldersey, H. M.
AU  - Lysaght, R.
C2  - Pmc6676780
DO  - 10.4102/ajod.v8i0.542
DP  - NLM
ET  - 2019/08/09
J2  - African journal of disability
KW  - children with developmental disability
children with intellectual disability
children’s experiences
inclusion
inclusive education
have inappropriately influenced them in the writing of this article.
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2223-9170 (Print)
2223-9170
SP  - 542
ST  - The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana
T2  - Afr J Disabil
TI  - The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana
VL  - 8
ID  - 204673
ER  - 


TY  - JOUR
AB  - PURPOSE: Evidence supports using visual scene displays (VSDs) with young children using speech-generating devices. This study examined initial and subsequent performance during VSD use by children age 24-27 and 33-36 months to explore child characteristics that may relate to navigational skill differences. METHOD: Children located 9 vocabulary items using a dynamic VSD. Tests of mean difference and analyses of variance were both completed to examine within- and between-age-group performance for accuracy and latency across 3 time points: at initial exposure, at criterion, and at a 2-week maintenance session for each of 2 linked navigational pages. RESULTS: Results indicated that, at initial exposure, older participants' symbol selections were significantly more accurate and significantly faster when navigating through each page of a 2-page dynamic VSD. Results also indicated that though younger participants required significantly more sessions to achieve mastery, when the effects of practice and language comprehension were controlled, performance differences between age groups were not found when maintenance was evaluated. CONCLUSIONS: Older children perform better than younger children on initial opportunities. However, younger children learn to use VSDs in relatively few instructional opportunities, suggesting that VSDs can be used with children as young as 2 years of age.
AD  - University of Minnesota, Minneapolis, 55455, USA.
AN  - 20581110
AU  - Olin, A. R.
AU  - Reichle, J.
AU  - Johnson, L.
AU  - Monn, E.
DA  - Nov
DO  - 10.1044/1058-0360(2010/09-0001)
DP  - NLM
ET  - 2010/06/29
J2  - American journal of speech-language pathology
KW  - Autistic Disorder/*rehabilitation
Child, Preschool
*Communication Aids for Disabled
Education, Special/*methods
Female
Humans
Language Development Disorders/*rehabilitation
Male
Photic Stimulation/*methods
Reaction Time
Speech
Symbolism
*Vocabulary
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1058-0360
SP  - 284-97
ST  - Examining dynamic visual scene displays: implications for arranging and teaching symbol selection
T2  - Am J Speech Lang Pathol
TI  - Examining dynamic visual scene displays: implications for arranging and teaching symbol selection
VL  - 19
ID  - 204313
ER  - 


TY  - JOUR
AB  - This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to analyze the data. Findings expand current knowledge of the use of single subject design to document the effect of evidence-based practices in special education. Results were mixed for math skill development, but indicated an increase in independent task completion as demonstrated by a decrease in noncompliant behaviors and teacher prompt levels. Findings suggest iPads can be an effective instructional tool to enhance learning and independence. Contributions, limitations, and future research are presented.
AN  - EJ1053911
AU  - O'Malley, Patricia
AU  - Lewis, M. E. B.
AU  - Donehower, Claire
AU  - Stone, David
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Educational Technology
Technology Uses in Education
Autism
Pervasive Developmental Disorders
Handheld Devices
Special Education
Special Schools
Teaching Methods
Mathematics Instruction
Conventional Instruction
Comparative Analysis
Teacher Role
Intervention
Prompting
Student Behavior
Behavior Problems
Mathematics Skills
Early Adolescents
Questionnaires
Surveys
Access to Computers
Mathematics Achievement
Behavior Modification
Observation
Semi Structured Interviews
Self Disclosure (Individuals)
Maryland
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 2332-3205
SP  - 90-97
ST  - Effectiveness of Using iPads to Increase Academic Task Completion by Students with Autism
T2  - Universal Journal of Educational Research
TI  - Effectiveness of Using iPads to Increase Academic Task Completion by Students with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1053911&site=ehost-live&scope=site
VL  - 2
ID  - 205170
ER  - 


TY  - JOUR
AB  - Early detection of dementia is crucial because it is the time when intervention is most effective. Therefore, a simple and short test is necessary for primary mass screening in community-based medical facilities. We developed the Cognitive Assessment for Dementia, iPad version (CADi) which consists of 10 simple questions and is self-administered. In this paper we present a revised version which improves the detection of dementia. Two questions of the CADi were replaced in the latest version (CADi2). We examined the validity and reliability of the CADi2 in 27 Alzheimer's disease patients and age-matched healthy controls. The Alzheimer's disease patients had lower CADi2 scores and longer total response times to questions compared to the controls. The CADi2 had high sensitivity (0.85-0.96) and specificity (0.81-0.93), and showed significant correlations with existing standard neuropsychological tests. Cronbach's alpha analysis revealed moderate consistency of the CADi2. These results support the utility of the CADi2 for primary screening for dementia.
AD  - Department of Neurology, Shimane University, Izumo, Shimane, Japan.
AN  - 25310860
AU  - Onoda, K.
AU  - Yamaguchi, S.
C2  - Pmc4195614
DO  - 10.1371/journal.pone.0109931
DP  - NLM
ET  - 2014/10/14
J2  - PloS one
KW  - Aged
Alzheimer Disease/diagnosis/physiopathology
Case-Control Studies
*Cognition
*Computers
Dementia/*diagnosis/*physiopathology
Demography
Female
Humans
Male
Neuropsychological Tests
ROC Curve
*Surveys and Questionnaires
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1932-6203
SP  - e109931
ST  - Revision of the Cognitive Assessment for Dementia, iPad version (CADi2)
T2  - PLoS One
TI  - Revision of the Cognitive Assessment for Dementia, iPad version (CADi2)
VL  - 9
ID  - 204569
ER  - 


TY  - JOUR
AB  - BACKGROUND: Audio computer-assisted self-interviews (ACASIs) have safely and effectively obtained sensitive research data from the general public and have been recommended for use with people with disabilities. However, few studies have used ACASIs with people with disabilities and ACASIs have not been used to investigate the relationship between disability, interpersonal violence (IPV), and physical and psychological health among people with developmental disabilities (PWDD). OBJECTIVE: We developed an accessible ACASI specifically designed to allow PWDD to answer questions independently, while privately and securely collecting anonymous data related to their disability, IPV experiences, and physical and psychological health. METHODS: We used a safety protocol to apply community based participatory research (CBPR) principles and an iterative process to create, test, and administer a cross-sectional ACASI survey to 350 adults with developmental disabilities in urban and rural locales. RESULTS: Most participants completed the ACASI independently and reported that its accessibility features allowed them to do so. Most also agreed that the ACASI was easy to use, its questions were easy to understand, and that they would prefer using an ACASI to answer IPV and health-related questions rather than in a face-to-face interview. The majority agreed that health and safety were critical issues to address. CONCLUSIONS: ACASI technology has the potential to maximize the independent and private participation of PWDD in research on sensitive topics. We recommend further exploration into accessibility options for ACASI technology, including hardware and Internet applications.
AD  - Regional Research Institute for Human Services, School of Social Work, Portland State University, Portland, OR, USA. Electronic address: oschwald@pdx.edu.
Regional Research Institute for Human Services, School of Social Work, Portland State University, Portland, OR, USA.
Regional Research Institute for Human Services, School of Social Work, Portland State University, Portland, OR, USA; Autistic Self Advocacy Network, Portland, OR, USA; Self-Advocacy Coalition of Oregon (formerly Self Advocates as Leaders), Portland, OR, USA.
The Rural Institute, University of Montana, Missoula, MT, USA; Missoula People First, Missoula, MT, USA.
The Rural Institute, University of Montana, Missoula, MT, USA.
Self-Advocacy Coalition of Oregon (formerly Self Advocates as Leaders), Portland, OR, USA.
Bitterroot Valley People First Aktion Club, Hamilton, MT, USA.
Regional Research Institute for Human Services, School of Social Work, Portland State University, Portland, OR, USA; Department of Medicine, Oregon Health & Science University, USA; Department of Public Health & Preventive Medicine, Oregon Health & Science University, OR, USA.
Center for Research on Women with Disabilities, Baylor College of Medicine, Houston, TX, USA.
AN  - 24947570
AU  - Oschwald, M.
AU  - Leotti, S.
AU  - Raymaker, D.
AU  - Katz, M.
AU  - Goe, R.
AU  - Harviston, M.
AU  - Wallington, A.
AU  - Howard, L.
AU  - Beers, L.
AU  - Nicolaidis, C.
AU  - Robinson-Whelen, S.
AU  - Hughes, R. B.
AU  - Lund, E.
AU  - Powers, L. E.
DA  - Jul
DO  - 10.1016/j.dhjo.2014.01.002
DP  - NLM
ET  - 2014/06/21
J2  - Disability and health journal
KW  - Adolescent
Adult
Aged
Computers
Cross-Sectional Studies
*Developmental Disabilities
*Disabled Persons
Female
*Health
Health Surveys/*methods
Humans
Interviews as Topic/methods
Male
Middle Aged
*Safety
*Violence
Young Adult
Audio computer-assisted self-interview (ACASI)
Community-based participatory research (CBPR)
Disability
Violence
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1876-7583
SP  - 292-301
ST  - Development of an audio-computer assisted self-interview to investigate violence and health in the lives of adults with developmental disabilities
T2  - Disabil Health J
TI  - Development of an audio-computer assisted self-interview to investigate violence and health in the lives of adults with developmental disabilities
VL  - 7
ID  - 204131
ER  - 


TY  - JOUR
AB  - Background: Autism spectrum disorder (ASD) is a developmental disorder characterized by deficits in social interaction, restricted interest and repetitive behavior. Oxidative stress in response to environmental exposure plays a role in virtually every human disease and represents a significant avenue of research into the etiology of ASD. The aim of this study was to explore the diagnostic utility of four urinary biomarkers of oxidative stress. Methods: One hundred and thirty-nine (139) children and adolescents with ASD (89% male, average age = 10.0 years, age range = 2.1 to 18.1 years) and 47 healthy children and adolescents (49% male, average age 9.2, age range = 2.5 to 20.8 years) were recruited for this study. Their urinary 8-OH-dG, 8-isoprostane, dityrosine and hexanoil-lisine were determined by using the ELISA method. Urinary creatinine was determined with the kinetic Jaffee reaction and was used to normalize all biochemical measurements. Non-parametric tests and support vector machines (SVM) with three different kernel functions (linear, radial, polynomial) were used to explore and optimize the multivariate prediction of an ASD diagnosis based on the collected biochemical measurements. The SVM models were first trained using data from a random subset of children and adolescents from the ASD group (n = 70, 90% male, average age = 9.7 years, age range = 2.1 to 17.8 years) and the control group (n = 24, 45.8% male, average age = 9.4 years, age range = 2.5 to 20.8 years) using bootstrapping, with additional synthetic minority over-sampling (SMOTE), which was utilized because of unbalanced data. The computed SVM models were then validated using the remaining data from children and adolescents from the ASD (n = 69, 88% male, average age = 10.2 years, age range = 4.3 to 18.1 years) and the control group (n = 23, 52.2% male, average age = 8.9 years, age range = 2.6 to 16.7 years). Results: Using a non-parametric test, we found a trend showing that the urinary 8-OH-dG concentration was lower in children with ASD compared to the control group (unadjusted p = 0.085). When all four biochemical measurements were combined using SVMs with a radial kernel function, we could predict an ASD diagnosis with a balanced accuracy of 73.4%, thereby accounting for an estimated 20.8% of variance (p < 0.001). The predictive accuracy expressed as the area under the curve (AUC) was solid (95% CI = 0.691-0.908). Using the validation data, we achieved significantly lower rates of classification accuracy as expressed by the balanced accuracy (60.1%), the AUC (95% CI = 0.502-0.781) and the percentage of explained variance (R(2) = 3.8%). Although the radial SVMs showed less predictive power using the validation data, they do, together with ratings of standardized SVM variable importance, provide some indication that urinary levels of 8-OH-dG and 8-isoprostane are predictive of an ASD diagnosis. Conclusions: Our results indicate that the examined urinary biomarkers in combination may differentiate children with ASD from healthy peers to a significant extent. However, the etiological importance of these findings is difficult to assesses, due to the high-dimensional nature of SVMs and a radial kernel function. Nonetheless, our results show that machine learning methods may provide significant insight into ASD and other disorders that could be related to oxidative stress.
AD  - Institute of Clinical Chemistry and Biochemistry, University Medical Centre Ljubljana, Zaloška c.002, 1000 Ljubljana, Slovenia. josko.osredkar@kclj.si.
Faculty of Pharmacy, University of Ljubljana, Aškerčeva 7, 1000 Ljubljana, Slovenia. josko.osredkar@kclj.si.
Department of Child, Adolescent and Developmental Neurology, University Medical Centre Ljubljana, Zaloška c.002, 1000 Ljubljana, Slovenia. davidgosar@yahoo.com.
Center for Autism, Unit of Child Psychiatry, University Children's Hospital, University Medical Centre Ljubljana, Zaloška c.002, 1000 Ljubljana, Slovenia. jerneja.macek@kclj.si.
Institute of Clinical Chemistry and Biochemistry, University Medical Centre Ljubljana, Zaloška c.002, 1000 Ljubljana, Slovenia. kristina.suhadolc@gmail.com.
Institute of Clinical Chemistry and Biochemistry, University Medical Centre Ljubljana, Zaloška c.002, 1000 Ljubljana, Slovenia. teja.fabjan85@gmail.com.
Institute of Clinical Chemistry and Biochemistry, University Medical Centre Ljubljana, Zaloška c.002, 1000 Ljubljana, Slovenia. petra.finderle@kclj.si.
Institute of Clinical Chemistry and Biochemistry, University Medical Centre Ljubljana, Zaloška c.002, 1000 Ljubljana, Slovenia. sasa.sterpin@gmail.com.
Blood Transfusion Centre of Slovenia, Šlajmerjeva ulica 6, 1000 Ljubljana, Slovenia. mojca.zupan@ztm.si.
Center for Autism, Unit of Child Psychiatry, University Children's Hospital, University Medical Centre Ljubljana, Zaloška c.002, 1000 Ljubljana, Slovenia. maja.jekovec@guest.arnes.si.
AN  - 31226814
AU  - Osredkar, J.
AU  - Gosar, D.
AU  - Maček, J.
AU  - Kumer, K.
AU  - Fabjan, T.
AU  - Finderle, P.
AU  - Šterpin, S.
AU  - Zupan, M.
AU  - Jekovec Vrhovšek, M.
C2  - Pmc6616645
DA  - Jun 20
DO  - 10.3390/antiox8060187
DP  - NLM
ET  - 2019/06/23
J2  - Antioxidants (Basel, Switzerland)
KW  - autism spectrum disorder
oxidative stress
urine biomarkers
manuscript, and did not receive reimbursements, fees, funding, or salary from an
organization that holds or has applied for a patent relating to the content of the
manuscript. The authors declare that they have no conflict of financial and
nonfinancial interest relating to this work.
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2076-3921 (Print)
2076-3921
ST  - Urinary Markers of Oxidative Stress in Children with Autism Spectrum Disorder (ASD)
T2  - Antioxidants (Basel)
TI  - Urinary Markers of Oxidative Stress in Children with Autism Spectrum Disorder (ASD)
VL  - 8
ID  - 204731
ER  - 


TY  - JOUR
AB  - BACKGROUND: Children and young people (CYP) with learning disabilities (LD) are a vulnerable population with increased risk of abuse and accidental injury and whose parents have reported concerns about the quality, safety and accessibility of their hospital care. The Care Quality Commission's (CQC) view of best practice for this group of patients includes: access to senior LD nurse provision; a clearly visible flagging system for identifying them; the use of hospital passports; and defined communication strategies (Glasper, Comp Child Adolesc Nurs 40:63-67, 2017). What remains unclear is whether these recommendations are being applied and if so, what difference they are making. Furthermore, what we do not know is whether parental concerns of CYP with LD differ from parents of other children with long-term conditions. The aims of this study were to 1) describe the organisational context for healthcare delivery to CYP with LD and their families and 2) compare staff perceptions of their ability to identify the needs of CYP with and without LD and their families and provide high quality care to effectively meet these needs. METHODS: Individual interviews (n = 65) and anonymised online survey (n = 2261) were conducted with hospital staff working with CYP in 15 children's and 9 non-children's hospitals in England. The majority of interviews were conducted over the telephone and recorded and transcribed verbatim. Health Research Authority was obtained and verbal or written consent for data collection was obtained from all interview participants. RESULTS: The nature and extent of organisational policies, systems and practices in place within hospitals to support the care of CYP with LD differs across England and some uncertainty exists within and across hospitals as to what is currently available and accessed. Staff perceived that those with LD were included less, valued less, and less safe than CYP without LD. They also reported having less confidence, capability and capacity to meet the needs of this population compared to those without LD. CONCLUSION: Findings indicate inequality with regards the provision of high quality hospital care to children and young people with LD that meets their needs. There is a pressing need to understand the impact this has on them and their families. TRIAL REGISTRATION: The study has been registered on the NIHR CRN portfolio 20461 (Phase 1), 31336 (Phases 2-4).
AD  - Centre for Outcomes and Experience Research in Children's Health, Illness and Disability (ORCHID), Great Ormond Street Hospital for Children NHS Foundation Trust, Level 4, Barclay House, 37 Queen Square, London, WC1N 3BH, UK. Kate.oulton@gosh.nhs.uk.
Centre for Outcomes and Experience Research in Children's Health, Illness and Disability (ORCHID), Great Ormond Street Hospital for Children NHS Foundation Trust, Level 4, Barclay House, 37 Queen Square, London, WC1N 3BH, UK.
School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, Guildford, Surrey, GU2 7XH, UK.
Great Ormond Street Hospital for Children NHS Foundation Trust, London, WC1N 3JH, UK.
UCL Division of Psychiatry, 6th Floor, Maple House, 149 Tottenham Court Road, London, W1T 7NF, UK.
UCL Knowledge Lab, Institute of Education, 23-29 Emerald Street, London, WC1N 3QS, UK.
Health Research Building, University of Hertfordshire, College Lane Campus, Hatfield, Hertfordshire, AL10 9AB, UK.
Faculty of Health, Social Care and Education, Kingston University and St George's University of London, 6th floor Hunter Wing, Cranmer Terrace, London, SW17 0RE, UK.
AN  - 29566681
AU  - Oulton, K.
AU  - Gibson, F.
AU  - Carr, L.
AU  - Hassiotis, A.
AU  - Jewitt, C.
AU  - Kenten, C.
AU  - Russell, J.
AU  - Whiting, M.
AU  - Tuffrey-Wijne, I.
AU  - Wray, J.
C2  - Pmc5865304
DA  - Mar 23
DO  - 10.1186/s12913-018-2970-8
DP  - NLM
ET  - 2018/03/24
J2  - BMC health services research
KW  - *Attitude of Health Personnel
Child
Child Health Services/*organization & administration
England/epidemiology
Health Care Surveys
Health Services Needs and Demand
Health Services Research
*Healthcare Disparities
Humans
Learning Disabilities/*epidemiology
Personnel, Hospital/*psychology
Qualitative Research
Quality of Health Care
*Health services research
*Intellectual disability
*Learning disability
*Long-term conditions
*Mixed methods
given for Phase 1 of the study (IRAS: 193932). Full ethical approval for this study
was obtained from London–Stanmore Research Ethics Committee, reference 16/LO/0645.
Staff who took part in interviews provided verbal or consent prior to taking part.
Survey participants were informed that their completion and return of the anonymised
survey would be taken as their consent to take part. CONSENT FOR PUBLICATION: Staff
who took part in interviews received an information leaflet about the study prior to
participation informing them that, “the results will also be published and presented
so they can be shared with other healthcare professionals and researchers. All data
that is shared will be anonymised so that staff members and families cannot be
identified”. The following statement was also included on the consent form, “I
understand that any direct quotations from interviews between the researcher and I
will be completely anonymous and confidential, and I agree that quotations can be
used in presentations and publications”. 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  - 203
ST  - Mapping staff perspectives towards the delivery of hospital care for children and young people with and without learning disabilities in England: a mixed methods national study
T2  - BMC Health Serv Res
TI  - Mapping staff perspectives towards the delivery of hospital care for children and young people with and without learning disabilities in England: a mixed methods national study
VL  - 18
ID  - 203966
ER  - 


TY  - JOUR
AB  - People with intellectual and developmental disabilities must often advocate for themselves in many facets of life, including sexuality. Because of this, sexual self-advocacy is an important concept to develop and apply to policy and practice. This paper provides a conceptualization of sexual self-advocacy, a view of sexuality formulated by adults with intellectual and developmental disabilities that is closely tied to the values of the Self-Advocacy Movement. In describing the study process, this paper also puts forth the Participatory Action Research method, Nominal Group Technique, as an accessible method for gaining insight from adults with intellectual and developmental disabilities. The choice of Nominal Group Technique as a research method was motivated by several factors. Nominal Group Technique served to counterbalance many of the potential research difficulties when working with people with intellectual and developmental disabilities, including the need for understandable, inclusive, and participatory ways to access data from people with intellectual and developmental disabilities, and addressed the topic of sexual self-advocacy that is important to people with intellectual and developmental disabilities. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Owen, Aleksa, University of Illinois at Chicago, Chicago, IL, US
AN  - 2016-08044-004
AU  - Owen, Aleksa
AU  - Arnold, Katie
AU  - Friedman, Carli
AU  - Sandman, Linda
DB  - APA PsycInfo
DO  - 10.1177/1473325015589803
DP  - EBSCOhost
KW  - Nominal Group Technique
Participatory Action Research
intellectual and developmental disabilities
sexuality
methodology
self-determination
mental retardation
Advocacy
Developmental Disabilities
Intellectual Development Disorder
Self-Advocacy
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 1473-3250
1741-3117
SP  - 175-189
ST  - Nominal Group Technique: An accessible and interactive method for conceptualizing the sexual self-advocacy of adults with intellectual and developmental disabilities
T2  - Qualitative Social Work: Research and Practice
TI  - Nominal Group Technique: An accessible and interactive method for conceptualizing the sexual self-advocacy of adults with intellectual and developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-08044-004&site=ehost-live&scope=site
aleksa.owen@gmail.com
VL  - 15
ID  - 204978
ER  - 


TY  - JOUR
AB  - BACKGROUND: Despite considerable investment in research priority setting within diverse fields of healthcare, little is known about the extent to which different stakeholder groups share research priorities. Conflicting priorities may jeopardize stakeholder engagement in research. OBJECTIVE: To identify the research priorities of different stakeholder groups within mental health care and examine the extent and nature of agreement between them. DESIGN: Using a Delphi technique, we conducted parallel consultation processes within four different stakeholder groups. Each group process consisted of three rounds. SETTING AND PARTICIPANTS: The study was carried out within a mental health and learning disabilities trust in southern England. Participants were recruited from the following groups: mental health service users (34), informal carers (26), mental health practitioners (35) and service managers (23). FINDINGS: There were striking differences between the four groups in respect of their ability and willingness to make priority decisions. These differences notwithstanding, there was considerable overlap in respect of their research interests. All groups identified and attached high importance to issues relating to the promotion of independence, self-esteem and recovery. The quality of in-patient care, the place of psychological therapies and the relationship between physical and mental health also emerged across the board. CONCLUSIONS: The confluence of four different stakeholder groups around a number of clear themes is highly encouraging, providing a framework within which to construct a research agenda and suggesting that mental health research can be built on solid partnerships.
AD  - Devon Partnership NHS Trust, Exeter, UK. christabel.owens@pms.ac.uk
AN  - 18798760
AU  - Owens, C.
AU  - Ley, A.
AU  - Aitken, P.
C2  - Pmc5060456
DA  - Dec
DO  - 10.1111/j.1369-7625.2008.00492.x
DP  - NLM
ET  - 2008/09/19
J2  - Health expectations : an international journal of public participation in health care and health policy
KW  - Administrative Personnel
Attitude to Health
Caregivers
Community Health Planning
Community Participation/*statistics & numerical data
Community-Based Participatory Research/*organization & administration
Delphi Technique
England
Group Processes
Health Priorities/*classification
Humans
Mental Health Services/organization & administration/*standards
Mentally Disabled Persons
Mentally Ill Persons
Organizational Culture
Organizational Objectives
Research/*classification
State Medicine
Universities
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1369-6513 (Print)
1369-6513
SP  - 418-31
ST  - Do different stakeholder groups share mental health research priorities? A four-arm Delphi study
T2  - Health Expect
TI  - Do different stakeholder groups share mental health research priorities? A four-arm Delphi study
VL  - 11
ID  - 204244
ER  - 


TY  - JOUR
AB  - BACKGROUND: In schizophrenia research, 'high risk' traditionally referred to studies of the offspring of schizophrenic parents at genetically enhanced risk of illness development. Sixteen major high-risk studies have been undertaken although only six followed through to formal illness so data on prediction remain weak. Recently, 'high risk' has widened to encompass individuals considered 'at risk' by having 'high risk mental states', regardless of family history, in whom initiation of early treatment is postulated to improve outcome. METHOD: The major familial high-risk studies are reviewed from the perspective of the Edinburgh High Risk Study of Schizophrenia (EHRS), with emphasis on prediction. RESULTS: Familial high-risk studies have established multiple biological markers, the most reproducible of which relate to neuromotor development and cognition, especially aspects of memory/learning. Although most are probably not specific, they support a neurodevelopmental hypothesis. Family and environmental variables point largely to secondary or indirect associations. Pre-illness, non-specific affective symptomatology may be of greater predictive power than most psychotic phenomena. CONCLUSIONS: Traditional high-risk designs embody many problems but are able to distinguish non-specific markers from illness predictors, and are ideally suited to exploring the evolution of schizophrenia both clinically and biologically (especially with imaging techniques). The EHRS supports the view that greater specificity may accrue to cognitive domains as precursors of predictive utility.
AD  - Division of Psychiatry, School of Molecular and Clinical Medicine, University of Edinburgh, Royal Edinburgh Hospital, UK. David.Owens@ed.ac.uk
AN  - 16817986
AU  - Owens, D. G.
AU  - Johnstone, E. C.
DA  - Nov
DO  - 10.1017/s0033291706008221
DP  - NLM
ET  - 2006/07/05
J2  - Psychological medicine
KW  - Adolescent
Adult
Brain Damage, Chronic/diagnosis/epidemiology/genetics/psychology
Child
Child, Preschool
Cognition Disorders/diagnosis/epidemiology/*genetics/psychology
Cross-Sectional Studies
Developmental Disabilities/diagnosis/epidemiology/genetics/psychology
Early Diagnosis
Genetic Predisposition to Disease/genetics
Humans
Infant
Middle Aged
Risk Factors
Schizophrenia/diagnosis/*epidemiology/*genetics
*Schizophrenic Psychology
Schizotypal Personality Disorder/diagnosis/*epidemiology/*genetics/psychology
Scotland
Social Environment
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0033-2917 (Print)
0033-2917
SP  - 1501-14
ST  - Precursors and prodromata of schizophrenia: findings from the Edinburgh High Risk Study and their literature context
T2  - Psychol Med
TI  - Precursors and prodromata of schizophrenia: findings from the Edinburgh High Risk Study and their literature context
VL  - 36
ID  - 204274
ER  - 


TY  - JOUR
AB  - BACKGROUND: Poor skills generalization poses a major barrier to successful outcomes of rehabilitation after traumatic brain injury (TBI). Error-based learning (EBL) is a relatively new intervention approach that aims to promote skills generalization by teaching people internal self-regulation skills, or how to anticipate, monitor and correct their own errors. This paper describes the protocol of a study that aims to compare the efficacy of EBL and errorless learning (ELL) for improving error self-regulation, behavioral competency, awareness of deficits and long-term outcomes after TBI. METHODS/DESIGN: This randomized, controlled trial (RCT) has two arms (EBL and ELL); each arm entails 8 × 2 h training sessions conducted within the participants' homes. The first four sessions involve a meal preparation activity, and the final four sessions incorporate a multitasking errand activity. Based on a sample size estimate, 135 participants with severe TBI will be randomized into either the EBL or ELL condition. The primary outcome measure assesses error self-regulation skills on a task related to but distinct from training. Secondary outcomes include measures of self-monitoring and self-regulation, behavioral competency, awareness of deficits, role participation and supportive care needs. Assessments will be conducted at pre-intervention, post-intervention, and at 6-months post-intervention. DISCUSSION: This study seeks to determine the efficacy and long-term impact of EBL for training internal self-regulation strategies following severe TBI. In doing so, the study will advance theoretical understanding of the role of errors in task learning and skills generalization. EBL has the potential to reduce the length and costs of rehabilitation and lifestyle support because the techniques could enhance generalization success and lifelong application of strategies after TBI. TRIAL REGISTRATION: ACTRN12613000585729.
AD  - School of Applied Psychology and Behavioural Basis of Health Program, Griffith Health Institute, Griffith University, Mt Gravatt 4122, Australia. t.ownsworth@griffith.edu.au.
AN  - 24192067
AU  - Ownsworth, T.
AU  - Fleming, J.
AU  - Tate, R.
AU  - Shum, D. H.
AU  - Griffin, J.
AU  - Schmidt, J.
AU  - Lane-Brown, A.
AU  - Kendall, M.
AU  - Chevignard, M.
C2  - Pmc4228339
DA  - Nov 5
DO  - 10.1186/1745-6215-14-369
DP  - NLM
ET  - 2013/11/07
J2  - Trials
KW  - Australia
Awareness
Brain Injuries/diagnosis/physiopathology/psychology/*rehabilitation
Clinical Protocols
Cognition
*Feedback, Psychological
Generalization, Psychological
Home Care Services
Humans
*Learning
*Motor Skills
Recovery of Function
*Research Design
Social Control, Informal
Time Factors
Treatment Outcome
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1745-6215
SP  - 369
ST  - Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
T2  - Trials
TI  - Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
VL  - 14
ID  - 204421
ER  - 


TY  - JOUR
AB  - In this study, the effectiveness of a sibling training package offered for teaching social interaction skills that are used by typically developing children while playing iPad game activities with their siblings who have autism spectrum disorders (ASD) is investigated. Three children with ASD and their typically developing siblings participated in the study. Multiple probe design across participants was used in the study. Multiple probe design across participants is a model in which the effectiveness of an independent variable is examined on three different participants. Generalization sessions were conducted in the Unit for Children with Developmental Disabilities at the Research Institute for Individuals with Disabilities, Anadolu University. During these sessions, typically developing siblings implemented the same process with different children with ASD in the unit. Maintenance probe sessions were conducted in the first and second week after the intervention. Data revealed that they were able to learn how to use the social interaction skills necessary for the iPad game activities. All mothers reported their satisfaction about involving their typically developing children in the sibling training program as well as their children's performances during the study.
AN  - EJ1101294
AU  - Özen, Arzu
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Siblings
Autism
Pervasive Developmental Disorders
Program Effectiveness
Handheld Devices
Video Games
Children
Generalization
Foreign Countries
Video Technology
Social Development
Interaction
Sibling Relationship
Prompting
Positive Reinforcement
Child Behavior
Play
Behavior Modification
Training
Cues
Observation
Feedback (Response)
Parent Attitudes
Satisfaction
Turkey
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1303-0485
SP  - 1287-1303
ST  - Effectiveness of Siblings-Delivered iPad Game Activities in Teaching Social Interaction Skills to Children with Autism Spectrum Disorders
T2  - Educational Sciences: Theory and Practice
TI  - Effectiveness of Siblings-Delivered iPad Game Activities in Teaching Social Interaction Skills to Children with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1101294&site=ehost-live&scope=site
VL  - 15
ID  - 205168
ER  - 


TY  - JOUR
AB  - The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students' acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In addition, students maintained and generalized behaviors across adult implementers. Furthermore, students learned nontarget information. Finally, the social validity of the intervention was assessed by graduate students and all viewed the procedures positively.
AN  - EJ1150616
AU  - Ozen, Arzu
AU  - Ergenekon, Yasemin
AU  - Ulke-Kurkcuoglu, Burcu
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Computer Assisted Instruction
Small Group Instruction
Prompting
Developmental Disabilities
Preschool Children
Observational Learning
Foreign Countries
Special Education
Naming
Intervention
Laptop Computers
Turkey
Leiter International Performance Scale
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1053-8151
SP  - 236-252
ST  - Effects of Using Simultaneous Prompting and Computer-Assisted Instruction during Small Group Instruction
T2  - Journal of Early Intervention
TI  - Effects of Using Simultaneous Prompting and Computer-Assisted Instruction during Small Group Instruction
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1150616&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1053815117708998
VL  - 39
ID  - 205182
ER  - 


TY  - JOUR
AB  - BACKGROUND: Evidence of an adverse influence of soil transmitted helminth (STH) infections on cognitive function and educational loss is equivocal. Prior meta-analyses have focused on randomized controlled trials only and have not sufficiently explored the potential for disparate influence of STH infection by cognitive domain. We re-examine the hypothesis that STH infection is associated with cognitive deficit and educational loss using data from all primary epidemiologic studies published between 1992 and 2016. METHODS: Medline, Biosis and Web of Science were searched for original studies published in the English language. Cognitive function was defined in four domains (learning, memory, reaction time and innate intelligence) and educational loss in two domains (attendance and scholastic achievement). Pooled effect across studies were calculated as standardized mean differences (SMD) to compare cognitive and educational measures for STH infected/non-dewormed children versus STH uninfected /dewormed children using Review Manager 5.3. Sub-group analyses were implemented by study design, risk of bias (ROB) and co-prevalence of Schistosoma species infection. Influential studies were excluded in sensitivity analysis to examine stability of pooled estimates. FINDINGS: We included 36 studies of 12,920 children. STH infected/non-dewormed children had small to moderate deficits in three domains-learning, memory and intelligence (SMD: -0.44 to -0.27, P<0.01-0.03) compared to STH-uninfected/dewormed children. There were no differences by infection/treatment status for reaction time, school attendance and scholastic achievement (SMD: -0.26 to -0.16, P = 0.06-0.19). Heterogeneity of the pooled effects in all six domains was high (P<0.01; I2 = 66-99%). Application of outlier treatment reduced heterogeneity in learning domain (P = 0.12; I2 = 33%) and strengthened STH-related associations in all domains but intelligence (SMD: -0.20, P = 0.09). Results varied by study design and ROB. Among experimental intervention studies, there was no association between STH treatment and educational loss/performance in tests of memory, reaction time and innate intelligence (SMD: -0.27 to 0.17, P = 0.18-0.69). Infection-related deficits in learning persisted within design/ROB levels (SMD: -0.37 to -52, P<0.01) except for pre-vs post intervention design (n = 3 studies, SMD = -0.43, P = 0.47). Deficits in memory, reaction time and innate intelligence persisted within observational studies (SMD: -0.23 to -0.38, all P<0.01) and high ROB strata (SMD:-0.37 to -0.83, P = 0.07 to <0.01). Further, in Schistosoma infection co-prevalent settings, associations were generally stronger and statistically robust for STH-related deficits in learning, memory and reaction time tests(SMD:-0.36 to -0.55, P = 0.003-0.02). STH-related deficits in school attendance and scholastic achievement was noted in low (SMD:-0.57, P = 0.05) and high ROB strata respectively. INTERPRETATION: We provide evidence of superior performance in five of six educational and cognitive domains assessed for STH uninfected/dewormed versus STH infected/not-dewormed school-aged children from helminth endemic regions. Cautious interpretation is warranted due to high ROB in some of the primary literature and high between study variability in most domains. Notwithstanding, this synthesis provides empirical support for a cognitive and educational benefit of deworming. The benefit of deworming will be enhanced by strategically employing, integrated interventions. Thus, multi-pronged inter-sectoral strategies that holistically address the environmental and structural roots of child cognitive impairment and educational loss in the developing world may be needed to fully realize the benefit of mass deworming programs.
AD  - Center for Research and Development, Angeles University Foundation, Angeles City, Philippines.
Department of Medical Technology, College of Allied Medical Professions, Angeles University Foundation, Angeles, Philippines.
Department of Biological Sciences, Angeles University Foundation, Angeles City, Philippines.
Environmental Monitoring and Reporting Branch, Biomonitoring Unit, Ontario Ministry of the Environment and Climate Change, Toronto, Ontario, Canada.
Department of Psychiatry, College of Osteopathic Medicine, Michigan State University, East Lansing, Michigan, United States of America.
AN  - 29329288
AU  - Pabalan, N.
AU  - Singian, E.
AU  - Tabangay, L.
AU  - Jarjanazi, H.
AU  - Boivin, M. J.
AU  - Ezeamama, A. E.
C2  - Pmc5766095
DA  - Jan
DO  - 10.1371/journal.pntd.0005523
DP  - NLM
ET  - 2018/01/13
J2  - PLoS neglected tropical diseases
KW  - Adolescent
Albendazole/therapeutic use
Animals
Anthelmintics/therapeutic use
Child
Child, Preschool
Cognition/physiology
Cognitive Dysfunction/*parasitology
Educational Measurement
Executive Function/physiology
Humans
Mebendazole/therapeutic use
*Memory and Learning Tests
Schistosoma/isolation & purification
Schistosomiasis/drug therapy/parasitology/*pathology/*transmission
Soil/*parasitology
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1935-2727 (Print)
1935-2727
SP  - e0005523
ST  - Soil-transmitted helminth infection, loss of education and cognitive impairment in school-aged children: A systematic review and meta-analysis
T2  - PLoS Negl Trop Dis
TI  - Soil-transmitted helminth infection, loss of education and cognitive impairment in school-aged children: A systematic review and meta-analysis
VL  - 12
ID  - 204511
ER  - 


TY  - JOUR
AB  - Students with intellectual disabilities are taking the lead conducting participatory action research (PAR) to chronicle their college experience as part of a national college access initiative. This research currently involves college students with intellectual disabilities documenting their experiences using multimedia tools. These data are then shared via a digital storytelling website, VoiceThread. This article presents an overview of PAR, digital storytelling, and the methodology used to implement PAR with students with intellectual disabilities. Themes from the students’ work highlight their impressions of college, their adjustment to new expectations and responsibilities, and their recommendations to improve this experience. The researcher’s findings and conclusions about facilitating research with young adults with intellectual disabilities are described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Paiewonsky, Maria, University of Massachusetts Boston, Institute for Community Inclusion, 100 Morrissey Blvd., Boston, MA, US, 02125
AN  - 2011-07557-004
AU  - Paiewonsky, Maria
DB  - APA PsycInfo
DO  - 10.1177/0885728811399277
DP  - EBSCOhost
KW  - college students
special education
intellectual disabilities
storytelling
websites
Mental Retardation
Intellectual Development Disorder
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2011
SN  - 0885-7288
1557-5047
SP  - 31-44
ST  - Hitting the reset button on education: Student reports on going to college
T2  - Career Development for Exceptional Individuals
TI  - Hitting the reset button on education: Student reports on going to college
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-07557-004&site=ehost-live&scope=site
maria.paiewonsky@umb.edu
VL  - 34
ID  - 204942
ER  - 


TY  - JOUR
AB  - BACKGROUND: Understandability plays a key role in ensuring that people accessing health information are capable of gaining insights that can assist them with their health concerns and choices. The access to unclear or misleading information has been shown to negatively impact the health decisions of the general public. OBJECTIVE: The aim of this study was to investigate methods to estimate the understandability of health Web pages and use these to improve the retrieval of information for people seeking health advice on the Web. METHODS: Our investigation considered methods to automatically estimate the understandability of health information in Web pages, and it provided a thorough evaluation of these methods using human assessments as well as an analysis of preprocessing factors affecting understandability estimations and associated pitfalls. Furthermore, lessons learned for estimating Web page understandability were applied to the construction of retrieval methods, with specific attention to retrieving information understandable by the general public. RESULTS: We found that machine learning techniques were more suitable to estimate health Web page understandability than traditional readability formulae, which are often used as guidelines and benchmark by health information providers on the Web (larger difference found for Pearson correlation of .602 using gradient boosting regressor compared with .438 using Simple Measure of Gobbledygook Index with the Conference and Labs of the Evaluation Forum eHealth 2015 collection). CONCLUSIONS: The findings reported in this paper are important for specialized search services tailored to support the general public in seeking health advice on the Web, as they document and empirically validate state-of-the-art techniques and settings for this domain application.
AD  - Qatar Computing Research Institute, Doha, Qatar.
Institute for Information Systems Engineering, Technische Universität Wien, Vienna, Austria.
University of Queensland, Brisbane, Australia.
Complexity Science Hub Vienna, Vienna, Austria.
AN  - 30698536
AU  - Palotti, J.
AU  - Zuccon, G.
AU  - Hanbury, A.
C2  - Pmc6372940
DA  - Jan 30
DO  - 10.2196/10986
DP  - NLM
ET  - 2019/01/31
J2  - Journal of medical Internet research
KW  - Algorithms
Comprehension
Humans
Information Storage and Retrieval/*methods
*Internet
*comprehension
*literacy
*machine learning
*patients
*readability
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1439-4456 (Print)
1438-8871
SP  - e10986
ST  - Consumer Health Search on the Web: Study of Web Page Understandability and Its Integration in Ranking Algorithms
T2  - J Med Internet Res
TI  - Consumer Health Search on the Web: Study of Web Page Understandability and Its Integration in Ranking Algorithms
VL  - 21
ID  - 203870
ER  - 


TY  - JOUR
AB  - There are certain simple rotations of objects that most people cannot reason about accurately. Reliable gaps in the understanding of a fundamental physical domain raise the question of how learning to reason in that domain might proceed. Using virtual reality techniques, this project investigated the nature of learning to reason across the domain of simple rotations. Learning consisted of the acquisition of spatial intuitions: there was encoding of useful spatiotemporal information in specific problem types and a gradual accumulation of this understanding across the domain. This pattern of learning through the accumulation of intuitions is especially interesting for rotational motion, in which an elegant domain-wide kinematics is available to support insightful learning. Individual ability to reason about rotations correlated highly with mastery motivation, skill in fluid reasoning, and skill in reasoning about spatial transformations. Thus, general cognitive advantages aided the understanding of individual rotations without guaranteeing immediate generalization across the domain.
AD  - Department of Psychological and Brain Sciences, University of Louisville, KY 40292, USA. jrpani@louisville.edu
AN  - 16165120
AU  - Pani, J. R.
AU  - Chariker, J. H.
AU  - Dawson, T. E.
AU  - Johnson, N.
DA  - Dec
DO  - 10.1016/j.cogpsych.2005.06.002
DP  - NLM
ET  - 2005/09/17
J2  - Cognitive psychology
KW  - Adult
Concept Formation
*Depth Perception
Discrimination Learning
Female
Generalization, Psychological
Humans
Individuality
*Intuition
Male
Motivation
*Orientation
Practice, Psychological
*Problem Solving
Psychophysics
User-Computer Interface
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0010-0285 (Print)
0010-0285
SP  - 285-333
ST  - Acquiring new spatial intuitions: learning to reason about rotations
T2  - Cogn Psychol
TI  - Acquiring new spatial intuitions: learning to reason about rotations
VL  - 51
ID  - 204469
ER  - 


TY  - JOUR
AB  - BACKGROUND: In March 2016, citizens of Merrimack, New Hampshire, learned that their public water supply was contaminated with perfluorooctanoic acid (PFOA). A subsequent state-led investigation revealed widespread contamination of both public and private well water with PFOA and several related chemicals, broadly termed per- and polyfluoroalkyl substances (PFAS). This research examines the local response to PFAS contamination of the public water system and well water in Merrimack and the results from the health survey administered by a local advocacy group, Merrimack Citizens for Clean Water (MCFCW). METHODS: MCFCW designed and implemented a community health survey (n = 596) representing 213 households exposed to PFAS through drinking water. The surveys were conducted in the summer of 2017. Respondents used an online survey platform to report demographic information, exposure sources, and health conditions. Logistic regression was used to analyze the community-based health survey results . RESULTS: There were several important associations that warrant further investigation and more immediate attention, especially: 1) elevated incidence of developmental, autoimmune and kidney disorders among those under 18 years of age; 2) elevated levels of health concerns, multiple health concerns, autoimmune disorders, and reproductive disorders among women, 3) elevated levels of health concerns, multiple health conditions, cardiovascular, respiratory, reproductive, and liver disorders in those with industrial occupational exposures, and; 4) elevated incidence of health concerns, cardiovascular, and developmental disorders among those who have been living in Merrimack for a long time versus newer residents. CONCLUSIONS: The limitations inherent in the study design warrant caution in interpreting the results, however the associations found in this study merit further investigation. This health survey highlights foremost the critical gap in information-lack of access to blood testing, medical monitoring and physician guidance of PFAS-exposed residents. This study provides a model for conducting community-based health studies to advocate for pathways to state supported biomonitoring and medical monitoring for those exposed to industrial toxins and to take into consideration the human health burden in shaping the future of chemical regulation.
AD  - Rubenstein School of the Environment and Natural Resources, 81 Carrigan Dr., University of Vermont, Burlington, VT, 05405, USA. bindu.panikkar@uvm.edu.
Rubenstein School of the Environment and Natural Resources, 81 Carrigan Dr., University of Vermont, Burlington, VT, 05405, USA.
Merrimack Citizens for Clean Water, 16 French Court, Merrimack, NH, 03054, USA.
Toxics Action Center, 141 Main St., Suite 6, Montpelier, VT, 05602, USA.
AN  - 31470871
AU  - Panikkar, B.
AU  - Lemmond, B.
AU  - Allen, L.
AU  - DiPirro, C.
AU  - Kasper, S.
C2  - Pmc6717361
DA  - Aug 30
DO  - 10.1186/s12940-019-0513-3
DP  - NLM
ET  - 2019/09/01
J2  - Environmental health : a global access science source
KW  - Adolescent
Adult
Aged
Aged, 80 and over
Caprylates/*adverse effects
Child
Child, Preschool
*Community Participation
Environmental Exposure/*adverse effects
Female
Fluorocarbons/*adverse effects
Health Surveys
Humans
Infant
Infant, Newborn
Male
Middle Aged
New Hampshire
Water Pollutants, Chemical/*adverse effects
Young Adult
*Community health survey
*Drinking water contamination
*Environmental health
*Environmental justice
*Pfas
*PFCs
*Per- and polyfluoroalkyl substances
*Perfluorooctane sufonate
*Perfluorooctanoic acid
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1476-069x
SP  - 79
ST  - Making the invisible visible: results of a community-led health survey following PFAS contamination of drinking water in Merrimack, New Hampshire
T2  - Environ Health
TI  - Making the invisible visible: results of a community-led health survey following PFAS contamination of drinking water in Merrimack, New Hampshire
VL  - 18
ID  - 204688
ER  - 


TY  - JOUR
AB  - The percentage of people with mental retardation in the general population is estimated at about 2.3%, with adolescence (15-20 years) constituting the development period during which a peak in rates of mental retardation is observed. The increased prevalence of adolescence may be explained from the fact that the specified requirements of the school initially, and society later, inevitably lead to comparative evaluation of the teen with mental retardation in relation to peers, thus making mental retardation more apparent. Adolescents with mental retardation face a number of physical and psychological needs which are not often distinguishable and as a consequence undergo the deterioration of their already burdened quality of life. In particular, mental health problems occur 3 to 4 times more often in adolescents with mental retardation compared with adolescents of the general population. This review presents the most recent epidemiological findings regarding the correlation between behavioral disorders, substance use and the possible comorbidity in adolescents with intellectual disability, both at community level and residential care level. Epidemiological data indicate that behavioral disorders are among the most common types of psychopathology in mentally retarded adolescents with the severity and symptoms varying depending on the personal characteristics of each adolescent. Regarding substance use, the available data show that the rates of substance use (alcohol, smoking, illicit drugs) are lower in this specific population group but the differences over the last years tend to be eliminated. Finally, according to the few surveys that were examined referring to the comorbidity of behavioral disorders and substance use in adolescents with intellectual disability, the results were contradictory. Specifically, while behavioral disorders continued to be one of the most common types of psychopathology, the related substances disorders indicated lower rates compared to normal intelligence adolescents with behavioral disorders. Risk factors that increase the chances of developing either simple or more complicated types of psychopathology in adolescents with mental retardation have been found to be based on individual, family and social levels. On the other hand, the individual characteristics of adolescents (intellectual level, attention capacity, understandable linguistic expression, overall progress until adolescence), the existence of a supportive family environment and the presence of social support and awareness through the creation of special counseling, education and medical services, are the most important protective factors which contribute to the prevention of several forms of psychopathology in adolescents with mental retardation. For the writing of the literature review, the following electronic databases were used: PubMed, Scopus, Psycinfo, Cochrane Library, Web of Science and Google Scholar. The key words used were: Intellectual Disability, Behavioral disorders, Adolescents, Mental Retardation, Learning disabilities, Developmental Disabilities, Disruptive behaviour disorders, Conduct disorder, Substance Abuse, Substance Misuse, Oppositional defiant disorder, Alcohol and illicit drug use, Smoking Use, Young people, Teenagers, Youths.
AD  - Center for Health Services Research, Medical School, University of Athens.
Community Mental Health Centre Byron-Kessariani, A΄ Psychiatric Department, University of Athens, Eginition Hospital, Athens, Greece.
AN  - 25035183
AU  - Papachristou, E.
AU  - Anagnostopoulos, D.
DA  - Apr-Jun
DP  - NLM
ET  - 2014/07/19
J2  - Psychiatrike = Psychiatriki
KW  - Adolescent
*Adolescent Behavior
Child Behavior Disorders/*complications/*psychology
Humans
Intellectual Disability/*complications/*psychology
Substance-Related Disorders/*complications
LA  - gre
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1105-2333 (Print)
1105-2333
SP  - 139-50
ST  - [Behavioral disorders and substance abuse in adolescents with mental retardation]
T2  - Psychiatriki
TI  - [Behavioral disorders and substance abuse in adolescents with mental retardation]
VL  - 25
ID  - 204314
ER  - 


TY  - JOUR
AB  - Objectives: Few studies have explored the lived experiences of chronic cognitive and mood symptoms following stroke using a racially/ethnically diverse sample. Therefore, we aimed to explore the perceptions of chronic post-stroke cognition and mood symptoms and goals among a racially/ethnically diverse sample of community-dwelling adults aging with stroke. Method: This qualitative study using mixed-methods analysis included semi-structured interviews regarding perceived post-stroke cognitive and mood symptoms among community-dwelling stroke survivors at least one-year post stroke. Transcripts were subjected to thematic content analysis, and differences in theme usage patterns by age, gender, race/ethnicity, and post-acute rehabilitation setting were assessed using an inferential clustering technique. Results: The majority of participants (93%) reported cognition-related themes, including language and communication, memory, thinking abilities, comprehension, visual-spatial processing, and cognitive assessments and training. Nearly half of participants mentioned mood-related themes, including depression, aggression and anger, mood fluctuations, anxiety, and psychological services and medication. Nearly half reported an unmet need for cognition or mood-related treatment. Inferential clustering analysis revealed that older participants reported a different pattern of cognitive and mood symptoms than those aged younger than 65 (p = 0.02). Older adults were more likely to describe post-stroke language/communication changes, while younger adults described post-stroke mood changes. Conclusion: Stroke survivors experienced cognitive and mood-related symptoms beyond one-year post stroke, which has implications for long-term assessment and management. Incorporation of continued symptom monitoring into existing community-based services is needed to address chronic cognitive and mood symptoms affecting the quality of life of persons with stroke. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Pappadis, Monique R.
AN  - 2018-54741-001
AU  - Pappadis, Monique R.
AU  - Krishnan, Shilpa
AU  - Hay, Catherine C.
AU  - Jones, Beata
AU  - Sander, Angelle M.
AU  - Weller, Susan C.
AU  - Reistetter, Timothy A.
DB  - APA PsycInfo
DO  - 10.1080/13607863.2018.1481927
DP  - EBSCOhost
KW  - Cognition
stroke
psychological behavioral symptoms
quality of life/wellbeing
qualitative methods
Aging
Cerebrovascular Accidents
Emotional States
Experiences (Events)
Cluster Analysis
Goals
Survivors
Symptoms
Well Being
Health Related Quality of Life
M1  - 9
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 1360-7863
1364-6915
SP  - 1227-1233
ST  - Lived experiences of chronic cognitive and mood symptoms among community-dwelling adults following stroke: A mixed-methods analysis
T2  - Aging & Mental Health
TI  - Lived experiences of chronic cognitive and mood symptoms among community-dwelling adults following stroke: A mixed-methods analysis
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-54741-001&site=ehost-live&scope=site
ORCID: 0000-0002-0695-736X
ORCID: 0000-0002-9419-0495
ORCID: 0000-0003-4742-4380
mrpappad@utmb.edu
VL  - 23
ID  - 204968
ER  - 


TY  - JOUR
AB  - The purpose of this study was to implement and test an educational intervention aimed at training parents/caregivers and teachers in strategies to support children with verbal communication disabilities (VCDs). We carried out a descriptive observational research conducted in two phases during 2013-2014: a mixed-method diagnosis and intervention development. We used convenience sampling to select the parents/caregivers and teachers of first-to-third graders with VCDs across four public elementary schools in a suburban community in central Mexico. Diagnosis was based on questionnaires conducted with parents/caregivers (n = 38) and teachers (n = 16). The instruments focused not only on the respondents' socioeconomic characteristics and general knowledge about VCDs but also included open questions (24/42) about their common practices and support for children with VCDs. The intervention was built on data collected through the questionnaires, and was designed according to the Integral Intervention Model framework based on the ecosystemic approach. Participants were parents/caregivers and teachers of children with VCDs. Main results showed that the participants were trained in various support techniques, they gained knowledge about VCDs and changed their perception of their own ability to help children with language impairments. As an important upshot of the intervention, communication and networking among parents/caregivers and teachers increased. The main strengths of this research reside in its solid theoretical foundation and the fact that intervention design was based on the specific needs of the target group. In as much as the public health problem of VCDs in Mexico has barely been studied and has received minimal official support, it is essential to engage additional social actors, stakeholders and decision-makers in the implementation of permanent actions. Our study emphasises the importance of recognising this form of health impairment as a social responsibility and not as an individual family problem.
AD  - Dirección de Determinantes y Retos de los Sistemas de Salud, Centro de Investigaciones en Sistemas de Salud, Instituto Nacional de Salud Pública, Cuernavaca, México.
Facultad de Comunicación Humana, Universidad Autónoma del Estado de Morelos, Cuernavaca, México.
AN  - 27501530
AU  - Parada-Toro, I.
AU  - Gómez-Quiroz, R. M.
AU  - Treviño-Siller, S.
DA  - Mar
DO  - 10.1111/hsc.12375
DP  - NLM
ET  - 2016/08/09
J2  - Health & social care in the community
KW  - Adult
Caregivers/*education
Child
Child, Preschool
*Communication Disorders
Female
Humans
Infant
Male
Mexico
Middle Aged
Parents/*education
Pilot Projects
Program Development
Surveys and Questionnaires
*Teacher Training
*children with communication impairments
*communication
*community care and learning disabilities
*disabilities
*education and training
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0966-0410
SP  - 790-798
ST  - Development and pilot testing of an educational intervention for parents, caregivers and teachers of children with verbal communication disabilities in Mexico
T2  - Health Soc Care Community
TI  - Development and pilot testing of an educational intervention for parents, caregivers and teachers of children with verbal communication disabilities in Mexico
VL  - 25
ID  - 204832
ER  - 


TY  - JOUR
AB  - This article presents an individual intervention combining cognitive-behavioral and behavior-analytic approaches to target severe emotion dysregulation in verbal youth with autism spectrum disorder (ASD) concurrent with intellectual disability (ID). The article focuses on two specific individuals who received the treatment within a therapeutic school setting. Single-subject methodology utilizing a nonconcurrent multiple-baseline design across behaviors and participants was used to evaluate the intervention. The two participants presented with severe behavioral challenges, including physical aggression and verbal threats to harm others. Results suggest positive outcomes, including a reduction in the frequency and intensity of severe aggressive behavior and an increase in the use of coping skills, self-advocacy, and social participation. The planning and implementation of specific skills-generalization strategies was one innovative element of the intervention that proved to be pivotal to its successful application. Assessment and treatment techniques for different intervention phases are detailed along with two case examples. Intervention challenges, treatment outcomes, and future directions for clinical research are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Parent, Veronique, 53 Parker Hill Avenue, Boston, MA, US, 02120
AN  - 2016-28325-005
AU  - Parent, Veronique
AU  - Birtwell, Kirstin B.
AU  - Lambright, Nathan
AU  - DuBard, Melanie
DB  - APA PsycInfo
DO  - 10.1080/19315864.2016.1166301
DP  - EBSCOhost
KW  - ABA
adolescents
aggressive behavior
ASD
CBT
emotion dysregulation
generalization
ID
intervention
mental health
youth
mental retardation
Autism Spectrum Disorders
Behavior Analysis
Cognitive Behavior Therapy
Intellectual Development Disorder
Disruptive Mood Dysregulation Disorder
Comorbidity
Multimodal Treatment Approach
M1  - 1-2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 1931-5864
1931-5872
SP  - 60-82
ST  - Combining CBT and behavior-analytic approaches to target severe emotion dysregulation in verbal youth with ASD and ID
T2  - Journal of Mental Health Research in Intellectual Disabilities
TI  - Combining CBT and behavior-analytic approaches to target severe emotion dysregulation in verbal youth with ASD and ID
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-28325-005&site=ehost-live&scope=site
vparent@jbcc.harvard.edu
VL  - 9
ID  - 204893
ER  - 


TY  - JOUR
AB  - Individuals with social and cognitive challenges, including autism spectrum disorder (ASD), are at elevated risk of poor outcomes when interacting with police. This paper describes safety and feasibility testing for an immersive virtual reality (VR) application designed to teach essential skills for interacting with law enforcement (Floreo Police Safety Module; PSM). First, we present evidence that using immersive VR in verbally able adolescents and adults with ASD is feasible. Of 28 participants, 100% were able to complete one session of Floreo PSM. Second, we show that Floreo PSM is safe; no severe adverse events occurred during or after study participation. Third, we report that Floreo PSM is highly usable. An industry-standard measure of usability—the System Usability Scale (SUS)—was carefully modified to meet the particular needs of our clinical sample, resulting in an improved SUS-ASD. The SUS-ASD demonstrates good internal reliability and broad range, with scores that are statistically independent of age, IQ, and autism symptomology. In Phase II of this government-funded research project, we will test the efficacy of Floreo PSM to improve targeted behaviors during a live police interaction, and will conduct a community-based randomized controlled trial that lays the groundwork for deploying Floreo PSM to schools, homes, clinics, prisons, and halfway houses. The long-term goals of this project are to improve safety outcomes for vulnerable civilians while reducing stress on law enforcement personnel. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Parish-morris, Julia, Center for Autism Research, Children’s Hospital of Philadelphia, Roberts Center for Pediatric Research, 2716 South Street, Philadelphia, PA, US, 19146
AN  - 2019-27383-007
AU  - Parish-morris, Julia
AU  - Solórzano, Rita
AU  - Ravindran, Vijay
AU  - Sazawal, Vibha
AU  - Turnacioglu, Sinan
AU  - Zitter, Ashley
AU  - Miller, Judith S.
AU  - McCleery, Joseph P.
DA  - Sum 2018
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - Autism spectrum disorder
ASD
immersive virtual reality
police interaction skills
law enforcement
intervention
feasibility
safety
system usability
Autism Spectrum Disorders
Interpersonal Interaction
Police Personnel
Virtual Reality
Middle East Respiratory Syndrome
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1554-8716
2352-927X
SP  - 50-56
ST  - Immersive virtual reality to improve police interaction skills in adolescents and adults with autism spectrum disorder: Preliminary results of a phase I feasibility and safety trial
T2  - Annual Review of CyberTherapy and Telemedicine
TI  - Immersive virtual reality to improve police interaction skills in adolescents and adults with autism spectrum disorder: Preliminary results of a phase I feasibility and safety trial
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-27383-007&site=ehost-live&scope=site
parishmorrisj@chop.edu
VL  - 16
ID  - 204948
ER  - 


TY  - JOUR
AB  - Children with motor development disorders benefit greatly from early interventions. An early diagnosis in pediatric preventive care (U2-U5) can be improved by automated screening. Current approaches to automated motion analysis, however, are expensive, require lots of technical support, and cannot be used in broad clinical application. Here we present an inexpensive, marker-free video analysis tool (KineMAT) for infants, which digitizes 3‑D movements of the entire body over time allowing automated analysis in the future.Three-minute video sequences of spontaneously moving infants were recorded with a commercially available depth-imaging camera and aligned with a virtual infant body model (SMIL model). The virtual image generated allows any measurements to be carried out in 3‑D with high precision. We demonstrate seven infants with different diagnoses. A selection of possible movement parameters was quantified and aligned with diagnosis-specific movement characteristics.KineMAT and the SMIL model allow reliable, three-dimensional measurements of spontaneous activity in infants with a very low error rate. Based on machine-learning algorithms, KineMAT can be trained to automatically recognize pathological spontaneous motor skills. It is inexpensive and easy to use and can be developed into a screening tool for preventive care for children.
AD  - Dr. von Haunersches Kinderspital, iSPZ Hauner, Klinikum der Universität München, Kinderklinik und Kinderpoliklinik, Lindwurmstr. 4, 80337, München, Deutschland.
Kinder-Reha Schweiz in Affoltern am Albis, Universitäts-Kinderspital Zürich, Zürich, Schweiz.
Das Universitäts-Kinderspital beider Basel (UKBB), Basel, Schweiz.
Universite Grenoble Alpes, Inria, CNRS, Grenoble INP, LJK, Grenoble, Frankreich.
University Medical Center Groningen, Dept. Paediatrics, Institute of Developmental Neurology, University of Groningen, Groningen, Niederlande.
Max-Planck-Institut für Intelligente Systeme, Tübingen, Deutschland.
Dr. von Haunersches Kinderspital, iSPZ Hauner, Klinikum der Universität München, Kinderklinik und Kinderpoliklinik, Lindwurmstr. 4, 80337, München, Deutschland. Sebastian.Schroeder@med.uni-muenchen.de.
AN  - 32572501
AU  - Parisi, C.
AU  - Hesse, N.
AU  - Tacke, U.
AU  - Pujades Rocamora, S.
AU  - Blaschek, A.
AU  - Hadders-Algra, M.
AU  - Black, M. J.
AU  - Heinen, F.
AU  - Müller-Felber, W.
AU  - Schroeder, A. S.
DA  - Jul
DO  - 10.1007/s00103-020-03163-2
DP  - NLM
ET  - 2020/06/24
J2  - Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz
KW  - Algorithms
Child
Developmental Disabilities/*diagnosis
Early Diagnosis
Germany
Humans
Infant
*Movement
Automated early detection
Depth camera
Infants
Markerless motion analysis
Motor development
LA  - ger
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
OP  - Analyse der Spontanmotorik im 1. Lebensjahr: Markerlose 3-D-Bewegungserfassung zur Früherkennung von Entwicklungsstörungen.
PY  - 2020
SN  - 1436-9990
SP  - 881-890
ST  - [Analysis of motor development within the first year of life: 3-D motion tracking without markers for early detection of developmental disorders]
T2  - Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz
TI  - [Analysis of motor development within the first year of life: 3-D motion tracking without markers for early detection of developmental disorders]
VL  - 63
ID  - 204317
ER  - 


TY  - JOUR
AB  - OBJECTIVES: One in five children have a learning and attentional disability (LAD). Parents of children with LAD are vulnerable to distress, but an evidence-based treatment has not been developed. METHODS: From June 2016 to November 2017, we conducted a mixed methods study to adapt and assess the virtual delivery of a mind-body group resiliency program, the Stress Management and Resiliency Training-Relaxation Response Resiliency Program (SMART-3RP), to meet the needs of parents of children with LAD; this is an 8-session weekly group intervention. In the first phase, we conducted 4 parent focus group interviews, 2 professional focus group interviews, and 5 professional individual interviews, and 1 pilot group to adapt the SMART-3RP to target the needs of parents of children with LAD. In the second phase, we conducted a pilot wait-list controlled study to assess the feasibility, acceptability, and preliminary efficacy of a videoconferencing delivery of the adapted program. Parents were randomized to an immediate intervention group (IG) or wait-list control group (WC). Surveys were administered at baseline (time 1), end of intervention for the IG or 3 months post-baseline for the WC (time 2), and 3 months post treatment for the IG or end of intervention for the WC (time 3). RESULTS: Qualitative findings illustrated high levels of parental stress, with primary stressors including navigating the educational system, interactions with other parents, familial concerns, and financial and professional sacrifices. We adapted the manual to target these stressors and modified session logistics and delivery. Fifty-three parents (mean age = 46.8; 90.6% female) participated nationally in the pilot trial. 62.5% of participants completed ≥ 6/8 sessions; 81.8% reported continued daily/weekly relaxation response exercise practice. T1-T2 comparisons found that IG versus WC participants showed significant improvements in distress [VAS], ∆M = - 1.95; d = .83 and resilience [CES], ∆M = 6.38; d = .83, as well as stress coping [MOCS-A] ∆M = 8.69; d = 1.39; depression and anxiety [PHQ-4], ∆M = - 1.79; d = .71; social support [MOS-SSS], ∆M = 5.47; d = .71; and empathy [IRI], ∆M = 3.17; d = .77; improvements were sustained at the 3 month post intervention follow-up. CONCLUSION: Pilot wait-list randomized trial findings showed promising feasibility, acceptability, and preliminary efficacy for the SMART-3RP intervention adapted for parents of children with LAD. This virtually-delivered resiliency intervention improved parents' distress, resiliency, and stress coping, which were sustained. CLINICAL TRIALS ID: NCT02772432.
AD  - Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA. epark@mgh.harvard.edu.
The Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital, Boston, MA, USA. epark@mgh.harvard.edu.
Harvard Medical School, Boston, MA, USA. epark@mgh.harvard.edu.
Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA.
Harvard Medical School, Boston, MA, USA.
The Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital, Boston, MA, USA.
Department of Pediatrics, Massachusetts General Hospital, Boston, MA, USA.
AN  - 31650412
AU  - Park, E. R.
AU  - Perez, G. K.
AU  - Millstein, R. A.
AU  - Luberto, C. M.
AU  - Traeger, L.
AU  - Proszynski, J.
AU  - Chad-Friedman, E.
AU  - Kuhlthau, K. A.
DA  - Jan
DO  - 10.1007/s10995-019-02815-3
DP  - NLM
ET  - 2019/10/28
J2  - Maternal and child health journal
KW  - Attention Deficit Disorder with Hyperactivity/diagnosis
Child
Depression/etiology/*therapy
Disabled Children/psychology
Family
Feasibility Studies
Female
Humans
Intellectual Disability/diagnosis
Male
Meditation
Middle Aged
Outcome Assessment, Health Care
Parents/education/*psychology
Patient Acceptance of Health Care
Program Evaluation
Psychotherapy, Group/*methods
Quality of Life/*psychology
*Resilience, Psychological
Stress, Psychological/psychology/*therapy
Children
Distress
Intervention
Learning and attentional disability
Mind-body
Parents
Resilience
Stress
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1092-7875
SP  - 39-53
ST  - A Virtual Resiliency Intervention Promoting Resiliency for Parents of Children with Learning and Attentional Disabilities: A Randomized Pilot Trial
T2  - Matern Child Health J
TI  - A Virtual Resiliency Intervention Promoting Resiliency for Parents of Children with Learning and Attentional Disabilities: A Randomized Pilot Trial
VL  - 24
ID  - 204416
ER  - 


TY  - THES
AB  - Despite the growing attention being paid to teaching mathematics for students with disabilities, the existing research tends to focus on mathematical skill acquisition, but not on skill maintenance. Maintenance of mathematical skills is especially important as mathematics has applications in daily life and is directly related to important life skills such as purchasing, calculating tips, and budgeting. In addition, maintenance of basic mathematical skills is necessary for advancing to higher grade-level contents because mathematical contents build upon previous contents. This dissertation is comprised of three stand-alone but inter-related studies that explored the maintenance of mathematical skills among students with disabilities. The researcher conducted a systematic review of the literature regarding attention to maintenance when exploring mathematical interventions for students with intellectual disability and autism. The researcher then conducted two original studies, each which examined the effectiveness of an intervention package--the virtual-representational-abstract (VRA) instructional sequence with fading support and the VRA with overlearning--to promote maintenance of basic operations skills among students with disabilities. In the first study, to determine the extent to which researchers focused on skill maintenance in teaching mathematics, the researcher reviewed all studies from 1975 to 2018 that involved teaching mathematics to individuals with developmental disabilities. A total of 128 studies met inclusion criteria but only 46 studies involved a maintenance phase (35.9%). Of the studies that included a maintenance phase, there was no consensus among researchers on the standards for conducting a maintenance phase. The most widely taught mathematical content was numbers and operations. All studies employed intervention packages which included more than one instructional method and/or materials and the most widely used instructional method was prompting while the most widely used instructional materials were visual supports. The second study was an experimental research study which used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with disabilities, including intellectual disability and/or autism. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to six weeks after the intervention. The third study also utilized a multiple probe across participants design to evaluate the effectiveness of the VRA instructional sequence with overlearning in teaching multiplication to three students with disabilities. A functional relation existed between the VRA instructional sequence with overlearning and accuracy of solving multiplication problems. Students also maintained the skill up to eight weeks after the intervention. Overall, in this dissertation, intervention packages including more than one instructional, or a combination of instructional methods and materials were not only effective for skill acquisition, but also for skill maintenance. The review of literature identified explicit instruction with visual supports, manipulatives, or task analysis as potentially beneficial packages for promoting maintenance while the experimental studies demonstrated the effectiveness of the VRA instructional sequence with fading support or overlearning. [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  - Park, Jiyoon
DB  - ERIC
DP  - EBSCOhost
KW  - Mathematics Education
Students with Disabilities
Mathematics Instruction
Mathematics Skills
Sustainability
Intellectual Disability
Autism
Scaffolding (Teaching Technique)
Standards
Number Concepts
Teaching Methods
Prompting
Instructional Materials
Visual Aids
Sequential Approach
Subtraction
Problem Solving
Instructional Effectiveness
Multiplication
Intervention
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2019
SN  - 978-1-392-15285-0
ST  - Supporting Maintenance in Mathematics Using the Virtual-Representational-Abstract Instructional Sequence Intervention Package
TI  - Supporting Maintenance in Mathematics Using the Virtual-Representational-Abstract Instructional Sequence Intervention Package
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED599130&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:13882021
ID  - 205330
ER  - 


TY  - JOUR
AB  - A popular technology-based intervention is video-based instruction (VBI). VBI is known to be effective in teaching various skills to individuals with intellectual disability. Although many researchers have taught this population various skills using video modeling and/or prompting, none have conducted a literature review for this population. The purpose of this review was to analyze different types of VBI (i.e., video modeling, video prompting) used in intervention research, the skills taught using these methods, and their effectiveness. The findings demonstrate both video modeling and video prompting were used to similar extents, daily/living skills were taught more often, and many studies combined video modeling or video prompting interventions with additional strategies (e.g., error correction, constant time delay).
AN  - EJ1204473
AU  - Park, Jiyoon
AU  - Bouck, Emily
AU  - Duenas, Ana
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Teaching Methods
Intellectual Disability
Prompting
Program Effectiveness
Intervention
Skill Development
Daily Living Skills
Generalization
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 0162-6434
SP  - 3-16
ST  - The Effect of Video Modeling and Video Prompting Interventions on Individuals with Intellectual Disability: A Systematic Literature Review
T2  - Journal of Special Education Technology
TI  - The Effect of Video Modeling and Video Prompting Interventions on Individuals with Intellectual Disability: A Systematic Literature Review
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1204473&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0162643418780464
VL  - 34
ID  - 205363
ER  - 


TY  - JOUR
AB  - This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt.
AD  - School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Kent St., Bentley, Perth, Western Australia, 6102, Australia. dave.parsons@curtin.edu.au.
School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia.
School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Kent St., Bentley, Perth, Western Australia, 6102, Australia.
Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, Oslo, Norway.
AN  - 31289988
AU  - Parsons, D.
AU  - Wilson, N. J.
AU  - Vaz, S.
AU  - Lee, H.
AU  - Cordier, R.
DA  - Oct
DO  - 10.1007/s10803-019-04115-9
DP  - NLM
ET  - 2019/07/11
J2  - Journal of autism and developmental disorders
KW  - Autism Spectrum Disorder/*therapy
Child
Computers, Handheld
Female
Humans
Male
*Mobile Applications
*Parents
*Therapy, Computer-Assisted
Appropriateness
Early intervention
Information technology
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0162-3257
SP  - 4053-4066
ST  - Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach
T2  - J Autism Dev Disord
TI  - Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach
VL  - 49
ID  - 203844
ER  - 


TY  - JOUR
AB  - Children with Autism Spectrum Disorders (ASD) find it difficult to engage in reciprocal, shared behaviours and technology could be particularly helpful in supporting children’s motivations and skills in this area. Designing educational technologies for children with ASD requires the integration of a complex range of factors including pedagogical and cognitive theories; the affordances of the technology; and the real-world contexts of use. This paper illustrates how these factors informed the design of a novel collaborative virtual reality environment (CVE) for supporting communicative perspective-taking skills for high-functioning children with ASD. Findings from a small-scale study involving eight typically developing (TD) children (aged 8 years) and six children with ASD (verbal mental age 9 years) are also reported. Children with ASD were supported to be reciprocal and collaborative in their responses, suggesting that this CVE could form the basis for a useful technology-based educational intervention. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Parsons, Sarah, Southampton Education School, University of Southampton, Highfield, Southampton, United Kingdom, SO17 1BJ
AN  - 2016-24902-004
AU  - Parsons, Sarah
DB  - APA PsycInfo
DO  - 10.1016/j.ijcci.2015.12.002
DP  - EBSCOhost
KW  - Virtual reality
Collaboration
Autism
Communication
Participatory design
Intervention
Autism Spectrum Disorders
Computer Games
Interpersonal Interaction
Action Research
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 2212-8689
2212-8697
SP  - 28-38
ST  - Learning to work together: Designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism
T2  - International Journal of Child-Computer Interaction
TI  - Learning to work together: Designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-24902-004&site=ehost-live&scope=site
s.j.parsons@soton.ac.uk
VL  - 6
ID  - 204966
ER  - 


TY  - JOUR
AB  - Technology design in the field of human-computer interaction has developed a continuum of participatory research methods, closely mirroring methodological approaches and epistemological discussions in other fields. This paper positions such approaches as examples of inclusive research (to varying degrees) within education, and illustrates the complexity of navigating and involving different user groups in the context of multi-disciplinary research projects. We illustrate this complexity with examples from our recent work, involving children on the autism spectrum and their teachers. Both groups were involved in learner-centred design processes to develop technologies to support social conversation and collaboration. We conceptualize this complexity as a triple-decker "sandwich" representing Theory, Technologies and Thoughts and argue that all three layers need to be appropriately aligned for a good quality "product" or outcome. However, the challenge lies in navigating and negotiating all three layers at the same time, including the views and experiences of the learners. We question the extent to which it may be possible to combine co-operative, empowering approaches to participatory design with an outcome-focused agenda that seeks to develop a robust learning technology for use in real classrooms.
AN  - EJ1036150
AU  - Parsons, Sarah
AU  - Cobb, Sue
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Educational Research
Children
Teachers
Educational Technology
Assistive Technology
Social Development
Cooperation
Simulated Environment
Student Participation
Design
Intervention
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1743-727X
SP  - 421-441
ST  - Reflections on the Role of the "Users": Challenges in a Multi-Disciplinary Context of Learner-Centred Design for Children on the Autism Spectrum
T2  - International Journal of Research & Method in Education
TI  - Reflections on the Role of the "Users": Challenges in a Multi-Disciplinary Context of Learner-Centred Design for Children on the Autism Spectrum
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1036150&site=ehost-live&scope=site
http://dx.doi.org/10.1080/1743727X.2014.890584
VL  - 37
ID  - 205310
ER  - 


TY  - JOUR
AB  - Technologies play vital roles in the learning and participation of autistic people and yet have mostly been conceptualised according to a medical model of disability. In this stakeholder review, the comments of 240 participants from a two-year seminar series focusing on autism and technology were analysed to co-construct an understanding of how research could develop more inclusively. Our socio-cultural analysis shows that stakeholders were very positive about the roles that technologies can play in many areas of life, but that these technologies need to be developed and evaluated according to the needs and preferences of autistic people and their families. We propose an inclusive common social framework for research based on the core themes of social inclusion, perspectives, and participation and agency. Such a framework requires the field to recognise that some current practices are exclusionary and that a commitment to action is needed in order to make positive changes. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Parsons, Sarah
AN  - 2019-34722-001
AU  - Parsons, Sarah
AU  - Yuill, Nicola
AU  - Good, Judith
AU  - Brosnan, Mark
DB  - APA PsycInfo
DO  - 10.1080/09687599.2019.1624152
DP  - EBSCOhost
KW  - Autism
technology
participatory research
co-construction
stakeholders
Autism Spectrum Disorders
Experimentation
Action Research
Stakeholder
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2020
SN  - 0968-7599
1360-0508
SP  - 201-234
ST  - ‘Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders
T2  - Disability & Society
TI  - ‘Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-34722-001&site=ehost-live&scope=site
ORCID: 0000-0002-8317-9346
ORCID: 0000-0002-2542-4745
s.j.parsons@soton.ac.uk
VL  - 35
ID  - 204858
ER  - 


TY  - JOUR
AB  - Monitoring the neurocognitive and psychophysiological activity of persons operating within a complex environment poses exacting measurement challenges. Three experiments are reported in this paper. In these experiments we made use of VRCPAT to assess persons' neurocognitive and psychophysiological responses to high-fidelity, immersive virtual environments. The first experiment provided continued support for the validity of the VRCPAT as a measure of learning and memory through the use of an increased sample size. In the second experiment we aimed at assessing whether an increase in stimulus complexity would result in a significant decrease in performance on attentional tasks. We also wanted to see whether an increase in stimulus intensity would result in a significant decrease in performance on attentional tasks. The third experiment looked at participants' psychophysiological responses in both low and high immersion virtual environments.
AD  - University of Southern California, Marina del Rey, CA, USA. tparsons@usc.edu
AN  - 19377160
AU  - Parsons, T. D.
AU  - Iyer, A.
AU  - Cosand, L.
AU  - Courtney, C.
AU  - Rizzo, A. A.
DP  - NLM
ET  - 2009/04/21
J2  - Studies in health technology and informatics
KW  - Cognition/physiology
*Computer Simulation
Humans
Neuropsychological Tests
Psychophysiologic Disorders/*diagnosis
*User-Computer Interface
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0926-9630 (Print)
0926-9630
SP  - 247-52
ST  - Neurocognitive and psychophysiological analysis of human performance within virtual reality environments
T2  - Stud Health Technol Inform
TI  - Neurocognitive and psychophysiological analysis of human performance within virtual reality environments
VL  - 142
ID  - 204262
ER  - 


TY  - JOUR
AB  - The current project is an initial attempt at validating the Virtual Reality Cognitive Performance Assessment Test (VRCPAT), a virtual environment-based measure of learning and memory. To examine convergent and discriminant validity, a multitrait-multimethod matrix was used in which we hypothesized that the VRCPAT's total learning and memory scores would correlate with other neuropsychological measures involving learning and memory but not with measures involving potential confounds (i.e., executive functions; attention; processing speed; and verbal fluency). Using a sequential hierarchical strategy, each stage of test development did not proceed until specified criteria were met. The 15-minute VRCPAT battery and a 1.5-hour in-person neuropsychological assessment were conducted with a sample of 30 healthy adults, between the ages of 21 and 36, that included equivalent distributions of men and women from ethnically diverse populations. Results supported both convergent and discriminant validity. That is, findings suggest that the VRCPAT measures a capacity that is (a) consistent with that assessed by traditional paper-and-pencil measures involving learning and memory and (b) inconsistent with that assessed by traditional paper-and-pencil measures assessing neurocognitive domains traditionally assumed to be other than learning and memory. We conclude that the VRCPAT is a valid test that provides a unique opportunity to reliably and efficiently study memory function within an ecologically valid environment.
AD  - Institute for Creative Technologies, University of Southern California, Marina del Rey, California 90292-4019, USA. tparsons@usc.edu
AN  - 18275308
AU  - Parsons, T. D.
AU  - Rizzo, A. A.
DA  - Feb
DO  - 10.1089/cpb.2007.9934
DP  - NLM
ET  - 2008/02/16
J2  - Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society
KW  - Adult
*Cognition
Female
Humans
Male
*Memory
*Neuropsychological Tests
Reproducibility of Results
*User-Computer Interface
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1094-9313 (Print)
1094-9313
SP  - 17-25
ST  - Initial validation of a virtual environment for assessment of memory functioning: virtual reality cognitive performance assessment test
T2  - Cyberpsychol Behav
TI  - Initial validation of a virtual environment for assessment of memory functioning: virtual reality cognitive performance assessment test
VL  - 11
ID  - 204408
ER  - 


TY  - JOUR
AB  - This action research case study measured the effectiveness of a writing strategy designed to enhance imagery in stories that 3 students with severe writing difficulties (2 were identified as learning disabled, 1 was undergoing assessment) produced during their resource room sessions. The authors combined the use of the self-regulated strategy development approach with N. Bell's (1991b) visualizing and verbalizing (V&V) structure words to elicit greater detail in student writing. Although Bell designed V&V to be a reading comprehension technique, results showed that it can enhance student writing when used to support students in articulating their self-created images for stories they write. Of 3 students, 2 made marked improvements, according to measures that included length, number of story elements included, number of images, and a holistic rating of overall writing quality. The holistic rating of the student who did not make marked improvements remained the same; her mechanics score decreased by 1 point, and her organization score remained steady. Further editing instruction may have raised these scores because that was the area in which all 3 students showed the least improvement. (Contains 1 table and 1 figure.)
AN  - EJ845961
AU  - Patel, Pooja
AU  - Laud, Leslie
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Writing Difficulties
Reading Comprehension
Story Grammar
Writing Strategies
Action Research
Case Studies
Middle School Students
Learning Disabilities
Grade 7
Private Schools
Models
Teaching Methods
United States (Northeast)
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 1045-988X
SP  - 2-10
ST  - Helping Students to Add Detail and Flair to Their Stories
T2  - Preventing School Failure
TI  - Helping Students to Add Detail and Flair to Their Stories
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ845961&site=ehost-live&scope=site
http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/PSFL.54.1.2-11
VL  - 54
ID  - 205225
ER  - 


TY  - JOUR
AB  - BACKGROUND: Technology and social media offer individuals with intellectual and/or developmental disabilities (I/DD) unique and innovative ways to facilitate active participation in their own healthcare process. What remains unclear is the extent to which devices are currently used by this growing patient population. OBJECTIVE: To explore the prevalence of technology and social media use, as well as the possible barriers, among adult patients with I/DD. METHODS: A cross-sectional study utilizing an anonymous, accessible survey was used to obtain data from all adult patients (18 + years of age) with I/DD presenting for primary care services at a healthcare facility in New York between September and December of 2016. RESULTS: A total of 370 individuals completed the survey (529 approached, 69.9% response rate). Less than half (44.6%) of respondents used devices such as a tablet, smartphone or desktop; most (86.8%) did not use social media. Only 21.6% of respondents indicated that they use some type of assistive technology. While some respondents (46.0%) were identified by their caregivers as having a disability that would prevent them from learning/using technology, other respondents reported having no challenges (18.0%), needing training and/or ongoing support (7.4%), or being uncertain as to whether they would experience any challenges (15.5%). CONCLUSIONS: Many adult patients with I/DD do not use technology and social media that could promote self-determination and participation in their healthcare. Continued efforts must be made to promote technology use among adults with I/DD and to ensure that appropriate training is available for both the individual and his/her caregivers to achieve adoption and utilization.
AD  - Westchester Institute for Human Development, Valhalla, NY, USA; School of Health Sciences & Practices, New York Medical College, Valhalla, NY, USA; Department of Pediatrics, New York Medical College, Valhalla, NY, USA. Electronic address: ppatrick@wihd.org.
Westchester Institute for Human Development, Valhalla, NY, USA; School of Health Sciences & Practices, New York Medical College, Valhalla, NY, USA.
Westchester Institute for Human Development, Valhalla, NY, USA.
AN  - 31582357
AU  - Patrick, P. A.
AU  - Obermeyer, I.
AU  - Xenakis, J.
AU  - Crocitto, D.
AU  - O'Hara, D. M.
DA  - Jan
DO  - 10.1016/j.dhjo.2019.100840
DP  - NLM
ET  - 2019/10/05
J2  - Disability and health journal
KW  - Adolescent
Adult
Aged
Computers/*statistics & numerical data
Cross-Sectional Studies
Developmental Disabilities/*rehabilitation
Disabled Persons/statistics & numerical data
Female
Health Services Accessibility/statistics & numerical data
Humans
Intellectual Disability/*rehabilitation
Male
Middle Aged
New York
Personal Autonomy
Self-Help Devices/*statistics & numerical data
Smartphone/statistics & numerical data
Social Media/*statistics & numerical data
Surveys and Questionnaires
Young Adult
*Assistive technology
*Developmental disability
*Intellectual disability
*Patient education
*Self-determination
*Social media
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1876-7583
SP  - 100840
ST  - Technology and social media use by adult patients with intellectual and/or developmental disabilities
T2  - Disabil Health J
TI  - Technology and social media use by adult patients with intellectual and/or developmental disabilities
VL  - 13
ID  - 203843
ER  - 


TY  - JOUR
AB  - The capacity for specialization and radiation make fish an excellent group in which to investigate the depth and variety of animal cognition. Even though early observations of fish using tools predates the discovery of tool use in chimpanzees, fish cognition has historically been somewhat overlooked. However, a recent surge of interest is now providing a wealth of material on which to draw examples, and this has required a selective approach to choosing the research described below. Our goal is to illustrate the necessity for basing cognitive investigations on the ecological and evolutionary context of the species at hand. We also seek to illustrate the importance of ecology and the environment in honing a range of sensory systems that allow fish to glean information and support informed decision-making. The various environments and challenges with which fish interact require equally varied cognitive skills, and the solutions that fish have developed are truly impressive. Similarly, we illustrate how common ecological problems will frequently produce common cognitive solutions. Below, we focus on four topics: spatial learning and memory, avoiding predators and catching prey, communication, and innovation. These are used to illustrate how both simple and sophisticated cognitive processes underpin much of the adaptive behavioral flexibility exhibited throughout fish phylogeny. Never before has the field had such a wide array of interdisciplinary techniques available to access both cognitive and mechanistic processes underpinning fish behavior. This capacity comes at a critical time to predict and manage fish populations in an era of unprecedented global change.
AD  - Center for Brain, Behavior & Cognition, Ecology Program, Penn State University, State College, PA, USA.
Center for Brain, Behavior & Cognition, Departments of Biology and Ecosystem Science and Management, Penn State University, State College, PA, USA.
AN  - 26263070
AU  - Patton, B. W.
AU  - Braithwaite, V. A.
DA  - Mar-Apr
DO  - 10.1002/wcs.1337
DP  - NLM
ET  - 2015/08/12
J2  - Wiley interdisciplinary reviews. Cognitive science
KW  - Animals
*Behavior, Animal
Biological Evolution
*Cognition
Cognitive Science/*methods
Communication
Ecological and Environmental Phenomena
*Fishes
Memory
Spatial Navigation
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1939-5078
SP  - 159-176
ST  - Changing tides: ecological and historical perspectives on fish cognition
T2  - Wiley Interdiscip Rev Cogn Sci
TI  - Changing tides: ecological and historical perspectives on fish cognition
VL  - 6
ID  - 204414
ER  - 


TY  - JOUR
AB  - The purpose of this study was to examine the preliminary validity of a newly developed battery of computerized cognitive measures, IntegNeuro. This standardized and semi-automated computerized battery assesses sensori-motor function, attention, new learning and memory, language fluency, executive function, and estimated intelligence. A total of 50 healthy individuals (aged 22-80 years) were included in the study. Correlational analyses revealed highly significant associations between the two cognitive batteries. These results support the use of IntegNeuro as a computerized cognitive system. Additional studies are needed to examine the clinical utility of the battery.
AD  - Department of Psychiatry, Centers for Behavioral and Preventive Medicine, Brown Medical School, Providence, Rhode Island 02903, USA. rpaul@lifespan.org
AN  - 16223701
AU  - Paul, R. H.
AU  - Lawrence, J.
AU  - Williams, L. M.
AU  - Richard, C. C.
AU  - Cooper, N.
AU  - Gordon, E.
DA  - Nov
DO  - 10.1080/00207450590957890
DP  - NLM
ET  - 2005/10/15
J2  - The International journal of neuroscience
KW  - Adult
Age Factors
Aged
Aged, 80 and over
Algorithms
Attention/physiology
Cognition/*physiology
Educational Status
Female
Humans
Intelligence
Language
Male
Memory/physiology
Middle Aged
Neuropsychological Tests/*standards
*Numerical Analysis, Computer-Assisted
Observer Variation
Problem Solving/physiology
Psychomotor Performance/physiology
Reproducibility of Results
Sex Factors
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0020-7454 (Print)
0020-7454
SP  - 1549-67
ST  - Preliminary validity of "integneuro": a new computerized battery of neurocognitive tests
T2  - Int J Neurosci
TI  - Preliminary validity of "integneuro": a new computerized battery of neurocognitive tests
VL  - 115
ID  - 204425
ER  - 


TY  - JOUR
AB  - This study describes the use of cognitive question testing methods to pretest a Web-based questionnaire designed to gather information from American Indian and Alaska Native (AI/AN) youth between the ages of 18 and 25. The questionnaire included items related to risk and resiliency factors as well as potentially sensitive topics of victimization and delinquency. Question testing was completed with a sample of 15 youth living in three different regions of the United States. The Three Step Test Interview Method was modified to collect information related to interface usability, cognitive response, and cultural interpretation of survey items. Data collected from the question testing process resulted in questionnaire changes that included query wording, the inclusion and exclusion of survey items based on cultural input, the reordering and rendering of survey items, and improvements in interface usability. Implications for survey research with the AI/AN youth population are discussed.
AD  - Institute for Social and Policy Research, Purdue University Calumet, Hammond, IN 46323, USA. tpavkov@purduecal.edu
AN  - 22250900
AU  - Pavkov, T. W.
AU  - Priest, J.
AU  - Fox, K.
DA  - Jan
DO  - 10.1037/a0026844
DP  - NLM
ET  - 2012/01/19
J2  - Cultural diversity & ethnic minority psychology
KW  - Adolescent
Adult
*Cognition
Community-Based Participatory Research/*methods
Female
Humans
Indians, North American/*psychology
Interview, Psychological/*methods/standards
Inuits/psychology
Male
Reproducibility of Results
Sex Offenses/psychology
United States
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1099-9809 (Print)
1077-341x
SP  - 82-90
ST  - Use of cognitive question testing methodologies in participant action research: implementing the Three-Step Test-Interview Method in Indian county
T2  - Cultur Divers Ethnic Minor Psychol
TI  - Use of cognitive question testing methodologies in participant action research: implementing the Three-Step Test-Interview Method in Indian county
VL  - 18
ID  - 204247
ER  - 


TY  - JOUR
AB  - Methodologically and theoretically based on metarrepresentational deficit hypothesis, we design an intervention to teach the mental state of pretense to an autistic boy. The production and comprehension of symbolic play by means of the use of two specific strategies founded on pictorial analogy of the mental representation and process, was the focus of the learning. The efficiency and efectiveness of the program is reflected in the results that indicated the subject's competence to generate and comprehend the pretense as well as to generalize the acquired knowledge into other areas of mentalistic functioning. We discuss the possibility to develop a metarrepresentational knowledge based on the internalizing of the strategies of conceptual support.
AD  - Facultad de Psicología, Universidad de Santiago de Compostela, Spain. pc3739@usc.es
AN  - 17296003
AU  - Paz Míguez, M. J.
AU  - Sineiro García, C.
DA  - Feb
DP  - NLM
ET  - 2007/02/14
J2  - Psicothema
KW  - Adolescent
Audiovisual Aids
Autistic Disorder/psychology/*therapy
Cartoons as Topic
*Concept Formation
Emotions
Humans
*Imagination
Male
Models, Psychological
Photography
*Play Therapy
Symbolism
Thinking
Treatment Outcome
Verbal Behavior
LA  - spa
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
OP  - Juego de ficción: aplicación de un programa de intervención en autismo.
PY  - 2006
SN  - 0214-9915 (Print)
0214-9915
SP  - 9-17
ST  - [Pretend play: an application of an intervention program in autism]
T2  - Psicothema
TI  - [Pretend play: an application of an intervention program in autism]
VL  - 18
ID  - 204324
ER  - 


TY  - JOUR
AB  - The pace of discovery in biochemistry and genetics and its effect on clinical medicine places new curricular challenges in medical school education. We sought to evaluate students' understanding of neurogenetics and its clinical applications to design a pilot curriculum into the clinical neurology clerkship. We utilized a needs assessment and a written examination to evaluate the genetics knowledge of 81 third- and fourth-year medical students. The needs assessment surveyed students' self-perceptions of their own understanding of basic and clinically related genetic principles and clinical skills, as well as the most effective educational methods. Medical students reported more competence with basic science learned during the preclinical years than clinical concepts, and they demonstrated relatively low knowledge levels in clinical neurogenetics concepts on the examination, with an average of 29% correct on questions pertaining to genetic counseling compared with 82% correct with regard to inheritance patterns. Common, cross-specialty clinical skills were attained (e.g. internet search, family histories), while at least half of students reported minimal understanding or awareness of key genetics websites (e.g. OMIM) and indications for support group recommendations and genetics referrals. Teaching these more specific genetics skills and concepts needs to be emphasized in the clinical curriculum.
AD  - Department of Neurology, The George Washington University School of Medicine and Health Sciences, Washington, DC. ppearl@cnmc.org
AN  - 21618382
AU  - Pearl, P. L.
AU  - Pettiford, J. M.
AU  - Combs, S. E.
AU  - Heffron, A.
AU  - Healton, S.
AU  - Hovaguimian, A.
AU  - Macri, C. J.
DA  - May-Jun
DO  - 10.1002/bmb.20489
DP  - NLM
ET  - 2011/05/28
J2  - Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
KW  - Adult
*Clinical Competence/statistics & numerical data
Comprehension
Curriculum
Education, Medical/methods
*Educational Measurement
Female
Genetics/*education
Humans
*Knowledge
Male
Nervous System Physiological Phenomena/*genetics
Neuroendocrinology/education
*Students, Medical/psychology
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1470-8175
SP  - 191-5
ST  - Assessment of genetics knowledge and skills in medical students: insight for a clinical neurogenetics curriculum
T2  - Biochem Mol Biol Educ
TI  - Assessment of genetics knowledge and skills in medical students: insight for a clinical neurogenetics curriculum
VL  - 39
ID  - 204560
ER  - 


TY  - JOUR
AB  - BACKGROUND: Parent-mediated early interventions (EI) for children with autism spectrum disorder (ASD) can result in significant improvements in children's cognitive ability, social functioning, behavior, and adaptive skills, as well as improvements in parental self-efficacy and treatment engagement. The common component to efficacious parent-mediated early interventions for ASD is clinician use of parent coaching and occurs when a clinician actively teaches the parent techniques to improve their child's functioning. Available evidence suggests that community-based EI clinicians rarely coach parents when working with families of these children, although specific barriers to coaching are unknown. This consistent finding points to the need to develop strategies to improve the use of parent coaching in community EI programs. The purpose of this community-partnered study is to iteratively develop and pilot test a toolkit of implementation strategies designed to increase EI clinicians' use of parent coaching. METHODS: This study has four related phases. Phase 1: examine how EI clinicians trained in Project ImPACT, an evidence-based parent-mediated intervention, coach parents of children with ASD. Phase 2: identify barriers and facilitators to clinician implementation of parent coaching by administering validated questionnaires to, and conducting semi-structured interviews with, clinicians, parents, and agency leaders. Phase 3: partner with a community advisory board to iteratively develop a toolkit of implementation strategies that addresses identified barriers and capitalizes on facilitators to improve clinician implementation of evidence-based parent coaching. Phase 4: pilot test the feasibility and effectiveness of the implementation strategy toolkit in improving EI clinicians' use of parent coaching with nine EI clinicians and parent-child dyads using a multiple-baseline-across-participants single-case design. DISCUSSION: Completion of these activities will lead to an in-depth understanding of EI clinicians' implementation of parent coaching in usual practice following training in an evidence-based parent-mediated intervention, barriers to their implementation of parent coaching, a toolkit of implementation strategies developed through an iterative community-partnered process, and preliminary evidence regarding the potential for this toolkit to improve EI clinicians' implementation of parent coaching. These pilot data will offer important direction for a larger evaluation of strategies to improve the use of parent coaching for young children with ASD.
AD  - 1Penn Center for Mental Health, Department of Psychiatry, University of Pennsylvania Perelman School of Medicine, 3535 Market St. 3rd Floor, Philadelphia, PA 19104, 215-746-1950 USA. GRID: grid.25879.31. ISNI: 0000 0004 1936 8972
2Medical Ethics and Health Policy, University of Pennsylvania Perelman School of Medicine, Philadelphia, USA. GRID: grid.25879.31. ISNI: 0000 0004 1936 8972
3Penn Implementation Science Center at the Leonard Davis Institute (PISCE@LDI), University of Pennsylvania, Philadelphia, USA. GRID: grid.25879.31. ISNI: 0000 0004 1936 8972
4The Wharton School, University of Pennsylvania, Philadelphia, USA. GRID: grid.25879.31. ISNI: 0000 0004 1936 8972
Orelena Hawk Puckett Institute, Asheville, USA.
6Mind Institute, University of California Davis, Davis, USA. GRID: grid.27860.3b. ISNI: 0000 0004 1936 9684
AN  - 32082608
AU  - Pellecchia, M.
AU  - Beidas, R. S.
AU  - Mandell, D. S.
AU  - Cannuscio, C. C.
AU  - Dunst, C. J.
AU  - Stahmer, A. C.
C2  - Pmc7020349
DO  - 10.1186/s40814-020-00568-3
DP  - NLM
ET  - 2020/02/23
J2  - Pilot and feasibility studies
KW  - Autism spectrum disorder
Early intervention
Implementation toolkit
Parent coaching
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2055-5784 (Print)
2055-5784
SP  - 22
ST  - Parent empowerment and coaching in early intervention: study protocol for a feasibility study
T2  - Pilot Feasibility Stud
TI  - Parent empowerment and coaching in early intervention: study protocol for a feasibility study
VL  - 6
ID  - 204711
ER  - 


TY  - JOUR
AB  - This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students' artifacts, and interviews with teachers and students. The findings outlined how the use of mobile technologies such as iPods and tablets contributes to redesigning language tasks and activities by helping young learners to create their own learning environment and meaningful language tasks, as well as self-assess and regulate their language learning process. The research also provides evidence of how the use of mobile technologies contributes to redesigning task-based approaches for young language learners that reflect learning principles based on emergent learning theories as well as Vygotskian sociocultural theories in second language acquisition (SLA).
AN  - EJ1030429
AU  - Pellerin, Martine
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Handheld Devices
Second Language Learning
Second Language Instruction
Teaching Methods
Task Analysis
French
Immersion Programs
Foreign Countries
Action Research
Ethnography
Interviews
Teacher Attitudes
Student Attitudes
Learning Processes
Sociocultural Patterns
Computer Assisted Instruction
Metacognition
Elementary School Students
Elementary School Teachers
Qualitative Research
Grounded Theory
Alberta
Canada
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1499-6677
ST  - Language Tasks Using Touch Screen and Mobile Technologies: Reconceptualizing Task-Based CALL for Young Language Learners
T2  - Canadian Journal of Learning and Technology
TI  - Language Tasks Using Touch Screen and Mobile Technologies: Reconceptualizing Task-Based CALL for Young Language Learners
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1030429&site=ehost-live&scope=site
VL  - 40
ID  - 205256
ER  - 


TY  - JOUR
AB  - Objectives Located at the heart of a mental health university institute in Montreal, Canada, the University of Recovery (UR) is a peer-run agency of service users who came together as a private non-profit organization to promote their experiential knowledge in science and public health, and to transform the academic milieu as an inclusive work environment conducive to recovery and full citizenship. UR students can thus have access to scientific conferences and classes on various topics and invite scientists or other professionals to further discuss new discoveries and techniques, and possible ways of improving healthcare from a patients' and service users' perspective. Our conversation with a scientist specialized in obsessive-compulsive disorders triggered this collective reflection on neuroimaging in terms of psychiatric diagnoses, prognoses, recovery opportunities and meta-cognition.Method At the core of the UR as a therapeutic education program is the Projet Citoyen, an adaptation and a transposition in Montreal of the Yale Citizens Project, which has been developed in New Haven, USA, over the past fifteen years. The Projet Citoyen is comprised of four main components: bi-weekly group discussions, individualized peer support, involvement and practicum in the community, and participation in public events and debates. UR students therefore evolve in the academic and scientific milieu, here regarded as a translational community and human laboratory towards social inclusion and full citizenship. UR students can be involved as auxiliaries of medical training to always promote and illustrate recovery opportunities when psychiatric 'dysfunctions' or 'disorders' are the topics of a medical class. In April 2016, UR students invited Dr Marc Lavoie to discuss is work on obsessive-compulsive disorders (OCD). The content of this group discussion is herein reported.Results UR students learned, among other things, that neuroimaging can be used to identify patterns of brain reactions to various stimuli and situations, reactions that can be different from one psychiatric condition to another and to the rest of the 'normal' population. For example, bright red, green, or blue shades of color can show an over-activation of the thalamus for persons with OCD. This difference can be indicative of a so-called cognitive impairment, with some people reacting more 'emotionally' to an image than other persons for whom the reaction would imply parts of the brain which are normally rather associated to 'rational' thinking (e.g.: the cerebral cortex). Such a difference, when it appears through a neuroimaging technique like EEG or MRI, does not lead to the enunciation of a particular diagnosis for an individual, but can give some complementary indications to be used in conjunction with other observations and can inform the choice for a therapeutic approach. Cognitive Behavioural Therapy, for instance, has been statistically shown to be associated with anatomic changes in the human brain. Through some quite spectacular images of parts and subparts of the brain in action, UR students were able to admire all this beautiful neurodiversity. Then we discussed the concept of neuroplasticity: we now know that many aspects of the brain remain changeable or "plastic" even into adulthood, which contrasts with the previous common consensus that the human brain develops during childhood, then remains at once unchangeable afterward and "static."Conclusion Diverse neurological conditions appear as a result of normal variations in the human genome and in affect, the concepts of neurodiversity and of neuroplasticity go much beyond the prevailing prior conceptual conditioning of neurological differences as being inherently pathological and an irreversible "error of Mother Nature." There may be behaviors that cannot be controlled through rational thought, but rather emerge based on prior conditioning from the environment and other external and/or internal stimuli, and a psychotherapy could then consist of recognizing this conditioning and learning how to think and react differently to a triggering stimulus. The University of Recovery is thus first and foremost a principle of mutuality among its members - the students in recovery - who are allied through self-help as a basis for metacognitive therapeutic education.
AD  - Programme international de recherche action participative/Centre de recherche de l'Institut universitaire en santé mentale de Montréal - Département de psychiatrie, Université de Montréal - Yale Program for Recovery & Community Health, School of Medicine.
Programme international de recherche action participative/Centre de recherche de l'Institut universitaire en santé mentale de Montréal.
Programme international de recherche action participative/Centre de recherche de l'Institut universitaire en santé mentale de Montréal - erg., étudiant à la maîtrise en sociologie, Université du Québec à Montréal.
AN  - 27570959
AU  - Pelletier, J. F.
AU  - Boisvert, C.
AU  - Galipeau-Leduc, M. C.
AU  - Ducasse, C.
AU  - Pouliot-Morneau, D.
AU  - Bordeleau, J.
DA  - Spring
DP  - NLM
ET  - 2016/08/30
J2  - Sante mentale au Quebec
KW  - *Community Integration
Humans
Mental Disorders/*therapy
Organizations, Nonprofit
Quebec
LA  - fre
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
OP  - De l'Université du rétablissement.
PY  - 2016
SN  - 0383-6320 (Print)
0383-6320
SP  - 241-50
ST  - [On the University of Recovery]
T2  - Sante Ment Que
TI  - [On the University of Recovery]
VL  - 41
ID  - 204805
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Striatal-enriched protein tyrosine phosphatase (STEP) is a brain-specific member of the protein tyrosine phosphatase (PTP) family that has been implicated in learning and memory. In this study, we examined the association of the protein tyrosine phosphatase non-receptor 5 (PTPN5) gene, which encodes for STEP, with both schizophrenia and cognitive functioning in the Israeli Jewish population. METHODS: A schizophrenia (SZ) case-control study of 868 participants was carried out (286 patients and 582 controls). Eleven PTPN5 tagging single-nucleotide polymorphisms (SNPs) were selected and single markers and haplotype association analyses were carried out. A cognitive variability study included 437 healthy women who completed a computerized cognitive battery. We performed univariate associations between the SNPs and cognitive performance. The possible functional role of these variants was examined by studying their association with gene expression levels in the brain. RESULTS: In the SZ study, we found a nominal association in the whole sample between rs4075664 and SZ. Male patients with SZ showed a more significant association for three SNPs (rs4075664, rs2278732, and rs4757710). Haplotypes of the studied SNPs were associated with SZ both in the overall sample and within the male subsample. Expression analysis provided some support for the effects of the associated SNPs on PTPN5 expression level. The cognitive variability study showed positive associations between PTPN5 SNPs and different cognitive subtests. Principal component analysis showed an 'attention index' neurocognitive component that was associated with two SNP pairs (rs10832983 × rs10766504 and rs7932938 × rs4757718). CONCLUSION: The results imply a model in which PTPN5 may play a role in normal cognitive functioning and contribute to aspects of the neuropathology of SZ.
AD  - Department of Psychiatry, Biological Psychiatry Laboratory, Hadassah-Hebrew University Medical Center, Jerusalem, Israel.
AN  - 22555153
AU  - Pelov, I.
AU  - Teltsh, O.
AU  - Greenbaum, L.
AU  - Rigbi, A.
AU  - Kanyas-Sarner, K.
AU  - Lerer, B.
AU  - Lombroso, P.
AU  - Kohn, Y.
C2  - Pmc3760343
C6  - Nihms358246
DA  - Aug
DO  - 10.1097/YPG.0b013e3283518586
DP  - NLM
ET  - 2012/05/05
J2  - Psychiatric genetics
KW  - Adult
Case-Control Studies
Cognition/*physiology
Demography
Female
Genetic Association Studies
*Genetic Predisposition to Disease
Haplotypes/genetics
Humans
Male
Polymorphism, Single Nucleotide/genetics
Protein Tyrosine Phosphatases/*genetics
Protein Tyrosine Phosphatases, Non-Receptor/*genetics
Schizophrenia/enzymology/*genetics/*physiopathology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0955-8829 (Print)
0955-8829
SP  - 168-76
ST  - Involvement of PTPN5, the gene encoding the striatal-enriched protein tyrosine phosphatase, in schizophrenia and cognition
T2  - Psychiatr Genet
TI  - Involvement of PTPN5, the gene encoding the striatal-enriched protein tyrosine phosphatase, in schizophrenia and cognition
VL  - 22
ID  - 204483
ER  - 


TY  - JOUR
AB  - Human learners can resolve referential ambiguity and discover the relationships between words and meanings through a cross-situational learning (CSL) strategy. Some people with aphasia (PWA) can learn word-referent pairings under referential uncertainty supported by online feedback. However, it remains unknown whether PWA can learn new words cross-situationally and if such learning ability is supported by statistical learning (SL) mechanisms. The present study examined whether PWA can learn novel word-referent mappings in a CSL task without feedback. We also studied whether CSL is related to SL in PWA and neurologically healthy individuals. We further examined whether aphasia severity, phonological processing and verbal short-term memory (STM) predict CSL in aphasia, and also whether individual differences in verbal STM modulate CSL in healthy older adults. Sixteen people with chronic aphasia underwent a CSL task that involved exposure to a series of individually ambiguous learning trials and a SL task that taps speech segmentation. Their learning ability was compared to 18 older controls and 39 young adults recruited for task validation. CSL in the aphasia group was below the older controls and young adults and took place at a slower rate. Importantly, we found a strong association between SL and CSL performance in all three groups. CSL was modulated by aphasia severity in the aphasia group, and by verbal STM capacity in the older controls. Our findings indicate that some PWA can preserve the ability to learn new word-referent associations cross-situationally. We suggest that both PWA and neurologically intact individuals may rely on SL mechanisms to achieve CSL and that verbal STM also influences CSL. These findings contribute to the ongoing debate on the cognitive mechanisms underlying this learning ability.
AD  - Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute - IDIBELL, L'Hospitalet de Llobregat, Barcelona, Spain.
Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA; Moss Rehabilitation Research Institute, Elkins Park, PA, USA.
Hospital Universitari de Bellvitge (HUB), Neurology Section, Campus Bellvitge, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, Spain.
Department of Communication Sciences and Disorders, Eleanor M. Saffran Center for Cognitive Neuroscience, Temple University, Philadelphia, USA.
Department of Psychology, Abo Akademi University, Turku, Finland.
Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute - IDIBELL, L'Hospitalet de Llobregat, Barcelona, Spain; Department of Cognition, Development and Educational Psychology, Campus Bellvitge, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, Spain; Catalan Institution for Research and Advanced Studies, ICREA, Barcelona, Spain. Electronic address: antoni.rodriguez@icrea.cat.
AN  - 28570928
AU  - Peñaloza, C.
AU  - Mirman, D.
AU  - Cardona, P.
AU  - Juncadella, M.
AU  - Martin, N.
AU  - Laine, M.
AU  - Rodríguez-Fornells, A.
DA  - Aug
DO  - 10.1016/j.cortex.2017.04.020
DP  - NLM
ET  - 2017/06/02
J2  - Cortex; a journal devoted to the study of the nervous system and behavior
KW  - Adult
Aged
Aphasia/*physiopathology
Brain/*physiopathology
Cognition/*physiology
Female
Humans
Linguistics
Male
Memory, Short-Term/*physiology
Middle Aged
Verbal Learning/*physiology
*Aphasia
*Cross-situational learning
*Statistical learning
*Verbal short-term memory
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0010-9452
SP  - 12-27
ST  - Cross-situational word learning in aphasia
T2  - Cortex
TI  - Cross-situational word learning in aphasia
VL  - 93
ID  - 204184
ER  - 


TY  - JOUR
AB  - In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.
AN  - EJ1187670
AU  - Pennington, Robert
AU  - Flick, Allison
AU  - Smith-Wehr, Kendra
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Teaching Methods
Moderate Intellectual Disability
Time
Intervention
Program Effectiveness
Sentences
Computer Software
Technology Uses in Education
Handwriting
Responses
Written Language
Special Education
Autism
Pervasive Developmental Disorders
Language Tests
Writing Strategies
Writing Instruction
Generalization
Maintenance
Elementary School Students
Preschool Language Scale
Clinical Evaluation of Language Fundamentals
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1088-3576
SP  - 142-149
ST  - The Use of Response Prompting and Frames for Teaching Sentence Writing to Students with Moderate Intellectual Disability
T2  - Focus on Autism and Other Developmental Disabilities
TI  - The Use of Response Prompting and Frames for Teaching Sentence Writing to Students with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1187670&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357616673568
VL  - 33
ID  - 205384
ER  - 


TY  - JOUR
AB  - There is limited research on teaching narrative writing skills to students with moderate to severe intellectual disability. In the current study, we used a multiple probe across participants single case design to evaluate the effects of an intervention package comprised of modeling, story templates, and self-graphing, on the inclusion of story elements in their written narrative of three middle school students with MSD. The data suggested that the intervention package was effective and resulted in partial maintenance of targeted skills. Implications for future research are discussed.
AN  - EJ1150921
AU  - Pennington, Robert
AU  - Koehler, Mallory
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Moderate Intellectual Disability
Modeling (Psychology)
Story Telling
Intervention
Middle School Students
Writing Assignments
Skill Development
Prewriting
Video Technology
Prompting
Teaching Methods
Graphs
Males
Early Adolescents
Self Contained Classrooms
Program Effectiveness
Check Lists
Drills (Practice)
Feedback (Response)
Grade 6
Children
Intelligence Tests
Achievement Tests
Language Tests
Wechsler Intelligence Scale for Children
Kaufman Test of Educational Achievement
Clinical Evaluation of Language Fundamentals
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 2154-1647
SP  - 280-290
ST  - Effects of Modeling, Story Templates, and Self-Graphing in the Use of Story Elements by Students with Moderate Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Effects of Modeling, Story Templates, and Self-Graphing in the Use of Story Elements by Students with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1150921&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 52
ID  - 205176
ER  - 


TY  - JOUR
AB  - In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training sessions. The researchers used a multiple baseline across participants design to evaluate the efficacy of the intervention. In addition, they used pre-posttest measures to assess the generalization of acquired skills across untrained story topics and different response topographies. The data indicated that simultaneous prompting and computer-assisted instruction were effective in improving the story-writing skills of all 3 participants. Two of the participants demonstrated maintenance and generalization of trained responses. (Contains 1 table and 2 figures.)
AN  - EJ961160
AU  - Pennington, Robert C.
AU  - Ault, Melinda Jones
AU  - Schuster, John W.
AU  - Sanders, Ann
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Training
Writing Skills
Teaching Methods
Urban Schools
Writing Instruction
Elementary School Students
Males
Intervention
Special Needs Students
Special Education
Assistive Technology
Educational Technology
Computer Assisted Instruction
Computer Software
Instructional Design
Instructional Effectiveness
Story Telling
Creative Writing
Writing Strategies
Writing Difficulties
Pretests Posttests
Autism
Pervasive Developmental Disorders
Laptop Computers
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 1938-727X
SP  - 24-38
ST  - Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
T2  - Assistive Technology Outcomes and Benefits
TI  - Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ961160&site=ehost-live&scope=site
VL  - 7
ID  - 205429
ER  - 


TY  - JOUR
AB  - Despite the importance of written expression to the lives of individuals with autism spectrum disorders (ASD), there is limited research on teaching writing skills to this population. In the current study, we used a multiple probe across behaviors design to evaluate the effects of simultaneous prompting (SP) and computer-assisted instruction (CAI) on the story writing responses of five males with autism, 6 to 10 years of age. The data indicated that SP and CAI were effective in improving the story writing skills of all five participants. In addition, all participants increased non-targeted reading skills, the use of novel response forms, and demonstrated at least partial maintenance and generalization of story writing skills.
AN  - EJ1034459
AU  - Pennington, Robert C.
AU  - Collins, Belva C.
AU  - Stenhoff, Donald M.
AU  - Turner, Kennedy
AU  - Gunselman, Karen
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Prompting
Computer Assisted Instruction
Writing Instruction
Writing Skills
Teaching Methods
Males
Instructional Effectiveness
Intervention
Scoring
Maintenance
Generalization
Handwriting
Story Telling
Likert Scales
Children
Childhood Autism Rating Scale
Battelle Developmental Inventory
Kaufman Assessment Battery for Children
Wechsler Intelligence Scale for Children III
Kaufman Assessment Battery for Children
Battelle Developmental Inventory
Childhood Autism Rating Scale
Wechsler Intelligence Scale for Children
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 2154-1647
SP  - 396-414
ST  - Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Narrative Writing Skills to Students with Autism
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Narrative Writing Skills to Students with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1034459&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 49
ID  - 205428
ER  - 


TY  - JOUR
AB  - Writing is a critical skill because it is used to access reinforcement in a variety of contexts. Unfortunately, there has been little research on writing skills instruction for students with intellectual disabilities and autism spectrum disorders. The purpose of this study was to evaluate the effects simultaneous prompting and computer-assisted instruction on story writing responses of a 7-year-old male with autism. Data indicated that the intervention was effective in teaching the participant to construct stories related to three different topics. Additionally, the student maintained responding at 2 and 4 weeks following intervention and increased responding across different topographies (i.e., handwriting, vocal). (Contains 3 figures.)
AN  - EJ999337
AU  - Pennington, Robert C.
AU  - Stenhoff, Donald M.
AU  - Gibson, Jason
AU  - Ballou, Kristina
DA  - 08/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Intervention
Writing Skills
Teaching Methods
Autism
Prompting
Young Children
Males
Instructional Effectiveness
Computer Assisted Instruction
Pervasive Developmental Disorders
Writing Instruction
Emergent Literacy
Mainstreaming
Verbal Communication
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 0748-8491
SP  - 389-406
ST  - Using Simultaneous Prompting to Teach Computer-Based Story Writing to a Student with Autism
T2  - Education and Treatment of Children
TI  - Using Simultaneous Prompting to Teach Computer-Based Story Writing to a Student with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ999337&site=ehost-live&scope=site
http://wvupressonline.com/journals/etc
VL  - 35
ID  - 205430
ER  - 


TY  - JOUR
AB  - What is the role of language in cognition? Do we think with words, or do we use words to communicate made-up decisions? The paper briefly reviews ideas in this area since 1950s. Then we discuss mechanisms of cognition, recent neuroscience experiments, and corresponding mathematical models. These models are interpreted in terms of a biological drive for cognition. Based on the Grossberg-Levine theory of drives and emotions, we identify specific emotions associated with the need for cognition. We demonstrate an engineering application of the developed technique, which significantly improves detection of patterns in noise over the previous state-of-the-art. The developed mathematical models are extended toward language. Then we consider possible brain-mind mechanisms of interaction between language and cognition. A mathematical analysis imposes restrictions on possible mechanisms. The proposed model resolves some long-standing language-cognition issues: how the mind learns correct associations between words and objects among an astronomical number of possible associations; why kids can talk about almost everything, but cannot act like adults, what exactly are the brain-mind differences; why animals do not talk and think like people. Recent brain imaging experiments indicate support for the proposed model. We discuss future theoretical and experimental research.
AD  - Harvard University, SEAS, Cambridge, USA. leonid@deas.harvard.edu
AN  - 19419838
AU  - Perlovsky, L.
DA  - Apr
DO  - 10.1016/j.neunet.2009.03.007
DP  - NLM
ET  - 2009/05/08
J2  - Neural networks : the official journal of the International Neural Network Society
KW  - Animals
Behavior/physiology
Brain/anatomy & histology/*physiology
Cognition/*physiology
*Computer Simulation
Emotions/physiology
Humans
*Language
Mind-Body Relations, Metaphysical
Pattern Recognition, Automated
Speech/*physiology
Verbal Behavior/*physiology
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0893-6080
SP  - 247-57
ST  - Language and cognition
T2  - Neural Netw
TI  - Language and cognition
VL  - 22
ID  - 203894
ER  - 


TY  - JOUR
AB  - Mental images constructed after visual examination of a spatial configuration or after processing a verbal description of that configuration have been shown to share similar properties, in particular the capacity to preserve metric information contained in the configuration represented. In the present study, we investigated the properties of mental images constructed under learning conditions resulting from the combination of a visual or a verbal mode of acquisition and a survey or route perspective. Participants memorized a virtual environment (a garden containing six objects) under one of four learning conditions: (a) viewing a map of the garden (visual-survey); (b) viewing a video presentation of a journey along the path around the garden (visual-route); (c) listening to a verbal description of the map of the garden (verbal-survey); and (d) listening to a verbal description of the journey around the garden (verbal-route). The participants were then invited to compare the distances separating objects in the garden mentally. Experiment 1, where the pairs of distances to be compared had a common starting point, revealed that the frequency of correct responses was higher, and response times were shorter when participants had learned about the environment visually rather than by a verbal description. The conditions involving a survey perspective resulted in a higher frequency of correct responses and shorter response times than those involving a route perspective. Lastly, a symbolic distance effect was obtained in the first three conditions, in that the greater the difference between the two distances being compared, the higher the frequency of correct responses, and the shorter the response times. Experiment 2, where the pairs of distances had different starting points, replicated these results, although longer response times revealed that the comparison process was more costly. Taken together, these findings support the view that mental spatial representations derived from different sources and adopting different perspectives contain genuine metric properties, except when the verbal modality and the route perspective are combined during learning.
AD  - INSERM U751, Université de la Méditerranée, Marseilles, France. patrick.peruch@medecine.univ-mrs.fr
AN  - 16987783
AU  - Péruch, P.
AU  - Chabanne, V.
AU  - Nesa, M. P.
AU  - Thinus-Blanc, C.
AU  - Denis, M.
DA  - Nov
DO  - 10.1080/17470210500539408
DP  - NLM
ET  - 2006/09/22
J2  - Quarterly journal of experimental psychology (2006)
KW  - Adolescent
Adult
Analysis of Variance
Distance Perception/*physiology
Environment
Female
Humans
Imagination/*physiology
Learning/*physiology
Male
Mental Processes/physiology
Reaction Time/physiology
Space Perception/physiology
Students/psychology
Task Performance and Analysis
Verbal Learning/physiology
Visual Perception/*physiology
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 1747-0218 (Print)
1747-0218
SP  - 1950-67
ST  - Comparing distances in mental images constructed from visual experience or verbal descriptions: the impact of survey versus route perspective
T2  - Q J Exp Psychol (Hove)
TI  - Comparing distances in mental images constructed from visual experience or verbal descriptions: the impact of survey versus route perspective
VL  - 59
ID  - 204612
ER  - 


TY  - JOUR
AB  - Studies of social perception report acute human sensitivity to where another’s attention is aimed. Here we ask whether humans are also sensitive to how the other’s attention is deployed. Observers viewed videos of actors reaching to targets without knowing that those actors were sometimes choosing to reach to one of the targets (endogenous control) and sometimes being directed to reach to one of the targets (exogenous control). Experiments 1 and 2 showed that observers could respond more rapidly when actors chose where to reach, yet were at chance when guessing whether the reach was chosen or directed. This implicit sensitivity to attention control held when either actor’s faces or limbs were masked (experiment 3) and when only the earliest actor’s movements were visible (experiment 4). Individual differences in sensitivity to choice correlated with an independent measure of social aptitude. We conclude that humans are sensitive to attention control through an implicit kinematic process linked to empathy. The findings support the hypothesis that social cognition involves the predictive modeling of others’ attentional states. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Pesquita, Ana, Department of Psychology, University of British Columbia, Vancouver, BC, Canada, V6T 1Z4
AN  - 2016-38421-004
AU  - Pesquita, Ana
AU  - Chapman, Craig S.
AU  - Enns, James T.
DB  - APA PsycInfo
DO  - 10.1073/pnas.1601872113
DP  - EBSCOhost
KW  - social perception
attention
action prediction
autism spectrum
action observation
Autism Spectrum Disorders
Action Research
M1  - 31
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 0027-8424
1091-6490
SP  - 8669-8674
ST  - Humans are sensitive to attention control when predicting others’ actions
T2  - PNAS Proceedings of the National Academy of Sciences of the United States of America
TI  - Humans are sensitive to attention control when predicting others’ actions
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-38421-004&site=ehost-live&scope=site
ORCID: 0000-0002-3676-8316
anapesquita@gmail.com
VL  - 113
ID  - 204944
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To elucidate the mechanism through which vitamin D is associated with decreased falls. DESIGN: This was a convenience sample from a larger observational study examining correlations between vitamin D and 1) falls, 2) motor function, and 3) cognition (n=159). SETTING: Falls data were collected via weekly on-line surveys completed in the participants' homes. Yearly evaluations of motor and cognitive function were conducted in an out-patient setting of a large tertiary medical center. PARTICIPANTS: Participants from the Intelligent Systems for Assessment of Aging Changes Study (ISAAC), a community-based cohort study of independently living older adults over age 70, who had vitamin D concentration within 6 months of clinical evaluations were included in the analysis. RESULTS: Participants mean age was 85 years and 74% were women. Fallers (n=37) had significantly lower vitamin D concentration (32.9ng/ml) compared to non-fallers (39.2ng/ml) (p<0.01). The relationship between vitamin D and falls remained significant after adjusting for age, health status (via CIRS), and supplement use (p=0.004). Vitamin D concentration were significantly associated with cognitive impairment (Clinical Dementia Rating = 0.5) (p=0.02) and MMSE (p<0.01) after adjusting for age, gender, and education. Vitamin D concentrations did not correlate with any motor measures. CONCLUSION: Vitamin D concentrations correlated with cognition and falls, but not with motor measures. Further research is needed to demonstrate a causal relationship between vitamin D and cognitive function and determine if cognition plays a role in falls reduction.
AD  - Department of Neurology, Oregon Health and Science University and Portland Veteran Affairs Medical Center, Portland, OR 97239 USA. peterami@ohsu.edu
AN  - 23208029
AU  - Peterson, A.
AU  - Mattek, N.
AU  - Clemons, A.
AU  - Bowman, G. L.
AU  - Buracchio, T.
AU  - Kaye, J.
AU  - Quinn, J.
C2  - Pmc3593063
C6  - Nihms441857
DA  - Oct
DO  - 10.1007/s12603-012-0378-4
DP  - NLM
ET  - 2012/12/05
J2  - The journal of nutrition, health & aging
KW  - *Accidental Falls
Aged, 80 and over
*Cognition
Cognition Disorders/blood/*complications
Dementia/blood/*complications
Female
Humans
Male
Vitamin D/*blood
Vitamin D Deficiency/blood/*complications
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1279-7707 (Print)
1279-7707
SP  - 898-901
ST  - Serum vitamin D concentrations are associated with falling and cognitive function in older adults
T2  - J Nutr Health Aging
TI  - Serum vitamin D concentrations are associated with falling and cognitive function in older adults
VL  - 16
ID  - 204639
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The aim was to objectively monitor steps accrued by a sample of adults with intellectual disabilities and to describe physical activity patterns by monitoring steps taken across weekdays, weekends, and hours of the day using time-stamped technology. METHOD: This study used pedometers with time-stamped recording capabilities to measure physical activity behavior of 131 adults with mild to moderate levels of intellectual disabilities living in community-based supported living group settings in Iowa. Participants wore a pedometer for seven consecutive days. All data was collected in 2006 and analyzed in 2007. RESULTS: The participants accrued 6508+/-3296 steps/day. Controlling for age, participants with mild intellectual disability were more active than participants with moderate intellectual disability (F=7.03, p<.01). A total of 14.1% accumulated 10,000 steps/day. Participants were more active on weekdays than on weekends (Z=-7.36, p<.01), and least active during the evening period compared to the morning and afternoon hours (F(r)=103.3, p<.01). CONCLUSION: Physical activity (steps/day) achieved by the majority of this population is insufficient for health benefits, particularly among individuals with moderate intellectual disability. Evenings and weekends are especially inactive time periods.
AD  - Child Development and Rehabilitation Center, Oregon Health and Science University, Portland, OR 97207-0571, USA. peterjan@ohsu.edu
AN  - 18308385
AU  - Peterson, J. J.
AU  - Janz, K. F.
AU  - Lowe, J. B.
DA  - Jul
DO  - 10.1016/j.ypmed.2008.01.007
DP  - NLM
ET  - 2008/03/01
J2  - Preventive medicine
KW  - Adolescent
Adult
*Exercise
Female
Humans
Male
*Mentally Disabled Persons
Middle Aged
Motor Activity
Residence Characteristics
*Walking
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0091-7435 (Print)
0091-7435
SP  - 101-6
ST  - Physical activity among adults with intellectual disabilities living in community settings
T2  - Prev Med
TI  - Physical activity among adults with intellectual disabilities living in community settings
VL  - 47
ID  - 204701
ER  - 


TY  - JOUR
AB  - Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A cross-sectional study was performed involving 1866 typically developing peers, 86 children with autism spectrum disorder (ASD) and 61 children with sensory and/or motor limitations (FYS) in their first year of secondary education. Results showed that students with ASD as well as students with FYS were less accepted by peers, had fewer reciprocal friendships and were less engaged in peer interactions than their typically developing peers. The attitudes of typically developing adolescents towards their peers with a disability at the level of the class were neutral. The relationship between class attitudes and peer acceptance, friendships and peer interactions of students with ASD and FYS was moderated by type of disability. For adolescents with FYS, a significant positive relationship was found; for adolescents with ASD, no significant relationship was detected.
AN  - EJ1170446
AU  - Petry, Katja
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Peer Acceptance
Peer Relationship
Friendship
Attitudes toward Disabilities
Classroom Environment
Pervasive Developmental Disorders
Autism
Sensory Aids
Social Integration
Grade 7
Likert Scales
Sociometric Techniques
Longitudinal Studies
Student Attitudes
Foreign Countries
Belgium
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0885-6257
SP  - 254-268
ST  - The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools
T2  - European Journal of Special Needs Education
TI  - The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1170446&site=ehost-live&scope=site
http://dx.doi.org/10.1080/08856257.2018.1424782
VL  - 33
ID  - 205380
ER  - 


TY  - JOUR
AB  - This paper presents a theoretical and practical exploration of a metacognitive approach to computer education, developed through a three-year action research project. It is argued that the approach contrasts significantly with often-employed directive and competency-based approaches to computer education and is more appropriate in addressing the longer-term learning needs of professionals such as teachers. The metacognitive approach focuses on beliefs, attitudes and learning strategies and assists learners to come to terms with the nature of technological change and their own ability to confront this change by embracing life-long computer learning. In this paper, the metacognitive approach is presented through a three-dimensional diagram. An exploration is also provided as to how the approach was developed and refined, through the research, into a print-based, self-paced learning resource which forms one component of a flexibly-delivered computer education course. It is argued that the metaphor of "journey" might profitably be employed to support teachers to understand the unique and individual interplay of metacognitive factors on their approach to using computers. (Contains 3 figures.)
AN  - EJ805557
AU  - Phelps, Renata
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Education Courses
Action Research
Figurative Language
Learning Strategies
Metacognition
Educational Resources
Teaching Methods
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2007
SN  - 1551-3696
SP  - 3-21
ST  - The Metacognitive Approach to Computer Education: Making Explicit the Learning Journey
T2  - AACE Journal
TI  - The Metacognitive Approach to Computer Education: Making Explicit the Learning Journey
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ805557&site=ehost-live&scope=site
http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=19964
VL  - 15
ID  - 205378
ER  - 


TY  - JOUR
AB  - Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change. Far from being a simple process, ICT professional development necessitates not only personal and professional changes for individuals, but changes in school culture including institutional attitude and support for professional learning, reflection and professional discussion, readiness to embrace change, collegiality, trust and encouragement to take risks. Grounded in research about what influences teachers' adoption and integration of ICT, this paper describes a three-year action research initiative that led to the development of a whole-school metacognitive approach to ICT teacher professional development known as Technology Together. The paper will describe the approach and findings from the research, indicating that the metacognitive approach can be successfully implemented within a whole-school environment. Data suggests that the process can have a positive impact on the culture of the school and that the outcomes were most significant at schools who implemented the process most consistently with the foundations of the metacognitive approach. (Contains 2 tables.)
AN  - EJ834075
AU  - Phelps, Renata
AU  - Graham, Anne
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - School Culture
Action Research
Collegiality
Educational Change
Educational Environment
Metacognition
Professional Development
Information Technology
Technology Integration
Teacher Surveys
Educational Strategies
Technological Literacy
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1040-2454
SP  - 125-133
ST  - Developing "Technology Together," Together: A Whole-School Metacognitive Approach to ICT Teacher Professional Development
T2  - Journal of Computing in Teacher Education
TI  - Developing "Technology Together," Together: A Whole-School Metacognitive Approach to ICT Teacher Professional Development
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ834075&site=ehost-live&scope=site
http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTETeacherEducators/JCTE/PastIssues/Volume24/Number4Summer2008/JCTE_Volume_24_4_Summer_2008.htm
VL  - 24
ID  - 205149
ER  - 


TY  - JOUR
AB  - This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously by the authors, this paper argues that there "are" multiple synergies between complexity and action research, and that action research can be a valuable and congruent meta-methodology for those researching from complexity-based perspectives. The paper illustrates these arguments through the example of a large action research initiative, "Technology Together," which aimed to investigate the metacognitive influences on teachers' use of information and communications technology (ICT) and the implications of these for teacher professional development within a whole-school context.
AN  - EJ886076
AU  - Phelps, Renata
AU  - Graham, Anne
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Foreign Countries
Elementary School Teachers
Secondary School Teachers
Action Research
Theories
Metacognition
Information Technology
Professional Development
Inservice Teacher Education
Program Descriptions
Technology Integration
Educational Technology
Australia
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 0305-764X
SP  - 183-197
ST  - Exploring the Complementarities between Complexity and Action Research: The Story of "Technology Together"
T2  - Cambridge Journal of Education
TI  - Exploring the Complementarities between Complexity and Action Research: The Story of "Technology Together"
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ886076&site=ehost-live&scope=site
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/0305764X.2010.481259
VL  - 40
ID  - 205212
ER  - 


TY  - JOUR
AB  - PURPOSE: Assistance algorithms for medical tasks have great potential to support physicians with their daily work. However, medicine is also one of the most demanding domains for computer-based support systems, since medical assistance tasks are complex and the practical experience of the physician is crucial. Recent developments in the area of cognitive computing appear to be well suited to tackle medicine as an application domain. METHODS: We propose a system based on the idea of cognitive computing and consisting of auto-configurable medical assistance algorithms and their self-adapting combination. The system enables automatic execution of new algorithms, given they are made available as Medical Cognitive Apps and are registered in a central semantic repository. Learning components can be added to the system to optimize the results in the cases when numerous Medical Cognitive Apps are available for the same task. Our prototypical implementation is applied to the areas of surgical phase recognition based on sensor data and image progressing for tumor progression mappings. RESULTS: Our results suggest that such assistance algorithms can be automatically configured in execution pipelines, candidate results can be automatically scored and combined, and the system can learn from experience. Furthermore, our evaluation shows that the Medical Cognitive Apps are providing the correct results as they did for local execution and run in a reasonable amount of time. CONCLUSION: The proposed solution is applicable to a variety of medical use cases and effectively supports the automated and self-adaptive configuration of cognitive pipelines based on medical interpretation algorithms.
AD  - Institute AIFB, Karlsruhe Institute of Technology, Karlsruhe, Germany. patrick.philipp@kit.edu.
Institute AIFB, Karlsruhe Institute of Technology, Karlsruhe, Germany.
Institute for Anthropomatics, Karlsruhe Institute of Technology, Karlsruhe, Germany.
Division of Medical and Biological Informatics, German Cancer Research Center (DKFZ), Heidelberg, Germany.
Klinik für Allgemein-, Viszeral- und Transplantationschirurgie, University of Heidelberg, Heidelberg, Germany.
AN  - 26646415
AU  - Philipp, P.
AU  - Maleshkova, M.
AU  - Katic, D.
AU  - Weber, C.
AU  - Götz, M.
AU  - Rettinger, A.
AU  - Speidel, S.
AU  - Kämpgen, B.
AU  - Nolden, M.
AU  - Wekerle, A. L.
AU  - Dillmann, R.
AU  - Kenngott, H.
AU  - Müller, B.
AU  - Studer, R.
DA  - Sep
DO  - 10.1007/s11548-015-1322-y
DP  - NLM
ET  - 2015/12/10
J2  - International journal of computer assisted radiology and surgery
KW  - *Algorithms
Cognition/*physiology
*Computers
Humans
Cognitive architecture
Computer aided medicine
Phase recognition
Semantic Web
Tumor progression mapping
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1861-6410
SP  - 1743-53
ST  - Toward cognitive pipelines of medical assistance algorithms
T2  - Int J Comput Assist Radiol Surg
TI  - Toward cognitive pipelines of medical assistance algorithms
VL  - 11
ID  - 204168
ER  - 


TY  - JOUR
AB  - The main purpose of electroencephalography (EEG)-based brain-computer interface (BCI) technology is to provide an alternative channel to support communication and control when motor pathways are interrupted. Despite the considerable amount of research focused on the improvement of EEG signal detection and translation into output commands, little is known about how learning to operate a BCI device may affect brain plasticity. This study investigated if and how sensorimotor rhythm-based BCI training would induce persistent functional changes in motor cortex, as assessed with transcranial magnetic stimulation (TMS) and high-density EEG. Motor imagery (MI)-based BCI training in naïve participants led to a significant increase in motor cortical excitability, as revealed by post-training TMS mapping of the hand muscle's cortical representation; peak amplitude and volume of the motor evoked potentials recorded from the opponens pollicis muscle were significantly higher only in those subjects who develop a MI strategy based on imagination of hand grasping to successfully control a computer cursor. Furthermore, analysis of the functional brain networks constructed using a connectivity matrix between scalp electrodes revealed a significant decrease in the global efficiency index for the higher-beta frequency range (22-29 Hz), indicating that the brain network changes its topology with practice of hand grasping MI. Our findings build the neurophysiological basis for the use of non-invasive BCI technology for monitoring and guidance of motor imagery-dependent brain plasticity and thus may render BCI a viable tool for post-stroke rehabilitation.
AD  - Neurolelectrical Imaging and BCI Laboratory, IRCCS Fondazione Santa Lucia, Rome, Italy.
AN  - 21436514
AU  - Pichiorri, F.
AU  - De Vico Fallani, F.
AU  - Cincotti, F.
AU  - Babiloni, F.
AU  - Molinari, M.
AU  - Kleih, S. C.
AU  - Neuper, C.
AU  - Kübler, A.
AU  - Mattia, D.
DA  - Apr
DO  - 10.1088/1741-2560/8/2/025020
DP  - NLM
ET  - 2011/03/26
J2  - Journal of neural engineering
KW  - Adult
*Algorithms
Biological Clocks/*physiology
Brain Mapping/*methods
Electroencephalography/*methods
Evoked Potentials/physiology
Evoked Potentials, Somatosensory/*physiology
Humans
Imagination/*physiology
Learning/physiology
Male
Motor Cortex/*physiology
User-Computer Interface
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1741-2552
SP  - 025020
ST  - Sensorimotor rhythm-based brain-computer interface training: the impact on motor cortical responsiveness
T2  - J Neural Eng
TI  - Sensorimotor rhythm-based brain-computer interface training: the impact on motor cortical responsiveness
VL  - 8
ID  - 204571
ER  - 


TY  - JOUR
AB  - The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning.
AD  - Leeds Institute of Medical Education, School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds, United Kingdom.
AN  - 25091417
AU  - Pickering, J. D.
DA  - May-Jun
DO  - 10.1002/ase.1480
DP  - NLM
ET  - 2014/08/06
J2  - Anatomical sciences education
KW  - Adult
Anatomy/*education
Cognition
Curriculum/trends
Education, Medical, Undergraduate/*methods
Educational Measurement
Humans
*Learning
*Narration
Outcome Assessment, Health Care
Students, Medical/psychology
Surveys and Questionnaires
*User-Computer Interface
*Webcasts as Topic
cognitive load theory
flexible learning
gross anatomy education
lecture
multimedia learning
screencasts
technology enhanced learning
undergraduate education, medical education
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1935-9772
SP  - 249-57
ST  - Anatomy drawing screencasts: enabling flexible learning for medical students
T2  - Anat Sci Educ
TI  - Anatomy drawing screencasts: enabling flexible learning for medical students
VL  - 8
ID  - 204029
ER  - 


TY  - JOUR
AB  - This study investigated the relationship between the social and play behaviors of young children with pervasive developmental disorder (PDD) and without PDD. Videotaped observations of 21 preschool children (12 with PDD and 9 without PDD) were examined independently for (a) social complexity and (b) play complexity that was assessed on an individualized basis for each child. The researchers used log-linear analyses to analyze the data. The results supported an inverse relationship between play and social interaction: The children's play within a social interaction tended to be less complex than their play outside of the interaction. All children, regardless of diagnosis, demonstrated similar behavioral patterns, although the children without PDD engaged in social interaction to a greater extent. These results suggest that social interventions should be implemented in the context of play activities that the child has mastered, as opposed to those activities the child is in the process of learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Lifter, Karin, Department of Counseling, Northeastern University, 203 Lake Hall, Boston, MA, US, 02115
AN  - 2005-05385-004
AU  - Pierce-Jordan, Sandra
AU  - Lifter, Karin
DA  - Spr 2005
DB  - APA PsycInfo
DO  - 10.1177/02711214050250010401
DP  - EBSCOhost
KW  - social interaction
pervasive developmental disorder
play behaviors
preschool children
social behavior
Autism Spectrum Disorders
Childhood Play Behavior
Preschool Students
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2005
SN  - 0271-1214
1538-4845
SP  - 34-47
ST  - Interaction of Social and Play Behaviors in Preschoolers With and Without Pervasive Developmental Disorder
T2  - Topics in Early Childhood Special Education
TI  - Interaction of Social and Play Behaviors in Preschoolers With and Without Pervasive Developmental Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-05385-004&site=ehost-live&scope=site
K.Lifter@neu.edu
VL  - 25
ID  - 204956
ER  - 


TY  - JOUR
AB  - PURPOSE: Adaptation to blindness can lead to the enhancement of the attentional capacities and working memory in young people. However, although the effects of ageing on the cognition of sighted people and people with age-related visual impairments are well-documented, no study seems to have investigated the age-related changes of these cognitive processes in people who are blind. The aim of this study was to assess the effects of age on the attentional processes and working memory in blind people. METHOD: A cross-sectional study was conducted on 43 blind participants and 42 sighted participants. The participants performed auditory computerized tests assessing selective, sustained and divided attention, attentional switching, and working memory. RESULTS: Two-way analysis of variance revealed significant visual status effect and age effect on most of the variables studied. No interaction was found between visual status and age effects. CONCLUSIONS: These results suggest that the trajectories of cognitive age-related change are similar in blind people and in sighted people. This study has implications for rehabilitation, such as cognitive intervention. Implications for Rehabilitation Blind people show improved attentional capacities compared to sighted people, even in old blind people. Old blind people have lower performances than younger blind people in tests assessing selective, sustained and divided attention, and working memory. Cognitive approaches to rehabilitation may help people who are blind to deal with age-related cognitive decline and its effects on everyday functioning. A high level of cognitive stimulation, provided by a cognitive training or a developed social participation, might reduce the age-related effects in people who are blind.
AD  - a IFSTTAR, TS2, LESCOT , Bron Cedex , France.
AN  - 27794628
AU  - Pigeon, C.
AU  - Marin-Lamellet, C.
DA  - Dec
DO  - 10.1080/09638288.2016.1236407
DP  - NLM
ET  - 2016/11/01
J2  - Disability and rehabilitation
KW  - Adult
Aged
*Aging/physiology/psychology
*Attention
*Blindness/psychology/rehabilitation
*Cognition
Cross-Sectional Studies
Female
Humans
Male
*Memory, Short-Term
Neuropsychological Tests
Rehabilitation Research
*Visually Impaired Persons/psychology/rehabilitation
*Blindness
*neuropsychological assessment
LA  - eng
M1  - 24
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0963-8288
SP  - 2492-2498
ST  - Ageing effects on the attentional capacities and working memory of people who are blind
T2  - Disabil Rehabil
TI  - Ageing effects on the attentional capacities and working memory of people who are blind
VL  - 39
ID  - 204629
ER  - 


TY  - JOUR
AB  - BACKGROUND: The aim of the study was to evaluate health associated attitudes of elderly individuals taking part in a community based health promotion programme. It was of interest to focus on mobility, hypertension and urinary incontinence, problems frequently observed in geriatrics. METHODS: Participants in the health promotion programme were asked to answer a standardized questionnaire about their individual risk factors and habits concerning some of the main risk factors in the elderly: social isolation, immobility, hypertension, urinary incontinence. Mobility and risk assessment for falls was assessed in a standardized way using the Chair-rising- and Timed-upand-go tests. RESULTS: The percentage of people with a healthy life style was significantly higher than in a comparable population group. Gait disturbance, mobility limitation and risk of falls were not present. 38.7 % suffered from urinary incontinence. Hypertension was, if present, diagnosed and adequately treated. The participants knew their prescribed drugs and seemed to have an excellent compliance. DISCUSSION: The participants in the health promotion programme showed an exceptionally high level of health awareness. Nevertheless, the incidence for reported urinary incontinence was significantly higher than in known epidemiological studies. The calm, reassuring atmosphere in which the questionnaire was completed and the large amount of time spent with the participants could explain this finding. The difference in dealing with hypertension and urinary incontinence is obvious. Further health promotion and disease prevention programmes for the elderly should be focused on the complex process of ageing and not only on specific single topics.
AD  - Institut für Physikalische Medizin und Rehabilitation, Ludwig Boltzmann Institut für Interdisziplinäre Rehabilitation in der Geriatrie, SMZ-Sophienspital Wien, Wien, Austria. katharina.pils@wienkav.at
AN  - 16823530
AU  - Pils, K.
AU  - Neumann, F.
DA  - Mar
DO  - 10.1007/s10354-006-0271-z
DP  - NLM
ET  - 2006/07/11
J2  - Wiener medizinische Wochenschrift (1946)
KW  - Accidental Falls/prevention & control/statistics & numerical data
Aged
*Attitude to Health
Austria
Awareness
Blood Pressure
Body Mass Index
Female
*Health Behavior
Health Education
*Health Promotion
Health Status Indicators
Health Surveys
Humans
Hypertension/*epidemiology/psychology
Male
Middle Aged
Movement Disorders/epidemiology/psychology
Risk Assessment
Surveys and Questionnaires
Urinary Incontinence/epidemiology/psychology
LA  - ger
M1  - 5-6
N1  - PubMed NLM literature search August 25, 2020
OP  - Unterschiedliches Gesundheitsverhalten bezüglich Bluthochdruck und Harninkontinenz bei gesundheitsbewusst lebenden älteren Menschen.
PY  - 2006
SN  - 0043-5341 (Print)
0043-5341
SP  - 158-61
ST  - [Different attitudes towards hypertension and urinary tract incontinence in elderly individuals participating in a health promotion project]
T2  - Wien Med Wochenschr
TI  - [Different attitudes towards hypertension and urinary tract incontinence in elderly individuals participating in a health promotion project]
VL  - 156
ID  - 204652
ER  - 


TY  - JOUR
AB  - This article reports on a study focusing on the inclusion of students with dyslexia in higher education (HE). A systematic review was carried out to retrieve, critically appraise and synthesize the available evidence on how the inclusion of students with dyslexia can be fostered in HE. The 15 studies included in the final synthesis employed descriptive designs and overwhelmingly used qualitative methods to explore dyslexic students' perceptions on the impact of teaching, support and accommodation in their own learning experience. A critical appraisal of these studies revealed a landscape of significant gaps in the available stock of evidence on the inclusion of students with dyslexia in HE. The synthesis of the available evidence is presented in a narrative of five cross-study thematic areas: student coping strategies, being identified as dyslexic, interaction with academic staff, accessibility and accommodations, and using assistive technologies and information and communication technologies. Implications for practice and future research are discussed.
AD  - University of Nottingham, UK.
AN  - 25293652
AU  - Pino, M.
AU  - Mortari, L.
C2  - Pmc4253321
DA  - Nov
DO  - 10.1002/dys.1484
DP  - NLM
ET  - 2014/10/09
J2  - Dyslexia (Chichester, England)
KW  - Adaptation, Psychological
Adolescent
Dyslexia/*epidemiology/*psychology
*Educational Status
Female
Humans
Learning
Male
Personal Narratives as Topic
Self Concept
Students/*statistics & numerical data
Teaching
dyslexia
higher education
inclusion
systematic review
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1076-9242 (Print)
1076-9242
SP  - 346-69
ST  - The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis
T2  - Dyslexia
TI  - The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis
VL  - 20
ID  - 204100
ER  - 


TY  - JOUR
AB  - It is well documented that the processing of social and emotional information is impaired in people with autism. Recent studies have shown that individuals, particularly those with high functioning autism, can learn to cope with common social situations if they are made to enact possible scenarios they may encounter in real life during therapy. The main aim of this work is to describe an interactive life-like facial display (FACE) and a supporting therapeutic protocol that will enable us to verify if the system can help children with autism to learn, identify, interpret, and use emotional information and extend these skills in a socially appropriate, flexible, and adaptive context. The therapeutic setup consists of a specially equipped room in which the subject, under the supervision of a therapist, can interact with FACE. The android display and associated control system has automatic facial tracking, expression recognition, and eye tracking. The treatment scheme is based on a series of therapist-guided sessions in which a patient communicates with FACE through an interactive console. Preliminary data regarding the exposure to FACE of two children are reported.
AD  - Interdepartmental Research Center E Piaggio, the Faculty of Engineering, University of Pisa, Italy. giovanni.pioggia@ing.unipi.it
AN  - 16425833
AU  - Pioggia, G.
AU  - Igliozzi, R.
AU  - Ferro, M.
AU  - Ahluwalia, A.
AU  - Muratori, F.
AU  - De Rossi, D.
DA  - Dec
DO  - 10.1109/tnsre.2005.856076
DP  - NLM
ET  - 2006/01/24
J2  - IEEE transactions on neural systems and rehabilitation engineering : a publication of the IEEE Engineering in Medicine and Biology Society
KW  - *Artificial Intelligence
Autistic Disorder/complications/psychology/*rehabilitation
Biomimetics/instrumentation/methods
Child
Equipment Design
Equipment Failure Analysis
*Expressed Emotion
*Facial Expression
Humans
Pilot Projects
Robotics/*instrumentation/methods
Social Behavior Disorders/etiology/psychology/*rehabilitation
Therapy, Computer-Assisted/*instrumentation/methods
*User-Computer Interface
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1534-4320 (Print)
1534-4320
SP  - 507-15
ST  - An android for enhancing social skills and emotion recognition in people with autism
T2  - IEEE Trans Neural Syst Rehabil Eng
TI  - An android for enhancing social skills and emotion recognition in people with autism
VL  - 13
ID  - 203958
ER  - 


TY  - JOUR
AB  - Using a novel, fully mobile virtual reality paradigm, we investigated the EEG correlates of spatial representations formed during unsupervised exploration. On day 1, subjects implicitly learned the location of 39 objects by exploring a room and popping bubbles that hid the objects. On day 2, they again popped bubbles in the same environment. In most cases, the objects hidden underneath the bubbles were in the same place as on day 1. However, a varying third of them were misplaced in each block. Subjects indicated their certainty that the object was in the same location as the day before. Compared with bubble pops revealing correctly placed objects, bubble pops revealing misplaced objects evoked a decreased negativity starting at 145 ms, with scalp topography consistent with generation in medial parietal cortex. There was also an increased negativity starting at 515 ms to misplaced objects, with scalp topography consistent with generation in inferior temporal cortex. Additionally, misplaced objects elicited an increase in frontal midline theta power. These findings suggest that the successive neurocognitive stages of processing allocentric space may include an initial template matching, integration of the object within its spatial cognitive map, and memory recall, analogous to the processing negativity N400 and theta that support verbal cognitive maps in humans.
AD  - Institute for Neural Computation, University of California, San Diego, La Jolla, California;
Interdepartmental Neuroscience Program, University of California, San Diego, La Jolla, California; and.
Interdepartmental Neuroscience Program, University of California, San Diego, La Jolla, California; and Departments of Radiology, Neurosciences, and Psychiatry, University of California, San Diego, La Jolla, California.
Institute for Neural Computation, University of California, San Diego, La Jolla, California; Interdepartmental Neuroscience Program, University of California, San Diego, La Jolla, California; and hpoizner@ucsd.edu.
AN  - 25376779
AU  - Plank, M.
AU  - Snider, J.
AU  - Kaestner, E.
AU  - Halgren, E.
AU  - Poizner, H.
DA  - Feb 1
DO  - 10.1152/jn.00114.2014
DP  - NLM
ET  - 2014/11/08
J2  - Journal of neurophysiology
KW  - Adult
Brain Mapping
Brain Waves
*Cognition
Exploratory Behavior
Female
Humans
Male
Parietal Lobe/*physiology
*Spatial Behavior
Temporal Lobe/*physiology
*User-Computer Interface
N400
cognitive map
event-related potential
frontal cortex
parietal cortex
processing negativity
spatial information
temporal cortex
theta
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0022-3077
SP  - 740-53
ST  - Neurocognitive stages of spatial cognitive mapping measured during free exploration of a large-scale virtual environment
T2  - J Neurophysiol
TI  - Neurocognitive stages of spatial cognitive mapping measured during free exploration of a large-scale virtual environment
VL  - 113
ID  - 204497
ER  - 


TY  - JOUR
AB  - BACKGROUND: Depression is the most common psychiatric disorder in adolescence, and is characterised by an inability to down-regulate negative emotional responses to stress. Adult studies suggest this may be associated with reduced functional connectivity between prefrontal and subcortical regions, yet the neurological mechanisms in adolescence remain unclear. METHODS: We developed a novel, age-appropriate, reappraisal paradigm to investigate functional connectivity during reappraisal of a real-life source of stress in 15 depressed and 15 non-depressed adolescents. During fMRI, participants i) attended to, and ii) implemented reappraisal techniques (learnt prior to fMRI) in response to, rejection. RESULTS: Reappraisal reduced negative mood and belief in negative thoughts in both groups alike, however during reappraisal (versus attend) trials, depressed adolescents showed greater connectivity between the right frontal pole and numerous subcortical and cortical regions than non-depressed adolescents. CONCLUSIONS: These findings tentatively suggest that, when instructed, depressed adolescents do have the ability to engage neural networks involved in emotion regulation, possibly because adolescence reflects a period of heightened plasticity. These data support the value of cognitive reappraisal as a treatment tool, identify neural markers that could be used to optimise current therapies, and lay the foundations for developing novel neuroscientific techniques for the treatment of adolescent depression.
AD  - Department of Experimental Psychology, University of Oxford, South Parks Road, OX1 3UD, UK; Department of Child and Adolescent Psychiatry, Ludwig-Maximilians University of Munich, Waltherstraße 23, 80337, Munich, Germany. Electronic address: belinda.platt@med.uni-muenchen.de.
Oxford Institute of Clinical Psychology Training, The Isis Education Centre, Roosevelt Drive, Warnford Hospital, Oxford, OX3 7JX, UK; Institute of Psychiatry, Kings College London, 16 De Crespigny Park, London, SE5 8AF, UK.
Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, OX3 7JX, UK.
Oxford Centre for Human Brain Activity, University of Oxford, Department of Psychiatry, Warneford Hospital, Oxford, OX3 7JX, UK.
Oxford Institute of Clinical Psychology Training, The Isis Education Centre, Roosevelt Drive, Warnford Hospital, Oxford, OX3 7JX, UK.
Department of Experimental Psychology, University of Oxford, South Parks Road, OX1 3UD, UK; Institute of Psychiatry, Kings College London, 16 De Crespigny Park, London, SE5 8AF, UK.
AN  - 25533974
AU  - Platt, B.
AU  - Campbell, C. A.
AU  - James, A. C.
AU  - Murphy, S. E.
AU  - Cooper, M. J.
AU  - Lau, J. Y.
DA  - Feb
DO  - 10.1016/j.jpsychires.2014.11.016
DP  - NLM
ET  - 2014/12/24
J2  - Journal of psychiatric research
KW  - Adolescent
*Affect
Brain/*physiopathology
Brain Mapping/methods
Case-Control Studies
*Cognition
Depressive Disorder, Major/*physiopathology/*psychology
Female
Humans
*Magnetic Resonance Imaging
Male
Peer Group
Rejection, Psychology
Brain imaging
Cognitive training
Developmental psychopathology
Emotion regulation
Mood disorder
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0022-3956
SP  - 73-80
ST  - Cognitive reappraisal of peer rejection in depressed versus non-depressed adolescents: functional connectivity differences
T2  - J Psychiatr Res
TI  - Cognitive reappraisal of peer rejection in depressed versus non-depressed adolescents: functional connectivity differences
VL  - 61
ID  - 204557
ER  - 


TY  - CHAP
A2  - Fisher, Marisa H.
AB  - Social interaction skills are critical indicators of positive life outcomes across multiple domains of functioning for adolescents diagnosed with an autism spectrum disorder (ASD). To date, intervention research has provided very few community-based social skills treatment options for service providers of adolescents with ASD. This chapter documents a case example of intervention development designed to address the gap in empirically supported social skills training programs for the aforementioned subgroup of adolescents with ASD while following recent guidelines from implementation science (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005) and contextually based ASD intervention development (Dingfelder & Mandell, 2011; Kasari & Smith, 2013). We describe an iterative process of contextually driven development of a social skills instruction program for adolescents with ASD in a public high school, which can serve as a model for the development of sustainable intervention. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Plavnick, Joshua B.
AN  - 2017-28758-004
AU  - Plavnick, Joshua B.
AU  - Ingersoll, Brooke
CY  - San Diego, CA
DB  - APA PsycInfo
DO  - 10.1016/bs.irrdd.2017.07.002
DP  - EBSCOhost
KW  - video-based group instruction
autism spectrum disorders
intervention development
social skills training
high school students
Program Development
Videotape Instruction
Intervention
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - Elsevier Academic Press
PY  - 2017
SN  - 2211-6095
978-0-12-811822-1
978-0-12-811823-8
SP  - 109-139
ST  - Video-based group instruction for adolescents with autism spectrum disorders: A case of intervention development
T2  - Identifying and addressing the social issues experienced by individuals with IDD.
T3  - International review of research in developmental disabilities; Vol 52; ISSN: 2211-6095 (Print)
TI  - Video-based group instruction for adolescents with autism spectrum disorders: A case of intervention development
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-28758-004&site=ehost-live&scope=site
plavnick@msu.edu
VL  - 52
ID  - 205059
ER  - 


TY  - JOUR
AB  - Despite decades of research, the anatomical abnormalities associated with developmental dyslexia are still not fully described. Studies have focused on between-group comparisons in which different neuroanatomical measures were generally explored in isolation, disregarding potential interactions between regions and measures. Here, for the first time a multivariate classification approach was used to investigate grey matter disruptions in children with dyslexia in a large (N = 236) multisite sample. A variety of cortical morphological features, including volumetric (volume, thickness and area) and geometric (folding index and mean curvature) measures were taken into account and generalizability of classification was assessed with both 10-fold and leave-one-out cross validation (LOOCV) techniques. Classification into control vs. dyslexic subjects achieved above chance accuracy (AUC = 0.66 and ACC = 0.65 in the case of 10-fold CV, and AUC = 0.65 and ACC = 0.64 using LOOCV) after principled feature selection. Features that discriminated between dyslexic and control children were exclusively situated in the left hemisphere including superior and middle temporal gyri, subparietal sulcus and prefrontal areas. They were related to geometric properties of the cortex, with generally higher mean curvature and a greater folding index characterizing the dyslexic group. Our results support the hypothesis that an atypical curvature pattern with extra folds in left hemispheric perisylvian regions characterizes dyslexia. Hum Brain Mapp 38:900-908, 2017. © 2016 Wiley Periodicals, Inc.
AD  - Institute of Radioelectronics, Warsaw University of Technology, Poland.
Imagilys SPRL, Brussels, Belgium.
Laboratoire de Sciences Cognitives et Psycholinguistique, Département d'Etudes Cognitives, Ecole Normale Supérieure, EHESS, CNRS, PSL Research University, Paris, France.
FPSE, University of Geneva, Geneva, Switzerland.
Cognitive Neuroimaging Unit, Gif sur Yvette, 91191 France; CEA, DSV, I2BM, Neurospin center, INSERM, Gif sur Yvette, 91191 France; University Paris 11, Orsay, France.
Department of Psychiatry, Psychotherapy, and Psychosomatics, Medical Faculty, RWTH Aachen, Germany.
SRH University of Applied Sciences for Health Gera GmbH, Gera, Germany.
Section Clinical and Cognitive Neurosciences, Department of Neurology, Medical Faculty, RWTH Aachen, Germany.
Research Centre Jülich, Institute of Neuroscience and Medicine (INM-1), Jülich, Germany.
Laboratory of Brain Imaging (LOBI), Neurobiology Center, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.
Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.
AN  - 27712002
AU  - Płoński, P.
AU  - Gradkowski, W.
AU  - Altarelli, I.
AU  - Monzalvo, K.
AU  - van Ermingen-Marbach, M.
AU  - Grande, M.
AU  - Heim, S.
AU  - Marchewka, A.
AU  - Bogorodzki, P.
AU  - Ramus, F.
AU  - Jednoróg, K.
C2  - Pmc6867128
DA  - Feb
DO  - 10.1002/hbm.23426
DP  - NLM
ET  - 2016/10/07
J2  - Human brain mapping
KW  - Adolescent
Algorithms
Area Under Curve
*Brain Mapping
Cerebral Cortex/diagnostic imaging/*pathology
Child
Databases, Factual
Dyslexia/diagnostic imaging/*pathology
Female
France
Functional Laterality
Germany
Humans
*Machine Learning
Magnetic Resonance Imaging
Male
Poland
*brain anatomy
*developmental dyslexia
*grey matter
*reading impairment
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1065-9471 (Print)
1065-9471
SP  - 900-908
ST  - Multi-parameter machine learning approach to the neuroanatomical basis of developmental dyslexia
T2  - Hum Brain Mapp
TI  - Multi-parameter machine learning approach to the neuroanatomical basis of developmental dyslexia
VL  - 38
ID  - 204223
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Findings on the influence of age and HIV on brain and cognition remain equivocal, particularly in aviremic subjects without other age or HIV-related comorbidities. We aimed to (a) examine the effect of HIV status and age on structural brain measurements and cognition, and (b) apply the machine learning technique to identify brain morphometric and cognitive features that are most discriminative between aviremic subjects with HIV on stable combination antiretroviral therapy (cART) and healthy controls. METHOD: Fifty-three HIV-seropositive patients and 62 healthy controls underwent neuropsychological testing (executive functions, attention, memory, learning, psychomotor speed, fluency) and volumetric MRI scans. Voxel-based morphometry, ANCOVAs, machine learning, and multivariate regression were conducted to determine the between group differences in terms of relationship of HIV status, age, and their interaction on neurocognitive and structural brain measures. RESULTS: Volume and gray matter (GM) thickness of the caudate, parahippocampus, insula, and inferior frontal gyrus were smaller in seropositive subjects in comparison with healthy controls (HC). They also performed worse in complex attention and cognitive fluency tasks. Support vector machine (SVM) analysis revealed that the best between-groups classification accuracy was obtained based on cognitive scores encompassing complex attention and psychomotor speed, as well as volumetric measures of white matter and total gray matter; third, fourth, and lateral ventricles; amygdala; caudate; and putamen. Both voxel-based morphometry (VBM) and regression analysis yielded that HIV and aging independently increase brain vulnerability and cognitive worsening. CONCLUSION: Patients with HIV on effective cART demonstrate smaller volumetric measures and worse cognitive functioning relative to seronegative individuals. There is no interaction between HIV infection and aging. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
AD  - The Faculty of Psychology, University of Warsaw.
Institute of Physiology and Pathology of Hearing.
The Central Hospital for Infectious Diseases.
Department of Psychiatry, Medical University of Warsaw.
Department of Neurology, The Institute of Psychiatry and Neurology.
Department of Pharmacology, The Institute of Psychiatry and Neurology.
The Department of Biomedical Engineering, New Jersey Institute of Technology.
The Cleveland Clinic.
The College of Medicine, Ohio State University.
AN  - 30688492
AU  - Pluta, A.
AU  - Wolak, T.
AU  - Sobańska, M.
AU  - Gawron, N.
AU  - Egbert, A. R.
AU  - Szymańska, B.
AU  - Horban, A.
AU  - Firląg-Burkacka, E.
AU  - Bieńkowski, P.
AU  - Sienkiewicz-Jarosz, H.
AU  - Ścińska-Bieńkowska, A.
AU  - Desowska, A.
AU  - Rusiniak, M.
AU  - Biswal, B. B.
AU  - Rao, S.
AU  - Bornstein, R.
AU  - Skarżyński, H.
AU  - Łojek, E.
DA  - Mar
DO  - 10.1037/neu0000504
DP  - NLM
ET  - 2019/01/29
J2  - Neuropsychology
KW  - Adult
Age Factors
Aged
Attention/physiology
Brain/*diagnostic imaging
Cognition/*physiology
Executive Function/*physiology
Gray Matter/diagnostic imaging
HIV Infections/*diagnostic imaging/psychology
Humans
Magnetic Resonance Imaging/methods
Male
Memory/physiology
Middle Aged
Neuropsychological Tests
Reaction Time/physiology
White Matter/diagnostic imaging
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0894-4105
SP  - 358-369
ST  - HIV and age underlie specific patterns of brain abnormalities and cognitive changes in high functioning patients
T2  - Neuropsychology
TI  - HIV and age underlie specific patterns of brain abnormalities and cognitive changes in high functioning patients
VL  - 33
ID  - 204482
ER  - 


TY  - JOUR
AB  - BACKGROUND: Autism is a lifelong neurodevelopmental difference and disability, yet there is limited research examining parenting in autistic mothers. OBJECTIVE: To explore autistic mothers' experience of the perinatal period and parenthood. This includes pregnancy, childbirth, the postpartum period, self-perception of parenting strengths and weaknesses, communication with professionals in relation to one's child, mental health difficulties and the social experience of motherhood. It also includes disclosing one's diagnosis of autism in parenting contexts. METHODS: We used a community-based participatory research model, and recruited an advisory panel, with whom we co-developed an anonymous, online survey for autistic mothers. The online survey was completed by autistic and non-autistic mothers, and we compared their responses using Chi-squared analysis. SAMPLE: Autistic mothers (n = 355), and non-autistic mothers (n = 132), each of whom had at least one autistic child, were included in our final analysis. RESULTS: There were differences in education, gender identity and age of mother at birth of first child. Autistic mothers were more likely to have experienced additional psychiatric conditions, including pre- or post-partum depression, and reported greater difficulties in areas such as multi-tasking, coping with domestic responsibilities and creating social opportunities for their child. They were also more likely to report feeling misunderstood by professionals, and reported greater anxiety, higher rates of selective mutism, and not knowing which details were appropriate to share with professionals. They were also more likely to find motherhood an isolating experience, to worry about others judging their parenting, or feel unable to turn to others for support in parenting. However, despite these challenges, autistic mothers were able to act in the best interest of their child, putting their child's needs first. CONCLUSIONS: Autistic mothers face unique challenges and the stigma associated with autism may further exacerbate communication difficulties. Greater understanding and acceptance amongst individuals who interact with autistic mothers is needed, and autistic mothers would benefit from additional and better-tailored support.
AD  - 1Autism Research Centre, Department of Psychiatry, Cambridge University, Douglas House, 18b Trumpington Road, Cambridge, CB2 8AH UK.
Autism Asperger Advocacy Australia (A4), Sydney, Australia.
AN  - 31911826
AU  - Pohl, A. L.
AU  - Crockford, S. K.
AU  - Blakemore, M.
AU  - Allison, C.
AU  - Baron-Cohen, S.
C2  - Pmc6945630
DO  - 10.1186/s13229-019-0304-2
DP  - NLM
ET  - 2020/01/09
J2  - Molecular autism
KW  - *Autism
*Motherhood
*Parenting
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SP  - 3
ST  - A comparative study of autistic and non-autistic women's experience of motherhood
T2  - Mol Autism
TI  - A comparative study of autistic and non-autistic women's experience of motherhood
VL  - 11
ID  - 204702
ER  - 


TY  - JOUR
AB  - Ill-structured problems, by definition, have multiple paths to a solution and are multifaceted making automated assessment and feedback a difficult challenge. Diagnostic reasoning about medical cases meet the criteria of ill-structured problem solving since there are multiple solution paths. The goal of this study was to develop an adaptive feedback mechanism that is capable of identifying and responding to novice physician misconceptions by mining the log trace data of user interactions in BioWorld, a computer-based learning environment designed to support medical students in regulating their own diagnostic reasoning. We applied a series of text pre-processing algorithms to extract the linguistic features that characterized symptoms identified by 30 medical students solving three endocrinology cases: diabetes mellitus (type 1), Pheochromocytoma, and Hyperthyroidism. A subgroup discovery mining algorithm was applied in two steps. First, rules were induced to predict an incorrect diagnosis submitted as the final solution for a case on the basis of symptoms highlighted by medical students as being pertinent, that were in fact not pertinent. Second, rules were induced to predict a distractor hypothesis (an incorrect hypothesis listed as the most probable) during the differential diagnosis process while solving the case. The rule set discovered through the subgroup discovery task was shown to predict both incorrect and distractor hypotheses set by novice physicians while solving the case. We discuss the implications in terms of developing an adaptive feedback mechanism that can detect physicians' misconceptions and errors during problem-solving as a means to deliver prompts and feedback that promote the acquisition of metacognitive monitoring and control skills.
AN  - EJ1170608
AU  - Poitras, Eric G.
AU  - Doleck, Tenzin
AU  - Lajoie, Susanne P.
DA  - 02/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Misconceptions
Physicians
Clinical Diagnosis
Problem Solving
Computer Assisted Instruction
Medical Students
Medical Education
Educational Technology
Prediction
Feedback (Response)
Prompting
Metacognition
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1042-1629
SP  - 129-145
ST  - Towards Detection of Learner Misconceptions in a Medical Learning Environment: A Subgroup Discovery Approach
T2  - Educational Technology Research and Development
TI  - Towards Detection of Learner Misconceptions in a Medical Learning Environment: A Subgroup Discovery Approach
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1170608&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s11423-017-9555-9
VL  - 66
ID  - 205390
ER  - 


TY  - JOUR
AB  - BACKGROUND: There is a need for more sensitive neuropsychological tests to detect subtle cognitive deficits emerging in the preclinical stage of Alzheimer's disease (AD). Associative memory is a cognitive function supported by the hippocampus and affected early in the process of AD. OBJECTIVE: We developed a short computerized face-name associative recognition test (FNART) and tested whether it would detect memory impairment in memory clinic patients with mild cognitive impairment (MCI) and subjective cognitive decline (SCD). METHODS: We recruited 61 elderly patients with either SCD (n = 32) or MCI (n = 29) and 28 healthy controls (HC) and compared performance on FNART, self-reported cognitive deterioration in different domains (ECog-39), and, in a reduced sample (n = 46), performance on the visual Paired Associates Learning of the CANTAB battery. RESULTS: A significant effect of group on FNART test performance in the total sample was found (p < 0.001). Planned contrasts indicated a significantly lower associative memory performance in the SCD (p = 0.001, d = 0.82) and MCI group (p < 0.001, d = 1.54), as compared to HCs, respectively. The CANTAB-PAL discriminated only between HC and MCI, possibly because of reduced statistical power. Adjusted for depression, performance on FNART was significantly related to ECog-39 Memory in SCD patients (p = 0.024) but not in MCI patients. CONCLUSIONS: Associative memory is substantially impaired in memory clinic patients with SCD and correlates specifically with memory complaints at this putative preclinical stage of AD. Further studies will need to examine the predictive validity of the FNART in SCD patients with regard to longitudinal (i.e., conversion to MCI/AD) and biomarker outcomes.
AD  - German Center for Neurodegenerative Diseases (DZNE), Bonn, Germany.
Department of Psychiatry, University of Bonn, Germany.
Department of Psychiatry, University of Cologne, Germany.
AN  - 28106560
AU  - Polcher, A.
AU  - Frommann, I.
AU  - Koppara, A.
AU  - Wolfsgruber, S.
AU  - Jessen, F.
AU  - Wagner, M.
DO  - 10.3233/jad-160637
DP  - NLM
ET  - 2017/01/21
J2  - Journal of Alzheimer's disease : JAD
KW  - Aged
*Association Learning
Cognition
Cognitive Dysfunction/*diagnosis/psychology
Cross-Sectional Studies
*Diagnosis, Computer-Assisted
*Facial Recognition
Female
Humans
Male
Mental Status and Dementia Tests
*Names
*Neuropsychological Tests
Perception
Reaction Time
Recognition, Psychology
Self Report
*Alzheimer’s disease
*associative memory
*cognition
*early detection
*hippocampus
*mild cognitive impairment
*recognition
*subjective cognitive decline
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1387-2877
SP  - 1185-1196
ST  - Face-Name Associative Recognition Deficits in Subjective Cognitive Decline and Mild Cognitive Impairment
T2  - J Alzheimers Dis
TI  - Face-Name Associative Recognition Deficits in Subjective Cognitive Decline and Mild Cognitive Impairment
VL  - 56
ID  - 204590
ER  - 


TY  - JOUR
AB  - The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. The introduction of the single overarching diagnostic category of specific learning disorder (SLD) could underemphasize interindividual clinical differences regarding intracategory cognitive functioning and learning proficiency, according to current models of multiple cognitive deficits at the basis of neurodevelopmental disorders. The characterization of specific cognitive profiles associated with an already manifest SLD could help identify possible early cognitive markers of SLD risk and distinct trajectories of atypical cognitive development leading to SLD. In this perspective, we applied a cluster analysis to identify groups of children with a Diagnostic and Statistical Manual-based diagnosis of SLD with similar cognitive profiles and to describe the association between clusters and SLD subtypes. A sample of 205 children with a diagnosis of SLD were enrolled. Cluster analyses (agglomerative hierarchical and nonhierarchical iterative clustering technique) were used successively on 10 core subtests of the Wechsler Intelligence Scale for Children-Fourth Edition. The 4-cluster solution was adopted, and external validation found differences in terms of SLD subtype frequencies and learning proficiency among clusters. Clinical implications of these findings are discussed, tracing directions for further studies.
AD  - 1 Child and Adolescent Neuropsychiatry Service, AUSL of Reggio Emilia, Italy.
2 Inter-Institutional Epidemiological Unit, AUSL of Reggio Emilia, Italy.
3 Arcispedale S. Maria Nuova, IRCCS, Reggio Emilia, Italy.
AN  - 27856603
AU  - Poletti, M.
AU  - Carretta, E.
AU  - Bonvicini, L.
AU  - Giorgi-Rossi, P.
DA  - Jan/Feb
DO  - 10.1177/0022219416678407
DP  - NLM
ET  - 2016/11/20
J2  - Journal of learning disabilities
KW  - Adolescent
Child
Cluster Analysis
Female
Humans
Male
Specific Learning Disorder/*classification/*physiopathology
*Wechsler Scales
*cluster analysis
*cognitive development
*multiple cognitive deficit model
*neurodevelopmental disorders
*specific learning disorder
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0022-2194
SP  - 32-42
ST  - Cognitive Clusters in Specific Learning Disorder
T2  - J Learn Disabil
TI  - Cognitive Clusters in Specific Learning Disorder
VL  - 51
ID  - 203836
ER  - 


TY  - JOUR
AB  - Background and Objectives: The aim of this exploratory study is to test whether social stories presented by a social robot have a greater effect than ones presented on a computer display in increasing the independency in expressing social abilities of children with autism spectrum disorders (ASD). Although much progress has been made in developing interventions to improve social skills of children with ASD, a number of unresolved problems still remain. Social robots received increased attention as assisting tools for improving social skills on children with ASD. Methods: Twenty children with ASD (age between 4 and 9 years old) were randomly allocated to three groups: control group (n = 7), computer-presented social stories (n = 6), and robot assisted therapy (n = 7). Results: Overall, our data indicate that using the social robot to implement social story intervention was more effective for improving the independency of expressing social abilities for the participants, than the computer screen. Limitations: Future studies should include a bigger sample size, more intervention sessions, and a follow-up session in order to see if the effect persists in time. Conclusions: The preliminary outcomes of this exploratory research provide empirical bases for further investigations regarding the effectiveness of robot assisted therapy in improving social skills for children with autism through future randomized clinical trials.
AN  - EJ1076389
AU  - Pop, Cristina A.
AU  - Simut, Ramona E.
AU  - Pintea, Sebastian
AU  - Saldien, Jelle
AU  - Rusu, Alina S.
AU  - Vanderfaeillie, Johan
AU  - David, Daniel O.
AU  - Lefeber, Dirk
AU  - Vanderborght, Bram
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Intervention
Story Telling
Children
Control Groups
Experimental Groups
Comparative Analysis
Social Development
Robotics
Program Effectiveness
Technology Uses in Education
Foreign Countries
Diagnostic Tests
Observation
Prompting
Interaction
Statistical Analysis
Effect Size
Romania
Autism Diagnostic Observation Schedule
Kruskal Wallis Test
Mann Whitney U Test
Romania
Autism Diagnostic Observation Schedule
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 0735-6331
SP  - 381-401
ST  - Social Robots vs. Computer Display: Does the Way Social Stories Are Delivered Make a Difference for Their Effectiveness on ASD Children?
T2  - Journal of Educational Computing Research
TI  - Social Robots vs. Computer Display: Does the Way Social Stories Are Delivered Make a Difference for Their Effectiveness on ASD Children?
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1076389&site=ehost-live&scope=site
http://dx.doi.org/10.2190/EC.49.3.f
VL  - 49
ID  - 205320
ER  - 


TY  - JOUR
AB  - This paper summarizes a veteran instructor's experience during a short, yet intensive mentorship within a Community of Practice (CoP) framework. As a member in a Participatory Action Research mentoring/coaching project, the educator gained new insights and knowledge about how to better serve first-year, entry-level, College 100 learners. Key insights cultivated via a peer coaching and mentoring process helped the educator develop specific instructional best practices better suited to the cognitive, constructivism online learning format designed for first-year learners. The most profound growth experiential learning take-away from the coaching and mentoring process was the understanding of and new skills applied that work best with the student population. Having veteran experience instructing advanced learners for a variety of institutions, the educator learned that instructional techniques cannot be applied uniformly when teaching in a first-year classroom compared to more advanced learners. In addition, the educator provides many of her best practices she uses in all her classrooms at many institutions she teaches for. She shares them with you in this book. Novice and veteran educators and trainers in any instructional environment will find useful teaching tools to benefit learners of all ages.
AN  - EJ1188365
AU  - Portugal, Lisa Marie
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mentors
Metacognition
Student Attrition
Academic Persistence
Online Courses
Educational Technology
Technology Uses in Education
Communities of Practice
College Freshmen
Peer Teaching
Coaching (Performance)
Skill Development
Teaching Methods
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 2159-0281
SP  - 133-155
ST  - Metacognitive Mentoring Framework Reduce Student Attrition in Online Education
T2  - Journal of Instructional Research
TI  - Metacognitive Mentoring Framework Reduce Student Attrition in Online Education
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1188365&site=ehost-live&scope=site
VL  - 7
ID  - 205269
ER  - 


TY  - JOUR
AB  - PURPOSE: Disorders in executive functions are common post stroke and play a critical role in predicting functional recovery. To establish best practice recommendations, it is necessary to appraise the evidence regarding specific executive function interventions post stroke. This systematic review aims to determine whether executive function intervention is more effective than no or alternative intervention in improving executive functions and functional abilities in the acute, subacute, and chronic stages post stroke. METHOD: A systematic review was performed up to January 2011 of MEDLINE, CINAHL, PsychINFO, OTseeker, and Cochrane databases. Eligible studies needed to include a cognitive intervention to remediate executive function impairments post stroke or to improve functional tasks compromised by these impairments. Methodological quality of randomized trials was rated by 2 authors. The level of evidence for each intervention, according to stage of recovery, was determined. RESULTS: Ten studies met inclusion criteria - 1 evaluating treatment in the subacute and 9 in the chronic stage. Limited evidence from the 1 study in the subacute stage (level 2b) and 9 studies (including 3 randomized controlled trials) in the chronic stage (level 2a) support using remedial (eg, computerized working memory training) and compensatory interventions (eg, problem-solving strategies, paging system) for improving executive functioning and, possibly, functional abilities. CONCLUSION: These findings suggest that persons with stroke may possibly benefit from specific executive function training and learn compensatory strategies to reduce the consequences of executive impairments. Further research is needed in acute and subacute stroke, when the impact of treatment is potentially great and where few studies have been undertaken.
AD  - School of Physical and Occupational Therapy, McGill University, Montréal, Québec, Canada.
AN  - 22436364
AU  - Poulin, V.
AU  - Korner-Bitensky, N.
AU  - Dawson, D. R.
AU  - Bherer, L.
DA  - Mar-Apr
DO  - 10.1310/tsr1902-158
DP  - NLM
ET  - 2012/03/23
J2  - Topics in stroke rehabilitation
KW  - Cognition/*physiology
Evidence-Based Medicine/*standards
Executive Function/*physiology
Humans
Memory, Short-Term/physiology
Stroke/*physiopathology
*Stroke Rehabilitation
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1074-9357 (Print)
1074-9357
SP  - 158-71
ST  - Efficacy of executive function interventions after stroke: a systematic review
T2  - Top Stroke Rehabil
TI  - Efficacy of executive function interventions after stroke: a systematic review
VL  - 19
ID  - 204196
ER  - 


TY  - JOUR
AB  - BACKGROUND: Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC. OBJECTIVE: This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting. METHODS: The study used a single-case, multiple-probe design across behaviors design. The participant was a 50-year old female with cognitive impairments following an acquired brain injury (ABI). As a part-time employee, she was systematically instructed on how to operate and routinely use selected applications (apps) on her iPod Touch to support three work-related skills: (a) recording/recalling the details of work assignments, (b) recording/recalling work-related meetings and conversations, and (c) recording/performing multi-step technology tasks. The experimental intervention was systematic instruction applied to ATC. The dependent measures were: (a) the use of ATC at work as measured by an ATC routine task analysis; and (b) recall of work-related tasks and information. RESULTS: Treatment effects were replicated across the three work-related skills and were maintained up to one year following the completion of intensive training across behaviors with periodic review (booster sessions). CONCLUSIONS: Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive impairments following ABI.
AD  - Center on Brain Injury Research & Training, Eugene, OR, USA.
George Mason University, Fairfax, VA, USA.
College of Education, University of Oregon, Eugene, OR, USA.
Seattle University, Seattle, WA, USA.
Acquired Brain Injury Program, Coastline Community College, Newport Beach, CA, USA.
AN  - 26518534
AU  - Powell, L. E.
AU  - Glang, A.
AU  - Pinkelman, S.
AU  - Albin, R.
AU  - Harwick, R.
AU  - Ettel, D.
AU  - Wild, M. R.
DO  - 10.3233/nre-151272
DP  - NLM
ET  - 2015/11/01
J2  - NeuroRehabilitation
KW  - Brain Injuries/complications/psychology/*rehabilitation
Cognition
Cognition Disorders/*etiology/psychology/*rehabilitation
*Employment
Female
Generalization, Psychological
Humans
Mental Recall
Middle Aged
Mobile Applications
Observer Variation
Rehabilitation, Vocational
*Self-Help Devices
Transfer, Psychology
Treatment Outcome
Employment
assistive technology
brain injury
cognitive support technology
errorless learning
generalization
systematic instruction
transfer of learning
vocational rehabilitation
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1053-8135
SP  - 437-47
ST  - Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study
T2  - NeuroRehabilitation
TI  - Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study
VL  - 37
ID  - 204126
ER  - 


TY  - JOUR
AB  - BACKGROUND: Many research participants are misinformed about research terms, procedures, and goals; however, no validated instruments exist to assess individual's comprehension of health-related research information. We propose research literacy as a concept that incorporates understanding about the purpose and nature of research. OBJECTIVES: We developed the Research and Knowledge Scale (RaKS) to measure research literacy in a culturally, literacy-sensitive manner. We describe its development and psychometric properties. RESEARCH DESIGN: Qualitative methods were used to assess perspectives of research participants and researchers. Literature and informed consent reviews were conducted to develop initial items. These data were used to develop initial domains and items of the RaKS, and expert panel reviews and cognitive pretesting were done to refine the scale. We conducted psychometric analyses to evaluate the scale. SUBJECTS: The cross-sectional survey was administered to a purposive community-based sample (n=430) using a Web-based data collection system and paper. MEASURES: We did classic theory testing on individual items and assessed test-retest reliability and Kuder-Richardson-20 for internal consistency. We conducted exploratory factor analysis and analysis of variance to assess differences in mean research literacy scores in sociodemographic subgroups. RESULTS: The RaKS is comprised of 16 items, with a Kuder-Richardson-20 estimate of 0.81 and test-retest reliability 0.84. There were differences in mean scale scores by race/ethnicity, age, education, income, and health literacy (all P<0.01). CONCLUSIONS: This study provides preliminary evidence for the reliability and validity of the RaKS. This scale can be used to measure research participants' understanding about health-related research processes and identify areas to improve informed decision-making about research participation.
AD  - Departments of *Quantitative Health Sciences and of Medicine, Division of Behavioral and Preventive Medicine †Quantitative Health Sciences, University of Massachusetts Medical School ‡Medicine, Division of Preventive and Behavioral Medicine, University of Massachusetts Medical School, Worcester, MA.
AN  - 27579914
AU  - Powell, L. R.
AU  - Ojukwu, E.
AU  - Person, S. D.
AU  - Allison, J.
AU  - Rosal, M. C.
AU  - Lemon, S. C.
C2  - Pmc5233643
C6  - Nihms805632
DA  - Feb
DO  - 10.1097/mlr.0000000000000629
DP  - NLM
ET  - 2016/09/01
J2  - Medical care
KW  - Adolescent
Adult
Age Factors
Aged
*Cognition
Confidentiality/legislation & jurisprudence/psychology
Cross-Sectional Studies
Decision Making
Female
Focus Groups
Humans
Informed Consent/legislation & jurisprudence/psychology
*Knowledge
Male
Middle Aged
Psychometrics
Reproducibility of Results
Research/legislation & jurisprudence/*organization & administration/standards
Research Subjects/*psychology
Risk Assessment
Sex Factors
Socioeconomic Factors
Surveys and Questionnaires
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0025-7079 (Print)
0025-7079
SP  - 117-124
ST  - Psychometric Development of the Research and Knowledge Scale
T2  - Med Care
TI  - Psychometric Development of the Research and Knowledge Scale
VL  - 55
ID  - 204634
ER  - 


TY  - JOUR
AB  - Action research approaches reflecting power sharing by academic and community researchers, full engagement of community partners across all study phases, and ongoing commitment to partnership and capacity building have been increasingly embraced, particularly in research affecting marginalized populations. Findings suggest action research approaches have value in promoting the relevance, effectiveness, and translation of research, including experimental and other rigorous quantitative study. A relatively small proportion of action research has focused on individuals with developmental disabilities, and most studies have been qualitative. Strategies to address four major challenges in quantitatively focused action research in developmental disabilities are discussed: establishing connections between academic and community researchers, building understanding and trust, involving community researchers in technical aspects of research, and providing accommodations for community researchers and research participants. Implications and future research needs are discussed.
AN  - EJ1132799
AU  - Powers, Laurie E.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Action Research
Participatory Research
School Community Relationship
Partnerships in Education
Capacity Building
Community Involvement
Leadership
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1540-7969
SP  - 42-52
ST  - Contributing Meaning to Research in Developmental Disabilities: Integrating Participatory Action and Methodological Rigor
T2  - Research and Practice for Persons with Severe Disabilities
TI  - Contributing Meaning to Research in Developmental Disabilities: Integrating Participatory Action and Methodological Rigor
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1132799&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1540796916686564
VL  - 42
ID  - 205133
ER  - 


TY  - JOUR
AB  - Facilitating the use of public transportation enhances opportunities for independent living and competitive, community-based employment for individuals with intellectual and developmental disabilities (IDD). Four young adults with IDD were taught through total-task chaining to use the Google Maps application, a self-prompting, visual navigation system, to take the bus to locations around a college campus and the community. Three of four participants learned to use Google Maps to independently navigate public transportation. Google Maps may be helpful in supporting independent travel, highlighting the importance of future research in teaching navigation skills. (1) Learning to independently use public transportation increases access to autonomous activities, such as opportunities to work and to attend postsecondary education programs on large college campuses. (2) Individuals with IDD can be taught through chaining procedures to use the Google Maps application to navigate public transportation. (3) Mobile map applications are an effective and functional modern tool that can be used to teach community navigation. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Fisher, Marisa H., Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, 620 Farm Lane, Erickson Hall 340, East Lansing, MI, US, 48824
AN  - 2017-51454-001
AU  - Price, Richard
AU  - Marsh, Abbie J.
AU  - Fisher, Marisa H.
DB  - APA PsycInfo
DO  - 10.1007/s40617-017-0202-z
DP  - EBSCOhost
KW  - Google maps
Navigation
Intellectual disability
Autism spectrum disorder
Community participation
public transportation
Computer Assisted Instruction
Developmental Disabilities
Wayfinding
Intellectual Development Disorder
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1998-1929
2196-8934
SP  - 46-50
ST  - Teaching young adults with intellectual and developmental disabilities community-based navigation skills to take public transportation
T2  - Behavior Analysis in Practice
TI  - Teaching young adults with intellectual and developmental disabilities community-based navigation skills to take public transportation
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-51454-001&site=ehost-live&scope=site
fishermh@msu.edu
VL  - 11
ID  - 205031
ER  - 


TY  - JOUR
AB  - Introduction: This study evaluated the effectiveness of a workshop and follow-up coaching sessions on the implementation of the system of least prompts procedure by classroom team members and explored whether this intervention resulted in personal hygiene skill acquisition by a male high school student with comorbid visual impairment and autism spectrum disorder. Methods: Implementation fidelity data were analyzed descriptively through visual analysis. A multiple baseline design across behaviors was utilized to evaluate the effectiveness of the system of least prompts procedure on student skill acquisition. Results: Implementation fidelity was high and increased over the course of the study: paraeducator 1: 93.9% (range, 70 to 100%); paraeducator 2: 78.2% (range, 11 to 90%); and special education teacher: 94.1% (range, 35 to 100%). In addition, the student's independent performance improved from baseline to intervention across each targeted skill, with Tau-U scores as follows: cleaning the augmentative and alternative communication device: 0.78; washing hands: 0.76; and brushing teeth: 0.92. Classroom team members found both the training procedures and the system of least promptsintervention to be of value and effective. Discussion: During intervention, classroom team members implemented the system of least prompts with fidelity and the student mastered each skill. These results are promising and add to the significantly limited literature on instructional interventions for students with comorbid visual impairment and autism spectrum disorder. Implications for practitioners: Classroom team members can effectively be taught to use the system of least prompts with students with comorbid visual impairment and autism spectrum disorder. Furthermore, the intervention might be used to increase independent functioning for students with these comorbid conditions
AN  - EJ1162926
AU  - Probst, Kristi M.
AU  - Walker, Virginia L.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Teaching Methods
Visual Impairments
High School Students
Autism
Pervasive Developmental Disorders
Prompting
Hygiene
Daily Living Skills
Program Implementation
Workshops
Coaching (Performance)
Males
Fidelity
Skill Development
Special Education Teachers
Paraprofessional School Personnel
Scores
Teamwork
Observation
Video Technology
Intervention
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 0145-482X
SP  - 511-525
ST  - Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder
T2  - Journal of Visual Impairment & Blindness
TI  - Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1162926&site=ehost-live&scope=site
VL  - 111
ID  - 205433
ER  - 


TY  - JOUR
AB  - The metalloproteinase ADAM10 is of importance for Notch-dependent cortical brain development. The protease is tightly linked with α-secretase activity toward the amyloid precursor protein (APP) substrate. Increasing ADAM10 activity is suggested as a therapy to prevent the production of the neurotoxic amyloid β (Aβ) peptide in Alzheimer's disease. To investigate the function of ADAM10 in postnatal brain, we generated Adam10 conditional knock-out (A10cKO) mice using a CaMKIIα-Cre deleter strain. The lack of ADAM10 protein expression was evident in the brain cortex leading to a reduced generation of sAPPα and increased levels of sAPPβ and endogenous Aβ peptides. The A10cKO mice are characterized by weight loss and increased mortality after weaning associated with seizures. Behavioral comparison of adult mice revealed that the loss of ADAM10 in the A10cKO mice resulted in decreased neuromotor abilities and reduced learning performance, which were associated with altered in vivo network activities in the hippocampal CA1 region and impaired synaptic function. Histological and ultrastructural analysis of ADAM10-depleted brain revealed astrogliosis, microglia activation, and impaired number and altered morphology of postsynaptic spine structures. A defect in spine morphology was further supported by a reduction of the expression of NMDA receptors subunit 2A and 2B. The reduced shedding of essential postsynaptic cell adhesion proteins such as N-Cadherin, Nectin-1, and APP may explain the postsynaptic defects and the impaired learning, altered network activity, and synaptic plasticity of the A10cKO mice. Our study reveals that ADAM10 is instrumental for synaptic and neuronal network function in the adult murine brain.
AD  - Institut für Biochemie, Christian-Albrechts-Universität zu Kiel, D-24098 Kiel, Germany.
AN  - 23926248
AU  - Prox, J.
AU  - Bernreuther, C.
AU  - Altmeppen, H.
AU  - Grendel, J.
AU  - Glatzel, M.
AU  - D'Hooge, R.
AU  - Stroobants, S.
AU  - Ahmed, T.
AU  - Balschun, D.
AU  - Willem, M.
AU  - Lammich, S.
AU  - Isbrandt, D.
AU  - Schweizer, M.
AU  - Horré, K.
AU  - De Strooper, B.
AU  - Saftig, P.
C2  - Pmc6619719
DA  - Aug 7
DO  - 10.1523/jneurosci.5910-12.2013
DP  - NLM
ET  - 2013/08/09
J2  - The Journal of neuroscience : the official journal of the Society for Neuroscience
KW  - ADAM Proteins/*deficiency
ADAM10 Protein
Amyloid Precursor Protein Secretases/*deficiency
Amyloid beta-Protein Precursor/metabolism
Animals
Animals, Newborn
Brain/pathology/*ultrastructure
Cadherins/metabolism
Calcium-Calmodulin-Dependent Protein Kinase Type 2/genetics
Cell Adhesion Molecules/metabolism
Dendritic Spines/metabolism/*pathology
Disease Models, Animal
Epilepsy/*genetics/*pathology
Gene Expression Regulation, Developmental/genetics
Gliosis/genetics
Learning Disabilities/genetics/*pathology
Membrane Proteins/*deficiency
Mice
Mice, Transgenic
Nectins
Receptors, N-Methyl-D-Aspartate/metabolism
Synapses/metabolism/*pathology/ultrastructure
LA  - eng
M1  - 32
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0270-6474 (Print)
0270-6474
SP  - 12915-28, 12928a
ST  - Postnatal disruption of the disintegrin/metalloproteinase ADAM10 in brain causes epileptic seizures, learning deficits, altered spine morphology, and defective synaptic functions
T2  - J Neurosci
TI  - Postnatal disruption of the disintegrin/metalloproteinase ADAM10 in brain causes epileptic seizures, learning deficits, altered spine morphology, and defective synaptic functions
VL  - 33
ID  - 204257
ER  - 


TY  - JOUR
AB  - It is the position of the Academy of Nutrition and Dietetics that nutrition services provided by registered dietitian nutritionists (RDNs) and nutrition and dietetics technicians, registered (NDTRs), who work under RDN supervision, are essential components of comprehensive care for adults with intellectual and developmental disabilities (IDD) and children and youth with special health care needs (CYSHCN). Nutrition services should be provided throughout life in a manner that is interdisciplinary, family-centered, community based, and culturally competent. Individuals with IDD and CYSHCN have many risk factors requiring nutrition interventions, including growth alterations (eg, failure to thrive, obesity, or growth retardation), metabolic disorders, poor feeding skills, drug-nutrient interactions, and sometimes partial or total dependence on enteral or parenteral nutrition. Furthermore, these individuals are also more likely to develop comorbid conditions, such as obesity or endocrine disorders that require nutrition interventions. Poor nutrition-related health habits, limited access to services, and long-term use of multiple medications are considered health risk factors. Timely and cost-effective nutrition interventions can promote health maintenance and reduce risk and cost of comorbidities and complications. Public policy for individuals with IDD and CYSHCN has evolved, resulting in a transition from institutional facilities and programs to community and independent living. The expansion of public access to technology and health information on the Internet challenges RDNs and NDTRs to provide accurate scientific information to this rapidly growing and evolving population. RDNs and NDTRs with expertise in this area are best prepared to provide appropriate nutrition information to promote wellness and improve quality of life.
AD  - University of Kansas Medical Center, Kansas City, KS.
Texas Scottish Rite Hospital for Children, Dallas, TX.
AN  - 25819518
AU  - Ptomey, L. T.
AU  - Wittenbrook, W.
DA  - Apr
DO  - 10.1016/j.jand.2015.02.002
DP  - NLM
ET  - 2015/03/31
J2  - Journal of the Academy of Nutrition and Dietetics
KW  - *Academies and Institutes
Adolescent
Adult
Child
Child, Preschool
Chronic Disease
Deglutition Disorders/diet therapy
Developmental Disabilities/*diet therapy
*Dietetics
Enteral Nutrition
Humans
Infant
Infant, Newborn
Intellectual Disability/*diet therapy
*Nutrition Policy
Nutrition Therapy
*Nutritional Sciences
Parenteral Nutrition
Public Policy
Quality of Life
Risk Factors
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 2212-2672 (Print)
2212-2672
SP  - 593-608
ST  - Position of the Academy of Nutrition and Dietetics: nutrition services for individuals with intellectual and developmental disabilities and special health care needs
T2  - J Acad Nutr Diet
TI  - Position of the Academy of Nutrition and Dietetics: nutrition services for individuals with intellectual and developmental disabilities and special health care needs
VL  - 115
ID  - 204014
ER  - 


TY  - JOUR
AB  - BACKGROUND: Effective early intervention to prevent oppositional/conduct disorders requires early identification of children at risk. Patterns of parent-child interaction may predict oppositional/conduct disorders but large community-based prospective studies are needed to evaluate this possibility. METHODS: We sought to examine whether the Mellow Parenting Observational System (MPOS) used to assess parent-infant interactions at one year was associated with psychopathology at age 7. The MPOS assesses positive and negative interactions between parent and child. It examines six dimensions: anticipation of child's needs, responsiveness, autonomy, cooperation, containment of child distress, and control/conflict; these are summed to produce measures of total positive and negative interactions. We examined videos from the Avon Longitudinal Study of Parents and Children (ALSPAC) sub-cohort who attended the 'Children in Focus' clinic at one year of age. Our sample comprised 180 videos of parent-infant interaction: 60 from infants who received a psychiatric diagnostic categorisation at seven years and 120 randomly selected controls who were group-matched on sex. RESULTS: A negative association between positive interactions and oppositional/conduct disorders was found. With the exception of pervasive developmental disorders (autism), an increase of one positive interaction per minute predicted a 15% (95% CI: 4% to 26%) reduction in the odds of the infant being case diagnosed. There was no statistically significant relationship between negative parenting interactions and oppositional/conduct disorders, although negative interactions were rarely observed in this setting. CONCLUSIONS: The Mellow Parenting Observation System, specifically low scores for positive parenting interactions (such as Responsiveness which encompasses parental warmth towards the infant), predicted later psychiatric diagnostic categorisation of oppositional/conduct disorders.
AD  - Robertson Centre for Biostatistics, University of Glasgow, Boyd Orr Building, Glasgow, Scotland G12 8QQ, UK. alex.mcconnachie@glasgow.ac.uk.
AN  - 25193601
AU  - Puckering, C.
AU  - Allely, C. S.
AU  - Doolin, O.
AU  - Purves, D.
AU  - McConnachie, A.
AU  - Johnson, P. C.
AU  - Marwick, H.
AU  - Heron, J.
AU  - Golding, J.
AU  - Gillberg, C.
AU  - Wilson, P.
C2  - Pmc4177234
DA  - Sep 6
DO  - 10.1186/1471-2431-14-223
DP  - NLM
ET  - 2014/09/07
J2  - BMC pediatrics
KW  - Anxiety
Attention Deficit and Disruptive Behavior Disorders/*diagnosis
Case-Control Studies
Child
Conduct Disorder/*diagnosis
Educational Status
Female
Humans
Infant
Infant Behavior
Maternal Age
*Parent-Child Relations
*Parenting
Social Support
United Kingdom/epidemiology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1471-2431
SP  - 223
ST  - Association between parent-infant interactions in infancy and disruptive behaviour disorders at age seven: a nested, case-control ALSPAC study
T2  - BMC Pediatr
TI  - Association between parent-infant interactions in infancy and disruptive behaviour disorders at age seven: a nested, case-control ALSPAC study
VL  - 14
ID  - 204707
ER  - 


TY  - JOUR
AB  - The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self‐confidence of students with learning difficulties. An in‐depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self‐regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers’ diaries and students’ interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AN  - 2017-04698-006
AU  - Pui, Winnie Sin Wai
DB  - APA PsycInfo
DO  - 10.1111/1467-9604.12141
DP  - EBSCOhost
KW  - students with learning difficulties
individual needs
group needs
self‐regulated learning strategies
special educational curriculum design
Curriculum Development
Learning Disabilities
Learning Strategies
Self-Regulated Learning
Special Needs
Special Education Students
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 0268-2141
1467-9604
SP  - 329-346
ST  - Differentiated curriculum design: Responding to the individual and group needs of students with learning difficulties with self‐regulated learning strategies
T2  - Support for Learning
TI  - Differentiated curriculum design: Responding to the individual and group needs of students with learning difficulties with self‐regulated learning strategies
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-04698-006&site=ehost-live&scope=site
VL  - 31
ID  - 204912
ER  - 


TY  - JOUR
AB  - The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self-confidence of students with learning difficulties. An in-depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self-regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers' diaries and students' interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.
AN  - EJ1128131
AU  - Pui, Winnie Sin Wai
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Foreign Countries
Individualized Instruction
Curriculum Design
Student Needs
Learning Disabilities
Special Education
High School Students
Academic Achievement
Learning Strategies
Self Esteem
Lesson Plans
Case Studies
Special Schools
Mixed Methods Research
Participatory Research
Action Research
Program Implementation
Observation
Video Technology
Diaries
Interviews
Teacher Attitudes
Student Attitudes
Values
Skill Development
Hong Kong
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 0268-2141
SP  - 329-346
ST  - Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self-Regulated Learning Strategies
T2  - Support for Learning
TI  - Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self-Regulated Learning Strategies
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1128131&site=ehost-live&scope=site
http://dx.doi.org/10.1111/1467-9604.12141
VL  - 31
ID  - 205153
ER  - 


TY  - JOUR
AB  - STUDY QUESTION: Do children born after assisted reproductive techniques (ART; IVF/ICSI) display more mental health issues or social and cognitive developmental problems at 7-8 years than naturally conceived (NC) controls, and does child gender play a role? SUMMARY ANSWER: ART children do not differ with regard to mental health or social and cognitive developmental problems when compared with controls, but some gender-specific differences do exist. WHAT IS KNOWN ALREADY: Systematic reviews have not found any evidence of delays in neurocognitive or sensorimotor development in ART children. However findings on the effect of the type of ART treatment (IVF versus ICSI) on the offspring's physical and mental development have not been uniform. Knowledge of the role of child gender in ART research is scarce. STUDY DESIGN, SIZE, DURATION: This prospective follow-up study compares mental health and social and cognitive developmental problems between 7-8-year-old ART and NC children, controlling for the father's age, length of the parents' partnership, mother's parity, child's gestational age, and the need of neonatal intensive care unit (NICU). Further, within the ART group, we analysed whether the treatment type (IVF versus ICSI) and the child's gender are associated with the mental health and developmental outcomes. PARTICIPANTS/MATERIALS, SETTING, METHODS: In this study, 255 singleton ART children (IVF and ICSI) were compared with 278 NC children on parent-reported internalizing and externalizing symptoms, and social (social skills and peer relations) and cognitive development (executive functioning, perception, memory, and language). Within the ART group, 164 IVF and 76 ICSI children were compared on the same outcomes. Statistics included analyses of covariates (ANCOVA) with group main effects, group and gender interaction effects, and Bonferroni post hoc tests. MAIN RESULTS AND THE ROLE OF CHANCE: ART and NC children did not differ generally in terms of their internalizing and externalizing symptoms or in the number of social and cognitive developmental problems (Group main effects, P > 0.05), but gender-specific group differences existed. The ART boys showed lower levels of cognitive problems than the NC boys, whereas ART girls showed higher levels of cognitive problems than the NC girls (Group × Gender-interaction effects with Bonferroni post hoc tests on mother-reports, P < 0.01). Further, unlike in the NC group, where boys showed more externalizing symptoms and social and cognitive developmental problems than girls (Group × Gender-interaction effects with Bonferroni post hoc tests for both parents' reports, P < 0.05), gender differences were not found in the ART group. Within the ART group, IVF and ICSI children did not differ in terms of mental health or developmental outcomes, and no significant gender differences emerged. LIMITATIONS, REASONS FOR CAUTION: The information on children's mental health and development was based on parental reports only. The dropout rate between the child's first year and the school age assessments was very high for fathers (57.4%) and substantial for mothers (30.1%), and the participating group was biased for older age of both parents and for better education of the fathers. WIDER IMPLICATIONS OF THE FINDINGS: The findings indicate the importance of considering child gender in learning about multiple developmental outcomes among children born after ART. STUDY FUNDING/COMPETING INTERESTS: This study was supported by the Academy of Finland (#11232276), the Emil Aaltonen Foundation, The Family Federation of Finland, Helsinki University Central Hospital Research Funds, and the National Graduate School of Psychology. None of authors has any competing interests to declare.
AD  - School of Social Sciences and Humanities, Department of Psychology, University of Tampere, Tampere, Finland raija-leena.punamaki@uta.fi.
Department of Obstetrics and Gynaecology, Helsinki University Central Hospital, Helsinki, Finland University of Helsinki, Helsinki, Finland.
School of Social Sciences and Humanities, Department of Psychology, University of Tampere, Tampere, Finland.
Department of Obstetrics and Gynaecology, Helsinki University Central Hospital, Helsinki, Finland.
AN  - 26516205
AU  - Punamäki, R. L.
AU  - Tiitinen, A.
AU  - Lindblom, J.
AU  - Unkila-Kallio, L.
AU  - Flykt, M.
AU  - Vänskä, M.
AU  - Poikkeus, P.
AU  - Tulppala, M.
DA  - Jan
DO  - 10.1093/humrep/dev273
DP  - NLM
ET  - 2015/10/31
J2  - Human reproduction (Oxford, England)
KW  - Child
Child Behavior Disorders/epidemiology/*etiology
Child Development/*physiology
Developmental Disabilities/epidemiology/*etiology
Female
Fertilization in Vitro/*adverse effects/statistics & numerical data
Finland/epidemiology
Follow-Up Studies
Humans
Male
Sex Factors
Social Behavior
Sperm Injections, Intracytoplasmic/adverse effects/statistics & numerical data
Art
Icsi
Ivf
cognitive development
mental health
school-age children
social development
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0268-1161
SP  - 100-7
ST  - Mental health and developmental outcomes for children born after ART: a comparative prospective study on child gender and treatment type
T2  - Hum Reprod
TI  - Mental health and developmental outcomes for children born after ART: a comparative prospective study on child gender and treatment type
VL  - 31
ID  - 204109
ER  - 


TY  - JOUR
AB  - This study evaluated the acquisition of use of an iPhone 4 by adults with moderate intellectual disability to take and send video captions of their location when lost in the community. A multiple probe across participants design was used to evaluate the effectiveness of the intervention which used video modeling, picture prompts, and instructor prompts. Results indicate that the three participants learned to follow a sequence of steps for operating the iPhone 4 with video captioning and to use the skill across three unfamiliar community settings.
AN  - EJ1016480
AU  - Purrazzella, Kaitlin
AU  - Mechling, Linda C.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Telecommunications
Handheld Devices
Video Technology
Moderate Mental Retardation
Intervention
Modeling (Psychology)
Prompting
Instructional Effectiveness
Young Adults
Safety Education
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 2154-1647
SP  - 179-189
ST  - Use of an iPhone 4 with Video Features to Assist Location of Students with Moderate Intellectual Disability When Lost in Community Settings
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Use of an iPhone 4 with Video Features to Assist Location of Students with Moderate Intellectual Disability When Lost in Community Settings
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1016480&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/679/Use-of-an-iPhone-4-with-Video-Features-to-Assist-Location-of-Students-with-Moderate-Intellectual-Disability-When-Lost-in-Community-Settings.aspx
VL  - 48
ID  - 205401
ER  - 


TY  - JOUR
AB  - The ability to navigate new environments has a significant impact on the daily life and independence of people with learning difficulties. The aims of this study were to investigate the development of route learning in Down syndrome (N = 50), Williams syndrome (N = 19), and typically developing children between 5 and 11 years old (N = 108); to investigate use of landmarks; and to relate cognitive functions to route-learning ability in these groups. Overall, measures of attention and long-term memory were strongly associated with route learning, even once non-verbal ability was controlled for. All of the groups, including 5- to 6-year-old TD children, demonstrated the ability to make use of all landmark types to aid route learning; those near junctions, those further from junctions, and also distant landmarks (e.g. church spire, radio mast). Individuals with WS performed better than a matched subset of TD children on more difficult routes; we suggest that this is supported by relatively strong visual feature recognition in the disorder. Participants with DS who had relatively high levels of non-verbal ability performed at a similar level to TD participants.
AD  - School of Psychology, University of Nottingham, UK.
Department of Psychology and Human Development, Institute of Education, University of London, UK.
Laboratoire PSITEC (EA 4072), UDL3, Université Lille Nord de France, France.
Laboratoire PSY-NCA (EA 4306), Université de Rouen, France.
Department of Psychology, University of Sheffield, UK.
AN  - 25284087
AU  - Purser, H. R.
AU  - Farran, E. K.
AU  - Courbois, Y.
AU  - Lemahieu, A.
AU  - Sockeel, P.
AU  - Mellier, D.
AU  - Blades, M.
DA  - Jul
DO  - 10.1111/desc.12236
DP  - NLM
ET  - 2014/10/07
J2  - Developmental science
KW  - Adolescent
Adult
Child
Child, Preschool
Cognition Disorders/diagnosis/*etiology
Down Syndrome/*complications
Female
Humans
Learning Disabilities/diagnosis/*etiology
Male
Maze Learning
Neuropsychological Tests
*User-Computer Interface
Williams Syndrome/*complications
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1363-755x
SP  - 599-613
ST  - The development of route learning in Down syndrome, Williams syndrome and typical development: investigations with virtual environments
T2  - Dev Sci
TI  - The development of route learning in Down syndrome, Williams syndrome and typical development: investigations with virtual environments
VL  - 18
ID  - 204068
ER  - 


TY  - JOUR
AB  - In this action-research study, a third-grade teacher explores the impact of student blogs on the quality of their mathematical discussions. The teacher introduced math blogs to facilitate a productive online discussion focused on multistep story problems. (Contains 2 figures.)
AN  - EJ783802
AU  - Pyon, Shirley M.
DA  - 02/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Grade 3
Elementary School Mathematics
Mathematics Instruction
Computer Mediated Communication
Word Problems (Mathematics)
Educational Technology
Computer Uses in Education
Thinking Skills
Discussion (Teaching Technique)
Metacognition
Mathematical Logic
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1073-5836
SP  - 331-335
ST  - Why Math Blogs?
T2  - Teaching Children Mathematics
TI  - Why Math Blogs?
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ783802&site=ehost-live&scope=site
http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-02-331a&from=B
VL  - 14
ID  - 205453
ER  - 


TY  - JOUR
AB  - Background: Although autism spectrum disorder (ASD) can currently be diagnosed at the age of 2 years, age at ASD diagnosis is still 40 months or even later. In order to early screening for ASD with more objective method, behavioral videos were used in a number of studies in recent years. Method: The still-face paradigm (SFP) was adopted to measure the frequency and duration of non-social smiling, protest behavior, eye contact, social smiling, and active social engagement in high-risk ASD group (HR) and typical development group (TD) (HR: n = 45; TD: n = 43). The HR group was follow-up until they were 2 years old to confirm final diagnosis. Machine learning methods were used to establish models for early screening of ASD. Results: During the face-to-face interaction (FF) episode of the SFP, there were statistically significant differences in the duration and frequency of eye contact, social smiling, and active social engagement between the two groups. During the still-face (SF) episode, there were statistically significant differences in the duration and frequency of eye contact and active social engagement between the two groups. The 45 children in the HR group were reclassified into two groups after follow-up: five children in the N-ASD group who were not meet the criterion of ASD and 40 children in the ASD group. The results showed that the accuracy of Support Vector Machine (SVM) classification was 83.35% for the SF episode. Conclusion: The use of the social behavior indicator of the SFP for a child with HR before 2 years old can effectively predict the clinical diagnosis of the child at the age of 2 years. The screening model constructed using SVM based on the SF episode of the SFP was the best. This also proves that the SFP has certain value in high-risk autism spectrum disorder screening. In addition, because of its convenient, it can provide a self-screening mode for use at home. Trial registration: Chinese Clinical Trial Registry, ChiCTR-OPC-17011995.
AD  - Nanjing Brain Hospital Affiliated to Nanjing Medical University, Nanjing, China.
School of Biological Science & Medical Engineering, Southeast University, Nanjing, China.
College of Telecommunications & Information Engineering, Nanjing University of Posts and Telecommunications, Nanjing, China.
Wuxi Children's Hospital, Wuxi, China.
AN  - 32582594
AU  - Qiu, N.
AU  - Tang, C.
AU  - Zhai, M.
AU  - Huang, W.
AU  - Weng, J.
AU  - Li, C.
AU  - Xiao, X.
AU  - Fu, J.
AU  - Zhang, L.
AU  - Xiao, T.
AU  - Fang, H.
AU  - Ke, X.
C2  - Pmc7290044
DO  - 10.3389/fped.2020.00290
DP  - NLM
ET  - 2020/06/26
J2  - Frontiers in pediatrics
KW  - high-risk autism spectrum disorder
machine learning
model for early screening
social behavior
the Still-Face Paradigm
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2296-2360 (Print)
2296-2360
SP  - 290
ST  - Application of the Still-Face Paradigm in Early Screening for High-Risk Autism Spectrum Disorder in Infants and Toddlers
T2  - Front Pediatr
TI  - Application of the Still-Face Paradigm in Early Screening for High-Risk Autism Spectrum Disorder in Infants and Toddlers
VL  - 8
ID  - 204761
ER  - 


TY  - JOUR
AB  - The Autistic Spectrum Disorder is a cognitive disorder that affects the cognitive and motor skills; due that, users cannot perform digital and fine motor tasks. It is necessary to create software applications that adapt to the abilities of these users. In recent years has been an increase in the research of the use of technology to support autistic users to develop their communication skills and to improve learning. However, the applications' usability for disable users is not assessed objectively as the existing models do not consider interaction operators for disable users. This article focuses on identifying the operations that can easily be performed by autistic users following the metrics of KML-GOMS, TLM and FLM. In addition, users of typical development were included in order to do a comparison between both types of users. The experiment was carried out using four applications designed for autistic users. Participants were subjects divided in two groups: level 1 and level 2 autistic users, and a group of users of typical development. During the experimentation, users performed a use case for each application; the time needed to perform each task was measured. Results show that the easiest operations for autistic users are K (Keystroke), D (Drag), Initial Act (I) and Tapping (T).
AD  - Facultad de Ciencias Químicas e Ingeniería, Universidad Autónoma de Baja California, Calzada Universidad 14418, Parque Industrial Internacional Tijuana, 22390, Tijuana, B.C., Mexico. quezada.maria@uabc.edu.mx.
Facultad de Ciencias Químicas e Ingeniería, Universidad Autónoma de Baja California, Calzada Universidad 14418, Parque Industrial Internacional Tijuana, 22390, Tijuana, B.C., Mexico.
Computing and Systems Department, Technological Institute of Tijuana, Tijuana, B.C., Mexico.
AN  - 29032428
AU  - Quezada, A.
AU  - Juárez-Ramírez, R.
AU  - Jiménez, S.
AU  - Noriega, A. R.
AU  - Inzunza, S.
AU  - Garza, A. A.
DA  - Oct 14
DO  - 10.1007/s10916-017-0827-z
DP  - NLM
ET  - 2017/10/17
J2  - Journal of medical systems
KW  - Autistic Disorder/*epidemiology
Child
Child, Preschool
Communication
Emotions
Female
Humans
Interpersonal Relations
Language Development
Male
Severity of Illness Index
*Software Design
Time Factors
*Touch
*User-Computer Interface
Autism spectrum disorder
Flm
Klm-goms
Tlm
Usability
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0148-5598
SP  - 184
ST  - Usability Operations on Touch Mobile Devices for Users with Autism
T2  - J Med Syst
TI  - Usability Operations on Touch Mobile Devices for Users with Autism
VL  - 41
ID  - 203904
ER  - 


TY  - JOUR
AB  - AIMS: To estimate the association between implementation of a community-based multi-component intervention (Drink Less Enjoy More) and sales of alcohol to pseudo-intoxicated patrons and nightlife patron awareness of associated legislation. DESIGN: Cross-sectional pre-intervention and follow-up measurements, including alcohol test purchases (using pseudo-intoxicated patrons) in licensed premises (stratified random sample; 2013, 2015) and a survey with nightlife patrons (convenience sample; 2014, 2015). SETTING: One UK municipality with a large night-time economy. PARTICIPANTS: Licensed premises (pre = 73; follow-up = 100); nightlife patrons (pre = 214; follow-up = 202). INTERVENTION: The Drink Less Enjoy More intervention included three interacting components: community mobilization and awareness-raising; responsible bar server training; and active law enforcement of existing legislation prohibiting sales of alcohol to, and purchasing of alcohol for, a person who appears to be alcohol intoxicated: 'intoxicated', herein for economy. MEASUREMENTS: The primary outcomes were alcohol service refusal to pseudo-intoxicated patrons and nightlife patron knowledge of alcohol legislation (illegal to sell alcohol to, and purchase alcohol for, intoxicated people), adjusted for potential confounders including characteristics of the area, venue, test purchase and nightlife patron. FINDINGS: Pre-intervention, 16.4% of alcohol sales were refused, compared with 74.0% at follow-up (P < 0.001). In adjusted analyses, the odds of service refusal were higher at follow-up [adjusted odds ratio (aOR) = 14.63, P < 0.001]. Service refusal was also associated with server gender and patron drunkenness within the venue. Among drinkers, accurate awareness of alcohol legislation was higher at follow-up (sales: pre = 44.5%; follow-up = 66.0%; P < 0.001/purchase: pre = 32.5%; follow-up = 56.0%; P < 0.001). In adjusted analyses, knowledge of legislation was higher at follow-up (sales: aOR = 2.73, P < 0.001; purchasing: aOR = 2.73, P < 0.001). Knowledge of legislation was also associated with participant age (purchasing) and expectations of intoxication (sales). CONCLUSION: A community-based multi-component intervention concerning alcohol sales legislation in the United Kingdom (UK) was associated with a reduction in sales of alcohol to pseudo-intoxicated patrons in on-licensed premises in a UK nightlife setting and an improvement in nightlife patron awareness of associated legislation.
AD  - Public Health Institute, Liverpool John Moores University, Liverpool, UK.
Policy Research and International Development Directorate, Public Health Wales, Cardiff, UK.
School of Healthcare Sciences, Bangor University, Bangor, UK.
Public Health Department, Liverpool City Council, Liverpool, UK.
AN  - 29575369
AU  - Quigg, Z.
AU  - Hughes, K.
AU  - Butler, N.
AU  - Ford, K.
AU  - Canning, I.
AU  - Bellis, M. A.
DA  - Aug
DO  - 10.1111/add.14223
DP  - NLM
ET  - 2018/03/27
J2  - Addiction (Abingdon, England)
KW  - Alcohol Drinking
Alcoholic Beverages/*legislation & jurisprudence
Alcoholic Intoxication
Awareness
Commerce/*legislation & jurisprudence
Community Participation
Female
Humans
Law Enforcement
Male
United Kingdom
Young Adult
*Alcohol
*community
*intervention
*intoxication
*legislation
*nightlife
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0965-2140
SP  - 1420-1429
ST  - Drink Less Enjoy More: effects of a multi-component intervention on improving adherence to, and knowledge of, alcohol legislation in a UK nightlife setting
T2  - Addiction
TI  - Drink Less Enjoy More: effects of a multi-component intervention on improving adherence to, and knowledge of, alcohol legislation in a UK nightlife setting
VL  - 113
ID  - 204407
ER  - 


TY  - JOUR
AB  - Physiology is commonly taught through direct experience and observation of scientific phenomena in "hands-on" practical laboratory classes. The value of such classes is limited by students' lack of understanding of the underlying theoretical concepts and their lack of confidence with the experimental techniques. In our experience, students follow experimental steps as if following a recipe, without giving thought to the underlying theory and the relationship between the experimental procedure and the research hypotheses. To address this issue, and to enhance student learning, we developed an online virtual experiment for students to complete before an inquiry-based practical. The virtual experiment and "live" practical laboratory were an investigation of how autonomic nerves control contractions in the isolated rabbit ileum. We hypothesized that the virtual experiment would support students' understanding of the physiological concepts, as well as the experimental design associated with the practical. Anonymous survey data and usage analytics showed that most students engaged with the virtual experiment. Students thought that it helped them to understand the practical physiological concepts and experimental design, with self-reported time spent on the virtual experiment (and not on lectures or practical class notes) a significant predictor of their understanding. This novel finding provides evidence that virtual experiments can contribute to students' research skills development. Our results indicate that self-paced online virtual experiments are an effective way to enhance student understanding of physiological concepts and experimental processes, allowing for a more realistic experience of the scientific method and a more effective use of time in practical classes.
AD  - Department of Physiology and Biomedicine Discovery Institute, Monash University, Clayton, Victoria, Australia.
AN  - 31553643
AU  - Quiroga, M. D. M.
AU  - Choate, J. K.
DA  - Dec 1
DO  - 10.1152/advan.00050.2019
DP  - NLM
ET  - 2019/09/26
J2  - Advances in physiology education
KW  - Animals
*Comprehension
Gastrointestinal Tract/physiology
Humans
Muscle, Smooth/*physiology
Physiology/*education
Rabbits
*Students
*Virtual Reality
computer-based simulation
gut physiology
online simulation
virtual experiment, virtual laboratory
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1043-4046
SP  - 495-503
ST  - A virtual experiment improved students' understanding of physiological experimental processes ahead of a live inquiry-based practical class
T2  - Adv Physiol Educ
TI  - A virtual experiment improved students' understanding of physiological experimental processes ahead of a live inquiry-based practical class
VL  - 43
ID  - 204186
ER  - 


TY  - JOUR
AB  - It is not known whether computerized cognitive assessments, like the CogState battery, are sensitive to preclinical cognitive changes or pathology in people at risk for Alzheimer's disease(AD). In 469 late middle-aged participants from the Wisconsin Registry for Alzheimer's Prevention(mean age 63.8±7 years at testing; 67% female; 39% APOE4+), we examined relationships between a CogState abbreviated battery(CAB) of seven tests and demographic characteristics, traditional paper-based neuropsychological tests as well as a composite cognitive impairment index, cognitive impairment status(determined by consensus review), and biomarkers for amyloid and tau(CSF phosphorylated-tau/Aβ42 and global PET-PiB burden) and neural injury(CSF neurofilament light protein). CSF and PET-PiB were collected in n = 71 and n = 91 participants, respectively, approximately four years prior to CAB testing. For comparison, we examined three traditional tests of delayed memory in parallel. Similar to studies in older samples, the CAB was less influenced by demographic factors than traditional tests. CAB tests were generally correlated with most paper-based cognitive tests examined and mapped onto the same cognitive domains. Greater composite cognitive impairment index was associated with worse performance on all CAB tests. Cognitively impaired participants performed significantly worse compared to normal controls on all but one CAB test. Poorer One Card Learning test performance was associated with higher levels of CSF phosphorylated-tau/Aβ42. These results support the use of the CogState battery as measures of early cognitive impairment in studies of people at risk for AD.
AD  - Alzheimer's Disease Research Center, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA.
Institute on Aging, University of Wisconsin-Madison, Madison, WI, USA.
Neuroscience & Public Policy Program, University of Wisconsin-Madison, Madison, WI, USA.
Geriatric Research Education and Clinical Center, Wm. S. Middleton Veterans Hospital, Madison, WI, USA.
Wisconsin Alzheimer's Institute, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA.
Department of Biostatistics and Medical Informatics, University of Wisconsin-Madison, Madison, WI, USA.
Department of Psychiatry and Neurochemistry, Institute of Neuroscience and Physiology, the Sahlgrenska Academy at the University of Gothenburg, Mölndal, Sweden.
Clinical Neurochemistry Laboratory, Sahlgrenska University Hospital, Mölndal, Sweden.
Institute of Neurology, University College London, London, UK.
Department of Mathematics and Statistics, Portland State University, Portland, OR, USA.
Department of Biomedical Engineering, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
Laboratory of Behavioral Neuroscience, National Institute on Aging, NIH, Baltimore, MD, USA.
Waisman Laboratory for Brain Imaging and Behavior, University of Wisconsin-Madison, Madison, WI, USA.
Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA.
AN  - 27589532
AU  - Racine, A. M.
AU  - Clark, L. R.
AU  - Berman, S. E.
AU  - Koscik, R. L.
AU  - Mueller, K. D.
AU  - Norton, D.
AU  - Nicholas, C. R.
AU  - Blennow, K.
AU  - Zetterberg, H.
AU  - Jedynak, B.
AU  - Bilgel, M.
AU  - Carlsson, C. M.
AU  - Christian, B. T.
AU  - Asthana, S.
AU  - Johnson, S. C.
C2  - Pmc5074904
C6  - Nihms818881
DA  - Oct 18
DO  - 10.3233/jad-160528
DP  - NLM
ET  - 2016/10/22
J2  - Journal of Alzheimer's disease : JAD
KW  - Aged
Alzheimer Disease/*cerebrospinal fluid/*diagnosis/psychology
Amyloid beta-Peptides/cerebrospinal fluid
Biomarkers/cerebrospinal fluid
Cognition/*physiology
Cognitive Dysfunction/*cerebrospinal fluid/*diagnosis/psychology
Cohort Studies
Female
Humans
Longitudinal Studies
Male
Middle Aged
*Neuropsychological Tests/standards
Psychomotor Performance/physiology
Registries
Risk Factors
tau Proteins/cerebrospinal fluid
*Amyloid
*CogState
*biomarkers
*cerebrospinal fluid
*cognitive impairment
*computerized cognitive testing
*neural injury
*preclinical Alzheimer’s disease
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1387-2877 (Print)
1387-2877
SP  - 1395-1408
ST  - Associations between Performance on an Abbreviated CogState Battery, Other Measures of Cognitive Function, and Biomarkers in People at Risk for Alzheimer's Disease
T2  - J Alzheimers Dis
TI  - Associations between Performance on an Abbreviated CogState Battery, Other Measures of Cognitive Function, and Biomarkers in People at Risk for Alzheimer's Disease
VL  - 54
ID  - 204617
ER  - 


TY  - JOUR
AB  - The current editorial explore about this issue of Child: Care, Health and Development is devoted to articles investigating the development of tools to measure participation in various age groups, starting from preschool children with disabilities to young people in various contexts; describing the characteristics of participation in family contexts of under researched groups, and some initial research on intervention. The nine papers focus on the following aspects of participation measurement and intervention: (1) Development and steps taken to establish psychometric properties of the newer participation measures for pre-school to school aged children and youth in various environments such as school, family contexts and community; (2) Including children with profound disabilities and those with communication impairments focusing on self-report and parent-reported measures; (3) The importance of measuring assistance provided by caregivers in supporting their children with disabilities to participate; and (4) A goal orientated Internet social networking intervention to increase social participation. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Raghavendra, P., Faculty of Health Sciences, Flinders University, GPO Box 2100, Adelaide, SA, Australia, 5001
AN  - 2013-21236-001
AU  - Raghavendra, P.
DB  - APA PsycInfo
DO  - 10.1111/cch.12084
DP  - EBSCOhost
KW  - childhood development
age differences
developmental disabilities
communication impairments
preschool children
Child
Child Development
Disabled Children
Health
Humans
Outcome Assessment (Health Care)
Social Participation
Communication Disorders
Preschool Students
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 0305-1862
1365-2214
SP  - 461-465
ST  - Participation of children with disabilities: Measuring subjective and objective outcomes
T2  - Child: Care, Health and Development
TI  - Participation of children with disabilities: Measuring subjective and objective outcomes
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-21236-001&site=ehost-live&scope=site
ORCID: 0000-0001-5802-3596
parimala.raghavendra@flinders.edu.au
VL  - 39
ID  - 204990
ER  - 


TY  - JOUR
AB  - PURPOSE: To investigate the effectiveness of a home-based social media use intervention to enhance the social networks of rural youth with disabilities. METHOD: Participants were nine youth (mean age = 17.0 years) with disabilities from two rural Australian communities. The intervention consisted of providing appropriate assistive technology and social media training on individualised goals. Using mixed methods, quantitative (a single group pre-post) and qualitative (interviews with participants and their carers) measures were used to examine outcomes of training, individual experiences of the intervention, and changes to online social networks. RESULTS: Participants increased their performance and satisfaction with performance on social media problem areas post-intervention; paired t-tests showed statistical significance at p < .001. There was also a significant increase in the number of online communication partners; Wilcoxon Signed Ranks showed statistical significance at p < .05. The interviews highlighted increased social participation, independence and improvements to literacy. Ongoing parental concerns regarding cyber safety and inappropriate online content were noted. CONCLUSIONS: The findings suggest that social media training is a feasible method for increasing social networks among rural-based youth with disabilities. To sustain ongoing benefits, parents need knowledge and training in integrating assistive technology and social media.
AD  - Disability & Community Inclusion, College of Nursing & Health Sciences, Flinders University, GPO Box 2100, Adelaide, SA 5001, Australia. Electronic address: parimala.raghavendra@flinders.edu.au.
Disability & Community Inclusion, College of Nursing & Health Sciences, Flinders University, GPO Box 2100, Adelaide, SA 5001, Australia.
Centre for Regional Advancement of Learning, Equity, Access and Participation,Central Queensland University, Bruce Highway, North Rockhampton, QLD 4702, Australia.
Southgate Institute of Health, Society and Equity, Flinders University, GPO Box 2100, Adelaide, SA 5001, Australia.
AN  - 29571686
AU  - Raghavendra, P.
AU  - Hutchinson, C.
AU  - Grace, E.
AU  - Wood, D.
AU  - Newman, L.
DA  - May
DO  - 10.1016/j.ridd.2018.02.012
DP  - NLM
ET  - 2018/03/25
J2  - Research in developmental disabilities
KW  - Adolescent
Attitude to Computers
Australia
*Disabled Persons/education/psychology/rehabilitation
Education/*methods
Efficiency, Organizational
Female
Humans
Male
*Rural Population
*Social Media
Social Participation
*Social Skills
Social Support
Teaching
Home training
Intellectual disabilities
Rural
Social media use
Social networks
Youth
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0891-4222
SP  - 110-123
ST  - "I like talking to people on the computer": Outcomes of a home-based intervention to develop social media skills in youth with disabilities living in rural communities
T2  - Res Dev Disabil
TI  - "I like talking to people on the computer": Outcomes of a home-based intervention to develop social media skills in youth with disabilities living in rural communities
VL  - 76
ID  - 203893
ER  - 


TY  - JOUR
AB  - Background: Youth use the Internet for a variety of purposes including social networking. Youth with disabilities are limited in their social networks and friendships with peers. The aim was to investigate the effectiveness of tailored one-on-one support strategies designed to facilitate social participation of youth with disabilities through the use of the Internet for social networking. Methods: Eighteen youth aged 10–18 years with cerebral palsy, physical disability or acquired brain injury received support, training and assistive technology at their home to learn to use the Internet for building social networks. The Canadian Occupational Performance Measure (COPM) and Goal Attainment Scale (GAS) were used to evaluate objective changes in performance and satisfaction. Interviews with the youth identified subjective changes they experienced through participation in the programme and to determine whether and how the intervention influenced their social participation. Results: Youth showed an increase in performance and satisfaction with performance on identified goals concerning social networking on the COPM; Paired T-test showed that these differences were statistically significant at P < 0.001. GAS T-scores demonstrated successful outcomes (>50) for 78% of the youth. Interviews showed that youth were positive about the benefits of hands-on training at home leading to increased use of the Internet for social networking. Conclusions: The Internet could be a viable method to facilitate social participation for youth with disabilities.Youth identified the benefits of one-to-one support at home and training of the family compared with typical group training at school. Despite its success with this group of youth, the time and effort intensive nature of this approach may limit the viability of such programmes. Further longitudinal research should investigate whether Internet use is sustained post intervention, and to identify the factors that best support ongoing successful and safe use. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Raghavendra, P., Faculty of Health Sciences, Flinders University, GPO Box 2100, Adelaide, SA, Australia, 5001
AN  - 2013-21236-012
AU  - Raghavendra, P.
AU  - Newman, L.
AU  - Grace, E.
AU  - Wood, D.
DB  - APA PsycInfo
DO  - 10.1111/cch.12048
DP  - EBSCOhost
KW  - internet support intervention
social participation
youth with disabilities
cerebral palsy
social networks
Adolescent
Canada
Child
Cost-Benefit Analysis
Disabled Persons
Female
Friends
Humans
Internet
Male
Schools
Social Support
Time Factors
Developmental Disabilities
Intervention
Disabilities
Participation
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 0305-1862
1365-2214
SP  - 552-561
ST  - 'I could never do that before': Effectiveness of a tailored Internet support intervention to increase the social participation of youth with disabilities
T2  - Child: Care, Health and Development
TI  - 'I could never do that before': Effectiveness of a tailored Internet support intervention to increase the social participation of youth with disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-21236-012&site=ehost-live&scope=site
ORCID: 0000-0002-4522-357X
ORCID: 0000-0002-5410-1072
ORCID: 0000-0001-5802-3596
parimala.raghavendra@flinders.edu.au
VL  - 39
ID  - 204945
ER  - 


TY  - JOUR
AB  - Manipulation of physical models such as tangrams and tiles is a popular approach to teaching early mathematics concepts. This pedagogical approach is extended by new computational media, where mathematical entities such as equations and vectors can be virtually manipulated. The cognitive and neural mechanisms supporting such manipulation-based learning-particularly how actions generate new internal structures that support problem-solving-are not understood. We develop a model of the way manipulations generate internal traces embedding actions, and how these action-traces recombine during problem-solving. This model is based on a study of two groups of sixth-grade students solving area problems. Before problem-solving, one group manipulated a tangram, the other group answered a descriptive test. Eye-movement trajectories during problem-solving were different between the groups. A second study showed that this difference required the tangram's geometrical structure, just manipulation was not enough. We propose a theoretical model accounting for these results, and discuss its implications.
AD  - Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research.
Department of Computer Science, Indian Institute of Technology Kanpur.
Interdisciplinary Program in Educational Technology, Indian Institute of Technology Bombay.
AN  - 28845521
AU  - Rahaman, J.
AU  - Agrawal, H.
AU  - Srivastava, N.
AU  - Chandrasekharan, S.
DA  - Mar
DO  - 10.1111/cogs.12518
DP  - NLM
ET  - 2017/08/29
J2  - Cognitive science
KW  - Adolescent
Child
Eye Movements/physiology
Female
Humans
Imagination/*physiology
Learning/*physiology
Male
Mathematics/*methods
Problem Solving/*physiology
Students
*Distributed cognition
*Enactive cognition
*Epistemic action
*Forward models
*Manipulatives
*Transfer
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0364-0213
SP  - 370-415
ST  - Recombinant Enaction: Manipulatives Generate New Procedures in the Imagination, by Extending and Recombining Action Spaces
T2  - Cogn Sci
TI  - Recombinant Enaction: Manipulatives Generate New Procedures in the Imagination, by Extending and Recombining Action Spaces
VL  - 42
ID  - 204491
ER  - 


TY  - JOUR
AB  - Gaelene Hope-Rowe examines student teachers' discursive constructions of difference, cultural diversity and race as they write and discuss their cultures and identities in relation to teaching and learning. Issues of cultural diversity are becoming increasingly important and so far they have been comparatively neglected in the context of higher education. In the world of education and practice, home education has received little interest and investigation, particularly in the area of special educational needs. Lisa Archibald and Susan Gathercole examine the prevalence of Specific Language Impairments (SLI) in language resource units in nine mainstream primary schools in the northeast of England. Stephen Jull considers the usefulness of a computer-based self-report behavioural monitoring and feedback procedure for reducing anti-social behaviour in schools. The procedure called Auto-Graph is very well described and enables students to take a central role in monitoring individual behaviour. Peter Williams and David Nicholas in their article 'Testing the usability of information technology applications with learners with special educational needs' present a lucid report of the development of a computer-based Learning Environment designed to provide routes to learning materials matched to individual needs and preferences of pupils with severe disabilities. In a paper that raises methodological issues about the challenges and dilemmas of inclusive research practices, Jill Porter, Sarah Parsons, and Christopher Robertson reflect on the work of an advisory group carrying out research on using Information and Communication Technology (ICT) to enhance community participation for people with learning disabilities. The development of inclusive research is an increasingly important area for discussion. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AN  - 2006-09017-001
AU  - Ralph, Sue
DB  - APA PsycInfo
DO  - 10.1111/j.1471-3802.2006.00053.x
DP  - EBSCOhost
KW  - cultural diversity
home education
teaching
special education
race
teachers
learning
racism
computer-based learning environment
information & communication technology
learning disabilities
Home Schooling
Racial and Ethnic Differences
Technology
Computer Applications
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2006
SN  - 1471-3802
SP  - 1-2
ST  - Editorial
T2  - Journal of Research in Special Educational Needs
TI  - Editorial
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-09017-001&site=ehost-live&scope=site
VL  - 6
ID  - 204920
ER  - 


TY  - JOUR
AB  - The purpose of this article was to describe a Finnish research project concerning communicative spontaneity in pupils with autism spectrum disorder (ASD). ASD is a behavioural syndrome which is neurobiological in origin and which involves atypical developmental dysfunctions in the brain. The essential features are persistent impairment in reciprocal social communication and social interaction, and restricted, repetitive patterns of behaviour, interest, and activities. However, an important part of flexible interaction is functional communication between partners, and spontaneity is a critical aspect of functional communication. Communicative spontaneity can be assessed by examining the relationship between environmental antecedents or cues (prompts) and communicative acts. In this study spontaneity is viewed along a continuum, it is, all communicative acts are considered to have some degree of spontaneity and all communication is environmentally prompted or cued. In this research a model of supportive prompts for spontaneity was applied in practice. The model in question is Carter and Hotchkis's four-level antecedent model. The study explored the supportive prompts ethnomethodologically. In the study described six video recordings (each about 30?min) from authentic classroom situations were categorised with the four-level antecedent model. These videos are unusual in Finnish context in that they involve only the teacher and her six pupils with ASD; no helpers are present in the classroom. This study indicated that the four-level antecedent model is a powerful means of analysing the dimensions of spontaneous communication, but the sensitivity of the model can be increased. The authors' suggestion is that the modification of the model may be accomplished by adding new categories (such as non-acting or prompt-seeking behaviour) or editing current categories. The modified four-level antecedent model is more applicable to help teachers develop spontaneity in the communication of pupils with ASD.
AN  - EJ1030272
AU  - Rämä, Irene
AU  - Kontu, Elina
AU  - Pirttimaa, Raija
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Foreign Countries
Pervasive Developmental Disorders
Autism
Behavior Problems
Communication Skills
Models
Cues
Prompting
Adolescents
Males
Special Education
Video Technology
Finland
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 0885-6257
SP  - 184-199
ST  - Communicative Spontaneity in Autism: Exploring Supportive Prompts in an Educational Context
T2  - European Journal of Special Needs Education
TI  - Communicative Spontaneity in Autism: Exploring Supportive Prompts in an Educational Context
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1030272&site=ehost-live&scope=site
http://dx.doi.org/10.1080/08856257.2014.891720
VL  - 29
ID  - 205105
ER  - 


TY  - JOUR
AB  - This study investigated the cognitive abilities needed to succeed at incidental word learning, specifically by examining the role of phonological memory and phonological sensitivity in novel word learning by 4-year-olds who were typically developing. Forty 4-year-olds were administered a test of nonword repetition (to investigate phonological memory), rhyming and phoneme alliteration tasks (to investigate phonological sensitivity), and an incidental word learning task (via a computer-based presentation of a cartoon story). A multiple regression analysis revealed that nonword repetition scores did not contribute significantly to incidental word learning. Phonological sensitivity scores were significant predictors of incidental word learning. These findings provide support for a model of lexical acquisition in which phonological knowledge plays an important role.
AD  - Department of Communication Sciences and Disorders, Marywood University, Scranton, PA 18509, USA. vijay.chandra2002@gmail.com
AN  - 20872250
AU  - Ramachandra, V.
AU  - Hewitt, L. E.
AU  - Brackenbury, T.
DA  - Apr
DO  - 10.1007/s10936-010-9157-8
DP  - NLM
ET  - 2010/09/28
J2  - Journal of psycholinguistic research
KW  - Child, Preschool
*Cognition
Female
Humans
*Language Development
Male
*Memory
Psycholinguistics
Regression Analysis
Verbal Learning
Vocabulary
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0090-6905
SP  - 93-109
ST  - The relationship between phonological memory, phonological sensitivity, and incidental word learning
T2  - J Psycholinguist Res
TI  - The relationship between phonological memory, phonological sensitivity, and incidental word learning
VL  - 40
ID  - 204443
ER  - 


TY  - JOUR
AB  - AbstractOne of the most promising areas in which social assistive robotics has been introduced is therapeutic intervention for children with autism spectrum disorders (CwASD). Even though there are promising results in therapeutic contexts, there is a lack of guidelines on how to select the appropriate robot and how to design and implement the child–robot interaction. The use of participatory design (PD) methods in the design of technology-based processes for CwASD is a recognition of the stakeholders as 'experts' in their fields. This work explores the benefits brought by the use of PD methods in the design of a social robot, with a specific focus on their use in autism spectrum disorders therapies on the Colombian autism community. Based on what proved to be effective in our previous research, we implemented participatory methods for both the CwASD and the stakeholders. The process leverages the active role of participants using a focus group approach with parents and specialists, and scene cards, narrative and handmade generative methods with the children. To overcome some challenges of traditional PD processes, where not all community actors are considered, we included a Colombian community consisting of therapists, nurses, caregivers and parents. The proposed PD process provides an opportunity to learn from several community actors (and thus different cultural and social aspects of developing countries), improving traditional robot design methods. In this way, the findings are summarized through a set of guidelines regarding the design of a social robot-device suitable to be implemented for robot-assisted therapy for CwASD. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Ramírez-Duque, Andrés A.
AN  - 2020-10074-001
AU  - Ramírez-Duque, Andrés A.
AU  - Aycardi, Luis F.
AU  - Villa, Adriana
AU  - Munera, Marcela
AU  - Bastos, Teodiano
AU  - Belpaeme, Tony
AU  - Frizera-Neto, Anselmo
AU  - Cifuentes, Carlos A.
DB  - APA PsycInfo
DO  - 10.1007/s12369-020-00627-y
DP  - EBSCOhost
KW  - Autism spectrum disorder (ASD)
Child–robot interaction (CRI)
Participatory design (PD)
Social assistive robotics (SAR)
No terms assigned
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2020
SN  - 1875-4791
1875-4805
ST  - Collaborative and inclusive process with the autism community: A case study in colombia about social robot design
T2  - International Journal of Social Robotics
TI  - Collaborative and inclusive process with the autism community: A case study in colombia about social robot design
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-10074-001&site=ehost-live&scope=site
ORCID: 0000-0002-8419-9285
aaramirezd@gmail.com
ID  - 204892
ER  - 


TY  - JOUR
AB  - Senile plaques and neurofibrillary tangles are major neuropathological features of Alzheimer's Disease (AD), however neuronal loss is the alteration that best correlates with cognitive impairment in AD patients. Underlying neurotoxic mechanisms are not completely understood although specific neurotransmission deficiencies have been observed in AD patients and, in animal models, cholinergic and noradrenergic denervation may increase amyloid-beta deposition and tau phosphorylation in denervated areas. On the other hand brainstem neurodegeneration has been suggested as an initial event in AD, and serotonergic dysfunction, as well as reductions in raphe neurones density, have been reported in AD patients. In this study we addressed whether specific serotonergic denervation, by administering 5,7-dihydroxitriptamine (5,7-DHT) in the raphe nuclei, could also worsen central pathology in APPswe/PS1dE9 mice or interfere with learning and memory activities. In our hands specific serotonergic denervation increased tau phosphorylation in denervated cortex, without affecting amyloid-beta (Aβ) pathology. We also observed that APPswe/PS1dE9 mice lesioned with 5,7-DHT were impaired in the Morris water maze test, supporting a synergistic effect of the serotonergic denervation and the presence of APP/PS1 transgenes on learning and memory impairment. Altogether our data suggest that serotonergic denervation may interfere with some pathological aspects observed in AD, including tau phosphorylation or cognitive impairment, without affecting Aβ pathology, supporting a differential role of specific neurotransmitter systems in AD.
AD  - Division of Physiology, School of Medicine, University of Cadiz, Cadiz, Spain.
AN  - 24278223
AU  - Ramos-Rodriguez, J. J.
AU  - Molina-Gil, S.
AU  - Rey-Brea, R.
AU  - Berrocoso, E.
AU  - Garcia-Alloza, M.
C2  - Pmc3837012
DO  - 10.1371/journal.pone.0079947
DP  - NLM
ET  - 2013/11/28
J2  - PloS one
KW  - Amyloid beta-Protein Precursor/genetics/*metabolism
Animals
Behavior, Animal
Choline O-Acetyltransferase/metabolism
*Cognition
Denervation
Enzyme-Linked Immunosorbent Assay
Mice
Phosphorylation
Presenilin-1/genetics/*metabolism
Serotonin/*metabolism
Tauopathies/*metabolism/pathology
Tryptophan Hydroxylase/metabolism
tau Proteins/metabolism
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1932-6203
SP  - e79947
ST  - Specific serotonergic denervation affects tau pathology and cognition without altering senile plaques deposition in APP/PS1 mice
T2  - PLoS One
TI  - Specific serotonergic denervation affects tau pathology and cognition without altering senile plaques deposition in APP/PS1 mice
VL  - 8
ID  - 204616
ER  - 


TY  - JOUR
AB  - Background: Young adults today have grown up in a society where information and communication technology (ICT) support empowerment and social participation. Young adults with mild‐to‐moderate intellectual disability are at risk for marginalization by the digital divide. The aim was to map and describe how municipal organizations in Sweden organize support in terms of policy and strategies to enable the use of ICT in social care for adults with a mild‐to‐moderate intellectual disability. Methods: A quantitative, cross‐sectional survey including all municipalities in Sweden (n = 290) was conducted (response rate: 51%, n = 147). Descriptive statistics were used. Results: Findings indicate a lack of organizational support for staff as well as for young adults with mild‐to‐moderate intellectual disability. Conclusion: Municipalities request more knowledge about strategies for making ICT available. Despite the lack of comprehensive strategies for ICT, some Swedish municipalities have taken the initiative in this area. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Ramsten, Camilla, School of Health, Care and Social Welfare, Mälardalen University, Box 883, Eskilstuna, 721 23, Vasteras, Sweden
AN  - 2017-25027-007
AU  - Ramsten, Camilla
AU  - Hammar, Lena Marmstål
AU  - Martin, Lene
AU  - Göransson, Kerstin
DB  - APA PsycInfo
DO  - 10.1111/jar.12265
DP  - EBSCOhost
KW  - health and social policy
information and communication technology (ICT)
intellectual disability
social care
young adults
mental retardation
Cross-Sectional Studies
Health Policy
Humans
Information Technology
Power (Psychology)
Public Policy
Social Support
Surveys and Questionnaires
Sweden
Government Agencies
Social Services
Intellectual Development Disorder
Information and Communication Technology
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1360-2322
1468-3148
SP  - 705-713
ST  - ICT and intellectual disability: A survey of organizational support at the municipal level in Sweden
T2  - Journal of Applied Research in Intellectual Disabilities
TI  - ICT and intellectual disability: A survey of organizational support at the municipal level in Sweden
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-25027-007&site=ehost-live&scope=site
Camilla.ramsten@mdh.se
VL  - 30
ID  - 204947
ER  - 


TY  - JOUR
AB  - BACKGROUND: Young adults today have grown up in a society where information and communication technology (ICT) support empowerment and social participation. Young adults with mild-to-moderate intellectual disability are at risk for marginalization by the digital divide. The aim was to map and describe how municipal organizations in Sweden organize support in terms of policy and strategies to enable the use of ICT in social care for adults with a mild-to-moderate intellectual disability. METHODS: A quantitative, cross-sectional survey including all municipalities in Sweden (n = 290) was conducted (response rate: 51%, n = 147). Descriptive statistics were used. RESULTS: Findings indicate a lack of organizational support for staff as well as for young adults with mild-to-moderate intellectual disability. CONCLUSION: Municipalities request more knowledge about strategies for making ICT available. Despite the lack of comprehensive strategies for ICT, some Swedish municipalities have taken the initiative in this area.
AD  - School of Health, Care and Social Welfare, Mälardalen University, Västerås/Eskilstuna, Sweden.
Department of Educational Studies, Karlstad University, Karlstad, Sweden.
AN  - 27271152
AU  - Ramsten, C.
AU  - Marmstål Hammar, L.
AU  - Martin, L.
AU  - Göransson, K.
DA  - Jul
DO  - 10.1111/jar.12265
DP  - NLM
ET  - 2016/06/09
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - Cross-Sectional Studies
*Health Policy
Humans
*Information Technology
*Intellectual Disability
Power, Psychological
*Public Policy
*Social Support
Surveys and Questionnaires
Sweden
health and social policy
information and communication technology (ICT)
intellectual disability
social care
young adults
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1360-2322
SP  - 705-713
ST  - ICT and Intellectual Disability: A Survey of Organizational Support at the Municipal Level in Sweden
T2  - J Appl Res Intellect Disabil
TI  - ICT and Intellectual Disability: A Survey of Organizational Support at the Municipal Level in Sweden
VL  - 30
ID  - 203956
ER  - 


TY  - JOUR
AB  - Individuals with intellectual disabilities (ID) often experience a combination of both intellectual and adaptive functioning deficits that impact conceptual, social, and practical domains. These deficits can negatively impact an individual's ability to achieve independence and sustained employment. Fortunately, research has shown assistive technology can help support employment skills for individuals with ID. This multiple baseline design study investigated the use of a Task Analysis smartphone application, which utilized video and audio prompting, with four young adults with ID on the completion of work-related office tasks. Findings indicate that all four young adults with ID showed large effect size gains for completing several common office-related tasks including shredding, copying, and scanning. Implications and future research are discussed.
AN  - EJ1241278
AU  - Randall, Kristina N.
AU  - Johnson, Friggita
AU  - Adams, Simone E.
AU  - Kiss, Christopher W.
AU  - Ryan, Joseph B.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Telecommunications
Handheld Devices
Assistive Technology
Job Skills
Intellectual Disability
Task Analysis
Young Adults
Prompting
Computer Oriented Programs
Educational Benefits
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2020
SN  - 0162-6434
SP  - 26-36
ST  - Use of a iPhone Task Analysis Application to Increase Employment-Related Chores for Individuals with Intellectual Disabilities
T2  - Journal of Special Education Technology
TI  - Use of a iPhone Task Analysis Application to Increase Employment-Related Chores for Individuals with Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1241278&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0162643419836410
VL  - 35
ID  - 205399
ER  - 


TY  - JOUR
AB  - We used the quantitative 14C-deoxyglucose method to map the activity pattern throughout the frontal cortex of rhesus monkeys, which either grasped a three-dimensional object or observed the same grasping movements executed by a human. We found that virtually the same frontal cortical networks were recruited for the generation and the perception of action, including the primary motor cortex (MI/F1), premotor cortical areas (F2, F5, and F6), the primary (SI) and supplementary (SSA) somatosensory cortex, medial cortical areas (8m and 9m), and the anterior cingulate. The overlapping networks for action execution and action observation support the notion that mental simulation of action could underlie the perception of others' actions. We suggest that the premotor and the somatotopic MI/F1 activations induced by action observation reflect motor grasp of the observed action, whereas the somatotopic SI and the SSA activations reflect recruitment of learned sensory-motor associations enabling perceptual understanding of the anticipated somatosensory feedback. We also found that the premotor activations were stronger for action observation, in contrast to the primary somatosensory-motor ones, which were stronger for action execution, and that activations induced by observation were bilateral, whereas those induced by execution were contralateral to the moving forelimb. We suggest that these differences in intensity and lateralization of activations between the executive and the perceptual networks help attribute the action to the correct agent, i.e., to the "self" during action execution and to the "other" during action observation. Accordingly, the "sense of agency" could be articulated within the core components of the circuitry supporting action execution/observation.
AD  - Department of Basic Sciences, Faculty of Medicine, School of Health Sciences, University of Crete, Iraklion, 71003 Crete, Greece.
AN  - 18003847
AU  - Raos, V.
AU  - Evangeliou, M. N.
AU  - Savaki, H. E.
C2  - Pmc6673334
DA  - Nov 14
DO  - 10.1523/jneurosci.2988-07.2007
DP  - NLM
ET  - 2007/11/16
J2  - The Journal of neuroscience : the official journal of the Society for Neuroscience
KW  - Animals
Association Learning/physiology
Autoradiography/methods
Brain Mapping/methods
Carbon Radioisotopes
Cerebrovascular Circulation/physiology
Deoxyglucose/metabolism
Feedback/physiology
Female
Fingers/innervation/physiology
Frontal Lobe/anatomy & histology/*physiology
Glucose/metabolism
Gyrus Cinguli/anatomy & histology/physiology
Hand Strength/*physiology
Imagination/*physiology
Imitative Behavior/*physiology
Macaca mulatta
Motor Cortex/anatomy & histology/physiology
Movement/physiology
Nerve Net/anatomy & histology/*physiology
Psychomotor Performance/*physiology
Somatosensory Cortex/anatomy & histology/physiology
LA  - eng
M1  - 46
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0270-6474 (Print)
0270-6474
SP  - 12675-83
ST  - Mental simulation of action in the service of action perception
T2  - J Neurosci
TI  - Mental simulation of action in the service of action perception
VL  - 27
ID  - 204671
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To evaluate the effectiveness of Person-Centred Planning (PCP) on outcomes for individuals with intellectual disabilities (ID) across the age range. METHOD: The electronic databases PsycInfo, Embase, CINHAL, PubMed, Web of Science, Scopus and Medline were searched for studies evaluating the impact of PCP on people with ID, published between 1990 and 2014; these were supplemented by manual searches of reference lists. Studies were considered irrespective of methodology, sample size and publication source, if outcomes reflected the impact of PCP on individuals with ID. RESULTS: Seven quantitative, five qualitative and four mixed methods studies were included in the review. The overall quality of the evidence was low but suggestive that PCP may have a positive, yet moderate, impact on some outcomes for individuals with ID, particularly community-participation, participation in activities and daily choice-making. For other outcomes such as employment the findings were inconsistent. CONCLUSION: The evidence supporting the effectiveness of PCP is limited and does not demonstrate that PCP can achieve radical transformations in the lives of people with ID. Clearer descriptions of PCP and its components are needed. Small-scale successful demonstrations of effectiveness exist, but its clinical, cost-effectiveness and wider implementation must be investigated in large scale studies.
AD  - University College London, Division of Psychiatry, 6th Floor Maple House, 149 Tottenham Court Road, London W1T 7NF, United Kingdom. Electronic address: v.ratti.11@ucl.ac.uk.
University College London, Division of Psychiatry, 6th Floor Maple House, 149 Tottenham Court Road, London W1T 7NF, United Kingdom.
Tower Hamlets Community Learning Disability Service, Beaumont House, Mile End Hospital, Bancroft Road, London E1 4DG, United Kingdom.
Imperial College London, Department of Medicine, Centre for Mental Health, 7th Floor Commonwealth Building, Hammersmith Hospital Campus, Du Cane Road, London W12 0NN, United Kingdom.
Camden and Islington Foundation Trust, St Pancras Hospital, 4 St Pancras Way, London NW1 0PE, United Kingdom.
University of Birmingham, School of Psychology, Frankland Building, Edgbaston, Birmingham B15 2TT, United Kingdom.
AN  - 27394053
AU  - Ratti, V.
AU  - Hassiotis, A.
AU  - Crabtree, J.
AU  - Deb, S.
AU  - Gallagher, P.
AU  - Unwin, G.
DA  - Oct
DO  - 10.1016/j.ridd.2016.06.015
DP  - NLM
ET  - 2016/07/10
J2  - Research in developmental disabilities
KW  - *Choice Behavior
Employment
Humans
Intellectual Disability/*rehabilitation
*Patient Participation
Patient-Centered Care/*methods
*Personal Autonomy
*Quality of Life
*Social Participation
Care
Intellectual disability
Learning disability
Outcomes
Person- centred planning
Systematic-review
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0891-4222
SP  - 63-84
ST  - The effectiveness of person-centred planning for people with intellectual disabilities: A systematic review
T2  - Res Dev Disabil
TI  - The effectiveness of person-centred planning for people with intellectual disabilities: A systematic review
VL  - 57
ID  - 204113
ER  - 


TY  - JOUR
AB  - Websites figure predominantly in everyday life. However, many websites remain inaccessible to autistic people, and existing efforts to improve accessibility are in early stages, do not directly include autistic users in their development, or have not been empirically evaluated. The Academic Autism Spectrum Partnership in Research and Education (AASPIRE) used a community-based participatory research approach to create a website to improve health care access for autistic adults. We used the creation of that website as a "living laboratory" to develop the AASPIRE Web Accessibility Guidelines for Autistic Web Users. Our guidelines are grounded in accessibility theory, had autistic end-user involvement at all stages, and were empirically evaluated through a usability study and evaluation surveys. We incorporated what we learned into the design of the website, and compiled the accessibility information into a set of guidelines. The guidelines offer recommendations for increasing the physical, intellectual, and social acceptability of websites for use by autistic adults. In the evaluation of the website by 170 autistic end users, nearly all indicated it was easy to use (97%), easy to understand (95%), important (97%), and useful (96%). Ninety-two percent would recommend it to a friend, and 95% would recommend it to a health care provider. There were no significant associations between usability or understandability and education level, receipt of help using the site, browser type (e.g., IE or Safari), or device type (e.g., PC or tablet). We recommend using the guidelines to improve website accessibility for autistic Internet users. LAY SUMMARY: AASPIRE Web Accessibility Guideline: This guideline is a summary of the accessibility features we identified and implemented during the course of our study. None of these items were difficult or expensive for us to implement. They did not require special expertise beyond basic web programming and technical communications skills. We recommend that anyone seeking to create accessible websites for autistic users follow the Academic Autism Spectrum Partnership in Research and Education (AASPIRE) Web Accessibility Guideline in addition to broader web and communications standards and principles.Physical accessibility:Provide at least one low-contrast neutral color palette option to accommodate sensitive vision.Provide a selection of color palettes, including one with a dark background and one with a light background, again to accommodate color and contrast sensitivity.Provide a no-style option (i.e., no cascading style sheets (CSS) to accommodate browser customization and users who prefer no stylistic formatting.Provide simple consistent navigation and highly consistent site behavior for increased ease of operation.Avoid textured backgrounds, moving images, decorative elements that do not convey information, and other visual and/or sonic "clutter"; these types of elements may make the site difficult or impossible to comprehend.Provide smaller font sizes in addition to larger ones; large font sizes may make the page appear cluttered and difficult to read.Use a plain accessible sans-serif font (e.g., Arial) for ease of readability.Intellectual accessibility:Use the simplest interface possible for ease of understanding.Use simple concrete icons or images to communicate redundant information with text, and accommodate multiple ways of understanding information.Clearly label site elements with their purpose everywhere on the site, even if it seems redundant, to make navigation and site functionality easier to follow.Provide concrete examples where applicable to accommodate difficulties in understanding abstractions or generalizations.Minimize scrolling so the user does not need to rely on assumptions about content to guess what might be on the page.Show all important features and site navigation (as opposed to within combo box drop-down areas) so the user does not need to rely on assumptions to guess whether the item exists and how to access it. For example, completely visible list boxes or radio buttons can be used instead of combo boxes.Make content as short as possible without sacrificing precision and specificity, to reduce cognitive burden.Social accessibility:Be specific and precise in language use; avoid colloquialisms, idioms, and ambiguity to accommodate difficulties with language pragmatics.Explain the reason behind any nonstandard instructions or unusual information; provide additional pragmatic context to accommodate difficulties with language pragmatics.Provide alternatives to definitive response items on surveys and forms, for example, "do not know," "do not wish to say," or "not applicable," to reduce frustration for not being able to produce an exact answer.Use FAQ formats to organize complex information to enhance clarity as to why the information might be useful to the user and how it connects to their life.Define terms that might have different meanings depending on social context, or which might be jargon related to a specialized field (e.g., "drug interactions" and "health care providers"), to accommodate difficulties with language pragmatics.Be mindful of autistic culture and community preferences, including the language used to describe autism and how community-based symbols and history might influence content and perception of site credibility.
AD  - School of Social Work, Regional Research Institute, Portland State University, Portland, Oregon.
Academic Autism Spectrum Partnership in Research and Education, Portland State University, Portland, Oregon.
College of Social Sciences and International Studies, Sociology, Philosophy, and Anthropology, University of Exeter, Exeter, United Kingdom.
Public Health, Food Studies, and Nutrition, David B. Balk College of Sport and Human Dynamics, Syracuse University, Syracuse, New York.
Regenstrief Institute, Inc., Indiana University Center for Health Services and Outcomes Research, Center for Health Information and Communication, U.S. Department of Veterans Affairs, Veterans Health Administration, Health Services Research and Development Service CIN 13-416, Richard L. Roudebush VA Medical Center, Indianapolis, Indiana.
Department of Medicine, Oregon Health and Science University, Portland, Oregon.
AN  - 32292887
AU  - Raymaker, D. M.
AU  - Kapp, S. K.
AU  - McDonald, K. E.
AU  - Weiner, M.
AU  - Ashkenazy, E.
AU  - Nicolaidis, C.
C2  - Pmc6485264
C6  - Nihms1033503
DA  - Jun 1
DO  - 10.1089/aut.2018.0020
DP  - NLM
ET  - 2020/04/16
J2  - Autism in adulthood : challenges and management
KW  - autism
community-based participatory research
web accessibility
web accessibility guidelines
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2573-9581 (Print)
2573-9581
SP  - 146-157
ST  - Development of the AASPIRE Web Accessibility Guidelines for Autistic Web Users
T2  - Autism Adulthood
TI  - Development of the AASPIRE Web Accessibility Guidelines for Autistic Web Users
VL  - 1
ID  - 204670
ER  - 


TY  - JOUR
AB  - Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term "video-based intervention" is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding VBI remain largely unanswered. (Contains 1 figure.)
AN  - EJ830412
AU  - Rayner, Christopher
AU  - Denholm, Carey
AU  - Sigafoos, Jeff
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Intervention
Autism
Disabilities
Video Technology
Teaching Methods
Social Behavior
Behavior Problems
Daily Living Skills
Prompting
Models
Educational Technology
Program Evaluation
Behavior Modification
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 1750-9467
SP  - 291-303
ST  - Video-Based Intervention for Individuals with Autism: Key Questions that Remain Unanswered
T2  - Research in Autism Spectrum Disorders
TI  - Video-Based Intervention for Individuals with Autism: Key Questions that Remain Unanswered
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ830412&site=ehost-live&scope=site
http://dx.doi.org/10.1016/j.rasd.2008.09.001
VL  - 3
ID  - 205448
ER  - 


TY  - JOUR
AB  - BACKGROUND:  Loss is a universal experience and death is perceived as the ultimate loss. The overarching aim of this research is to produce a qualitative, flexible, interactive, computerised tool to support the facilitation of emotional expressions around loss for people with intellectual disabilities. This paper explores the process of using Participatory Action Research (PAR) to develop this tool. MATERIALS AND METHODS:  Participator Action Research provided the indicative framework for the process of developing a software tool that is likely to be used in practice. RESULTS: People with intellectual disability worked alongside researchers to produce an accessible, flexible piece of software that can facilitate storytelling around loss and bereavement and promote spontaneous expression that can be shared with others. CONCLUSION: This tool has the capacity to enable individuals to capture experiences in a storyboard format; that can be stored; is easily retrievable; can be printed out; and could feasibly be personalised by the insertion of photographs.
AD  - School of Nursing and Midwifery, Keele University, Clinical Education Centre, University Hospital of North Staffordshire, NHS Trust, City General Hospital, Staffs, UK. s.c.read@keel.ac.uk
AN  - 23580206
AU  - Read, S.
AU  - Nte, S.
AU  - Corcoran, P.
AU  - Stephens, R.
DA  - May
DO  - 10.1111/j.1468-3148.2012.00686.x
DP  - NLM
ET  - 2013/04/13
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - *Bereavement
*Communication Aids for Disabled
Health Services Research
Humans
Intellectual Disability/*psychology
*Software Design
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1360-2322
SP  - 195-206
ST  - Using action research to design bereavement software: engaging people with intellectual disabilities for effective development
T2  - J Appl Res Intellect Disabil
TI  - Using action research to design bereavement software: engaging people with intellectual disabilities for effective development
VL  - 26
ID  - 204066
ER  - 


TY  - JOUR
AB  - There are consistent individual differences in human intelligence, attributable to a single 'general intelligence' factor, g. The evolutionary basis of g and its links to social learning and culture remain controversial. Conflicting hypotheses regard primate cognition as divided into specialized, independently evolving modules versus a single general process. To assess how processes underlying culture relate to one another and other cognitive capacities, we compiled ecologically relevant cognitive measures from multiple domains, namely reported incidences of behavioural innovation, social learning, tool use, extractive foraging and tactical deception, in 62 primate species. All exhibited strong positive associations in principal component and factor analyses, after statistically controlling for multiple potential confounds. This highly correlated composite of cognitive traits suggests social, technical and ecological abilities have coevolved in primates, indicative of an across-species general intelligence that includes elements of cultural intelligence. Our composite species-level measure of general intelligence, 'primate g(S)', covaried with both brain volume and captive learning performance measures. Our findings question the independence of cognitive traits and do not support 'massive modularity' in primate cognition, nor an exclusively social model of primate intelligence. High general intelligence has independently evolved at least four times, with convergent evolution in capuchins, baboons, macaques and great apes.
AD  - Department of Biology and Helmholtz Institute, Utrecht University, Utrecht, The Netherlands. s.m.reader@uu.nl
AN  - 21357224
AU  - Reader, S. M.
AU  - Hager, Y.
AU  - Laland, K. N.
C2  - Pmc3049098
DA  - Apr 12
DO  - 10.1098/rstb.2010.0342
DP  - NLM
ET  - 2011/03/02
J2  - Philosophical transactions of the Royal Society of London. Series B, Biological sciences
KW  - Animals
*Biological Evolution
Brain/anatomy & histology
Cognition
*Culture
Ecosystem
Humans
*Intelligence
*Learning
Primates/*genetics
*Social Behavior
LA  - eng
M1  - 1567
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0962-8436 (Print)
0962-8436
SP  - 1017-27
ST  - The evolution of primate general and cultural intelligence
T2  - Philos Trans R Soc Lond B Biol Sci
TI  - The evolution of primate general and cultural intelligence
VL  - 366
ID  - 204506
ER  - 


TY  - JOUR
AB  - This theme issue explores how and why behavioural innovation occurs, and the consequences of innovation for individuals, groups and populations. A vast literature on human innovation exists, from the development of problem-solving in children, to the evolution of technology, to the cultural systems supporting innovation. A more recent development is a growing literature on animal innovation, which has demonstrated links between innovation and personality traits, cognitive traits, neural measures, changing conditions, and the current state of the social and physical environment. Here, we introduce these fields, define key terms and discuss the potential for fruitful exchange between the diverse fields researching innovation. Comparisons of innovation between human and non-human animals provide opportunities, but also pitfalls. We also summarize some key findings specifying the circumstances in which innovation occurs, discussing factors such as the intrinsic nature of innovative individuals and the environmental and socio-ecological conditions that promote innovation, such as necessity, opportunity and free resources. We also highlight key controversies, including the relationship between innovation and intelligence, and the notion of innovativeness as an individual-level trait. Finally, we discuss current research methods and suggest some novel approaches that could fruitfully be deployed.
AD  - Department of Biology, McGill University, 1205 avenue Docteur Penfield, Montreal, Quebec, Canada H3A 1B1 simon.reader@mcgill.ca.
Department of Biology, University of Ottawa, Ottawa, Ontario, Canada K1N 6N5.
School of Education, Durham University, Durham DH1 1TE, UK.
AN  - 26926273
AU  - Reader, S. M.
AU  - Morand-Ferron, J.
AU  - Flynn, E.
C2  - Pmc4780525
DA  - Mar 19
DO  - 10.1098/rstb.2015.0182
DP  - NLM
ET  - 2016/03/02
J2  - Philosophical transactions of the Royal Society of London. Series B, Biological sciences
KW  - Animals
Behavior, Animal
*Biological Evolution
Cognition
Humans
Intelligence
Personality
*Problem Solving
Social Behavior
behavioural innovation
culture
evolution
invention
social learning
LA  - eng
M1  - 1690
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0962-8436 (Print)
0962-8436
ST  - Animal and human innovation: novel problems and novel solutions
T2  - Philos Trans R Soc Lond B Biol Sci
TI  - Animal and human innovation: novel problems and novel solutions
VL  - 371
ID  - 204367
ER  - 


TY  - THES
AB  - This study compared a stimulus fading (SF) procedure with a constant time delay (CTD) procedure for identification of consonant-vowel-consonant (CVC) nonsense words for a participant with autism. An alternating treatments design was utilized through a computer-based format. Receptive identification of target words was evaluated using a computer format and the researcher conducted a generalization probe for expressive identification evaluation. Neither treatment condition resulted in consistent gains on the receptive identification measure. Both treatment conditions resulted in gains on the expressive identification assessment. The SF treatment condition was more efficient due to 1) accuracy in identifying all of the SF target words in fewer sessions than the CTD target words and 2) incidental learning that occurred as a result of exposure to additional SF words as distracter choices and in receptive identification assessments. Implications are discussed. [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  - Redhair, Emily
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Comparative Analysis
Identification
Phonemes
Vowels
Accuracy
Incidental Learning
Stimuli
Prompting
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2011
SN  - 978-1-267-01361-3
ST  - Identification of Printed Nonsense Words for an Individual with Autism: A Comparison of Constant Time Delay and Stimulus Fading
TI  - Identification of Printed Nonsense Words for an Individual with Autism: A Comparison of Constant Time Delay and Stimulus Fading
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED534491&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:3481734
ID  - 205230
ER  - 


TY  - JOUR
AB  - This study compared a stimulus fading (SF) procedure with a constant time delay (CTD) procedure for identification of consonant-vowel-consonant (CVC) nonsense words for a participant with autism. An alternating treatments design was utilized through a computer-based format. Receptive identification of target words was evaluated using a computer format and the researcher conducted a generalization probe for expressive identification evaluation. Neither treatment condition resulted in consistent gains on the receptive identification measure. Both treatment conditions resulted in gains on the expressive identification assessment. The SF treatment condition was more efficient due to 1) accuracy in identifying all of the SF target words in fewer sessions than the CTD target words and 2) incidental learning that occurred as a result of exposure to additional SF words as distracter choices and in receptive identification assessments. Implications are discussed.
AN  - EJ1016447
AU  - Redhair, Emily I.
AU  - McCoy, Kathleen M.
AU  - Zucker, Stanley H.
AU  - Mathur, Sarup R.
AU  - Caterino, Linda
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Therapy
Comparative Analysis
Prompting
Identification
Incidental Learning
Computer Assisted Instruction
Accuracy
Expressive Language
Receptive Language
Preschool Children
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 2154-1647
SP  - 351-362
ST  - Identification of Printed Nonsense Words for an Individual with Autism: A Comparison of Constant Time Delay and Stimulus Fading
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Identification of Printed Nonsense Words for an Individual with Autism: A Comparison of Constant Time Delay and Stimulus Fading
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1016447&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/693/Identification-of-Printed-Nonsense-Words-for-an-Individual-with-Autism-A-Comparison-of-Constant-Time-Delay-and-Stimulus-Fading.aspx
VL  - 48
ID  - 205229
ER  - 


TY  - JOUR
AB  - This study explored under what conditions young children would set reminders to aid their memory for delayed intentions. A computerized task requiring participants to carry out delayed intentions under varying levels of cognitive load was presented to 63 children (aged between 6.9 and 13.0 years old). Children of all ages demonstrated metacognitive predictions of their performance that were congruent with task difficulty. Only older children, however, set more reminders when they expected their future memory performance to be poorer. These results suggest that most primary school-aged children possess metacognitive knowledge about their prospective memory limits, but that only older children may be able to exercise the metacognitive control required to translate this knowledge into strategic reminder setting.
AN  - EJ1196175
AU  - Redshaw, Jonathan
AU  - Vandersee, Johanna
AU  - Bulley, Adam
AU  - Gilbert, Sam J.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Cues
Memory
Intention
Prompting
Children
Early Adolescents
Metacognition
Age Differences
Prediction
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0009-3920
SP  - 2099-2108
ST  - Development of Children's Use of External Reminders for Hard-to-Remember Intentions
T2  - Child Development
TI  - Development of Children's Use of External Reminders for Hard-to-Remember Intentions
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1196175&site=ehost-live&scope=site
http://dx.doi.org/10.1111/cdev.13040
VL  - 89
ID  - 205151
ER  - 


TY  - JOUR
AB  - The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K-12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was moderately correlated with standardized measures of reading comprehension and, with older students, had a lower correlation with decoding and fluency. Literal information was retold more frequently than inferential, and students with learning disabilities or reading difficulties needed more supports to demonstrate adequate recall. Great variability was shown in the prompting procedures, but scoring methods were more consistent across studies. The influences of genre, background knowledge, and organizational features were often specific to particular content, texts, or students. Overall, retell has not yet demonstrated adequacy as a progress monitoring instrument.
AD  - Educational Psychology and Special Services, The University of Texas at El Paso.
AN  - 23125521
AU  - Reed, D. K.
AU  - Vaughn, S.
C2  - Pmc3485692
C6  - Nihms288872
DO  - 10.1080/10888438.2010.538780
DP  - NLM
ET  - 2012/11/06
J2  - Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1088-8438 (Print)
1088-8438
SP  - 187-217
ST  - Retell as an Indicator of Reading Comprehension
T2  - Sci Stud Read
TI  - Retell as an Indicator of Reading Comprehension
VL  - 16
ID  - 204820
ER  - 


TY  - JOUR
AB  - The present study used a multiple baseline across participants design to assess whether 4 children with autism could learn a generalized repertoire of helping adults with different tasks through the use of a multicomponent teaching package. Different helping responses were taught in the presence of multiple exemplars of discriminative stimuli drawn from experimenter-defined categories of helping behavior (e.g., locating objects, putting away items, setting up an activity). During the training condition, video models, prompting, and reinforcement were used. The results showed that all 4 children learned to emit appropriate helping responses in the presence of discriminative stimuli from the helping categories used during training. Generalization of helping responses was observed in the presence of untrained discriminative stimuli during additional probe conditions. Additional pre- and post-intervention generalization trials showed that the frequency of helping responses also increased in the presence of novel stimuli, in a novel setting, and with a novel instructor.
AN  - EJ758916
AU  - Reeve, Sharon A.
AU  - Reeve, Kenneth F.
AU  - Townsend, Dawn Buffington
AU  - Poulson, Claire L.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Stimuli
Helping Relationship
Generalization
Autism
Prosocial Behavior
Children
Teaching Methods
Training
Prompting
Audiovisual Aids
Reinforcement
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2007
SN  - 0021-8855
SP  - 123-136
ST  - Establishing a Generalized Repertoire of Helping Behavior in Children with Autism
T2  - Journal of Applied Behavior Analysis
TI  - Establishing a Generalized Repertoire of Helping Behavior in Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ758916&site=ehost-live&scope=site
http://www.jeabjaba.org/jaba/toc/2007/jabaSpring07.php
VL  - 40
ID  - 205198
ER  - 


TY  - JOUR
AB  - Children with low (pre-)literacy skills may benefit from individual tutoring during the early phases of learning to read. Dutch at-risk students from 13 schools received in first and second grade a computerized reading intervention, delivered by non-professional tutors at school. Digital logs indicated that treatment integrity was lower than intended; therefore, the intervention group was subdivided using a completion criterion. Third grade assessments revealed that the subgroup that had finished the program successfully (IF, N = 40) was able to read as fluent as the average reader, outperforming the subgroup that had not completely finished the program (InF, N = 31) as well as the group that had not worked with the program (controls, N = 66) on all reading measures. This study demonstrates that a well-implemented tutoring model can serve as a (cost-)effective complement to the classroom practice for beginning readers.
AD  - Kohnstamm Institute, University of Amsterdam, Amsterdam, The Netherlands.
AN  - 24133038
AU  - Regtvoort, A.
AU  - Zijlstra, H.
AU  - van der Leij, A.
DA  - Nov
DO  - 10.1002/dys.1465
DP  - NLM
ET  - 2013/10/18
J2  - Dyslexia (Chichester, England)
KW  - Child
Computer-Assisted Instruction
Dyslexia/*therapy
Early Intervention, Educational/*methods
Education
Female
Humans
Male
Reading
Treatment Outcome
computer supported
non-professional tutors
one-to-one instruction
poor readers
sustained early intervention
treatment integrity
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1076-9242
SP  - 256-80
ST  - The effectiveness of a 2-year supplementary tutor-assisted computerized intervention on the reading development of beginning readers at risk for reading difficulties: a randomized controlled trial
T2  - Dyslexia
TI  - The effectiveness of a 2-year supplementary tutor-assisted computerized intervention on the reading development of beginning readers at risk for reading difficulties: a randomized controlled trial
VL  - 19
ID  - 204331
ER  - 


TY  - JOUR
AB  - Augmentative and alternative communication (AAC) systems can support communication skills for people with significant developmental disabilities who experience complex communication needs (CCNs). There is a need to tailor best practices in AAC assessment and intervention to create individualized communication systems with this population. In this article, we outline the important components of AAC systems that can be implemented in authentic settings. However, given the limited evidence on AAC interventions specific to people with CCNs, we also identify some priority areas for future inquiry. Among these involve strategies to enhance decision making regarding (a) matching communication mode(s) to learner skills and contextual demands, (b) identifying communicative opportunities and obligations, (c) individualizing aided communication display features, (d) selection of vocabulary specificity, and (e) considering dosage parameters needed to acquire and maintain a communicative repertoire. In addition, we briefly discuss the use of telehealth to enhance intervention capability.
AD  - 1 University of Minnesota, Minneapolis, MN, USA.
2 Texas A&M University, College Station, TX, USA.
AN  - 31238708
AU  - Reichle, J.
AU  - Simacek, J.
AU  - Wattanawongwan, S.
AU  - Ganz, J.
DA  - Nov
DO  - 10.1177/0145445519858272
DP  - NLM
ET  - 2019/06/27
J2  - Behavior modification
KW  - *Communication Aids for Disabled
Communication Disorders/complications/*therapy
Culturally Competent Care
Developmental Disabilities/complications/*therapy
Health Workforce
Humans
Speech Therapy/*instrumentation/*methods
*Aac
*communication
*complex communication needs
*severe disabilities
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0145-4455
SP  - 841-878
ST  - Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs
T2  - Behav Modif
TI  - Implementing Aided Augmentative Communication Systems With Persons Having Complex Communicative Needs
VL  - 43
ID  - 203883
ER  - 


TY  - THES
AB  - A societal shift from print-based to digital texts has afforded the ability to embed reader support within an instructional text. Numerous factors make eBooks an attractive option for colleges and universities, though undergraduates consistently reaffirm a preference for print-based materials. Given that many undergraduates arrive to college with a deficiency in reading comprehension skills and metacognitive awareness, digital text is able to offer an additional layer of support. A sample population of college undergraduates (N = 80) read an expository text on the basics of photography in the form of a fill-in field PDF. The most robust treatment (mixed) read the text, generated a summary for each page of text, and then was prompted with a metacognitive strategy self-question. The metacognitive treatment received metacognitive strategy prompts only, and the cognitive group implemented the cognitive strategy (summarization) only. A control group read the text with no embedded support. Groups were compared on measures of achievement, attitudes, cognitive load, and metacomprehension and calibration accuracy. Results indicated that a combination of embedded cognitive and metacognitive strategies in digital text improved learner achievement on high-level questions, yielded more accurate predictive calibration, and strengthened the relationship between metacomprehension and performance. Because cognitive load was reported to be significantly higher in the mixed strategy condition, the trade-off between the benefits of embedded reading support and the effects on mental demand should be investigated in more depth. This study found that providing embedded cognitive and metacognitive support in text lead to more accurate calibration and stronger metacomprehension judgments, both of which are common attributes of an academically successful learner. [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  - Reid, Alan J.
DB  - ERIC
DP  - EBSCOhost
KW  - Metacognition
Reading Comprehension
Reading Improvement
Undergraduate Students
Difficulty Level
Reader Text Relationship
Prompting
Reading Strategies
Reading Achievement
Reading Attitudes
Accuracy
Electronic Publishing
Electronic Learning
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-77520-8
ST  - Improving Metacomprehension and Calibration Accuracy through Embedded Cognitive and Metacognitive Strategy Prompts
TI  - Improving Metacomprehension and Calibration Accuracy through Embedded Cognitive and Metacognitive Strategy Prompts
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED556831&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:3579622
ID  - 205236
ER  - 


TY  - JOUR
AB  - This paper presents results from an experimental study that examined embedded strategy prompts in digital text and their effects on calibration and metacomprehension accuracies. A sample population of 80 college undergraduates read a digital expository text on the basics of photography. The most robust treatment (mixed) read the text, generated a summary for each page of text, and then was prompted with a metacognitive strategy. The metacognitive treatment received metacognitive strategy prompts only, and the cognitive group implemented the cognitive strategy (summarization) only. A control group read the text with no embedded support. Groups were compared on measures of achievement, attitudes, cognitive load, and metacomprehension and calibration accuracy. Results indicated that a combination of embedded cognitive and metacognitive strategies in digital text improved learner achievement on application-level questions, yielded more accurate predictive calibration, and strengthened the relationship between metacomprehension and performance, all of which are common attributes of an academically successful learner.
AN  - EJ1126162
AU  - Reid, Alan J.
AU  - Morrison, Gary R.
AU  - Bol, Linda
DA  - 02/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Metacognition
Comprehension
Learning Processes
Accuracy
Reading Comprehension
Electronic Publishing
Electronic Learning
Undergraduate Students
Prompting
Learning Strategies
Documentation
Control Groups
Experimental Groups
Comparative Analysis
Reading Achievement
Reading Attitudes
Cognitive Processes
Difficulty Level
Reading Improvement
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1042-1629
SP  - 29-45
ST  - Knowing What You Know: Improving Metacomprehension and Calibration Accuracy in Digital Text
T2  - Educational Technology Research and Development
TI  - Knowing What You Know: Improving Metacomprehension and Calibration Accuracy in Digital Text
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1126162&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s11423-016-9454-5
VL  - 65
ID  - 205255
ER  - 


TY  - JOUR
AB  - BACKGROUND: Research has demonstrated evidence for increased perceptual capacity in autism: autistic people can process more information at any given time than neurotypical individuals. The implications of this for educating autistic pupils have not been investigated. For example, this ability to process more information at any given time may explain why autistic children sometimes process more peripheral task-irrelevant information than neurotypical individuals (e.g. in background classroom wall-displays). AIMS: The current study assessed the impact of different types of background information on autistic and non-autistic children's ability to perform a learning task. METHODS AND PROCEDURES: Autistic (N = 23) and non-autistic (N = 50) children took part in a computer-based task designed to simulate a lesson. They watched three videos of a teacher telling a story, each with a different background condition: blank, relevant images, or irrelevant images. OUTCOMES AND RESULTS: When the visual display contained story-relevant information, both groups recalled background information in addition to the central story. When the background displays were irrelevant to the story, autistic children recalled more background information than their neurotypical peers, yet maintained their ability to recall information from the central story. CONCLUSION AND IMPLICATIONS: The current study suggests that pupils' perceptual capacity- including those on the autistic spectrum - can indeed be capitalised on to support learning in the classroom. To do so, however, we must ensure that the child can use their capacity for task-relevant processing, rather than irrelevant distractions.
AD  - Centre for Research in Autism and Education (CRAE), Department of Psychology and Human Development, UCL Institute of Education, University College London, United Kingdom. Electronic address: a.remington@ucl.ac.uk.
Department of Psychology, Durham University, United Kingdom.
Centre for Research in Autism and Education (CRAE), Department of Psychology and Human Development, UCL Institute of Education, University College London, United Kingdom.
Department of Language and Cognition, University College London, United Kingdom.
AN  - 30579260
AU  - Remington, A.
AU  - Hanley, M.
AU  - O'Brien, S.
AU  - Riby, D. M.
AU  - Swettenham, J.
DA  - Feb
DO  - 10.1016/j.ridd.2018.12.006
DP  - NLM
ET  - 2018/12/24
J2  - Research in developmental disabilities
KW  - Adolescent
*Attention
Autistic Disorder/*psychology
Case-Control Studies
Child
Female
Humans
*Learning
Male
*Perception
*Schools
Task Performance and Analysis
*Teaching
Attention
Autism
Classroom
Learning
Perception
Perceptual capacity
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0891-4222
SP  - 197-204
ST  - Implications of capacity in the classroom: Simplifying tasks for autistic children may not be the answer
T2  - Res Dev Disabil
TI  - Implications of capacity in the classroom: Simplifying tasks for autistic children may not be the answer
VL  - 85
ID  - 204001
ER  - 


TY  - JOUR
AB  - Little is known from the perspectives of youths with intellectual and developmental disabilities themselves about their experiences related to inclusion, engagement in community life and friendship, and their quality of life. The Voices of Youths research project used an inclusive approach to learn from youths about these experiences. Twenty-four youths (age 13–24 years) with a range of intellectual and developmental disabilities diagnostic ‘labels’ participated in three video-recorded, community-based interviews. Constructivist grounded theory data analysis revealed a theoretical framework comprising the core concept of belonging and four associated concepts: engaging with similar people, having social relationships, negotiating meaningful roles, and navigating norms and expectations—finding a good fit. The findings contribute new knowledge about the ways in which these youths experience a sense of belonging from their own perspectives and can inform development/enrichment of policies, programmes, and services for these youths. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Renwick, Rebecca
AN  - 2019-16694-001
AU  - Renwick, Rebecca
AU  - DuBois, Denise
AU  - Cowen, Jasmine
AU  - Cameron, Debra
AU  - Schormans, Ann Fudge
AU  - Rose, Natalie
DB  - APA PsycInfo
DO  - 10.1080/09687599.2019.1583551
DP  - EBSCOhost
KW  - intellectual disability
developmental disability
belonging
engagement
inclusion
community life
inclusive research
grounded theory
mental retardation
friendship
quality of life
Community Involvement
Developmental Disabilities
Intellectual Development Disorder
M1  - 6
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 0968-7599
1360-0508
SP  - 945-971
ST  - Voices of youths on engagement in community life: A theoretical framework of belonging
T2  - Disability & Society
TI  - Voices of youths on engagement in community life: A theoretical framework of belonging
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-16694-001&site=ehost-live&scope=site
ORCID: 0000-0003-2567-0564
r.renwick@utoronto.ca
VL  - 34
ID  - 205062
ER  - 


TY  - JOUR
AB  - The complexity and heterogeneity of Autism Spectrum Disorders (ASD) require the implementation of dedicated analysis techniques to obtain the maximum from the interrelationship among many variables that describe affected individuals, spanning from clinical phenotypic characterization and genetic profile to structural and functional brain images. The ARIANNA project has developed a collaborative interdisciplinary research environment that is easily accessible to the community of researchers working on ASD (https://arianna.pi.infn.it). The main goals of the project are: to analyze neuroimaging data acquired in multiple sites with multivariate approaches based on machine learning; to detect structural and functional brain characteristics that allow the distinguishing of individuals with ASD from control subjects; to identify neuroimaging-based criteria to stratify the population with ASD to support the future development of personalized treatments. Secure data handling and storage are guaranteed within the project, as well as the access to fast grid/cloud-based computational resources. This paper outlines the web-based architecture, the computing infrastructure and the collaborative analysis workflows at the basis of the ARIANNA interdisciplinary working environment. It also demonstrates the full functionality of the research platform. The availability of this innovative working environment for analyzing clinical and neuroimaging information of individuals with ASD is expected to support researchers in disentangling complex data thus facilitating their interpretation.
AD  - National Institute for Nuclear Physics (INFN), Largo Bruno Pontecorvo 3, 56127 Pisa, Italy. Electronic address: Alessandra.Retico@pi.infn.it.
National Institute for Nuclear Physics (INFN), Largo Bruno Pontecorvo 3, 56127 Pisa, Italy.
IRCCS Stella Maris Foundation, Viale del Tirreno 331, 56128 Pisa, Italy; Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy.
Institute of Legal Information Theory and Techniques (ITTIG) of the National Research Council, Via de' Barucci 20, 50127 Florence, Italy.
NET7 S.r.l., via Marche 10, 56123 Pisa, Italy.
National Institute for Nuclear Physics (INFN), Largo Bruno Pontecorvo 3, 56127 Pisa, Italy; University of Pisa, Physics Department, Largo Bruno Pontecorvo 3, 56127 Pisa, Italy.
IRCCS Stella Maris Foundation, Viale del Tirreno 331, 56128 Pisa, Italy.
I+ S.r.l., Piazza Puccini 26, 50144 Florence, Italy.
AN  - 28544911
AU  - Retico, A.
AU  - Arezzini, S.
AU  - Bosco, P.
AU  - Calderoni, S.
AU  - Ciampa, A.
AU  - Coscetti, S.
AU  - Cuomo, S.
AU  - De Santis, L.
AU  - Fabiani, D.
AU  - Fantacci, M. E.
AU  - Giuliano, A.
AU  - Mazzoni, E.
AU  - Mercatali, P.
AU  - Miscali, G.
AU  - Pardini, M.
AU  - Prosperi, M.
AU  - Romano, F.
AU  - Tamburini, E.
AU  - Tosetti, M.
AU  - Muratori, F.
DA  - Aug 1
DO  - 10.1016/j.compbiomed.2017.05.017
DP  - NLM
ET  - 2017/05/26
J2  - Computers in biology and medicine
KW  - Autism Spectrum Disorder/*diagnostic imaging
Brain/*diagnostic imaging
Female
Humans
Internet
Magnetic Resonance Imaging
Male
Neuroimaging/*methods
*Autism spectrum disorders
*Children
*Data processing
*Magnetic resonance imaging
*Neuroimaging
*Resource sharing
*World wide web working environment
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0010-4825
SP  - 1-7
ST  - ARIANNA: A research environment for neuroimaging studies in autism spectrum disorders
T2  - Comput Biol Med
TI  - ARIANNA: A research environment for neuroimaging studies in autism spectrum disorders
VL  - 87
ID  - 203895
ER  - 


TY  - JOUR
AB  - This action research project explored the use of the iPad 2 in a special education classroom with high school students who were considered struggling readers to determine if an academic gain in reading comprehension, reading fluency, and vocabulary implementing the intervention of an iPad and four specific applications (apps). The high school students used a combination of apps for at least 30 minutes a day with the remedial reading program, Second Chance Reading. A statistical comparison of data from first semester without the iPad to data collected the second semester with the iPad resulted in a significant gain in reading comprehension and a statistically significant gain in vocabulary on the Stanford Reading Diagnostic Test.
AN  - EJ1032581
AU  - Retter, Shannan
AU  - Anderson, Christine
AU  - Kieran, Laura
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Handheld Devices
Educational Technology
Learning Disabilities
Special Education
High School Students
Computer Oriented Programs
Remedial Reading
Reading Programs
Technology Uses in Education
Action Research
Reading Difficulties
Statistical Analysis
Reading Comprehension
Vocabulary
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 1055-8896
SP  - 443-463
ST  - iPad Use for Accelerating Reading Gains in Secondary Students with Learning Disabilities
T2  - Journal of Educational Multimedia and Hypermedia
TI  - iPad Use for Accelerating Reading Gains in Secondary Students with Learning Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1032581&site=ehost-live&scope=site
http://www.editlib.org/p/43842/
VL  - 22
ID  - 205253
ER  - 


TY  - JOUR
AB  - Multifamily therapy is an evidence-based method used in the treatment and prevention of severe psychiatric disorders, behavioral problems and physical illnesses in children, adolescents and adults. For preventive family-oriented work with children with learning disorders there is a lack of therapeutic models. This article presents results from an innovative pilot project--multiple family groups for families with a learning disabled child of primary school age (six to eleven years old). Based on a systemic approach, this resource-oriented program integrates creative, activity-based interventions and group therapy techniques and conveys a comprehensive understanding of the challenges associated with learning disorders. Because of the pilot character of the study and the small sample size, the results have to be interpreted with care. The results do however clearly support the wider implementation and evaluation of the program in child guidance clinics, social-pediatric centers, as well as child and adolescent clinics and schools.
AD  - Institut für Psychosomatische Kooperationsforschung und Familientherapie, Zentrum für Psychosoziale Medizin, Universitätsklinik Heidelberg. Ruediger_Retzlaff@med.uni-heidelberg.de
AN  - 18605438
AU  - Retzlaff, R.
AU  - Brazil, S.
AU  - Goll-Kopka, A.
DO  - 10.13109/prkk.2008.57.5.346
DP  - NLM
ET  - 2008/07/09
J2  - Praxis der Kinderpsychologie und Kinderpsychiatrie
KW  - Adult
Child
Child Behavior Disorders/diagnosis/psychology/therapy
Dyslexia/diagnosis/psychology/therapy
Education/methods
Family Therapy/*methods
Female
Humans
Learning Disabilities/diagnosis/psychology/*therapy
Male
Middle Aged
Pilot Projects
Psychotherapy, Group/*methods
Systems Theory
LA  - ger
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
OP  - Multi-familientherapie bei Kindern mit Teilleistungsfertigkeiten.
PY  - 2008
SN  - 0032-7034 (Print)
0032-7034
SP  - 346-61
ST  - [Multifamily therapy in children with learning disabilities]
T2  - Prax Kinderpsychol Kinderpsychiatr
TI  - [Multifamily therapy in children with learning disabilities]
VL  - 57
ID  - 204201
ER  - 


TY  - JOUR
AB  - Investigation of tool use is an effective way to determine cognitive abilities of animals. This approach raises hypotheses, which delineate limits of animal's competence in understanding of objects properties and interrelations and the influence of individual and social experience on their behaviour. On the basis of brief review of different models of manipulation with objects and tools manufacturing (detaching, subtracting and reshaping) by various animals (from elephants to ants) in natural conditions the experimental data concerning tool usage was considered. Tool behaviour of anumals could be observed rarely and its distribution among different taxons is rather odd. Recent studies have revealed that some species (for instance, bonobos and tamarins) which didn't manipulate tools in wild life appears to be an advanced tool users and even manufacturers in laboratory. Experimental studies of animals tool use include investigation of their ability to use objects physical properties, to categorize objects involved in tool activity by its functional properties, to take forces affecting objects into account, as well as their capacity of planning their actions. The crucial question is whether animals can abstract general principles of relations between objects regardless of the exact circumstances, or they develop specific associations between concerete things and situations. Effectiveness of laboratory methods is estimated in the review basing on comparative studies of tool behaviour, such as "support problem", "stick problem", "tube- and tube-trap problem", and "reserve tube problem". Levels of social learning, the role of imprinting, and species-specific predisposition to formation of specific domains are discussed. Experimental investigation of tool use allows estimation of the individuals' intelligence in populations. A hypothesis suggesting that strong predisposition to formation of specific associations can serve as a driving force and at the same time as obstacle to animals' activity is discussed. In several "technically gifted" species (such as woodpecker finches, New Caledonian crows, and chimpanzees) tool use seems to be guided by a rapid process of trial and error learning. Individuals that are predisposed to learn specific connections do this too quickly and thus become enslaved by stereotypic solutions of raising problems.
AN  - 16521567
AU  - Reznikova Zh, I.
DA  - Jan-Feb
DP  - NLM
ET  - 2006/03/09
J2  - Zhurnal obshchei biologii
KW  - Adaptation, Psychological
Animals
*Cognition
Learning
Pattern Recognition, Physiological
Species Specificity
LA  - rus
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0044-4596 (Print)
0044-4596
SP  - 3-22
ST  - [The study of tool use as the way for general estimation of cognitive abilities in animals]
T2  - Zh Obshch Biol
TI  - [The study of tool use as the way for general estimation of cognitive abilities in animals]
VL  - 67
ID  - 204343
ER  - 


TY  - JOUR
AB  - BACKGROUND: Early diagnosis and referral to treatment prior to age 3-5 years improves the prognosis of children with Autism Spectrum Disorder (ASD). However, ASD is often not diagnosed until age 3-4 years, and medical providers may lack training to offer caregivers evidence-based treatment recommendations. This study tested hypotheses that 1) children with ASD would be diagnosed between ages 3-4 years (replicating prior work), 2) caregivers would receive little information beyond the diagnosis from their medical providers, and 3) caregivers would turn to other sources, outside of their local health care professionals, to learn more about ASD. METHODS: 146 ASD caregivers responded to an online survey that consisted of questions about demographics, the diagnostic process, sources of information/support, and the need and availability of local services for ASDs. Hypotheses were tested using descriptives, regression analyses, analyses of variance, and chi-squared. RESULTS: The average age of diagnosis was 4 years, 10 months and the mode was 3 years. While approximately 40% of professionals gave additional information about ASD after diagnosis and 15-34% gave advice on medical/educational programs, only 6% referred to an autism specialist and 18% gave no further information. The diagnosis of Autism was made at earlier ages than Asperger's Disorder or PDD-NOS. Developmental pediatricians (relative to psychiatrists/primary care physicians, neurologists, and psychologists) were associated with the lowest age of diagnosis and were most likely to distribute additional information. Caregivers most often reported turning to the media (i.e., internet, books, videos), conferences, and other parents to learn more about ASD. CONCLUSION: The average age of ASD diagnosis (4 years, 10 months) was later than optimal if children are to receive the most benefit from early intervention. Most professionals gave caregivers further information about ASDs, especially developmental pediatricians, but a sizeable minority did not. This may reflect a lack of training in the wide range of behaviors that occur across the autism spectrum. Parents turned to outside sources to learn more about ASD. We recommend that all physicians receive specialized training about ASDs to improve upon early screening and diagnosis, and then advise caregivers about empirically-supported services.
AD  - Department of Psychology, Virginia Tech, Blacksburg, Virginia 24061, USA. rar4f@virginia.edu
AN  - 18021459
AU  - Rhoades, R. A.
AU  - Scarpa, A.
AU  - Salley, B.
C2  - Pmc2235850
DA  - Nov 20
DO  - 10.1186/1471-2431-7-37
DP  - NLM
ET  - 2007/11/21
J2  - BMC pediatrics
KW  - Age Factors
Asperger Syndrome/*diagnosis/therapy
Autistic Disorder/*diagnosis/therapy
Child, Preschool
Clinical Competence/*statistics & numerical data
Health Care Surveys
Health Knowledge, Attitudes, Practice
Humans
Parents
Patient Education as Topic
Professional-Family Relations
Virginia
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1471-2431
SP  - 37
ST  - The importance of physician knowledge of autism spectrum disorder: results of a parent survey
T2  - BMC Pediatr
TI  - The importance of physician knowledge of autism spectrum disorder: results of a parent survey
VL  - 7
ID  - 204209
ER  - 


TY  - JOUR
AB  - A stand-alone online teaching module was developed to cover an area of musculoskeletal anatomy (structure of bone) found to be difficult by students. The material presented in the module was not formally presented in any other way, thus providing additional time for other curriculum components, but it was assessed in the final examination. The module was developed using "in-house" software designed for academics with minimal computer experience. The efficacy and effectiveness of the module was gauged via student surveys, testing student knowledge before and after module introduction, and analysis of final examination results. At least 74% of the class used the module and student responses were positive regarding module usability (navigation, interaction) and utility (learning support). Learning effectiveness was demonstrated by large significant improvements in the post-presentation test scores for "users" compared with "non-users" and by the percentage of correct responses to relevant multiple choice questions in the final examination. Performance on relevant short answer questions in the final examination was, on average, comparable to that for other components. Though limited by study structure, it was concluded that the module produced learning outcomes equivalent to those generated by more traditional teaching methods. This "Do-It-Yourself" e-learning approach may be particularly useful for meeting specific course needs not catered for by commercial applications or where there are cost limitations for generation of online learning material. The specific approaches used in the study can assist in development of effective online resources in anatomy.
AD  - School of Medical Sciences, Royal Melbourne Institute of Technology University, Bundoora, Victoria, Australia.
AN  - 23027675
AU  - Rich, P.
AU  - Guy, R.
DA  - Mar-Apr
DO  - 10.1002/ase.1312
DP  - NLM
ET  - 2012/10/03
J2  - Anatomical sciences education
KW  - Anatomy/*education
Attitude to Computers
Bone and Bones/*anatomy & histology
Comprehension
*Computer-Assisted Instruction
Curriculum
Educational Measurement
Educational Status
Humans
*Internet
Learning
Perception
Program Evaluation
Software
*Students/psychology
Surveys and Questionnaires
Teaching/*methods
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1935-9772
SP  - 107-13
ST  - A "do-it-yourself" interactive bone structure module: development and evaluation of an online teaching resource
T2  - Anat Sci Educ
TI  - A "do-it-yourself" interactive bone structure module: development and evaluation of an online teaching resource
VL  - 6
ID  - 204166
ER  - 


TY  - JOUR
AB  - BACKGROUND: Employment is a key determinant in quality of life. However, less than 50% of adults with ASD are employed. OBJECTIVE: In order to better support community-based employment for persons with ASD who use augmentative and alternative communication (AAC), there is a need to better understand those situations in which successful outcomes have been achieved. METHOD: This study utilized a multiple case design to investigate the experiences of seven individuals with ASD who use AAC and are successfully employed in the community. RESULTS: Results provide evidence that individuals with ASD who use AAC can be successfully employed, when provided with appropriate supports. Expressive and receptive communication were commonly identified as challenges, however, mobile devices provided support to communication and participation for many of the participants with ASD. CONCLUSIONS: Results from the current study provide evidence that successful employment for individuals with ASD who use AAC is possible when intervention addresses three key areas: the development of skills that are valued in the workplace, the identification and creation of good job matches, and access to needed supports.
AD  - Department of Communication Sciences and Disorders, Pennsylvania State University, University Park, PA, USA.
School of Intervention Services, Bowling Green State University, Bowling Green, OH, USA.
Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, PA, USA.
AN  - 30829632
AU  - Richardson, L.
AU  - McCoy, A.
AU  - McNaughton, D.
DO  - 10.3233/wor-192856
DP  - NLM
ET  - 2019/03/05
J2  - Work (Reading, Mass.)
KW  - Adult
Autism Spectrum Disorder/*complications/psychology
Communication Aids for Disabled/trends
Employment/*methods
Family/psychology
Female
Humans
Male
Quality of Life/psychology
Autism spectrum disorder
augmentative and alternative communication
employment
transition
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1051-9815
SP  - 205-219
ST  - "He's worth the extra work": The employment experiences of adults with ASD who use augmentative and alternative communication (AAC) as reported by adults with ASD, family members, and employers
T2  - Work
TI  - "He's worth the extra work": The employment experiences of adults with ASD who use augmentative and alternative communication (AAC) as reported by adults with ASD, family members, and employers
VL  - 62
ID  - 203959
ER  - 


TY  - JOUR
AB  - Background: This article presents a case study of the Centre for Disability Studies’ Inclusive Research Network. The network is a dynamic group of around fifteen people who have intellectual and other disabilities, support workers and university researchers. Methods: The study was based upon an evaluation of the group’s research practice, as demonstrated by their work together over the last 7 years. Network members created focus groups to outline the process of their research. These reflections formed the basis of a presentation video recorded for the 50th anniversary of the International Association for the Scientific Study of Intellectual and Developmental Disabilities conference. The video outlined the groups’ understanding of 'inclusive research.' A transcript of the script was used to analyse and reflect upon the group’s processes. Thus, this article outlines inclusive research from the perspective of network members, evaluated against the founding principles of inclusive research presented in Johnson and Walmsley (2003)’s well-known volume. Results: The network member’s answers show consistency with these principles developed by Johnson and Walmsley. Themes identified were the need for 'teamwork' and 'challenges' in following these principles. Conclusion: In defining what inclusive research is and what makes research 'inclusive,' the answers highlight the relational dynamics between the team members, and need to continually work on 'togetherness.' The affective connection between researchers is to them a highly significant part of what is considered successful inclusive research, particularly for coresearchers with intellectual disabilities. This article suggests the affective dimension may be undervalued in the current literature. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Riches, Tanya N., Centre for Disability Studies, Camperdown, NSW, Australia
AN  - 2017-40130-001
AU  - Riches, Tanya N.
AU  - O'Brien, Patricia M.
DB  - APA PsycInfo
DO  - 10.1111/bld.12199
DP  - EBSCOhost
KW  - empowerment issues
inclusive research intellectual disability
learning (intellectual) disabilities
mental retardation
Intellectual Development Disorder
Teamwork
Empowerment
Intellectual Development
Learning
Teams
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1354-4187
1468-3156
SP  - 274-281
ST  - Togetherness, teamwork and challenges: 'Reflections on building an inclusive research network'
T2  - British Journal of Learning Disabilities
TI  - Togetherness, teamwork and challenges: 'Reflections on building an inclusive research network'
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-40130-001&site=ehost-live&scope=site
ORCID: 0000-0001-5980-1599
tanya.riches@sydney.edu.au
VL  - 45
ID  - 205046
ER  - 


TY  - JOUR
AB  - Analogical reasoning, the ability to understand phenomena as systems of structured relationships that can be aligned, compared, and mapped together, plays a fundamental role in the technology rich, increasingly globalized educational climate of the 21st century. Flexible, conceptual thinking is prioritized in this view of education, and schools are emphasizing 'higher order thinking', rather than memorization of a cannon of key topics. The lack of a cognitively grounded definition for higher order thinking, however, has led to a field of research and practice with little coherence across domains or connection to the large body of cognitive science research on thinking. We review literature on analogy and disciplinary higher order thinking to propose that relational reasoning can be productively considered the cognitive underpinning of higher order thinking. We highlight the utility of this framework for developing insights into practice through a review of mathematics, science, and history educational contexts. In these disciplines, analogy is essential to developing expert-like disciplinary knowledge in which concepts are understood to be systems of relationships that can be connected and flexibly manipulated. At the same time, analogies in education require explicit support to ensure that learners notice the relevance of relational thinking, have adequate processing resources available to mentally hold and manipulate relations, and are able to recognize both the similarities and differences when drawing analogies between systems of relationships.
AD  - Comparative Human Development, University of Chicago, Chicago, IL, USA.
AN  - 26263071
AU  - Richland, L. E.
AU  - Simms, N.
DA  - Mar-Apr
DO  - 10.1002/wcs.1336
DP  - NLM
ET  - 2015/08/12
J2  - Wiley interdisciplinary reviews. Cognitive science
KW  - Cognitive Science
Comprehension
Education/*methods
Humans
*Learning
Mathematics/education
Models, Psychological
Problem Solving
Science/education
*Thinking
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1939-5078
SP  - 177-192
ST  - Analogy, higher order thinking, and education
T2  - Wiley Interdiscip Rev Cogn Sci
TI  - Analogy, higher order thinking, and education
VL  - 6
ID  - 204411
ER  - 


TY  - JOUR
AB  - BACKGROUND: Recent technological advances provide an alternative yet underutilised opportunity for promoting physical activity in youth. The primary aim of the Raising Awareness of Physical Activity (RAW-PA) Study is to examine the short- and longer-term impact of a wearable activity monitor combined with digital behaviour change resources on adolescents' daily physical activity levels. METHODS/DESIGN: RAW-PA is a 12 week, multicomponent physical activity intervention that utilises a popular activity tracker (Fitbit® Flex) and supporting digital materials that will be delivered online via social media. The resources target key behaviour change techniques. The intervention structure and components have been informed by participatory research principles. RAW-PA will be evaluated using a cluster randomised controlled trial design with schools as the unit of randomisation. Twelve schools located in Melbourne, Australia, will allocated to either the intervention or wait-list control group. The target sample size is 300 Year 8 adolescents (aged 13-14 years). Participants' moderate- to vigorous-intensity physical activity will be the primary outcome. Survey measures will be completed. Process factors (e.g. feasibility, acceptability/appeal, fidelity) will also be collected. DISCUSSION: To our knowledge, this study will provide some of the first evidence concerning the effect of wearable activity trackers and digital behaviour change resources on adolescents' physical activity levels. This study will provide insights into the use of such technologies for physical activity promotion, which may have a significant impact on health education, promotion, practice and policy. TRIAL REGISTRATION: Australian and New Zealand Clinical Trials Registry No: ACTRN12616000899448 . Date of registration: July 7, 2016.
AD  - Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia. nicky.ridgers@deakin.edu.au.
Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia.
School of Exercise and Nutrition Sciences, Deakin University, Melbourne, Australia.
AN  - 28052773
AU  - Ridgers, N. D.
AU  - Timperio, A.
AU  - Brown, H.
AU  - Ball, K.
AU  - Macfarlane, S.
AU  - Lai, S. K.
AU  - Richards, K.
AU  - Ngan, W.
AU  - Salmon, J.
C2  - Pmc5209805
DA  - Jan 4
DO  - 10.1186/s12889-016-3945-5
DP  - NLM
ET  - 2017/01/06
J2  - BMC public health
KW  - Adolescent
Adolescent Behavior/*psychology
Australia
Awareness
Behavior Therapy
Exercise/*physiology
Female
*Health Behavior
Health Promotion/methods
Humans
Male
Motor Activity
New Zealand
Physical Education and Training/*organization & administration
*Leisure time
*Online
*Pedometer
*Sedentary behaviour
*Wearable technology
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1471-2458
SP  - 6
ST  - A cluster-randomised controlled trial to promote physical activity in adolescents: the Raising Awareness of Physical Activity (RAW-PA) Study
T2  - BMC Public Health
TI  - A cluster-randomised controlled trial to promote physical activity in adolescents: the Raising Awareness of Physical Activity (RAW-PA) Study
VL  - 17
ID  - 204490
ER  - 


TY  - JOUR
AB  - BACKGROUND: We report findings from an intervention study using telehealth modalities to determine whether provision of telehealth services can improve access to care and increase adherence to cognitive therapy in veterans with mild traumatic brain injury (TBI) while matching traditional care in terms of outcomes. MATERIAL AND METHODS: Veterans who were initially non-adherent to clinic-based cognitive therapy were offered a newly developed treatment. The control participants were selected from patient records of veterans who had completed cognitive treatment and matched to MOPS-VI participants on the basis of age, marital or relationship status, and composite memory index score. Baseline and post-treatment cognitive functioning as assessed by the Test of Memory and Learning 2nd Edition (TOMAL-2) was obtained for all participants. The MOPS-VI modules were designed to increase understanding of TBI and elicit problem-solving skills for attention and memory impairment. Results Sixty-seven percent of veterans (who were assigned to the MOPS-VI treatment group because they were initially non-adherent with the clinic-based treatment) completed the MOPS-VI telemedicine treatment. RESULTS: of a two-way analysis of Variance (ANOVA) comparing baseline and follow-up scores on the TOMAL-2 in the MOPS-VI and control groups revealed there was a significant pre-post assessment effect, indicating that participant's memory and learning improved after treatment for both MOPS-VI and standard treatment groups. There was no significant difference between clinic-based treatment and MOPS-VI therapy. CONCLUSIONS: Preliminary evidence supports the efficacy of the treatment, defined as increased compliance in completing the treatment program, and improvements in standardized memory and learning test results comparable to those following clinic-based treatment.
AD  - Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, OH, USA. jamesls@mail.us.edu
AN  - 23584165
AU  - Riegler, L. J.
AU  - Neils-Strunjas, J.
AU  - Boyce, S.
AU  - Wade, S. L.
AU  - Scheifele, P. M.
C2  - Pmc3659154
DA  - Apr 15
DO  - 10.12659/msm.883885
DP  - NLM
ET  - 2013/04/16
J2  - Medical science monitor : international medical journal of experimental and clinical research
KW  - Adult
Analysis of Variance
Case-Control Studies
Cognition/*physiology
*Cognitive Behavioral Therapy
Humans
*Internet
Military Personnel
*Patient Compliance
Problem Solving
Telemedicine/*methods
Veterans
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1234-1010 (Print)
1234-1010
SP  - 269-75
ST  - Cognitive intervention results in web-based videophone treatment adherence and improved cognitive scores
T2  - Med Sci Monit
TI  - Cognitive intervention results in web-based videophone treatment adherence and improved cognitive scores
VL  - 19
ID  - 203964
ER  - 


TY  - JOUR
AB  - BACKGROUND: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. AIMS: This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. SAMPLE: N = 1,052 students from 53 German primary school classes and their science teachers participated. METHODS: Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. RESULTS: Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. CONCLUSIONS: The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching.
AD  - TU Dortmund University, Dortmund, Germany.
German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany.
Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany.
Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany.
Goethe University, Frankfurt am Main, Germany.
AN  - 27428898
AU  - Rieser, S.
AU  - Naumann, A.
AU  - Decristan, J.
AU  - Fauth, B.
AU  - Klieme, E.
AU  - Büttner, G.
DA  - Dec
DO  - 10.1111/bjep.12121
DP  - NLM
ET  - 2016/07/19
J2  - The British journal of educational psychology
KW  - Child
Female
Humans
Learning/*physiology
Male
Metacognition/*physiology
Motivation/*physiology
Schools
Science/education
*Teaching
*intrinsic motivation
*primary school
*reported metacognitive strategy use
*teaching quality
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0007-0998
SP  - 526-545
ST  - The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school
T2  - Br J Educ Psychol
TI  - The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school
VL  - 86
ID  - 203917
ER  - 


TY  - JOUR
AB  - Naturalistic developmental behavioral interventions include an explicit focus on coaching parents to use therapy techniques in daily routines and are considered best practice for young children with autism. Unfortunately, these approaches are not widely used in community settings, possibly due to the clinical expertise and training required. This article presents the work of the Bond, Regulate, Interact, Develop, Guide, Engage (BRIDGE Collaborative), a multidisciplinary group of service providers (including speech-language pathologists), parents, funding agency representatives, and researchers dedicated to improving the lives of young children with autism spectrum disorder and their families. The group selected and adapted a parent coaching naturalistic developmental behavioral intervention specifically for use with toddlers and their families for community implementation. Lessons learned from the implementation process include the importance of therapist background knowledge, the complexity of working with parents of young children, and needed supports for those working closely with parents, including specific engagement strategies and the incorporation of reflective practice.
AD  - Child and Adolescent Services Research Center, San Diego.
Department of Child and Family Development; San Diego State University.
MB Speech Therapy.
Profectum Academy, Mendham, New Jersey.
TERI Crimson Center for Speech and Language.
Speech, Language, and Hearing Sciences, San Diego State University.
Department of Psychiatry, University of California, San Diego.
UC Davis MIND Institute.
Department of Psychiatry and Behavioral Sciences, University of California, Davis.
AN  - 29558767
AU  - Rieth, S. R.
AU  - Haine-Schlagel, R.
AU  - Burgeson, M.
AU  - Searcy, K.
AU  - Dickson, K. S.
AU  - Stahmer, A. C.
C2  - Pmc6896787
C6  - NIHMS1061260 Education Science (R324A130145) and Autism Speaks (8136).Nonfinancial: All authors are members of the BRIDGE Collaborative. The authors have no additional nonfinancial interests to disclose related to this work.
DA  - Apr
DO  - 10.1055/s-0038-1627483
DP  - NLM
ET  - 2018/03/21
J2  - Seminars in speech and language
KW  - Autism Spectrum Disorder/*therapy
Behavior Therapy/*methods
Child, Preschool
Communication
Education, Nonprofessional/*methods
Health Education/*methods
Humans
Mentoring/methods
Parents/education
Risk
Speech-Language Pathology/methods
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0734-0478 (Print)
0734-0478
SP  - 114-124
ST  - Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder
T2  - Semin Speech Lang
TI  - Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder
VL  - 39
ID  - 203868
ER  - 


TY  - JOUR
AB  - Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper-level histology course, the interactive application Learning Catalytics(TM) , a cloud-based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions "on-the-go," engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five-point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328-338. © 2016 American Association of Anatomists.
AD  - Department of Biomedical Sciences, College of Veterinary Medicine, Cornell University, Ithaca, New York.
Center for Teaching Excellence, Cornell University, Ithaca, New York.
AN  - 28678444
AU  - Rinaldi, V. D.
AU  - Lorr, N. A.
AU  - Williams, K.
DA  - Jul
DO  - 10.1002/ase.1667
DP  - NLM
ET  - 2017/07/06
J2  - Anatomical sciences education
KW  - Cloud Computing
Cohort Studies
Comprehension
*Computer-Assisted Instruction
Curriculum
Education, Medical, Undergraduate/*methods
Educational Measurement/*methods
Feedback
Female
Histology/*education
Humans
Learning
Male
Microscopy
Students, Medical/*psychology
Universities
digital morphology
e-learning
formative assessment
histology
instant feedback assessment technique
interactive computer graphics
microscopic anatomy
undergraduate medical education
virtual microscopy
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1935-9772
SP  - 328-338
ST  - Evaluating a technology supported interactive response system during the laboratory section of a histology course
T2  - Anat Sci Educ
TI  - Evaluating a technology supported interactive response system during the laboratory section of a histology course
VL  - 10
ID  - 204458
ER  - 


TY  - JOUR
AB  - BACKGROUND: People with an intellectual (learning) disability (ID) and epilepsy have an increased seizure frequency, higher frequencies of multiple antiepileptic drug (AED) use and side effects, higher treatment costs, higher mortality rates and more behavioural problems than the rest of the population with epilepsy. The introduction of nurse-led care may lead to improvements in outcome for those with an ID and epilepsy; however, this has not been tested in a definitive clinical trial. OBJECTIVE: To determine whether or not ID nurses, using a competency framework developed to optimise nurse management of epilepsy in people with an ID, can cost-effectively improve clinical and quality-of-life outcomes in the management of epilepsy compared with treatment as usual. DESIGN: Cluster-randomised two-arm trial. SETTING: Community-based secondary care delivered by members of community ID teams. PARTICIPANTS: Participants were adults aged 18-65 years with an ID and epilepsy under the care of a community ID team and had had at least one seizure in the 6 months before the trial. INTERVENTIONS: The experimental intervention was the Learning Disability Epilepsy Specialist Nurse Competency Framework. This provides guidelines describing a structure and goals to support the delivery of epilepsy care and management by ID-trained nurses. MAIN OUTCOME MEASURES: The primary outcome was the seizure severity scale from the Epilepsy and Learning Disabilities Quality of Life questionnaire. Measures of mood, behaviour, AED side effects and carer strain were also collected. A cost-utility analysis was undertaken along with a qualitative examination of carers' views of participants' epilepsy management. RESULTS: In total, 312 individuals were recruited into the study from 17 research clusters. Using an intention-to-treat analysis controlling for baseline individual-level and cluster-level variables there was no significant difference in seizure severity score between the two arms. Altogether, 238 complete cases were included in the non-imputed primary analysis. Analyses of the secondary outcomes revealed no significant differences between arms. A planned subgroup analysis identified a significant interaction between treatment arm and level of ID. There was a suggestion in those with mild to moderate ID that the competency framework may be associated with a small reduction in concerns over seizure severity (standard error 2.005, 95% confidence interval -0.554 to 7.307; p = 0.092). However, neither subgroup showed a significant intervention effect individually. Family members' perceptions of nurses' management depended on the professional status of the nurses, regardless of trial arm. Economic analysis suggested that the competency framework intervention was likely to be cost-effective, primarily because of a reduction in the costs of supporting participants compared with treatment as usual. LIMITATIONS: The intervention could not be delivered blinded. Treatment as usual varied widely between the research sites. CONCLUSIONS: Overall, for adults with an ID and epilepsy, the framework conferred no clinical benefit compared with usual treatment. The economic analysis suggested that there may be a role for the framework in enhancing the cost-effectiveness of support for people with epilepsy and an ID. Future research could explore the specific value of the competency framework for those with a mild to moderate ID and the potential for greater long-term benefits arising from the continuing professional development element of the framework. TRIAL REGISTRATION: Current Controlled Trials ISRCTN96895428. FUNDING: This trial was funded by the NIHR Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 22, No. 10. See the NIHR Journals Library website for further project information.
AD  - Department of Psychiatry, University of Cambridge, Cambridge, UK.
Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK.
National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) East of England, Cambridge, UK.
Medical Research Council (MRC) Biostatistics Unit, Cambridge Institute of Public Health, Cambridge, UK.
King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Norwich Medical School, University of East Anglia, Norwich, UK.
King's Clinical Trials Unit, Institute of Psychiatry, King's College London, London, UK.
Epilepsy Action, Leeds, UK.
NHS Leeds West Clinical Commissioning Group, Leeds, UK.
Yunus Centre for Social Business and Health, Glasgow Caledonian University, Glasgow, UK.
NHS Wakefield Clinical Commissioning Group, Wakefield, UK.
School of Health and Population Science, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK.
AN  - 29457585
AU  - Ring, H.
AU  - Howlett, J.
AU  - Pennington, M.
AU  - Smith, C.
AU  - Redley, M.
AU  - Murphy, C.
AU  - Hook, R.
AU  - Platt, A.
AU  - Gilbert, N.
AU  - Jones, E.
AU  - Kelly, J.
AU  - Pullen, A.
AU  - Mander, A.
AU  - Donaldson, C.
AU  - Rowe, S.
AU  - Wason, J.
AU  - Irvine, F.
C2  - Pmc6485678
C6  - EMS82543 Technology Assessment Mental, Psychological and Occupational Health Panel and he was a member of the Psychological and Community Therapies Panel during the project. Cam Donaldson was a member of the Medical Research Council Methodology Research Panel.
DA  - Feb
DO  - 10.3310/hta22100
DP  - NLM
ET  - 2018/02/20
J2  - Health technology assessment (Winchester, England)
KW  - Adolescent
Adult
Affect
Aged
Behavior
Clinical Competence
Cost-Benefit Analysis
*Disease Management
Epilepsy/*epidemiology/*therapy
Female
Humans
Intellectual Disability/*epidemiology/*therapy
Male
Middle Aged
Quality of Life
Quality-Adjusted Life Years
Severity of Illness Index
Socioeconomic Factors
Specialties, Nursing/economics/*education
Young Adult
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1366-5278 (Print)
1366-5278
SP  - 1-104
ST  - Training nurses in a competency framework to support adults with epilepsy and intellectual disability: the EpAID cluster RCT
T2  - Health Technol Assess
TI  - Training nurses in a competency framework to support adults with epilepsy and intellectual disability: the EpAID cluster RCT
VL  - 22
ID  - 203853
ER  - 


TY  - JOUR
AB  - To resolve some of the inconsistencies in existing research into spatial navigation in autism spectrum disorder (ASD), we tested two large age- and ability-matched groups of ASD and typically developing (TD) participants for their spatial navigation abilities in a route learning task, which has been shown to shed light on the strategies participants employ when navigating complex environments. Participants studied a route through a virtual maze by watching a short video of a first-person perspective navigating a maze. The maze included four four-way intersections that were each marked with two unique landmarks in two corners of the intersection. At test, static images of the intersections, either as seen during the video or as approached from a different direction, were presented and participants had to indicate in which direction they would need to travel (straight, left, or right) in order to follow the originally studied route. On both types of test trials, the ASD group performed worse and their difficulties were related to reduced cognitive flexibility. Eye-movement data and follow-up item-memory tests suggested that navigation difficulties may have been related to differences in attention during encoding and less spontaneous use of landmarks as cues for navigation. Spatial navigation performance was best predicted by memory for landmarks as well as by executive functions. The results are discussed in relation to theories of underlying navigation-related brain regions. More research is needed to disentangle the influence of executive functions, memory and attention on spatial navigation. Autism Res 2018, 11: 798-810. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Navigating an environment is difficult for people with ASD independent of whether they are travelling in the same or in a different direction from that which they originally studied. The present study suggests that flexibility in alternating travel directions, difficulties in remembering landmarks as well as reduced attention to landmarks while learning a route play a role in the navigation difficulties in ASD. Guidance at route learning might help autistic individuals to improve their ability to navigate in their environments.
AD  - Autism Research Group, Department of Psychology, School of Social Sciences, Rhind Building, City, University of London, London, EC1V 0HB, UK.
Wayfinding Lab, Psychology Research Centre, Bournemouth University, Poole, BH12 5BB, UK.
AN  - 29405653
AU  - Ring, M.
AU  - Gaigg, S. B.
AU  - de Condappa, O.
AU  - Wiener, J. M.
AU  - Bowler, D. M.
DA  - May
DO  - 10.1002/aur.1924
DP  - NLM
ET  - 2018/02/07
J2  - Autism research : official journal of the International Society for Autism Research
KW  - Adult
Attention/*physiology
Autism Spectrum Disorder/*physiopathology
Cues
Executive Function/*physiology
Eye Movements
Female
Humans
Male
Memory/*physiology
Middle Aged
Spatial Navigation/*physiology
*autism
*executive function
*eye movements
*memory
*spatial navigation
*task support
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1939-3806
SP  - 798-810
ST  - Spatial navigation from same and different directions: The role of executive functions, memory and attention in adults with autism spectrum disorder
T2  - Autism Res
TI  - Spatial navigation from same and different directions: The role of executive functions, memory and attention in adults with autism spectrum disorder
VL  - 11
ID  - 203880
ER  - 


TY  - JOUR
AB  - Background: Previous research suggested that persons with Down syndrome (DS) used a different strategy to drum than typical adults. Methods: The present study examined continuous bimanual drumming strategies in response to different instructions in 10 persons with DS, 10 mental age-matched and 10 chronological age-matched groups. The drumming task required participants to hit two drums with the drumsticks at the same time following verbal (e.g. "up" and "down"), visual (e.g. video of both drumsticks moving up and down together) or auditory (e.g. sound of both drums being hit, then cymbal being hit) instructions for 10 s. Sensors placed on the wrists of each participant and the end of each drumstick provided data that allowed the assessment of individual drumming strategies. Results: In general, when persons with DS were following the visual instructions their drumming movements were shorter, straighter and less variable as compared with their movements in the auditory and verbal conditions. Conclusions: Whether movement paths were straight or curved, the strategy was to move the drumstick and wrist together as one unit.
AN  - EJ779090
AU  - Ringenbach, S. D.
AU  - Mulvey, G. M.
AU  - Beachy, C.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Down Syndrome
Matched Groups
Comparative Analysis
Cognitive Processes
Psychomotor Skills
Visual Stimuli
Auditory Stimuli
Verbal Stimuli
Motion
Instruction
Musical Instruments
M1  - 12
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2007
SN  - 0964-2633
SP  - 953-961
ST  - Persons with and without Down Syndrome Use Similar Strategies when Using Visual Instructions for Bimanual Drumming
T2  - Journal of Intellectual Disability Research
TI  - Persons with and without Down Syndrome Use Similar Strategies when Using Visual Instructions for Bimanual Drumming
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ779090&site=ehost-live&scope=site
http://dx.doi.org/10.1111/j.1365-2788.2007.00998.x
VL  - 51
ID  - 205290
ER  - 


TY  - JOUR
AB  - This pilot study examines the role of metacognitive awareness as a motivational strategy in second language learning. The paper begins by exploring metacognitive strategies within the general language learning strategy framework, and then zooming in upon "interest enhancement" as a particular strategy that influences motivation and self-confidence. In essence, this study is embedded in the paradigm of action classroom research and was initiated in response to a particular problem found among intermediate learners in an intensive English-for-Academic Purposes program. Pre- and Post- Intervention interviews were carried out with the course instructor to define the problem and later to gather information on her perspective as to the intervention's outcome. During the Pre-intervention interview with the instructor, it was discovered that learners were unresponsive to their instructors' techniques for test review because they did not see the value of it beyond the scope of the test. To mitigate this problem, the instructor implemented the following two changes during her review sessions with the intent to increase metacognitive interest enhancement: 1) The provision of positive, overt oral feedback was provided for both correct and incorrect responses during the review; and 2) The provision of continual reinforcement of the out-of-class importance of the language and concepts under discussion . Fourteen students (eleven Saudi Arabian, one Japanese, one Chinese, and one Rwandan) participated in the modified review session and were then asked to respond to a likert-type survey consisting of twelve questions that targeted interest enhancement on the following five sub-topics: 1) Understanding of the assignment; 2) Level of enjoyment; 3) Goals; 4) Classroom atmosphere; and 5) Feedback. Results from the survey demonstrated an increase in participants' self-reported levels of interest enhancement after the instructor's modifications. The paper will conclude with specific qualitative comments taken from the instructor's post-intervention interview that suggest that the students' motivation increased as a result of metacognitive interest enhancement techniques.
AN  - EJ1070197
AU  - Rix, Samantha
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Second Language Learning
Second Language Instruction
Interviews
English for Academic Purposes
Language Teachers
Language Tests
Role
Metacognition
Feedback (Response)
Oral Language
Likert Scales
Surveys
Assignments
Student Attitudes
Classroom Environment
Goal Orientation
Qualitative Research
Student Motivation
Action Research
Learning Strategies
Intensive Language Courses
College Students
College Faculty
Iowa
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 2231-3338
SP  - 28-34
ST  - The Role of Interest Enhancement for L2 Learners
T2  - Journal on English Language Teaching
TI  - The Role of Interest Enhancement for L2 Learners
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1070197&site=ehost-live&scope=site
http://www.imanagerpublications.com/JournalIntroduction.aspx?journal=imanagersJournalonEnglishLanguageTeaching
VL  - 2
ID  - 205381
ER  - 


TY  - JOUR
AB  - The process of learning new surgical technical skills is vital to the career of a surgeon. The acquisition of these new skills is influenced greatly by visual-spatial ability (VSA) and may be difficult for some learners to rapidly assimilate. In many cases, the role of VSA on the acquisition of a novel technical skill has been explored; however, none have probed the impact of a three-dimensional (3D) video learning module on the acquisition of new surgical skills. The first aim of this study is to capture spatially complex surgical translational flaps using 3D videography and incorporate the footage into a self-contained e-learning module designed in line with the principles of cognitive load theory. The second aim is to assess the efficacy of 3D video as a medium to support the acquisition of complex surgical skills in novice surgeons as evaluated using a global ratings scale. It is hypothesized that the addition of depth in 3D viewing will augment the learner's innate visual spatial abilities, thereby enhancing skill acquisition compared to two-dimensional viewing of the same procedure. Despite growing literature suggesting that 3D correlates directly to enhanced skill acquisition, this study did not differentiate significant results contributing to increased surgical performance. This topic will continue to be explored using more sensitive scales of measurement and more complex "open procedures" capitalizing on the importance of depth perception in surgical manipulation. Anat Sci Educ. © 2012 American Association of Anatomists.
AD  - Department of Anatomy and Cell Biology, Corps for Research of Instructional and Perceptual Technologies (CRIPT), Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada.
AN  - 22278856
AU  - Roach, V. A.
AU  - Brandt, M. G.
AU  - Moore, C. C.
AU  - Wilson, T. D.
DA  - May-Jun
DO  - 10.1002/ase.1262
DP  - NLM
ET  - 2012/01/27
J2  - Anatomical sciences education
KW  - Analysis of Variance
*Clinical Competence
Cognition
*Computer Graphics
*Computer-Assisted Instruction
Cross-Over Studies
Education, Medical, Graduate/*methods
Humans
*Imaging, Three-Dimensional
Learning Curve
Linear Models
*Motor Skills
Ontario
Program Evaluation
Space Perception
*Surgical Flaps
Surgical Procedures, Operative/*education
Surveys and Questionnaires
Task Performance and Analysis
*Video Recording
Visual Perception
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1935-9772
SP  - 138-45
ST  - Is three-dimensional videography the cutting edge of surgical skill acquisition?
T2  - Anat Sci Educ
TI  - Is three-dimensional videography the cutting edge of surgical skill acquisition?
VL  - 5
ID  - 204614
ER  - 


TY  - JOUR
AB  - Blacks are at greater risk for lower sleep quality and higher risk for obstructive sleep apnea (OSA) than other racial groups. In this study, we summarize the development of a tailored website including visuals, key messages, and video narratives, to promote awareness about sleep apnea among community-dwelling blacks. We utilized mixed methods, including in-depth interviews, usability-testing procedures, and brief surveys (n = 9, 55% female, 100% black, average age 38.5 years). Themes from the qualitative analysis illuminated varied knowledge regarding OSA symptoms and prevalent self-reported experience with sleep disturbance and OSA symptoms (e.g., snoring). On a scale from 1 (not at all) to 5 (very high), participants provided favorable ratings of website usefulness (mean = 4.9), user friendliness (mean = 4.9) and attractiveness (mean = 4.3). Our findings suggest although tailored health communication has potential for serving as a tool for advancing health equity, usability-testing of health materials is critical to ensure that culturally and linguistically tailored messages are acceptable and actionable in the intended population.
AD  - a Center for Healthful Behavior Change, Division of Health and Behavior, Department of Population Health , NYU School of Medicine.
b Donald and Barbara Zucker School of Medicine at Hofstra/Northwell.
c Department of Medicine , NYU School of Medicine.
g Columbia University , Mailman School of Public Health.
f Division of Pulmonary, Critical Care and Sleep Medicine , Icahn School of Medicine at Mount Sinai.
d Department of Health and Behavior Studies , Teachers College, Columbia University.
e Department of Sociomedical Sciences, Mailman School of Public Health , Columbia University.
AN  - 29338353
AU  - Robbins, R.
AU  - Senathirajah, Y.
AU  - Williams, N. J.
AU  - Hutchinson, C.
AU  - Rapoport, D. M.
AU  - Allegrante, J. P.
AU  - Cohall, A.
AU  - Rogers, A.
AU  - Ogedegbe, O.
AU  - Jean-Louis, G.
C2  - Pmc6420401
C6  - Nihms949079
DA  - May
DO  - 10.1080/10410236.2018.1423865
DP  - NLM
ET  - 2018/01/18
J2  - Health communication
KW  - Adult
*African Americans
*Awareness
Female
*Health Promotion
Humans
Internet
Interviews as Topic
Male
Prevalence
Qualitative Research
*Sleep Apnea, Obstructive/epidemiology
Surveys and Questionnaires
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1041-0236 (Print)
1041-0236
SP  - 567-575
ST  - Developing a Tailored Website for Promoting Awareness about Obstructive Sleep Apnea (OSA) Among Blacks in Community-Based Settings
T2  - Health Commun
TI  - Developing a Tailored Website for Promoting Awareness about Obstructive Sleep Apnea (OSA) Among Blacks in Community-Based Settings
VL  - 34
ID  - 204013
ER  - 


TY  - JOUR
AB  - Function words support many aspects of language acquisition. This study investigated whether toddlers understand the number feature of determiners and use it for noun comprehension. French offers an ideal "test case" as number is phonetically marked in determiners but not in nouns. Twenty French-learning 24-month-olds completed a split-screen experiment. Looking times to target pictures were measured under 3 trial types varying in the degree to which the determiner matched the number displayed in the object(s). Children looked longer when the determiner matched the object(s), and were confused in trials of clear mismatch. Importantly, their processing resembled that of French adults (D. Dahan, D. Swingley, M. K. Tanenhaus, & J. S. Magnuson, 2000). Thus, children understand the determiner number feature early in acquisition and use this knowledge to constrain online comprehension.
AD  - Cape Breton University, Sydney, NS, Canada. erin_robertson@cbu.ca
AN  - 22861117
AU  - Robertson, E. K.
AU  - Shi, R.
AU  - Melançon, A.
DA  - Nov
DO  - 10.1111/j.1467-8624.2012.01828.x
DP  - NLM
ET  - 2012/08/07
J2  - Child development
KW  - Acoustic Stimulation
Child, Preschool
Comprehension/*physiology
Eye Movement Measurements
Female
Fixation, Ocular/physiology
Humans
*Language Development
Male
Pattern Recognition, Visual/physiology
Perceptual Masking/physiology
Photic Stimulation
Speech/physiology
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0009-3920
SP  - 2007-18
ST  - Toddlers use the number feature in determiners during online noun comprehension
T2  - Child Dev
TI  - Toddlers use the number feature in determiners during online noun comprehension
VL  - 83
ID  - 204559
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To compare the nature and prevalence of use of procedures employed to treat and manage challenging behaviours across two approaches to providing community-based supported accommodation for people with intellectual disabilities (ID) and severe challenging behaviour: noncongregate settings where the minority of residents have challenging behaviour, and congregate settings where the majority of residents have challenging behaviour. SETTING: Community-based supported accommodation for people with ID and challenging behaviour. DESIGN: Longitudinal matched groups design. MAIN OUTCOME MEASURES: The nature and prevalence of use of procedures employed to treat and manage challenging behaviours. Observed and reported severity of challenging behaviours. RESULTS: Both types of settings were associated with low prevalence of use of behavioural technologies for the reduction of challenging behaviour (less than 15% of participants). In contrast, high proportions of participant received antipsychotic medication in both noncongregate (56%) and congregate (80%) settings. Congregate settings were associated with the increased use of physical restraint as a reactive management strategy, with over half of participants being in receipt of physical restraint by two or more members of staff. DISCUSSION: Changes in reported and observed challenging behaviour over a 10-month period were slight. The use of evidence-based behavioural technologies for the reduction of challenging behaviour may have led to better outcomes.
AD  - Institute for Health Research, Lancaster University, Lancaster, UK.
AN  - 15634313
AU  - Robertson, J.
AU  - Emerson, E.
AU  - Pinkney, L.
AU  - Caesar, E.
AU  - Felce, D.
AU  - Meek, A.
AU  - Carr, D.
AU  - Lowe, K.
AU  - Knapp, M.
AU  - Hallam, A.
DA  - Jan
DO  - 10.1111/j.1365-2788.2005.00663.x
DP  - NLM
ET  - 2005/01/07
J2  - Journal of intellectual disability research : JIDR
KW  - Adult
Community Mental Health Services/*supply & distribution
Female
Follow-Up Studies
Humans
*Intellectual Disability
Male
Mental Disorders/*epidemiology/*therapy
Middle Aged
Observer Variation
Prevalence
Restraint, Physical
*Social Environment
Surveys and Questionnaires
Treatment Outcome
LA  - eng
M1  - Pt 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0964-2633 (Print)
0964-2633
SP  - 63-72
ST  - Treatment and management of challenging behaviours in congregate and noncongregate community-based supported accommodation
T2  - J Intellect Disabil Res
TI  - Treatment and management of challenging behaviours in congregate and noncongregate community-based supported accommodation
VL  - 49
ID  - 204357
ER  - 


TY  - JOUR
AB  - In the more than 1 billion primary-care visits each year in the United States, the majority of patients bring more than one distinct concern, yet many leave with "unmet" concerns (i.e., ones not addressed during visits). Unmet concerns have potentially negative consequences for patients' health, and may pose utilization-based financial burdens to health care systems if patients return to deal with such concerns. One solution to the problem of unmet concerns is the communication skill known as up-front agenda setting, where physicians (after soliciting patients' chief concerns) continue to solicit patients' concerns to "exhaustion" with questions such as "Are there some other issues you'd like to address?" Although this skill is trainable and efficacious, it is not yet a panacea. This article uses conversation analysis to demonstrate that patients understand up-front agenda-setting questions in ways that hamper their effectiveness. Specifically, we demonstrate that up-front agenda-setting questions are understood as making relevant "new problems" (i.e., concerns that are either totally new or "new since last visit," and in need of diagnosis), and consequently bias answers away from "non-new problems" (i.e., issues related to previously diagnosed concerns, including much of chronic care). Suggestions are made for why this might be so, and for improving up-front agenda setting. Data are 144 videotapes of community-based, acute, primary-care, outpatient visits collected in the United States between adult patients and 20 family-practice physicians.
AD  - a Department of Communication , Portland State University.
b Department of Sociology , University of California , Los Angeles.
AN  - 26398226
AU  - Robinson, J. D.
AU  - Heritage, J.
DO  - 10.1080/10410236.2014.960060
DP  - NLM
ET  - 2015/09/24
J2  - Health communication
KW  - *Communication
*Comprehension
Humans
*Physician-Patient Relations
*Primary Health Care
Surveys and Questionnaires
United States
Videotape Recording
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1041-0236
SP  - 434-44
ST  - How patients understand physicians' solicitations of additional concerns: implications for up-front agenda setting in primary care
T2  - Health Commun
TI  - How patients understand physicians' solicitations of additional concerns: implications for up-front agenda setting in primary care
VL  - 31
ID  - 204289
ER  - 


TY  - JOUR
AB  - L-type voltage-gated calcium channels are ubiquitous channels in the CNS. L-type calcium channels (LTCs) are mostly post-synaptic channels regulating neuronal firing and gene expression. They play a role in important physio-pathological processes such as learning and memory, Parkinson's disease, autism and, as recognized more recently, in the pathophysiology of pain processes. Classically, the fundamental role of these channels in cardiovascular functions has limited the use of classical molecules to treat LTC-dependent disorders. However, when applied locally in the dorsal horn of the spinal cord, the three families of LTC pharmacological blockers - dihydropyridines (nifedipine), phenylalkylamines (verapamil) and benzothiazepines (diltiazem) - proved effective in altering short-term sensitization to pain, inflammation-induced hyperexcitability and neuropathy-induced allodynia. Two subtypes of LTCs, Ca(v) 1.2 and Ca(v) 1.3, are expressed in the dorsal horn of the spinal cord, where Ca(v) 1.2 channels are localized mostly in the soma and proximal dendritic shafts, and Ca(v) 1.3 channels are more distally located in the somato-dendritic compartment. Together with their different kinetics and pharmacological properties, this spatial distribution contributes to their separate roles in shaping short- and long-term sensitization to pain. Ca(v) 1.3 channels sustain the expression of plateau potentials, an input/output amplification phenomenon that contributes to short-term sensitization to pain such as prolonged after-discharges, dynamic receptive fields and windup. The Ca(v) 1.2 channels support calcium influx that is crucial for the excitation-transcription coupling underlying nerve injury-induced dorsal horn hyperexcitability. These subtype-specific cellular mechanisms may have different consequences in the development and/or the maintenance of pathological pain. Recent progress in developing more specific compounds for each subunit will offer new opportunities to modulate LTCs for the treatment of pathological pain with reduced side-effects. LINKED ARTICLES: This article is part of a themed section on Recent Advances in Targeting Ion Channels to Treat Chronic Pain. To view the other articles in this section visit http://onlinelibrary.wiley.com/doi/10.1111/bph.v175.12/issuetoc.
AD  - Interdisciplinary Institute for Neuroscience (IINS, CNRS UMR 5297), University of Bordeaux, Bordeaux Cedex, France.
AN  - 28214378
AU  - Roca-Lapirot, O.
AU  - Radwani, H.
AU  - Aby, F.
AU  - Nagy, F.
AU  - Landry, M.
AU  - Fossat, P.
C2  - Pmc5980403
DA  - Jun
DO  - 10.1111/bph.13747
DP  - NLM
ET  - 2017/02/19
J2  - British journal of pharmacology
KW  - Animals
Calcium/*metabolism
Calcium Channels, L-Type/*metabolism
*Calcium Signaling
Humans
*Nociception
Spinal Cord/metabolism/*physiopathology
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0007-1188 (Print)
0007-1188
SP  - 2362-2374
ST  - Calcium signalling through L-type calcium channels: role in pathophysiology of spinal nociceptive transmission
T2  - Br J Pharmacol
TI  - Calcium signalling through L-type calcium channels: role in pathophysiology of spinal nociceptive transmission
VL  - 175
ID  - 204803
ER  - 


TY  - JOUR
AB  - Students with intellectual and developmental disabilities (IDD) are routinely excluded from algebra and other high-level mathematics courses. High school students with IDD take courses in arithmetic and life skills rather than having an opportunity to learn algebra. Yet algebra skills can support the learning of money and budgeting skills. This study explores the feasibility of algebra instruction for adults with IDD through an experimental curriculum. Ten individuals with IDD participated in a 6-week course framing mathematics concepts within the context of everyday challenges in handling money. The article explores classroom techniques, discusses student strategies, and proposes possible avenues for future research analyzing mathematics instructional design strategies for individuals with IDD.
AD  - Anthony M. Rodriguez, Department of Education, Providence College, Providence, Rhode Island.
AN  - 26824131
AU  - Rodriguez, A. M.
DA  - Feb
DO  - 10.1352/1934-9556-54.1.19
DP  - NLM
ET  - 2016/01/30
J2  - Intellectual and developmental disabilities
KW  - Adult
Budgets
Curriculum
Developmental Disabilities/*psychology
Education of Intellectually Disabled/*methods
Female
Humans
Intellectual Disability/*psychology
Male
Mathematical Computing
Middle Aged
Young Adult
adults with intellectual and developmental disabilities
algebra
experimental curriculum
mathematics instruction
money
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1934-9491
SP  - 19-31
ST  - Learning to Apply Algebra in the Community for Adults With Intellectual Developmental Disabilities
T2  - Intellect Dev Disabil
TI  - Learning to Apply Algebra in the Community for Adults With Intellectual Developmental Disabilities
VL  - 54
ID  - 204093
ER  - 


TY  - JOUR
AB  - BACKGROUND: Illness Management and Recovery (IMR) is a standardized curriculum-based intervention to help people with serious mental illnesses acquire knowledge and skills to manage their illnesses effectively and achieve personal recovery goals. Recent evaluations of IMR have shown promising results with regard to feasibility and effectiveness. OBJECTIVES: The aim of the present study was to investigate and describe (1) whether participants perceived IMR as effective a year after completion, (2) if so, in what domains did they experience the IMR program to be beneficial, and, (3) in what ways did the IMR program differ from prior rehabilitation interventions they had experienced. METHOD: 36 people with serious mental illnesses completed the Narrative Evaluation of Intervention Interview (NEII), a year after completing IMR. Qualitative analysis of the interviews involved two judges independently identifying themes. Inter-rater reliability ranged from .63 to 1.00. RESULTS: Participants reported high levels of perceived helpfulness. Three domains of improvement attributed to IMR included cognition, coping, and social support. With regard to the uniqueness of the IMR intervention, five categories emerged: Learning new information, social support, coping and self management, program structure, and message of hope. CONCLUSIONS: The positive impact of IMR reported in previous studies lasts as long as a year. Domains of reported improvement partially overlap with outcomes reported in previous studies. IMR is perceived to differ in several ways from other psychiatric rehabilitation interventions, both in technique as well as in message.
AD  - University of Haifa, Haifa, Israel. droe@univ.haifa.ac.il
AN  - 19346207
AU  - Roe, D.
AU  - Hasson-Ohayon, I.
AU  - Salyers, M. P.
AU  - Kravetz, S.
DA  - Spring
DO  - 10.2975/32.4.2009.285.291
DP  - NLM
ET  - 2009/04/07
J2  - Psychiatric rehabilitation journal
KW  - Adaptation, Psychological
Adult
Cognition
*Disease Management
Female
Follow-Up Studies
Humans
Interview, Psychological/methods
Israel
Male
Mental Disorders/*rehabilitation
Observer Variation
Patient Education as Topic/*methods/statistics & numerical data
Patient Satisfaction/*statistics & numerical data
Program Evaluation/*methods/statistics & numerical data
Social Support
Treatment Outcome
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1095-158X (Print)
1095-158x
SP  - 285-91
ST  - A one year follow-up of illness management and recovery: participants' accounts of its impact and uniqueness
T2  - Psychiatr Rehabil J
TI  - A one year follow-up of illness management and recovery: participants' accounts of its impact and uniqueness
VL  - 32
ID  - 204650
ER  - 


TY  - JOUR
AB  - This study examined Pathways Early Autism Intervention, a community-based, parent-mediated, intensive behavioral and developmental intervention program for children with autism spectrum disorders that could be used as a model for state-funded early intervention programs. A single-subject, multiple-baseline, across-participants design was used. Four boys with autism spectrum disorder and their mothers participated. Interventionists made weekly home visits and worked with caregivers to establish and maintain face-to-face reciprocal social interaction and eye contact. Each session included a 10-min video of parent-child interaction. Evidence of intervention effectiveness was measured by percentage of nonoverlapping data points. Social validity was measured using questionnaire items in regard to parents' perception of the intervention. The intervention was effective for the measures of eye contact, social engagement, and verbal reciprocity but not for nonverbal turn taking. Parents perceived the intervention as beneficial and easy to learn and incorporate into daily life.
AD  - The University of Texas at Dallas, USA rollins@utdallas.edu.
Pathways Early Autism Intervention, USA.
The University of Texas at Dallas, USA.
AN  - 25907978
AU  - Rollins, P. R.
AU  - Campbell, M.
AU  - Hoffman, R. T.
AU  - Self, K.
DA  - Feb
DO  - 10.1177/1362361315577217
DP  - NLM
ET  - 2015/04/25
J2  - Autism : the international journal of research and practice
KW  - Autism Spectrum Disorder/*therapy
Behavior Therapy/*methods
Child, Preschool
Community Health Services/*methods
Early Intervention, Educational/*methods
Humans
Male
Mother-Child Relations
Mothers
Part C services
autism spectrum disorder
autism spectrum disorder intervention
early intervention
parent-mediated intervention
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1362-3613
SP  - 219-32
ST  - A community-based early intervention program for toddlers with autism spectrum disorders
T2  - Autism
TI  - A community-based early intervention program for toddlers with autism spectrum disorders
VL  - 20
ID  - 203937
ER  - 


TY  - JOUR
AB  - Even though use of aided augmentative and alternative communication (AAC) by staff has been extensively researched, few studies relate to unaided AAC strategies such as key word signing (KWS). We explored the KWS views of two groups: direct support staff in group residential homes and teachers from special education secondary schools. We examined transcripts from individual semi-structured interviews with five direct support staff and five teachers using thematic analysis. Participants discussed consistency of KWS use and reasons for implementing KWS. Compared to direct support staff, teachers described more use of KWS throughout the day with more individuals with intellectual disability. Teachers discussed use of KWS to facilitate students' present and future interactions, while direct support staff primarily discussed immediate effects. Participants experienced KWS implementation as a learning process and aimed to turn the use of manual signs into a routine habit. This required considerable self-monitoring, and the effort that this continuous self-feedback required, combined with environmental factors, could hinder KWS implementation. These preliminary findings suggest that preservice KWS training and on-site KWS assistance may need to be enhanced.
AD  - a Department of Neurosciences, Experimental Otorinolaryngology , KU Leuven , Leuven , Belgium.
b Parenting and Special Education Research Group, KU Leuven , Leuven , Belgium.
AN  - 28325063
AU  - Rombouts, E.
AU  - Maes, B.
AU  - Zink, I.
DA  - Jun
DO  - 10.1080/07434618.2017.1301550
DP  - NLM
ET  - 2017/03/23
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - *Attitude of Health Personnel
Communication Aids for Disabled
*Education, Special
*Group Homes
Humans
*Intellectual Disability
Qualitative Research
*School Teachers
Schools
*Sign Language
Key word signing
adults
implementation
support staff
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0743-4618
SP  - 87-96
ST  - Beliefs and habits: staff experiences with key word signing in special schools and group residential homes
T2  - Augment Altern Commun
TI  - Beliefs and habits: staff experiences with key word signing in special schools and group residential homes
VL  - 33
ID  - 204002
ER  - 


TY  - JOUR
AB  - PURPOSE: Research has demonstrated that formal training is essential for professionals to learn key word signing. Yet, the particular didactic strategies have not been studied. Therefore, this study compared the effectiveness of verbal and video feedback in a key word signing training for future direct support staff. METHOD: Forty-nine future direct support staff were randomly assigned to 1 of 3 key word signing training programs: modeling and verbal feedback (classical method [CM]), additional video feedback (+ViF), and additional video feedback and photo reminder (+ViF/R). Signing accuracy and training acceptability were measured 1 week after and 7 months after training. RESULTS: Participants from the +ViF/R program achieved significantly higher signing accuracy compared with the CM group. Acceptability ratings did not differ between any of the groups. CONCLUSION: Results suggest that at an equal time investment, the programs containing more training components were more effective. Research on the effect of rehearsal on signing maintenance is warranted.
AN  - 27074345
AU  - Rombouts, E.
AU  - Meuris, K.
AU  - Maes, B.
AU  - De Meyer, A. M.
AU  - Zink, I.
DA  - Apr 1
DO  - 10.1044/2015_jslhr-l-14-0266
DP  - NLM
ET  - 2016/04/14
J2  - Journal of speech, language, and hearing research : JSLHR
KW  - *Feedback, Sensory
Female
Health Personnel/*education
Humans
Intellectual Disability/therapy
*Learning
Male
Random Allocation
*Sign Language
Time Factors
Video Recording
*Visual Perception
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1092-4388
SP  - 342-8
ST  - Video Feedback in Key Word Signing Training for Preservice Direct Support Staff
T2  - J Speech Lang Hear Res
TI  - Video Feedback in Key Word Signing Training for Preservice Direct Support Staff
VL  - 59
ID  - 204094
ER  - 


TY  - JOUR
AB  - A multiple baseline design across participants was used to evaluate the effects of video modeling with embedded instructions on training teachers to implement 3 preference assessments. Each assessment was conducted with a confederate learner or a child with autism during generalization probes. All teachers met the predetermined mastery criterion, and 2 of the 3 demonstrated skill maintenance at 1-month follow-up.
AN  - EJ1053355
AU  - Rosales, Rocío
AU  - Gongola, Leah
AU  - Homlitas, Christa
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Modeling (Psychology)
Video Technology
Instruction
Teacher Education
Student Evaluation
Autism
Pervasive Developmental Disorders
Children
Instructional Effectiveness
Followup Studies
Stimuli
Preferences
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 0021-8855
SP  - 209-214
ST  - An Evaluation of Video Modeling with Embedded Instructions to Teach Implementation of Stimulus Preference Assessments
T2  - Journal of Applied Behavior Analysis
TI  - An Evaluation of Video Modeling with Embedded Instructions to Teach Implementation of Stimulus Preference Assessments
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1053355&site=ehost-live&scope=site
http://dx.doi.org/10.1002/jaba.174
VL  - 48
ID  - 205089
ER  - 


TY  - JOUR
AB  - Engineering grand challenges and big ideas not only demand innovative engineering solutions, but also typically involve and affect human thought, behavior, and quality of life. To solve these types of complex problems, multidisciplinary teams must bring together experts in engineering and psychological science, yet fusing these distinct areas can be difficult. This article describes how Human Systems Engineering (HSE) researchers have confronted such challenges at the interface of humans and technological systems. Two narrative cases are reported-computer game-based cognitive assessments and medical device reprocessing-and lessons learned are shared. The article then discusses 2 strategies currently being explored to enact such lessons and enhance these kinds of multidisciplinary engineering teams: a "top-down" administrative approach that supports team formation and productivity through a university research center, and a "bottom-up" engineering education approach that prepares students to work at the intersection of psychology and engineering. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
AD  - Human Systems Engineering.
AN  - 30945900
AU  - Roscoe, R. D.
AU  - Becker, D. V.
AU  - Branaghan, R. J.
AU  - Chiou, E. K.
AU  - Gray, R.
AU  - Craig, S. D.
AU  - Gutzwiller, R. S.
AU  - Cooke, N. J.
DA  - Apr
DO  - 10.1037/amp0000444
DP  - NLM
ET  - 2019/04/05
J2  - The American psychologist
KW  - *Cognition
*Engineering
Humans
*Psychology
Quality of Life
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0003-066x
SP  - 394-406
ST  - Bridging psychology and engineering to make technology work for people
T2  - Am Psychol
TI  - Bridging psychology and engineering to make technology work for people
VL  - 74
ID  - 203912
ER  - 


TY  - JOUR
AB  - Knowledge about the handwriting performance characteristics of children with autism spectrum disorder (ASD) is scarce, despite this skill’s importance for their academic and social participation. The objective was to compare the handwriting process and product characteristics of children with high-functioning autism spectrum disorder (HFASD) to those of typically developing children to determine the best means of differentiation between the groups. Participants were 60 children, aged 9–12 years; 30 of them were diagnosed with HFASD, and 30 were aged and gender-matched typically developed controls. All participants performed three graded writing tasks on an electronic tablet, which is part of a computerized handwriting evaluation system (ComPET). Their paragraph copying product was then evaluated using the Hebrew Handwriting Evaluation (HHE). Significantly inferior handwriting performance among children with HFASD was found in both handwriting process and product measures. Significant correlations between these measures, supplemented with discriminant analysis and regression analysis results, emphasize unique handwriting performance dynamics among children with HFASD. Evaluation of the characteristics of both the handwriting process and product of children with HFASD may provide a more comprehensive picture of individual deficits. Identifying performance features may lead to more focused and adapted intervention and enhancement of school participation among these children. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Rosenblum, Sara, Laboratory of Complex Human Activity and Participation (CHAP), Dept. of Occupational Therapy, Faculty of Social Welfare & Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel, 3498838
AN  - 2015-57379-001
AU  - Rosenblum, Sara
AU  - Simhon, Hemda Amit Ben
AU  - Gal, Eynat
DB  - APA PsycInfo
DO  - 10.1016/j.rasd.2015.11.004
DP  - EBSCOhost
KW  - High-functioning autism spectrum disorder
Handwriting
Evaluation
Autism Spectrum Disorders
Child Characteristics
Ability
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 1750-9467
1878-0237
SP  - 235-244
ST  - Unique handwriting performance characteristics of children with high-functioning autism spectrum disorder
T2  - Research in Autism Spectrum Disorders
TI  - Unique handwriting performance characteristics of children with high-functioning autism spectrum disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-57379-001&site=ehost-live&scope=site
ORCID: 0000-0002-8666-0389
rosens@research.haifa.ac.il
VL  - 23
ID  - 205049
ER  - 


TY  - JOUR
AB  - BACKGROUND: There exists an acute need to recruit and train general surgeons for rural communities. To assist medical students interested in rural surgery, the American College of Surgeons (ACS) website lists general surgery residencies, which are tailored to train the rural surgeon by providing exposure to endoscopy, gynecology, urology, orthopedics, and otolaryngology. Another available reference is the American Medical Association Fellowship and Residency Electronic Database (FREIDA). FREIDA allows programs to indicate availability of a rural training scheme. This is an effort to identify programs which demonstrate a commitment to training rural surgeons and evaluate accessibility of this information to medical students. METHODS: Each ACGME general surgery residency program in the United States and Canada received an electronic survey. They were queried on commitment to training rural surgeons and their ability to provide 3 to 12 months of subspecialty training. RESULTS: Of the 261 programs surveyed, 52 (19.9%) responses were obtained; 11 had established rural tracks and 15 were willing to customize a program. We identified 14 additional rural training programs not identified by either the ACS website or FREIDA. In total, 44 programs identified by ACS, FREIDA, and our survey indicate they can accommodate the rural surgical resident. CONCLUSIONS: For a medical student interested in rural surgery, several obstacles must be overcome to find the appropriate residency program. A complete and updated list of established tracks or customizable training schemes does not exist. Review of the ACS website and FREIDA online in addition to our survey has identified 44 of 261 (16.9%) ACGME accredited programs either with an existing rural surgical track or willing to customize their program accommodate a resident. To facilitate the recruitment of medical students into rural surgery, we support the maintenance of a complete and routinely updated list that identifies available training programs.
AD  - Rush Medical College, Chicago, Illinois.
Rush University Medical Center, Chicago, Illinois.
Illinois Critical Access Hospital Network, Princeton, Illinois.
West Virginia University Health Sciences Center, Morgantown, West Virginia.
Hopedale Medical Complex, Hopedale, Illinois. Electronic address: mbrossi@hopedalemc.com.
AN  - 29079108
AU  - Rossi, I. R.
AU  - Wiegmann, A. L.
AU  - Schou, P.
AU  - Borgstrom, D. C.
AU  - Rossi, M. B.
DA  - May-Jun
DO  - 10.1016/j.jsurg.2017.09.029
DP  - NLM
ET  - 2017/10/29
J2  - Journal of surgical education
KW  - Awareness
*Career Choice
Female
General Surgery/*education
Health Knowledge, Attitudes, Practice
Humans
Male
Personnel Selection
Rural Health Services/*organization & administration
Students, Medical/*statistics & numerical data
*Surveys and Questionnaires
United States
Young Adult
*Medical Knowledge
*Practice-Based Learning and Improvement
*general surgery
*recruitment
*residency
*rural surgery
*training
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1878-7452
SP  - 697-701
ST  - Reap What You Sow: Which Rural Surgery Training Programs Currently Exist and Do Medical Students Know of Their Existence?
T2  - J Surg Educ
TI  - Reap What You Sow: Which Rural Surgery Training Programs Currently Exist and Do Medical Students Know of Their Existence?
VL  - 75
ID  - 204504
ER  - 


TY  - JOUR
AB  - The limited existing research on diabetes management and intellectual disabilities (ID) highlights the need for further exploration of the concept of responsibility. This study explored repertoires of responsibility in accounts of managing diabetes for adults with ID. Fourteen semi-structured interviews were conducted in the UK with seven adults with mild/moderate ID and type 1 or 2 diabetes and seven people who they nominated as supporting their diabetes management. A discursive psychological analysis found that interpretative repertoires relating to competence, independence and accountability were drawn on to construct multiple and sometimes conflicting versions of responsibility. Within these repertoires people with ID were positioned in conflicting ways; as competent, personally responsible, and entitled to independence and choice, but as also lacking competence, dependent on others and incapable of overall accountability. People with ID often took up empowering positions defending against an incompetent identity. Supporters built accounts which negotiated dilemmatic repertoires on the dual responsibilities of empowering adults with ID to self-manage and managing risk to support good and safe care. The implications of available discursive resources and the ways in which they are mobilised are considered.
AD  - Faculty of Health and Social Care, The Open University, UK. lorna.rouse@open.ac.uk.
Department of Psychology, Anglia Ruskin University, UK.
AN  - 27545852
AU  - Rouse, L.
AU  - Finlay, W. M.
DA  - Nov
DO  - 10.1111/1467-9566.12454
DP  - NLM
ET  - 2016/11/02
J2  - Sociology of health & illness
KW  - Adult
Caregivers/*psychology
Dependency, Psychological
Diabetes Mellitus/nursing/*psychology/therapy
Female
Humans
Intellectual Disability/nursing/*psychology
Interviews as Topic
Male
Mental Competency/*psychology
Self Care/psychology
*Social Responsibility
United Kingdom
*diabetes
*discourse
*identity
*learning disability
*risk
*self help/care
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0141-9889
SP  - 1243-1257
ST  - Repertoires of responsibility for diabetes management by adults with intellectual disabilities and those who support them
T2  - Sociol Health Illn
TI  - Repertoires of responsibility for diabetes management by adults with intellectual disabilities and those who support them
VL  - 38
ID  - 203884
ER  - 


TY  - RPRT
AB  - Approximately 80% of youth on the autism spectrum in the U.S. who attend college will attend a 2-year college at some point in their postsecondary education. These community-based colleges are universally-accessible educational institutions which offer both academic and vocational courses and are experienced in teaching diverse learners who may require developmental academic support. This study used nationally-representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of young adults on the autism spectrum who attended postsecondary education within eight years after high school, focusing on those who attended a 2-year college only. Significantly more (61.5%) who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change (64.6%) compared to 36.6% and 36.8%, respectively, of those who had no postsecondary education. Significantly more (85.7%) 2-year college attenders were able to navigate to places outside the home, while 43.9% of those with no postsecondary education were able to navigate. High school extracurricular participation was common (93.8%) among 2-year college attenders compared to 74.4% of youth who attended vocational/technical education and 58.5% of those who had no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Half attended full-time. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates as well as rates of transition into 4-year college programs. [This article was published in "Autism Research and Treatment" v2015 article ID 39169 p1-10 2015.]
AU  - Roux, Anne M.
AU  - Shattuck, Paul T.
AU  - Rast, Jessica E.
AU  - Rava, Julianna A.
AU  - Edwards, Amy D.
AU  - Wei, Xin
AU  - McCracken, Mary
AU  - Yu, Jennifer W.
DB  - ERIC
DP  - EBSCOhost
J2  - Grantee Submission
KW  - Community Colleges
Two Year College Students
Student Characteristics
Autism
Pervasive Developmental Disorders
Academic Support Services
Student Personnel Services
Disabilities
Special Education
Transitional Programs
Longitudinal Studies
Outcomes of Education
Daily Living Skills
Navigation
Extracurricular Activities
Prior Learning
Vocational Education
Full Time Students
Part Time Students
Self Disclosure (Individuals)
Academic Accommodations (Disabilities)
Young Adults
Focus Groups
Comparative Analysis
Data Analysis
National Longitudinal Transition Study of Special Education Students
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Grantee Submission
PY  - 2015
RP  - ERIC EbscoHost Literature Search August 25, 2020
ST  - Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences
TI  - Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED577274&site=ehost-live&scope=site
http://dx.doi.org/10.1155/2015/391693
ID  - 205102
ER  - 


TY  - JOUR
AB  - Introduction: There has been a dramatic increase in the prevalence of autistic spectrum disorders (ASD) in the last 20 years. The reasons for this are disputed. The consensus among epidemiologists and other experts is that greater case load is due to changes in diagnostic practice rather than reflecting changing aetiological factors leading to a true increase in incidence. We set out to examine lay views concerning the aetiology and prevalence of ASD and whether they conflict with or support this consensus position. Methods: Over 100 unsolicited communications (letters e mails and several telephone calls) were received by a UK epidemiological study of ASD. We carried out a qualitative analysis of all correspondence in order to examine spontaneously expressed lay beliefs about the prevalence and aetiology of ASD. Results: The majority of correspondents suggested theories about environmental causes of ASD. This study demonstrates the strength of lay belief that the true incidence of autism is rising, and this is due to risks from modern technologies and changing lifestyles. Conclusion: This study based on unsolicited data highlights the contrast between lay explanations of increasing prevalence and the consensus opinion of medical experts. It also demonstrates how many people in direct contact with ASD have important information to share. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Russell, G., Centre for Genomics in Society, University of Exeter, Byrne House, St Germans Road, Exeter, United Kingdom, EX4 4PJ
AN  - 2010-07249-020
AU  - Russell, G.
AU  - Kelly, S.
AU  - Golding, J.
DB  - APA PsycInfo
DO  - 10.1111/j.1365-2214.2009.00994.x
DP  - EBSCOhost
KW  - autism
autistic spectrum disorder
aetiology
prevalence
Child
Child Development Disorders, Pervasive
Epidemiologic Studies
Health Knowledge, Attitudes, Practice
Humans
Qualitative Research
Risk Factors
Autism Spectrum Disorders
Etiology
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2010
SN  - 0305-1862
1365-2214
SP  - 431-436
ST  - A qualitative analysis of lay beliefs about the aetiology and prevalence of autistic spectrum disorders
T2  - Child: Care, Health and Development
TI  - A qualitative analysis of lay beliefs about the aetiology and prevalence of autistic spectrum disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-07249-020&site=ehost-live&scope=site
g.russell@ex.ac.uk
VL  - 36
ID  - 204865
ER  - 


TY  - THES
AB  - The purpose of this research study was to identify common instructional practices described by teachers of the deaf with students who are deaf with autism that increase both student engagement and instructional outcomes. As the diversity of students increase within deaf/hard of hearing programs, research is emerging in the area of deaf autism. Researchers have identified the population and determined there is a need for practices and strategies to support students within deaf or hard of hearing programs. This qualitative research study recruited eight certified teachers of the deaf. These participants were currently teaching in deaf or hard of hearing programs with three or more years of certifiable teaching experience and had experiences instructing students who are deaf with autism. All participants within the study participated in interviews and six of the participants who were currently instructing students who are deaf with autism were observed during different instructional periods and provided lesson plans. Interviews, observations, and lesson plans were analyzed to determined commonalities of practices and procedures. Teachers described common classroom management strategies, modifications and adaptations to lessons, behavioral interventions, language and communication strategies, technology implementation and utilization, reading strategies and practices, setting selection, and assessment practices and procedures utilized with students who are deaf with autism as well as supports and/or professional development opportunities received when instructing the deaf autistic population. It is evident from the interviews, observations, and review of lesson plans that common practices and strategies include the use of visuals, videos, manipulatives, token economy systems, hearing assistive technology, and instructional technology to increase both student engagement and instructional outcomes. The findings also revealed teachers utilize multiple supports and resources to further their awareness and knowledge base of deaf autism to increase engagement and instructional outcomes of students who are deaf with autism. [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  - Rutledge, Felicia
DB  - ERIC
DP  - EBSCOhost
KW  - Deafness
Autism
Educational Practices
Qualitative Research
Teachers
Instruction
Classroom Techniques
Intervention
Educational Strategies
Assistive Technology
Faculty Development
Interviews
Observation
Lesson Plans
Learner Engagement
Outcomes of Education
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2017
SN  - 978-0-355-35455-3
ST  - Deaf Autism: Common Instructional Practices Described by Deaf Educators
TI  - Deaf Autism: Common Instructional Practices Described by Deaf Educators
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED580102&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:10636097
ID  - 205142
ER  - 


TY  - JOUR
AB  - We performed a comprehensive assessment of rare inherited variation in autism spectrum disorder (ASD) by analyzing whole-genome sequences of 2,308 individuals from families with multiple affected children. We implicate 69 genes in ASD risk, including 24 passing genome-wide Bonferroni correction and 16 new ASD risk genes, most supported by rare inherited variants, a substantial extension of previous findings. Biological pathways enriched for genes harboring inherited variants represent cytoskeletal organization and ion transport, which are distinct from pathways implicated in previous studies. Nevertheless, the de novo and inherited genes contribute to a common protein-protein interaction network. We also identified structural variants (SVs) affecting non-coding regions, implicating recurrent deletions in the promoters of DLG2 and NR3C2. Loss of nr3c2 function in zebrafish disrupts sleep and social function, overlapping with human ASD-related phenotypes. These data support the utility of studying multiplex families in ASD and are available through the Hartwell Autism Research and Technology portal.
AD  - Department of Psychiatry and Biobehavioral Sciences, Semel Institue, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA; Center for Autism Research and Treatment, Semel Institute, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA.
Department of Neurology, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA.
Department of Pediatrics, Division of Systems Medicine, Stanford University, Stanford, CA, USA; Department of Biomedical Data Science, Stanford University, Stanford, CA, USA.
Bioinformatics IDP, University of California, Los Angeles, Los Angeles, CA, USA.
Division of Biology and Biological Engineering, California Institute of Technology, Pasadena, CA, USA.
Department of Psychiatry and Biobehavioral Sciences, Semel Institue, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA; Center for Autism Research and Treatment, Semel Institute, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA; Department of Neurology, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA; Department of Human Genetics, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA. Electronic address: dhg@mednet.ucla.edu.
Department of Pediatrics, Division of Systems Medicine, Stanford University, Stanford, CA, USA; Department of Biomedical Data Science, Stanford University, Stanford, CA, USA. Electronic address: dpwall@stanford.edu.
AN  - 31398340
AU  - Ruzzo, E. K.
AU  - Pérez-Cano, L.
AU  - Jung, J. Y.
AU  - Wang, L. K.
AU  - Kashef-Haghighi, D.
AU  - Hartl, C.
AU  - Singh, C.
AU  - Xu, J.
AU  - Hoekstra, J. N.
AU  - Leventhal, O.
AU  - Leppä, V. M.
AU  - Gandal, M. J.
AU  - Paskov, K.
AU  - Stockham, N.
AU  - Polioudakis, D.
AU  - Lowe, J. K.
AU  - Prober, D. A.
AU  - Geschwind, D. H.
AU  - Wall, D. P.
C2  - Pmc7102900
C6  - Nihms1539596
DA  - Aug 8
DO  - 10.1016/j.cell.2019.07.015
DP  - NLM
ET  - 2019/08/10
J2  - Cell
KW  - Animals
Autism Spectrum Disorder/*genetics
Child
Databases, Genetic
Disease Models, Animal
Female
Gene Deletion
Genetic Predisposition to Disease/*genetics
Guanylate Kinases/genetics
Humans
Inheritance Patterns/genetics
Machine Learning
Male
Nuclear Family
*Pedigree
Promoter Regions, Genetic/genetics
Protein Interaction Maps/*genetics
Receptors, Mineralocorticoid/genetics
Risk Factors
Tumor Suppressor Proteins/genetics
Whole Genome Sequencing
Zebrafish/genetics
*Asd
*autism
*de novo
*genetics
*inherited
*machine learning
*multiplex families
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0092-8674 (Print)
0092-8674
SP  - 850-866.e26
ST  - Inherited and De Novo Genetic Risk for Autism Impacts Shared Networks
T2  - Cell
TI  - Inherited and De Novo Genetic Risk for Autism Impacts Shared Networks
VL  - 178
ID  - 203832
ER  - 


TY  - JOUR
AB  - This article describes an undergraduate Participatory Action Research (PAR) course in which students with and without intellectual disabilities collaborated as co-researchers in order to explore various aspects of the university experience. The article describes the university course as well as presents results of the students' PAR projects. The students' PAR projects revealed that (a) eating healthy at the university was challenging, expensive, and at times, impossible; (b) although University of Vermont (UVM) is thought by many to be a haven for social justice, misunderstanding of and discrimination against students who identify as transgendered occur on the campus; and (c) students' home cultures often clash with the mainstream university student culture. Students and PAR course instructors reflect on their experiences.
AN  - EJ1072381
AU  - Ryan, Susan M.
AU  - Yuan, Susan J.
AU  - Karambelas, Alex M.
AU  - Lampugnale, Luke E.
AU  - Parrott, Bernard J.
AU  - Sagar, Cora E.
AU  - Terry, Taylor V.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Undergraduate Students
Participatory Research
Action Research
Cooperative Learning
Student Research
Student Projects
Eating Habits
Health Behavior
Social Justice
Social Discrimination
Sexual Identity
School Culture
Family Environment
Family Influence
Cultural Differences
Food
Educational Environment
Social Bias
Computer Mediated Communication
Educational Technology
Surveys
Interviews
Group Discussion
Video Technology
Coding
Nutrition
Vermont
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1925-7147
SP  - 70-82
ST  - "We Are Researchers": Students with and without Intellectual Disabilities Research the University Experience in a Participatory Action Research Course
T2  - Canadian Journal of Action Research
TI  - "We Are Researchers": Students with and without Intellectual Disabilities Research the University Experience in a Participatory Action Research Course
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1072381&site=ehost-live&scope=site
http://cjar.nipissingu.ca/index.php/cjar/article/view/215
VL  - 16
ID  - 205451
ER  - 


TY  - JOUR
AB  - The purpose of this study was to determine whether decision-making skill in perceptual-cognitive tasks could be enhanced using a training technique that impaired selective areas of the visual field. Recreational basketball players performed perceptual training over 3 days while viewing with a gaze-contingent manipulation that displayed either (a) a moving window (clear central and blurred peripheral vision), (b) a moving mask (blurred central and clear peripheral vision), or (c) full (unrestricted) vision. During the training, participants watched video clips of basketball play and at the conclusion of each clip made a decision about to which teammate the player in possession of the ball should pass. A further control group watched unrelated videos with full vision. The effects of training were assessed using separate tests of decision-making skill conducted in a pretest, posttest, and 2-week retention test. The accuracy of decision making was greater in the posttest than in the pretest for all three intervention groups when compared with the control group. Remarkably, training with blurred peripheral vision resulted in a further improvement in performance from posttest to retention test that was not apparent for the other groups. The type of training had no measurable impact on the visual search strategies of the participants, and so the training improvements appear to be grounded in changes in information pickup. The findings show that learning with impaired peripheral vision offers a promising form of training to support improvements in perceptual skill.
AN  - 26824639
AU  - Ryu, D.
AU  - Mann, D. L.
AU  - Abernethy, B.
AU  - Poolton, J. M.
DO  - 10.1167/16.2.2
DP  - NLM
ET  - 2016/01/30
J2  - Journal of vision
KW  - Adolescent
Adult
Basketball/*physiology
Cognition/*physiology
Decision Making
Female
Fixation, Ocular/*physiology
Humans
Learning
Male
Psychomotor Performance/*physiology
Visual Fields/physiology
Visual Perception/*physiology
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1534-7362
SP  - 2
ST  - Gaze-contingent training enhances perceptual skill acquisition
T2  - J Vis
TI  - Gaze-contingent training enhances perceptual skill acquisition
VL  - 16
ID  - 204337
ER  - 


TY  - JOUR
AB  - PURPOSE: This longitudinal study examined the phonological development of a bilingual Arabic-English-speaking child with bilateral cochlear implants (CIs). The focus of the study was to observe the interaction between her two languages and to observe the effect of CIs on the acquisition of two speech sound systems. METHOD: This study followed a 3;6-year-old (2;5 hearing age) bilingual Arabic-English-speaking child with bilateral CIs to age 4;4 (3;2 hearing age). Single-word samples were collected bimonthly in both languages. Phon software (Rose et al., 2006) was used to transcribe and analyze speech samples. Measures derived included Percent Consonants Correct-Revised (Shriberg & Kwiatkowski, 1994), percent vowels correct, phonetic inventory complexity, and common phonological patterns for both English and Arabic. RESULTS: Our findings supported previous research on phonological development exhibited by children with CIs, with the gradual suppression of typical and atypical error patterns and gradual increase in segmental accuracy with maturation. In addition, language interaction and separation between English and Arabic were found, supporting previous cross-linguistic work on bilingual phonological acquisition (e.g., Fabiano-Smith & Goldstein, 2010b). CONCLUSION: Bilingual children with CIs have the capability to learn both of their languages and perform similarly to, and even surpass in accuracy, monolingual children with CIs; however, it is also possible to exhibit a slower rate of acquisition of segmental accuracy as compared to their typically developing, hearing peers. Clinical implications of bilingual early intervention are discussed.
AD  - University of Arizona, Tucson.
AN  - 30326047
AU  - Sabri, M.
AU  - Fabiano-Smith, L.
DA  - Nov 21
DO  - 10.1044/2018_ajslp-17-0162
DP  - NLM
ET  - 2018/10/17
J2  - American journal of speech-language pathology
KW  - Acoustic Stimulation
Age Factors
*Child Language
Child, Preschool
Cochlear Implantation/*instrumentation
*Cochlear Implants
Comprehension
Disabled Children/psychology/*rehabilitation
Electric Stimulation
Female
Humans
Longitudinal Studies
*Multilingualism
Persons With Hearing Impairments/psychology/*rehabilitation
*Speech Acoustics
*Speech Perception
Time Factors
*Voice Quality
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1058-0360
SP  - 1506-1522
ST  - Phonological Development in a Bilingual Arabic-English-Speaking Child With Bilateral Cochlear Implants: A Longitudinal Case Study
T2  - Am J Speech Lang Pathol
TI  - Phonological Development in a Bilingual Arabic-English-Speaking Child With Bilateral Cochlear Implants: A Longitudinal Case Study
VL  - 27
ID  - 204624
ER  - 


TY  - JOUR
AB  - Machine Learning application on clinical data in order to support diagnosis and prognostic evaluation arouses growing interest in scientific community. However, choice of right algorithm to use was fundamental to perform reliable and robust classification. Our study aimed to explore if different kinds of Machine Learning technique could be effective to support early diagnosis of Multiple Sclerosis and which of them presented best performance in distinguishing Multiple Sclerosis patients from control subjects. We selected following algorithms: Random Forest, Support Vector Machine, Naïve-Bayes, K-nearest-neighbor and Artificial Neural Network. We applied the Independent Component Analysis to resting-state functional-MRI sequence to identify brain networks. We found 15 networks, from which we extracted the mean signals used into classification. We performed feature selection tasks in all algorithms to obtain the most important variables. We showed that best discriminant network between controls and early Multiple Sclerosis, was the sensori-motor I, according to early manifestation of motor/sensorial deficits in Multiple Sclerosis. Moreover, in classification performance, Random Forest and Support Vector Machine showed same 5-fold cross-validation accuracies (85.7%) using only this network, resulting to be best approaches. We believe that these findings could represent encouraging step toward the translation to clinical diagnosis and prognosis.
AD  - Department of Medical and Surgical Sciences, University "Magna Graecia", Catanzaro, Italy.
National Research Council, Institute of Bioimaging and Molecular Physiology (IBFM), Catanzaro, Italy.
National Research Council, Institute of Bioimaging and Molecular Physiology (IBFM), Catanzaro, Italy. fabiana.novellino@cnr.it.
Institute of Neurology, University Magna Graecia, Catanzaro, Italy.
Neurology Operating Unit Serraspiga, Provincial Health Authority, Cosenza, Italy.
AN  - 29992392
AU  - Saccà, V.
AU  - Sarica, A.
AU  - Novellino, F.
AU  - Barone, S.
AU  - Tallarico, T.
AU  - Filippelli, E.
AU  - Granata, A.
AU  - Chiriaco, C.
AU  - Bruno Bossio, R.
AU  - Valentino, P.
AU  - Quattrone, A.
DA  - Aug
DO  - 10.1007/s11682-018-9926-9
DP  - NLM
ET  - 2018/07/12
J2  - Brain imaging and behavior
KW  - Adult
Algorithms
Bayes Theorem
Brain
Cognition
Connectome/*methods
Female
Forecasting/*methods
Humans
Machine Learning
Magnetic Resonance Imaging/methods
Male
Middle Aged
Multiple Sclerosis/*diagnostic imaging
Rest
Support Vector Machine
Artificial neural network
K-nearest-neighbor
Naïve Bayes
Random Forest
Resting state fMRI
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1931-7557
SP  - 1103-1114
ST  - Evaluation of machine learning algorithms performance for the prediction of early multiple sclerosis from resting-state FMRI connectivity data
T2  - Brain Imaging Behav
TI  - Evaluation of machine learning algorithms performance for the prediction of early multiple sclerosis from resting-state FMRI connectivity data
VL  - 13
ID  - 204605
ER  - 


TY  - JOUR
AB  - The aims of this study were to examine: (a) whether men with intellectual disabilities who have a history of criminal offending attend to affective pictorial stimuli in a biased manner, and (b) whether there is a relationship between an affective attentional bias and offense-supportive cognitions, empathy, and moral reasoning. Forty-six men with intellectual disabilities who had a documented history of criminal offending, and 51 men who also had intellectual disabilities, but no such history, were recruited and asked to complete a computer-based dot-probe task using affective pictorial stimuli with randomization, along with measures of distorted cognitions, empathy, and moral reasoning. Those with a history of criminal offending endorsed significantly more offense-supportive cognitions, had significantly lower general empathy, and more "mature" moral reasoning, as well as a significant attentional bias toward affective pictorial stimuli. Attentional bias significantly predicted offense-supportive cognitions, and vice versa, having controlled for offense history, and Full-Scale IQ, but this was not the case for empathy or moral reasoning. While the findings require replication, interventions that aim to modify attention bias with this population should be tested.
AD  - School of Psychology and Sport Science, Anglia Ruskin University, Cambridge, UK.
Learning Disability Mortality Review Programme, Cambridgeshire and Peterborough Clinical Commissioning Group, Cambridge, UK.
Leicestershire Partnership NHS Trust, Leicester, UK.
Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK.
Brooklands Hospital, Coventry and Warwickshire NHS Partnership Trust, Coventry, UK.
Worcestershire Health and Care NHS Trust, Worcester, UK.
AN  - 32557634
AU  - Sadek, S. A.
AU  - Daniel, M. R.
AU  - Langdon, P. E.
DA  - Jun 17
DO  - 10.1002/ab.21908
DP  - NLM
ET  - 2020/06/20
J2  - Aggressive behavior
KW  - distorted cognitions
empathy
learning disabilities
moral development
neurodevelopmental disorders
offenders
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0096-140x
ST  - Attentional bias toward negative and positive pictorial stimuli and its relationship with distorted cognitions, empathy, and moral reasoning among men with intellectual disabilities who have committed crimes
T2  - Aggress Behav
TI  - Attentional bias toward negative and positive pictorial stimuli and its relationship with distorted cognitions, empathy, and moral reasoning among men with intellectual disabilities who have committed crimes
ID  - 204749
ER  - 


TY  - JOUR
AB  - Array-based comparative genomic hybridization is being increasingly used in patients with learning disability (mental retardation) and congenital anomalies. In this article, we update our previous meta-analysis evaluating the diagnostic and false-positive yields of this technology. An updated systematic review and meta-analysis was conducted investigating patients with learning disability and congenital anomalies in whom conventional cytogenetic analyses have proven negative. Nineteen studies (13,926 patients) were included of which 12 studies (13,464 patients) were published since our previous analysis. The overall diagnostic yield of causal abnormalities was 10% (95% confidence interval: 8-12%). The overall number needed to test to identify an extra causal abnormality was 10 (95% confidence interval: 8-13). The overall false-positive yield of noncausal abnormalities was 7% (95% confidence interval: 5-10%). This updated meta-analysis provides new evidence to support the use of array-based comparative genomic hybridization in investigating patients with learning disability and congenital anomalies in whom conventional cytogenetic tests have proven negative. However, given that this technology also identifies false positives at a similar rate to causal variants, caution in clinical practice should be advised.
AD  - MRC Biostatistics Unit, University of Cambridge, Cambridge, United Kingdom. gurdeep.sagoo@srl.cam.ac.uk
AN  - 19367186
AU  - Sagoo, G. S.
AU  - Butterworth, A. S.
AU  - Sanderson, S.
AU  - Shaw-Smith, C.
AU  - Higgins, J. P.
AU  - Burton, H.
DA  - Mar
DO  - 10.1097/GIM.0b013e318194ee8f
DP  - NLM
ET  - 2009/04/16
J2  - Genetics in medicine : official journal of the American College of Medical Genetics
KW  - Comparative Genomic Hybridization/*methods
Congenital Abnormalities/diagnosis/*genetics
Humans
Intellectual Disability/diagnosis/*genetics
Reproducibility of Results
Sensitivity and Specificity
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1098-3600
SP  - 139-46
ST  - Array CGH in patients with learning disability (mental retardation) and congenital anomalies: updated systematic review and meta-analysis of 19 studies and 13,926 subjects
T2  - Genet Med
TI  - Array CGH in patients with learning disability (mental retardation) and congenital anomalies: updated systematic review and meta-analysis of 19 studies and 13,926 subjects
VL  - 11
ID  - 204054
ER  - 


TY  - JOUR
AB  - Computational models of cognition provide an interface to connect advanced mathematical tools and methods to empirically supported theories of behavior in psychology, cognitive science, and neuroscience. In this article, we consider a computational model of instance-based learning, implemented in the ACT-R cognitive architecture. We propose an approach for obtaining mathematical reformulations of such cognitive models that improve their computational tractability. For the well-established Sugar Factory dynamic decision making task, we conduct a simulation study to analyze central model parameters. We show how mathematical optimization techniques can be applied to efficiently identify optimal parameter values with respect to different optimization goals. Beyond these methodological contributions, our analysis reveals the sensitivity of this particular task with respect to initial settings and yields new insights into how average human performance deviates from potential optimal performance. We conclude by discussing possible extensions of our approach as well as future steps towards applying more powerful derivative-based optimization methods.
AD  - Institute of Psychology, Heidelberg University, Hauptstr. 47-51, 69117 Heidelberg, Germany.
Interdisciplinary Center for Scientific Computing (IWR), Heidelberg University, Im Neuenheimer Feld 205, 69120 Heidelberg, Germany.
AN  - 27387139
AU  - Said, N.
AU  - Engelhart, M.
AU  - Kirches, C.
AU  - Körkel, S.
AU  - Holt, D. V.
C2  - Pmc4936697
DO  - 10.1371/journal.pone.0158832
DP  - NLM
ET  - 2016/07/09
J2  - PloS one
KW  - Algorithms
*Cognition
Cognitive Science/*methods
*Computer Simulation
Decision Making
Humans
*Learning
*Mathematics
Neurosciences
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1932-6203
SP  - e0158832
ST  - Applying Mathematical Optimization Methods to an ACT-R Instance-Based Learning Model
T2  - PLoS One
TI  - Applying Mathematical Optimization Methods to an ACT-R Instance-Based Learning Model
VL  - 11
ID  - 204417
ER  - 


TY  - JOUR
AB  - Objectives. The purpose of the study was: (a) to better understand the concept of social capital and its potential role in oral health of children in a First Nations community and (b) to identify the strengths and resources in terms of social capital and a health promotion model that the community has at its disposal to address its oral health issues. Methods. In this qualitative case study, participants were purposively selected in a First Nations community: Seven individual interviews and two focus groups involving 18 parents/care givers were selected. Putnam's concept of social capital guided all the interviews. The interviews were recorded and transcribed verbatim. Thematic analysis was employed using the NVivo software. Results. The community was close-knit and seemed to have strong moral fibre, which encouraged members to help each other. A strong bonding social capital was also found among the members, especially inside the clans (families). A need for improvement in bridging social capital that would help the community to reach external resources was observed. While members of the community were actively involved in religious rituals and cultural ceremonies, more efforts seemed to be required to recruit volunteers for other events or programs. Active engagement of community members in any program requires that members be given a voice as well as some ownership of the process. Mobilizing or building community's social capital can play a role when planning future interventions. Conclusions. A better understanding of social capital may enhance the community's investment and efforts by reinforcing healthy oral behaviours and improving access to external resources. With more dynamic collaboration, it may be possible to create more sustainable community-based oral health promotion programs.
AD  - School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada; salehyar@ualberta.ca.
Department of Family Medicine, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada.
School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada.
AN  - 25623814
AU  - Salehyar, M. H.
AU  - Keenan, L.
AU  - Patterson, S.
AU  - Amin, M.
C2  - Pmc4306758
DO  - 10.3402/ijch.v74.25417
DP  - NLM
ET  - 2015/01/28
J2  - International journal of circumpolar health
KW  - Alberta
Child
*Child Health
Child, Preschool
Comprehension
Female
Focus Groups
Health Promotion/organization & administration
Health Surveys
Humans
Male
*Minority Health
Needs Assessment
Oral Health/*ethnology/statistics & numerical data
Pilot Projects
Population Groups/*ethnology/statistics & numerical data
Qualitative Research
*Social Capital
Aboriginal
dental health
indigenous
native
qualitative study
social cohesion
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1239-9736 (Print)
1239-9736
SP  - 25417
ST  - Conceptual understanding of social capital in a First Nations community: a social determinant of oral health in children
T2  - Int J Circumpolar Health
TI  - Conceptual understanding of social capital in a First Nations community: a social determinant of oral health in children
VL  - 74
ID  - 204573
ER  - 


TY  - JOUR
AB  - Background: The United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) (United Nations, 2006) sets the expectation that people with disabilities be involved in research that affects their lives. Inclusive research moves people with intellectual disabilities away from being research subjects, towards power-balanced research collaborations that can create individual and societal change. Method: This study employed a qualitative methodology guided by critical disability theory. Participants included seven adults with intellectual disability, two supporters and five academics who all had experience of inclusive research. Semistructured individual interviews (n = 9) and one focus group (n = 5) were carried out to explore experiences of engaging in inclusive research in the Republic of Ireland. Results: Thematic analysis using Atlas.ti software yielded three themes: 'Continuum of inclusive research,' 'Value of inclusive research' and 'Power relations within inclusive research.' Definitions of inclusive research occurred along a continuum from participatory to emancipatory. Advocating for policy change and personal growth motivated participants to become inclusive researchers. The power dynamics negotiated by teams functioning within academic environments were highlighted, yet despite this, inclusive research teams are creating a space where people with intellectual disabilities are becoming confident researchers and peer mentors. Conclusions: This study illuminated experiences of engaging in inclusive research in an Irish context. Retaining a responsive, local approach to inclusive research is advised. Being part of inclusive research teams was both personally rewarding and financially complex. Inclusive research is at a critical moment in Ireland, poised to effect positive change in policy and service provision. Critically reviewing and documenting how inclusive research teams negotiate these complex dynamics is warranted. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Salmon, Nancy, School of Allied Health, Health Research Institute, University of Limerick, Health Sciences Building, Castletroy, Ireland
AN  - 2018-43324-001
AU  - Salmon, Nancy
AU  - Barry, Aoife
AU  - Hutchins, Enid
DB  - APA PsycInfo
DO  - 10.1111/bld.12247
DP  - EBSCOhost
KW  - collaborative practice
health and social care policy and practice
inclusive research
learning (intellectual) disabilities
Learning Disabilities
Policy Making
Health Care Policy
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1354-4187
1468-3156
SP  - 268-277
ST  - Inclusive research: An Irish perspective
T2  - British Journal of Learning Disabilities
TI  - Inclusive research: An Irish perspective
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-43324-001&site=ehost-live&scope=site
ORCID: 0000-0002-1131-1205
nancy.salmon@ul.ie
VL  - 46
ID  - 204954
ER  - 


TY  - JOUR
AB  - INTRODUCTION. The steady increase in the number of children with autism spectrum disorders, has led to a better social awareness but also to a higher demand for specific interventions. This has questioned what the most appropriate and effective procedures for detection, diagnosis and treatment are. AIM. To review different approaches and classifications of interventions with individuals with autism spectrum disorders based on scientific evidence. DEVELOPMENT. According to the latest revisions, there are three types of classifications to categorize evidence-based interventions: practice-based intervention, comprehensive models of treatment and drug treatments. There are difficulties in comparing results of different methods of intervention, however, some common elements to prove their effectiveness have been identified. CONCLUSIONS. All intervention models should include functional communication skills, meaningful learning, carried out in various contexts, addressing challenging behaviors through positive behavioral support, promoting activities with peers and emphasize the role of parents in the planning and implementation of the objectives.
AD  - Centro de Orientacion y Asistencia al Desarrollo Infantil, Barcelona, Spain. coadiscp@copc.es
AN  - 22374774
AU  - Salvadó-Salvadó, B.
AU  - Palau-Baduell, M.
AU  - Clofent-Torrentó, M.
AU  - Montero-Camacho, M.
AU  - Hernández-Latorre, M. A.
DA  - Feb 29
DP  - NLM
ET  - 2013/01/23
J2  - Revista de neurologia
KW  - Adolescent
Adult
Behavior Therapy
Child
Child Behavior Disorders/drug therapy/etiology/therapy
Child Development Disorders, Pervasive/drug therapy/rehabilitation/*therapy
Child, Preschool
Clinical Protocols
Combined Modality Therapy
Communication Disorders/therapy
Complementary Therapies
*Comprehensive Health Care
*Disease Management
Early Intervention, Educational
Early Medical Intervention
Evidence-Based Medicine
Humans
Internet
Learning Disabilities/etiology/therapy
Models, Theoretical
Parenting
Parents/education
Psychotherapy/*methods
Psychotropic Drugs/therapeutic use
Schools
LA  - spa
N1  - PubMed NLM literature search August 25, 2020
OP  - Modelos de intervencion global en personas con trastorno del espectro autista.
PY  - 2012
SN  - 0210-0010
SP  - S63-71
ST  - [Comprehensive models of treatment in individuals with autism spectrum disorders]
T2  - Rev Neurol
TI  - [Comprehensive models of treatment in individuals with autism spectrum disorders]
VL  - 54 Suppl 1
ID  - 203977
ER  - 


TY  - GEN
AB  - Prompting (PP) includes any help given to a learner that assists the learner in using a specific skill or behavior. Sometimes referred to as an "errorless learning method," prompting reduces incorrect responding as learners acquire new skills. Prompting is a foundational practice that is used with other evidence-based practices (such as, time delay and reinforcement) and as part of the protocols for evidence-based practices (such as discrete trial training, pivotal response training, and video modeling). This evidence-based practice (EBP) overview on prompting includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
AU  - Sam, A.
AU  - National Professional Development Center on Autism Spectrum, Disorder
DB  - ERIC
DP  - EBSCOhost
J2  - National Professional Development Center on Autism Spectrum Disorders
KW  - Prompting
Autism
Pervasive Developmental Disorders
Evidence Based Practice
Teaching Methods
Early Intervention
Elementary Secondary Education
Intervention
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - National Professional Development Center on Autism Spectrum Disorders
PY  - 2016
ST  - Prompting (PP). EBP Brief Packet
TI  - Prompting (PP). EBP Brief Packet
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED595391&site=ehost-live&scope=site
ID  - 205303
ER  - 


TY  - JOUR
AB  - Humans use many strategies for navigation. Strategies utilizing cognitive salience of landmark have not been tested for application. In this study, we compared two strategies that humans use while navigating in an unfamiliar homogenous environment to remember the route. First strategy, called route learning, involved remembering sequence of turns, while second strategy used a commonly known memory technique method of loci with slight modification. In route learning, participants did not rely on any landmark (no-landmark condition), while in method of loci they visualized personally significant landmarks (imagined condition). Two videos, each having nine identical turns (3 rights, 3 lefts and 3 straights) with no distinguishing feature at any turn, were developed using Trimble Sketchup and shown to 32 participants. The experiment was conducted in three phases. In the first phase, participants generated a list of personally known items to be used as landmarks. In the second phase, they saw the first video and were required to remember the sequence of turns. In the second video, they were required to imagine a landmark from the list generated in the first phase at each turn and associate the turn with the imaginary landmark. In both the tasks, the participants were asked to recall the sequence of turns as it appeared in the video. In the third phase, the participants were again asked to recall the sequence of turns. Result showed that memory of route was better without landmarks compared to imaginary landmark condition. This difference was insignificant when participants were tested again 20 min later. However, route memory was still better for no-landmark condition. The finding does not support earlier findings on route memory. Potential uses of method of loci for human wayfinding are mentioned.
AD  - Department of Humanities and Social Sciences, Indian Institute of Technology Kanpur, Kanpur, 208 016, India, asameer@iitk.ac.in.
AN  - 26224259
AU  - Sameer, A.
AU  - Bhushan, B.
DA  - Sep
DO  - 10.1007/s10339-015-0677-x
DP  - NLM
ET  - 2015/08/01
J2  - Cognitive processing
KW  - Adult
*Environment
Factor Analysis, Statistical
Female
Humans
Imagination
Male
Mental Recall/*physiology
Photic Stimulation
Space Perception/*physiology
Spatial Behavior/*physiology
User-Computer Interface
Young Adult
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1612-4782
SP  - 149-52
ST  - Route memory in an unfamiliar homogeneous environment: a comparison of two strategies
T2  - Cogn Process
TI  - Route memory in an unfamiliar homogeneous environment: a comparison of two strategies
VL  - 16 Suppl 1
ID  - 204478
ER  - 


TY  - JOUR
AB  - Intensive Interaction is an approach to enhancing the communication and social abilities of people with profound intellectual disabilities using principles from caregiver-infant interaction. Use of Intensive Interaction by novice practitioners with four women with profound intellectual disabilities living in a supported housing service in England was evaluated. It was hypothesized that staff could learn the principles of Intensive Interaction sufficiently to have a positive impact on the participants' abilities (during five sessions per week over 20 weeks) and that they would experience a better relationship. A quasi-experimental interrupted time-series multiple-baseline design was used with data collected via video observations, assessment schedules and staff questionnaires. Practitioners learned to use mirroring and contingent responding, and participants' abilities to look at faces and become engaged in interaction and joint focus developed. There was less volume of evidence for improved quality of relationship. Embedding practitioner reflection on interactions was a difficult part of the intervention to implement.
AD  - Ridgeway Partnership (old NHS Trust), Oxford, UK.
AN  - 18492714
AU  - Samuel, J.
AU  - Nind, M.
AU  - Volans, A.
AU  - Scriven, I.
DA  - Jun
DO  - 10.1177/1744629508090983
DP  - NLM
ET  - 2008/05/22
J2  - Journal of intellectual disabilities : JOID
KW  - Adult
Attention
*Communication
Female
*Group Homes
Humans
*Inservice Training
Intellectual Disability/psychology/*rehabilitation
Middle Aged
*Professional-Patient Relations
Reinforcement, Psychology
*Socialization
Videotape Recording
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1744-6295 (Print)
1744-6295
SP  - 111-26
ST  - An evaluation of Intensive Interaction in community living settings for adults with profound intellectual disabilities
T2  - J Intellect Disabil
TI  - An evaluation of Intensive Interaction in community living settings for adults with profound intellectual disabilities
VL  - 12
ID  - 204076
ER  - 


TY  - JOUR
AB  - Rational models of cognition typically consider the abstract computational problems posed by the environment, assuming that people are capable of optimally solving those problems. This differs from more traditional formal models of cognition, which focus on the psychological processes responsible for behavior. A basic challenge for rational models is thus explaining how optimal solutions can be approximated by psychological processes. We outline a general strategy for answering this question, namely to explore the psychological plausibility of approximation algorithms developed in computer science and statistics. In particular, we argue that Monte Carlo methods provide a source of rational process models that connect optimal solutions to psychological processes. We support this argument through a detailed example, applying this approach to Anderson's (1990, 1991) rational model of categorization (RMC), which involves a particularly challenging computational problem. Drawing on a connection between the RMC and ideas from nonparametric Bayesian statistics, we propose 2 alternative algorithms for approximate inference in this model. The algorithms we consider include Gibbs sampling, a procedure appropriate when all stimuli are presented simultaneously, and particle filters, which sequentially approximate the posterior distribution with a small number of samples that are updated as new data become available. Applying these algorithms to several existing datasets shows that a particle filter with a single particle provides a good description of human inferences.
AD  - Gatsby Computational Neuroscience Unit, University College London, 17 Queen Square, London WC1N 3AR, England. asanborn@gatsby.ucl.ac.uk
AN  - 21038975
AU  - Sanborn, A. N.
AU  - Griffiths, T. L.
AU  - Navarro, D. J.
DA  - Oct
DO  - 10.1037/a0020511
DP  - NLM
ET  - 2010/11/03
J2  - Psychological review
KW  - Algorithms
Cognition
Discrimination, Psychological
Humans
*Learning
*Models, Psychological
Models, Statistical
Monte Carlo Method
Probability
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0033-295x
SP  - 1144-67
ST  - Rational approximations to rational models: alternative algorithms for category learning
T2  - Psychol Rev
TI  - Rational approximations to rational models: alternative algorithms for category learning
VL  - 117
ID  - 204475
ER  - 


TY  - JOUR
AB  - Reflection is a metacognitive process that creates a greater understanding of both the self and the situation so that future actions can be informed by this understanding. Self-regulated and lifelong learning have reflection as an essential aspect, and it is also required to develop both a therapeutic relationship and professional expertise. There are a variety of educational approaches in undergraduate, postgraduate and continuing medical education that can be used to facilitate reflection, from text based reflective journals and critical incident reports to the creative use of digital media and storytelling. The choice of approach varies with the intended outcomes, but it should also be determined by the user since everyone has a preferred style. Guided reflection, with supportive challenge from a mentor or facilitator, is important so that underlying assumptions can be challenged and new perspectives considered. Feedback also has an important role to enhance reflection. There is little research evidence to suggest that reflection improves quality of care but the process of care can be enhanced.
AD  - The University of Leeds, UK. j.e.sandars@leeds.ac.uk
AN  - 19811204
AU  - Sandars, J.
DA  - Aug
DO  - 10.1080/01421590903050374
DP  - NLM
ET  - 2009/10/09
J2  - Medical teacher
KW  - *Awareness
Clinical Competence
Education, Medical/*methods
Ethics, Medical
Feedback
Humans
*Knowledge of Results, Psychological
Models, Educational
*Self-Assessment
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0142-159x
SP  - 685-95
ST  - The use of reflection in medical education: AMEE Guide No. 44
T2  - Med Teach
TI  - The use of reflection in medical education: AMEE Guide No. 44
VL  - 31
ID  - 204457
ER  - 


TY  - JOUR
AB  - Current views on metacognition consider it a fundamental factor in learning and problem-solving which in turn has led to interest in creating learning experiences conducive to developing its use. This paper reports on the effectiveness of a collaborative intervention in promoting college general chemistry students' awareness and use of metacognition. The intervention starts with a cognitive imbalance experience as a trigger for metacognitive reflection, which is then followed by reflective prompting and peer interaction. A quasi-experimental control and treatment design with 537 and 464 participants, respectively, was implemented. Assessment of metacognition was accomplished by using a multi-method instrument that consists of a self-report (Metacognitive Activities Inventory, MCAI) and a concurrent, web-based tool (Interactive Multimedia Exercises, IMMEX). IMMEX has been shown to allow rapid classification of problem solvers according to their regulatory metacognitive skills. Compared to the control group, the treatment group showed a significant increase in metacognition awareness, as evidenced by the MCAI, increased ability in solving non-algorithmic chemistry problems of higher difficulty, and with a higher per cent correctness (IMMEX). These findings are consistent with an overall increase in the use of regulatory metacognitive skills by the treatment group. We propose that the meaningful, purposeful social interaction and the reflective prompting instantiated by the intervention act as promoters of metacognition development. It is of particular relevance that these factors are not exclusive to the intervention employed here and can be embedded by practitioners in their instruction. (Contains 1 note, 1 figure and 5 tables.)
AN  - EJ915002
AU  - Sandi-Urena, Santiago
AU  - Cooper, Melanie M.
AU  - Stevens, Ron H.
DA  - 02/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Control Groups
Intervention
Prompting
Chemistry
Problem Solving
Interpersonal Relationship
Metacognition
Learning Experience
Cooperative Learning
Measures (Individuals)
Classification
Interaction
College Students
Instructional Effectiveness
Teaching Methods
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 0950-0693
SP  - 323-340
ST  - Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention
T2  - International Journal of Science Education
TI  - Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ915002&site=ehost-live&scope=site
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/09500690903452922
VL  - 33
ID  - 205194
ER  - 


TY  - JOUR
AB  - AIM: Children with developmental coordination disorder (DCD) experience difficulty learning and performing everyday motor tasks due to poor motor coordination. Recent research applying a cognitive learning paradigm has argued that children with DCD have less effective cognitive and metacognitive skills with which to effectively acquire motor skills. However, there is currently limited research examining individual differences in children's use of self-regulatory and metacognitive skill during motor learning. This exploratory study aimed to compare the self-regulatory performance of children with and without DCD. METHODS: Using a mixed methods approach, this study observed and compared the self-regulatory behavior of 15 children with and without DCD, aged between 7 and 9 years, during socially mediated motor practice. Observation was conducted using a quantitative coding scheme and qualitative analysis of video-recorded sessions. This paper will focus on the results of quantitative analysis, while data arising from the qualitative analysis will be used to support quantitative findings. RESULTS: In general, findings indicate that children with DCD exhibit less independent and more ineffective self-regulatory skill during motor learning than their typically developing peers. In addition, children with DCD rely more heavily on external support for effective regulation and are more likely to exhibit negative patterns of motivational regulation. CONCLUSIONS: These findings provide further support for the notion that children with DCD experience difficulty effectively self-regulating motor learning. Implications for practice and directions for future research are discussed.
AD  - a Faculty of Education , University of Cambridge , Cambridge , United Kingdom.
AN  - 26939836
AU  - Sangster Jokić, C. A.
AU  - Whitebread, D.
DA  - Nov
DO  - 10.3109/01942638.2015.1135844
DP  - NLM
ET  - 2016/03/05
J2  - Physical & occupational therapy in pediatrics
KW  - Child
Female
Humans
*Learning
Male
Motivation
Motor Skills Disorders/physiopathology/*psychology/*rehabilitation
Self-Assessment
Video Recording
Metacognition
developmental coordination disorder
motor learning
self-regulation
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0194-2638
SP  - 401-21
ST  - Self-Regulatory Skill Among Children with and without Developmental Coordination Disorder: An Exploratory Study
T2  - Phys Occup Ther Pediatr
TI  - Self-Regulatory Skill Among Children with and without Developmental Coordination Disorder: An Exploratory Study
VL  - 36
ID  - 204819
ER  - 


TY  - JOUR
AB  - Experiments with film-like story presentations have been found to be beneficial in supporting children's story comprehension and word learning. The main goal of the current study was to disentangle the effects of visual and auditory enhancements in digital books. Participants were 99 typically developing children (41 boys and 58 girls) aged 4-6 years from two public kindergartens in Bursa, Turkey. A randomized controlled trial was conducted with a control group and four experimental conditions that included all possible combinations: static illustrations with and without music/sounds and animated illustrations with and without music/sounds. In each experimental condition, children read two different storybooks twice, each time in small group sessions of 2 or 3 children. The posttest included, apart from story comprehension, expressive and receptive vocabulary tests of book-based words. Story comprehension, not word learning, benefited from visual enhancements in digital books. Music and background sounds did not stimulate story comprehension and even had a negative effect on receptive vocabulary. To explain the findings, we refer to multimedia learning principles such as temporal contiguity. Consequences for a digital storybook format are discussed.
AD  - Faculty of Education, Uludağ University, 16059 Bursa, Turkey; Vocational School of Social Sciences, Çanakkale Onsekiz Mart University, 17020 Çanakkale, Turkey. Electronic address: burcusari87@gmail.com.
Faculty of Education, Uludağ University, 16059 Bursa, Turkey.
Institute of Education, ELTE Eötvös Loránd University, 1053 Budapest, Hungary.
Institute of Education, ELTE Eötvös Loránd University, 1053 Budapest, Hungary; Department of Language, Literature and Communication, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, the Netherlands; Faculty of Arts and Education, University of Stavanger, 4036 Stavanger, Norway.
AN  - 30550987
AU  - Sarı, B.
AU  - Başal, H. A.
AU  - Takacs, Z. K.
AU  - Bus, A. G.
DA  - Mar
DO  - 10.1016/j.jecp.2018.11.006
DP  - NLM
ET  - 2018/12/15
J2  - Journal of experimental child psychology
KW  - Acoustic Stimulation/*methods/psychology
*Books
Child
Child, Preschool
Comprehension/*physiology
Female
Humans
Learning/*physiology
Male
Music
*Narration
Photic Stimulation/*methods
Reading
Turkey
Vocabulary
*Digital enhancements
*Digital storybooks
*Kindergarten age
*Multimedia learning
*Story comprehension
*Vocabulary learning
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0022-0965
SP  - 212-226
ST  - A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning
T2  - J Exp Child Psychol
TI  - A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning
VL  - 179
ID  - 204597
ER  - 


TY  - JOUR
AB  - Although Specific Learning Disabilities (SLD) are described as specific difficulties in one or more academic areas, often socio-emotional problems are also reported to be related to well-being and school engagement. Moreover, recent evidence shows that emotional problems and reduced social support predict problematic use of new technologies, such as a smartphone, that can, in turn, increase these problems. In this study, we aimed to investigate socio-emotional functioning and its relation to well-being, school engagement, and problematic smartphone use. Social and emotional skills of 19 adolescents with a diagnosis of SLD and 19 control adolescents were assessed through a narrative test; adolescents were requested to narrate complete stories elicited by pictures representing social situations. Information on well-being and problematic smartphone use were collected through questionnaires. The comparison between groups showed differences in cognitive-social skills, although no significant differences in emotional functioning were found. Additionally, the perception of the social environment as supportive and trustworthy was related to general well-being for both groups, whereas the perception of limits and rules set by the adult world appeared to be related to a decreased investment in learning processes only for the SLD students. Finally, correlation analysis showed that smartphone use was associated with reduced perception of social support and to a decreased ability to understand and solve social situations. These results assert the critical role played by social information processing and social support in terms of well-being in adolescence, and contribute to enhancing knowledge of the mechanisms underlying problematic smartphone use in a clinical sample.
AD  - Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy.
Department of Psychology, University of Milano-Bicocca, Milan, Italy.
Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy.
Istituto IRCCS Eugenio Medea, Lecco, Italy.
AN  - 31780978
AU  - Sarti, D.
AU  - Bettoni, R.
AU  - Offredi, I.
AU  - Tironi, M.
AU  - Lombardi, E.
AU  - Traficante, D.
AU  - Lorusso, M. L.
C2  - Pmc6852707
DO  - 10.3389/fpsyg.2019.02369
DP  - NLM
ET  - 2019/11/30
J2  - Frontiers in psychology
KW  - Sld
adolescence
narratives
smartphone addiction
socio-emotional functioning
well-being
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1664-1078 (Print)
1664-1078
SP  - 2369
ST  - Tell Me a Story: Socio-Emotional Functioning, Well-Being and Problematic Smartphone Use in Adolescents With Specific Learning Disabilities
T2  - Front Psychol
TI  - Tell Me a Story: Socio-Emotional Functioning, Well-Being and Problematic Smartphone Use in Adolescents With Specific Learning Disabilities
VL  - 10
ID  - 204727
ER  - 


TY  - THES
AB  - The purpose of this study was to investigate the effects of explicit instruction combined with video prompting to teach text comprehension skills to students with autism spectrum disorder. Participants included 4 elementary school students with autism. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated that the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed. [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  - Sartini, Emily Claire
DB  - ERIC
DP  - EBSCOhost
KW  - Direct Instruction
Video Technology
Prompting
Reading Comprehension
Autism
Pervasive Developmental Disorders
Elementary School Students
Intervention
Instructional Effectiveness
Independent Study
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2016
SN  - 978-1-339-73092-9
ST  - Effects of Explicit Instruction and Self-Directed Video Prompting on Text Comprehension of Students with Autism Spectrum Disorder
TI  - Effects of Explicit Instruction and Self-Directed Video Prompting on Text Comprehension of Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED571720&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:10109823
ID  - 205175
ER  - 


TY  - JOUR
AB  - A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today's classrooms, some areas of study, such as the use of virtual manipulatives, lack sufficient exploration. Although concrete manipulatives were studied for many decades for students with a learning disability and are considered a best practice, the research base for virtual manipulatives is notably less. With a specific focus on algebraic instruction, this study sought to compare the benefits of both forms of manipulatives to assist secondary students with a learning disability in mathematics to solve single-variable linear equations using a single-subject alternating treatment design. Over the course of 30 sessions of intervention, three students exhibited over 90% average accuracy solving problems using both virtual and concrete manipulatives, while the concrete manipulative earned higher scores for two of the three students.
AN  - EJ1119709
AU  - Satsangi, Rajiv
AU  - Bouck, Emily C.
AU  - Taber-Doughty, Teresa
AU  - Bofferding, Laura
AU  - Roberts, Carly A.
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Algebra
Mathematics Instruction
Learning Disabilities
Manipulative Materials
Teaching Methods
Secondary School Mathematics
Technology Uses in Education
Educational Technology
Problem Solving
Intervention
Prompting
Children
Intelligence Tests
High School Students
At Risk Students
Wechsler Intelligence Scale for Children
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 0731-9487
SP  - 240-253
ST  - Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students with Learning Disabilities
T2  - Learning Disability Quarterly
TI  - Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students with Learning Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1119709&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0731948716649754
VL  - 39
ID  - 205112
ER  - 


TY  - JOUR
AB  - Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve video-simulation real-world mathematical problems by finger counting using video prompting (VP) in conjunction with systematic instruction (e.g., least intrusive prompting) with error correction and feedback. The simulated videos covered a variety of thematic units (i.e., pet store, grocery store, household chores, sporting goods store, outside chores, and thrift store) students may encounter in their everyday lives. The results of this study demonstrated a functional relation between VP and participants' mathematical problem-solving skills. Findings from this study provide several implications for practice and research for using video-based interventions to teach mathematical problem solving to students with moderate ID.
AN  - EJ1166291
AU  - Saunders, Alicia F.
AU  - Spooner, Fred
AU  - Ley Davis, Luann
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mathematics Instruction
Video Technology
Prompting
Simulation
Problem Solving
Middle School Students
Moderate Intellectual Disability
Error Correction
Feedback (Response)
Computer Assisted Instruction
Intervention
Mathematical Concepts
Grade 7
Grade 8
Clinical Diagnosis
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0741-9325
SP  - 53-64
ST  - Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems
T2  - Remedial and Special Education
TI  - Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1166291&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0741932517717042
VL  - 39
ID  - 205438
ER  - 


TY  - JOUR
AB  - Background: Self-operated auditory prompting systems deliver auditory prompts through technology to support users with task completion and behaviour management. A meta-analysis of single-subject research was conducted, assessing the quality of studies and examining the use of this intervention for individuals with intellectual disability. Method: An assessment of study quality was conducted on studies meeting inclusion criteria using the What Works Clearinghouse guidelines. Treatment effectiveness of studies that met standards or met standards with reservation was calculated using percentage of nonoverlapping data (PND). Variables of interest such as participant demographics and intervention characteristics (e.g., voice used in recording, setting of intervention) were explored. Results: Overall, self-operated auditory prompting interventions were highly effective (PND = 93.6%). This intervention was effective or highly effective across all participant and intervention characteristics. Conclusion: The findings of this review support the conclusion that self-operated auditory prompting systems are an evidence-based strategy for individuals with intellectual disability.
AN  - EJ1187938
AU  - Savage, Melissa N.
AU  - Taber-Doughty, Teresa
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Auditory Stimuli
Intellectual Disability
Intervention
Program Effectiveness
Assistive Technology
Age Differences
Gender Differences
Environmental Influences
Behavior
Severity (of Disability)
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1469-9532
SP  - 249-258
ST  - Self-Operated Auditory Prompting Systems for Individuals with Intellectual Disability: A Meta-Analysis of Single-Subject Research
T2  - Journal of Intellectual & Developmental Disability
TI  - Self-Operated Auditory Prompting Systems for Individuals with Intellectual Disability: A Meta-Analysis of Single-Subject Research
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1187938&site=ehost-live&scope=site
http://dx.doi.org/10.3109/13668250.2016.1229459
VL  - 42
ID  - 205315
ER  - 


TY  - JOUR
AB  - BACKGROUND: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies. AIMS: We tested whether the positive effects of EMME for improving self-regulated multimedia learning extend to university students and teaching of more comprehensive processing strategies. Moreover, we investigated whether EMME's effectiveness depends upon a learner's cognitive prerequisites. SAMPLE: Participants were 50 university students (38 female; M = 26.88 years) with different study majors. METHODS: Different prior knowledge aspects were assessed as cognitive prerequisites. Before learning about mitosis from a multimedia instruction, students either received no intervention or saw EMME demonstrating various multimedia learning processes. Learning outcomes and eye movements served as dependent variables. RESULTS: Learners in the EMME group showed more intense processing of pictures and more frequent transitions between text and pictures. Weaker learners showed poorer recall performance after having studied EMME, whereas EMME had no effect on stronger students. In the forced-choice verification task, stronger students benefitted from EMME, whereas no effect occurred for weaker students. The picture-processing time was suited to explain the positive effects of EMME for stronger students. CONCLUSIONS: Our results indicate that EMME illustrating a comprehensive set of cognitive processes support multimedia learning for stronger university students.
AD  - Leibniz-Institut für Wissensmedien, Tübingen, Germany.
University of Tübingen, Germany.
AN  - 28782249
AU  - Scheiter, K.
AU  - Schubert, C.
AU  - Schüler, A.
DA  - Mar
DO  - 10.1111/bjep.12175
DP  - NLM
ET  - 2017/08/07
J2  - The British journal of educational psychology
KW  - Adult
Cognition/*physiology
Eye Movements/*physiology
Female
Humans
Learning/*physiology
Male
*Multimedia
Pattern Recognition, Visual/*physiology
*Self-Control
Young Adult
eye movement modelling
eye tracking
instructional support
multimedia learning
self-regulated learning
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0007-0998
SP  - 80-94
ST  - Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia
T2  - Br J Educ Psychol
TI  - Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia
VL  - 88
ID  - 203866
ER  - 


TY  - JOUR
AB  - In auditory-only conditions, for example when we listen to someone on the phone, it is essential to fast and accurately recognize what is said (speech recognition). Previous studies have shown that speech recognition performance in auditory-only conditions is better if the speaker is known not only by voice, but also by face. Here, we tested the hypothesis that such an improvement in auditory-only speech recognition depends on the ability to lip-read. To test this we recruited a group of adults with autism spectrum disorder (ASD), a condition associated with difficulties in lip-reading, and typically developed controls. All participants were trained to identify six speakers by name and voice. Three speakers were learned by a video showing their face and three others were learned in a matched control condition without face. After training, participants performed an auditory-only speech recognition test that consisted of sentences spoken by the trained speakers. As a control condition, the test also included speaker identity recognition on the same auditory material. The results showed that, in the control group, performance in speech recognition was improved for speakers known by face in comparison to speakers learned in the matched control condition without face. The ASD group lacked such a performance benefit. For the ASD group auditory-only speech recognition was even worse for speakers known by face compared to speakers not known by face. In speaker identity recognition, the ASD group performed worse than the control group independent of whether the speakers were learned with or without face. Two additional visual experiments showed that the ASD group performed worse in lip-reading whereas face identity recognition was within the normal range. The findings support the view that auditory-only communication involves specific visual mechanisms. Further, they indicate that in ASD, speaker-specific dynamic visual information is not available to optimize auditory-only speech recognition.
AD  - Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany. Electronic address: schelinski@cbs.mpg.de.
Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany; Faculty of Medicine Carl Gustav Carus at the Technische Universität Dresden, Fetscherstraße 74, 01307 Dresden, Germany. Electronic address: philipp.riedel@uniklinikum-dresden.de.
Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany; Humboldt University of Berlin, Rudower Chaussee 18, 12489 Berlin, Germany. Electronic address: kriegstein@cbs.mpg.de.
AN  - 25283605
AU  - Schelinski, S.
AU  - Riedel, P.
AU  - von Kriegstein, K.
DA  - Dec
DO  - 10.1016/j.neuropsychologia.2014.09.031
DP  - NLM
ET  - 2014/10/07
J2  - Neuropsychologia
KW  - Adult
Child Development Disorders, Pervasive/*physiopathology
*Face
Female
Humans
*Lipreading
Male
Recognition, Psychology/*physiology
Speech Perception/*physiology
Visual Perception/*physiology
Young Adult
Autism
Face recognition
Lip-reading
Multisensory
Speech recognition
Voice recognition
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0028-3932
SP  - 1-11
ST  - Visual abilities are important for auditory-only speech recognition: evidence from autism spectrum disorder
T2  - Neuropsychologia
TI  - Visual abilities are important for auditory-only speech recognition: evidence from autism spectrum disorder
VL  - 65
ID  - 204794
ER  - 


TY  - JOUR
AB  - PURPOSE: Planning assistive technologies and other supports for individuals with cognitive disabilities requires a comprehensive and individualized assessment of current goals, past experiences with the use of technologies and other supports, and the person's predisposition to the use of alternative or additional supports. This paper discusses a foundation for the refinement of an existing assessment process to match technologies to individuals with cognitive disabilities. METHOD: Prior research and a literature review identified the critical needs for an assessment process that would serve to identify key elements known to influence the success use of assistive technology and other supports by persons with cognitive disabilities. RESULTS: The components of successful, effective and satisfied support use result from a good match of device and support features, user goals and preferences, and environmental resources. The relationship to the World Health Organization's International Classification of Functioning, Disability and Health and the International Standardization Organization's international standard ISO DIS 9999 is discussed. CONCLUSIONS: As the number of assistive technology options increase, individualized interventions for individuals with cognitive disabilities will be easier to accomplish. The key to successful and optimal use of these products will be an appropriate and comprehensive assessment of consumer needs and preferences and the identification of additional accommodations and supports.
AD  - Institute for Matching Person & Technology, Webster, New York 14580, USA. IMPT97@aol.com
AN  - 16096225
AU  - Scherer, M. J.
DA  - Jul 8
DO  - 10.1080/09638280400014816
DP  - NLM
ET  - 2005/08/13
J2  - Disability and rehabilitation
KW  - *Cognition
Cognition Disorders/*rehabilitation
Computer-Assisted Instruction
Disability Evaluation
Disabled Persons/*rehabilitation
Environment
Evaluation Studies as Topic
Humans
Learning
Memory
Quality of Life
*Self-Help Devices
Thinking
LA  - eng
M1  - 13
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0963-8288 (Print)
0963-8288
SP  - 731-9
ST  - Assessing the benefits of using assistive technologies and other supports for thinking, remembering and learning
T2  - Disabil Rehabil
TI  - Assessing the benefits of using assistive technologies and other supports for thinking, remembering and learning
VL  - 27
ID  - 204206
ER  - 


TY  - THES
AB  - The number of children diagnosed with autism spectrum disorder (ASD) has increased dramatically both nationally and in Nebraska, accompanied by an equally substantial increase in public school education for this population in inclusive classroom settings. A growing body of research supports the need for teachers proficient in evidence-based practices for students with ASD. One of these strategies involves using peer support networks. A community-based nonprofit organization partnered with 3 Nebraska high schools to provide support in the implementation of Circle of Friends (CoF) groups for adolescents with ASD. The conceptual framework that guided the study was constructivism, which postulates that learners construct knowledge based on a combination of previous experiences and social interactions. A collective case study was used to investigate experiences of parents, teachers, and community agency leaders participating in this project. Interviews and program documents provided data that were inductively analyzed by coding for themes. Findings indicated positive experiences for all participant groups, particularly children with ASD and their peers. Characteristics of successful programs emerged, as well as the critical nature of the partnership in the success of this program. As a result of study findings, an interactive website and a presentation were created to foster a virtual learning community in this ongoing partnership. These findings may promote a deeper understanding for stakeholders on peer support networks to improve social skills, increase school involvement, and decrease isolation and bullying. They may also have the potential to improve the lives of youth with autism and the adults for whom this virtual community is created. [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  - Schlieder, Mary
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Peer Relationship
High School Students
Adolescents
Social Support Groups
Case Studies
Parent Attitudes
Teacher Attitudes
Interviews
Documentation
Coding
Program Effectiveness
School Community Programs
Partnerships in Education
Evidence Based Practice
Nebraska
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-56490-1
ST  - Implementing a "Circle of Friends" Peer-Mediated Intervention for High School Students with Autism
TI  - Implementing a "Circle of Friends" Peer-Mediated Intervention for High School Students with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED563712&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:3602946
ID  - 205234
ER  - 


TY  - THES
AB  - The number of children diagnosed with autism spectrum disorder (ASD) has increased dramatically both nationally and in Nebraska, accompanied by an equally substantial increase in public school education for this population in inclusive classroom settings. A growing body of research supports the need for teachers proficient in evidence-based practices for students with ASD. One of these strategies involves using peer support networks. A community-based nonprofit organization partnered with 3 Nebraska high schools to provide support in the implementation of Circle of Friends (CoF) groups for adolescents with ASD. The conceptual framework that guided the study was constructivism, which postulates that learners construct knowledge based on a combination of previous experiences and social interactions. A collective case study was used to investigate experiences of parents, teachers, and community agency leaders participating in this project. Interviews and program documents provided data that were inductively analyzed by coding for themes. Findings indicated positive experiences for all participant groups, particularly children with ASD and their peers. Characteristics of successful programs emerged, as well as the critical nature of the partnership in the success of this program. As a result of study findings, an interactive website and a presentation were created to foster a virtual learning community in this ongoing partnership. These findings may promote a deeper understanding for stakeholders on peer support networks to improve social skills, increase school involvement, and decrease isolation and bullying. They may also have the potential to improve the lives of youth with autism and the adults for whom this virtual community is created. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2014-99170-189
AU  - Schlieder, Mary
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - support networks
school students
peer-mediated intervention
teachers proficient
increase school involvement
growing body
evidence-based practices
autism spectrum disorder
Autism Spectrum Disorders
Classrooms
Bullying
High School Students
High Schools
Public School Education
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2014
SN  - 0419-4209
978-1-303-56490-1
ST  - Implementing a 'circle of friends' peer-mediated intervention for high school students with autism
TI  - Implementing a 'circle of friends' peer-mediated intervention for high school students with autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-99170-189&site=ehost-live&scope=site
VL  - 75
ID  - 204949
ER  - 


TY  - THES
AB  - Individuals with intellectual and developmental disabilities (I/DD) are at increased risk for experiencing sexual abuse (Jones et al., 2012; Spencer et al., 2005; Sullivan & Knutson, 2000), negative pregnancy outcomes (Parish, Swaine, Son, & Luken, 2013), and may be at increased risk for sexually transmitted infections (Mandell et al., 2008) indicating a significant need for an accessible sexual health education. This study 1) identified the gaps, barriers, and recommendations for sexual health education as described by individuals with I/DD, parents, health providers, and educators using a grounded theory study design and developed activities to address the identified gaps and barriers; 2) tested the usability, usefulness, and desirability of these activities for an enhanced sexual health education program; and 3) tested the feasibility of a five-week community-based enhanced sexual health education program. An enhanced sexual health education program refers to a freely available program that was modified to include updated comprehensive and inclusive sexual health information and the interactive learning activities developed and tested in Aims 1 and 2. The results of this study identified the following barriers to sexual health education: parental characteristics, general characteristics, embarrassment, lack of organizational policies and/or standards and limited professional education for providers and educators. Gaps in sexual health knowledge for individuals with I/DD include 1) pregnancy, reproduction, and family planning, 2) contraception, and 3) sexually transmitted infections. These barriers and gaps contribute to current sexual health education practices, which are provided by multiple stakeholders and occur in natural learning opportunities. Further, the recommendations from stakeholders contribute to the development of the Accessible Sexuality Education Theory (ASET). ASET suggests using a proactive and formal education provided by multiple stakeholders and that learning should be continued beyond formal education. Furthermore, it is recommended that this program utilize videos, visuals, universal design for learning, and direct, explicit instruction as the best learning modalities. Educational activities were developed or sourced from available resources based on these results. The following activities were found acceptable in terms of usability, usefulness, and desirability by individuals with I/DD (n=7) and educators (n=2): gender unicorn (a gender identity graphic) (76%), virtual reality script (75%), identity video (66%), anatomy video (89%), sexually transmitted infections (STI) infographic (85%), family planning video (63%), and dating video (75%). The contraceptives infographic (56%) and puberty visuals (46%) were refined and reevaluated, where they were deemed acceptable (97% and 94%, respectively). And finally, these educational activities were incorporated into an enhanced program, which was determined to be feasible based on recruitment rates (90%), retention rates (77.8%), attendance rates (98.2%), and data collection from trainees during the sessions (77.8% completion at pretest and 100% completion at posttest). And finally, recommendations were made to the new educational program to enhance feasibility of future studies of the program, including reordering of topics that were taught and updating the time spent on each area to allow for more time for review and reminders and interactive learning activities. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AN  - 2020-31774-078
AU  - Schmidt, Elizabeth K.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - sexual health
education program
intellectual and developmental disabilities
mental retardation
parental characteristics
health knowledge
family planning
risk factors
Developmental Disabilities
Educational Programs
Intellectual Development
Intellectual Development Disorder
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2020
SN  - 0419-4209
978-1658473781
ST  - Usability and feasibility of an enhanced sexual health education program for individuals with intellectual and developmental disabilities
TI  - Usability and feasibility of an enhanced sexual health education program 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=2020-31774-078&site=ehost-live&scope=site
VL  - 81
ID  - 205050
ER  - 


TY  - JOUR
AB  - Social integration of students with special needs (SSNs) belongs to efforts for social responsibility as one's responsibility to practise interdependence and requisite holism of approach and wholeness of outcomes. Since the mid‐1990s, Slovenia gradually included SSNs in high school programmes. Schools must prepare individualized programmes (IPs) for each SSN. Authors empirically examined implementation of IPs for SSNs and the roles of teachers, students and parents in IP design with grammar school, vocational and technical school teachers, who had a SSN in their class and offered additional professional support (n = 131). Authors checked the role of the type of school, impairment and teachers' training. Results show that most students know IPs but only rarely participate in expert team meetings. They are excluded from the decision‐making regarding IP learning objectives, particularly students with learning difficulties. Parents are included in the IP implementation and evaluation; however, parents of children with learning difficulties are less involved in this process than the other SSNs. Grammar school teachers are more reserved towards SSNs and IP implementation. Thus, the attained level of systemic behavior via social responsibility, ethics of interdependence and holism differs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Schmidt, Majda, Faculty of Education, University of Maribor, SI-2000, Maribor, Slovenia
AN  - 2015-09476-010
AU  - Schmidt, Majda
AU  - Protner, Edvard
AU  - Čagran, Branka
DB  - APA PsycInfo
DO  - 10.1002/sres.2262
DP  - EBSCOhost
KW  - high school
individualized programme
students with special needs (SSNs)
teachers
SSNs' parents
Participation
Social Responsibility
Special Education
Special Needs
High School Students
Learning Disabilities
Parents
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 1092-7026
1099-1743
SP  - 214-220
ST  - Social participation of high school students with special needs—A case of promotion of systemic behavior and social responsibility
T2  - Systems Research and Behavioral Science
TI  - Social participation of high school students with special needs—A case of promotion of systemic behavior and social responsibility
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-09476-010&site=ehost-live&scope=site
majda.schmidt@uni-mb.si
VL  - 32
ID  - 205022
ER  - 


TY  - THES
AB  - Using an autoethnographic approach, this dissertation explores the path taken by a person who serves a unique population of individuals--people who not only have more than one disability, but in addition, are unable to communicate using verbal (spoken) speech. Starting with a recap of the history of the use and subsequent oppression of American Sign Language in the United States with the Deaf Community, this dissertation also examines some of the history of the abuse of individuals with developmental disabilities, and the result of viewing and treating these individuals from a medical model perspective. These particular individuals mentioned in this dissertation were confined in state-run institutions for the mentally retarded and mentally ill in the state of Ohio. Some were also served by schools in Ohio or by community-based organizations in Pennsylvania. This dissertation specifically explores how a person learned to fit in and be accepted by the Deaf Community, but along the way, learned of the desperate need for intervention and services for people with multi-disabilities. In the process of this autoethnographic exploration, certain characteristics of people who successfully made a difference in the lives of others and who served as role models for the author of this dissertation were discovered. This study also strengthens the argument for the use of Sign Language as a viable means of communication with the multi-disabled 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  - Schneck, James A.
DB  - ERIC
DP  - EBSCOhost
KW  - Autobiographies
Ethnography
Multiple Disabilities
Communication Problems
American Sign Language
Developmental Disabilities
Intellectual Disability
Mental Disorders
Residential Programs
Community Programs
Deafness
Role Models
Influences
At Risk Persons
Intervention
Access to Education
Ohio
Pennsylvania
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2017
SN  - 978-0-355-75919-8
ST  - An Autoethnography on How a Person Developed the Skills and Attributes Necessary for Benefiting the Education of a People Who Have Been Largely Ignored in Our Society: Those Individuals with Multi Disabilities Who Are Unable to Communicate with Verbal (Spoken) Speech
TI  - An Autoethnography on How a Person Developed the Skills and Attributes Necessary for Benefiting the Education of a People Who Have Been Largely Ignored in Our Society: Those Individuals with Multi Disabilities Who Are Unable to Communicate with Verbal (Spoken) Speech
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED582751&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:10797866
ID  - 205088
ER  - 


TY  - JOUR
AB  - In recent years, both fields of physics and psychology have made important scientific advances. The emergence of new instruments gave rise to a data-driven neuroscience allowing us to learn about the state of the brain supporting known mental functions and conversely. In parallel, the appearance of new mathematics allowed the development of computational models describing fundamental brain functions and implementing them in technological applications. While emphasizing the methodology of physics, the special issue aims to bring together these trends in both the experimental and theoretical sciences in order to explain some of the most basic mental processes such as perception, cognition, emotion, consciousness, and learning. In this editorial, we define unsolved problems for brain and psychological sciences, discuss possible means toward their respective solutions, and outline some collaborative initiatives aiming toward these goals. The following problems are defined in gradual order of difficulty: what are the universal properties of human behavior across conditions and cultures? What have each culture learned over historical times and why should specific elements of knowledge be accumulated over cultural evolution? Can computational psychiatry help predict, understand, and cure mental disorders? What is the function of art and cultural artifacts such as music, fiction, or poetry for the cognitive system? How to explain the relation between first-person subjective experience and third-person objective physiological data? What neural mechanisms operate on which mental content at the highest levels of organization of the hierarchical brain? How do abstract ideas emerge from sensory-motor contingencies and what are the conditions for the birth of a new concept? Could symmetry play a role in psychogenesis and support the emergence of new hierarchical layers in cognition? How can we start addressing the question of meaning scientifically, and what does it entail for the physical sciences?
AD  - Fluid Interfaces Group, Media Lab, Massachusetts Institute of Technology, Cambridge, USA; Centre de Recherches Interdisciplinaires, Paris, France. Electronic address: felixsch@mit.edu.
AN  - 31761731
AU  - Schoeller, F.
DA  - Dec
DO  - 10.1016/j.plrev.2019.11.007
DP  - NLM
ET  - 2019/11/26
J2  - Physics of life reviews
KW  - Behavior/physiology
Brain/*physiology
Cognition/physiology
Emotions/physiology
Humans
Neurosciences
*Physical Phenomena
*Brain
*Cognition
*Cognitive technologies
*Computational psychiatry
*Consciousness
*Cultural evolution
*Cultural invariance
*Emotion
*Hierarchy
*Interoception
*Meaning
*Mind
*Neurotechnology
*Physics of mind
*Sacred values
*Symmetry
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1571-0645
SP  - 1-10
ST  - Introduction to the special issue on physics of mind
T2  - Phys Life Rev
TI  - Introduction to the special issue on physics of mind
VL  - 31
ID  - 203855
ER  - 


TY  - JOUR
AB  - Verbal interaction is one of the most frequent social interactions humans encounter on a daily basis. In the current paper, we zoom in on what the multi-brain approach has contributed, and can contribute in the future, to our understanding of the neural mechanisms supporting verbal interaction. Indeed, since verbal interaction can only exist between individuals, it seems intuitive to focus analyses on inter-individual neural markers, i.e. between-brain neural coupling. To date, however, there is a severe lack of theoretically-driven, testable hypotheses about what between-brain neural coupling actually reflects. In this paper, we develop a testable hypothesis in which between-pair variation in between-brain neural coupling is of key importance. Based on theoretical frameworks and empirical data, we argue that the level of between-brain neural coupling reflects speaker-listener alignment at different levels of linguistic and extra-linguistic representation. We discuss the possibility that between-brain neural coupling could inform us about the highest level of inter-speaker alignment: mutual understanding.
AD  - Max Planck Institute for Psycholinguistics, P.O. Box 310, 6500 AH Nijmegen, The Netherlands. Electronic address: Lotte.Schoot@mpi.nl.
Max Planck Institute for Psycholinguistics, P.O. Box 310, 6500 AH Nijmegen, The Netherlands; Donders Institute for Brain, Cognition and Behaviour, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands.
School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, United Kingdom.
AN  - 27311632
AU  - Schoot, L.
AU  - Hagoort, P.
AU  - Segaert, K.
DA  - Sep
DO  - 10.1016/j.neubiorev.2016.06.009
DP  - NLM
ET  - 2016/06/18
J2  - Neuroscience and biobehavioral reviews
KW  - *Brain
Brain Mapping
Comprehension
Humans
Interpersonal Relations
Magnetic Resonance Imaging
Verbal Behavior
*Alignment
*Hyperscanning
*Mutual understanding
*Social neuroscience
*Verbal communication
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0149-7634
SP  - 454-459
ST  - What can we learn from a two-brain approach to verbal interaction?
T2  - Neurosci Biobehav Rev
TI  - What can we learn from a two-brain approach to verbal interaction?
VL  - 68
ID  - 204392
ER  - 


TY  - JOUR
AB  - Math learning difficulty (i.e., MLD) is common in children and can have far-reaching consequences in personal and professional life. Converging evidence suggests that MLD is associated with impairments in the intraparietal sulcus (IPS). However, the role that these impairments play in MLD remains unclear. Although it is often assumed that IPS deficits affect core numerical abilities, the IPS is also involved in several non-numerical processes that may contribute to math skills. For instance, the IPS supports transitive reasoning (i.e., the ability to integrate relations such as A > B and B > C to infer that A > C), a skill that is central to many aspects of math learning in children. Here we measured fMRI activity of 8- to 12-year-olds with MLD and typically developing (TD) peers while they listened to stories that included transitive relations. Children also answered questions evaluating whether transitive inferences were made during story comprehension. Compared to non-transitive relations (e.g., A > B and C > D), listening to transitive relations (e.g., A > B and B > C) was associated with enhanced activity in the IPS in TD children. In children with MLD, the difference in activity between transitive and non-transitive relations in the IPS was (i) non-reliable and (ii) smaller than in TD children. Finally, children with MLD were less accurate than TD peers when making transitive inferences based on transitive relations. Thus, a deficit in the online processing of transitive relations in the IPS might contribute to math difficulties in children with MLD.
AD  - Institut des Sciences Cognitives Marc Jeannerod, UMR 5304, Centre National de la Recherche Scientifique (CNRS) & Université de Lyon, 67 Boulevard Pinel, 69675 Bron cedex, France. Electronic address: schwartz@isc.cnrs.fr.
Institut des Sciences Cognitives Marc Jeannerod, UMR 5304, Centre National de la Recherche Scientifique (CNRS) & Université de Lyon, 67 Boulevard Pinel, 69675 Bron cedex, France.
GénoPsy, Reference center for rare diseases with psychiatric symptoms, Centre Hospitalier le Vinatier, 69678 Bron cedex, France.
Institut des Sciences Cognitives Marc Jeannerod, UMR 5304, Centre National de la Recherche Scientifique (CNRS) & Université de Lyon, 67 Boulevard Pinel, 69675 Bron cedex, France. Electronic address: jprado@isc.cnrs.fr.
AN  - 30389345
AU  - Schwartz, F.
AU  - Epinat-Duclos, J.
AU  - Léone, J.
AU  - Poisson, A.
AU  - Prado, J.
C2  - Pmc6308383
DO  - 10.1016/j.nicl.2018.10.020
DP  - NLM
ET  - 2018/11/06
J2  - NeuroImage. Clinical
KW  - Child
Child Development/*physiology
Cognition/*physiology
Comprehension/physiology
Female
Humans
Male
*Mathematics
Memory, Short-Term/physiology
Parietal Lobe/growth & development
Problem Solving/*physiology
Task Performance and Analysis
*Dyscalculia
*Ips
*Math learning disability
*Transitive reasoning
*fMRI
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2213-1582
SP  - 1255-1265
ST  - Impaired neural processing of transitive relations in children with math learning difficulty
T2  - Neuroimage Clin
TI  - Impaired neural processing of transitive relations in children with math learning difficulty
VL  - 20
ID  - 204145
ER  - 


TY  - JOUR
AB  - For Brain-Computer interfaces (BCIs), system calibration is a lengthy but necessary process for successful operation. Co-adaptive BCIs aim to shorten training and imply positive motivation to users by presenting feedback already at early stages: After just 5 min of gathering calibration data, the systems are able to provide feedback and engage users in a mutual learning process. In this work, we investigate whether the retraining stage of co-adaptive BCIs can be adapted to a semi-supervised concept, where only a small amount of labeled data is available and all additional data needs to be labeled by the BCI itself. The aim of the current work was to evaluate whether a semi-supervised co-adaptive BCI could successfully compete with a supervised co-adaptive BCI model. In a supporting two-class (190 trials per condition) BCI study based on motor imagery tasks, we evaluated both approaches in two separate groups of 10 participants online, while we simulated the other approach in each group offline. Our results indicate that despite the lack of true labeled data, the semi-supervised driven BCI did not perform significantly worse (p > 0.05) than the supervised counterpart. We believe that these findings contribute to developing BCIs for long-term use, where continuous adaptation becomes imperative for maintaining meaningful BCI performance. Graphical abstract In this work, we investigate whether the retraining stage of a co-adaptive BCI can be adapted to a semi-supervised concept, where only a small amount of labeled data is available and all additional data needs to be labeled by the BCI itself. In two groups of 10 persons, we evaluate a supervised as well as a semi-supervised approach. Our results indicate that despite the lack of true labeled data, the semi-supervised driven BCI did not perform significantly worse (p > 0.05) than the supervised counterpart.
AD  - Institute of Neural Engineering, University of Technology, Stremayrgasse 16/IV, Graz, 8010, Austria.
Institute of Neural Engineering, University of Technology, Stremayrgasse 16/IV, Graz, 8010, Austria. gernot.mueller@tugraz.at.
AN  - 31522355
AU  - Schwarz, A.
AU  - Brandstetter, J.
AU  - Pereira, J.
AU  - Müller-Putz, G. R.
C2  - Pmc6828633
DA  - Nov
DO  - 10.1007/s11517-019-02047-1
DP  - NLM
ET  - 2019/09/16
J2  - Medical & biological engineering & computing
KW  - *Brain-Computer Interfaces
Calibration
Electroencephalography
Humans
Image Processing, Computer-Assisted
*Imagination
Brain–computer interface (BCI)
Co-adaptive BCI
Motor imagery
Semi-supervised learning
Supervised learning
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0140-0118 (Print)
0140-0118
SP  - 2347-2357
ST  - Direct comparison of supervised and semi-supervised retraining approaches for co-adaptive BCIs
T2  - Med Biol Eng Comput
TI  - Direct comparison of supervised and semi-supervised retraining approaches for co-adaptive BCIs
VL  - 57
ID  - 203999
ER  - 


TY  - JOUR
AB  - BACKGROUND: Event-related potentials (ERPs) may provide a non-invasive index of brain function for a range of clinical applications. However, as a lab-based technique, ERPs are limited by technical challenges that prevent full integration into clinical settings. NEW METHOD: To translate ERP capabilities from the lab to clinical applications, we have developed methods like the Halifax Consciousness Scanner (HCS). HCS is essentially a rapid, automated ERP evaluation of brain functional status. The present study describes the ERP components evoked from auditory tones and speech stimuli. ERP results were obtained using a 5-min test in 100 healthy individuals. The HCS sequence was designed to evoke the N100, the mismatch negativity (MMN), P300, the early negative enhancement (ENE), and the N400. These components reflected sensation, perception, attention, memory, and language perception, respectively. Component detection was examined at group and individual levels, and evaluated across both statistical and classification approaches. RESULTS: All ERP components were robustly detected at the group level. At the individual level, nonparametric statistical analyses showed reduced accuracy relative to support vector (SVM) machine classification, particularly for speech-based ERPs. Optimized SVM results were MMN: 95.6%; P300: 99.0%; ENE: 91.8%; and N400: 92.3%. CONCLUSIONS: A spectrum of individual-level ERPs can be obtained in a very short time. Machine learning classification improved detection accuracy across a large healthy control sample. Translating ERPs into clinical applications is increasingly possible at the individual level.
AD  - Biomedical Translational Imaging Centre (BIOTIC), IWK Health Centre, Suite 3900-1796 Summer St., Halifax, Nova Scotia B3H 3A7, Canada.
Faculty of Applied Sciences, Simon Fraser University, 8888 University Drive, Burnaby, British Columbia V5A 1S6, Canada.
Faculty of Computer Science, Dalhousie University, 6050 University Ave., P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
School of Psychology, University of Nottingham Malaysia Campus, Jalan Broga, 43500 Semenyih, Selangor Darul Ehsan, Malaysia.
Faculty of Applied Sciences, Simon Fraser University, 8888 University Drive, Burnaby, British Columbia V5A 1S6, Canada. Electronic address: rdarcy@sfu.ca.
AN  - 25701685
AU  - Sculthorpe-Petley, L.
AU  - Liu, C.
AU  - Hajra, S. G.
AU  - Parvar, H.
AU  - Satel, J.
AU  - Trappenberg, T. P.
AU  - Boshra, R.
AU  - D'Arcy, R. C.
DA  - Apr 30
DO  - 10.1016/j.jneumeth.2015.02.008
DP  - NLM
ET  - 2015/02/24
J2  - Journal of neuroscience methods
KW  - Acoustic Stimulation
Adult
Aged
Analysis of Variance
Brain/*physiology
Consciousness/*physiology
Electroencephalography
Evoked Potentials/*physiology
Female
Humans
Language
Male
Middle Aged
*Point-of-Care Systems
Reaction Time/physiology
Young Adult
Event-related potential
Mmn
N400
Neurophysiology
P300
Test battery
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0165-0270
SP  - 64-72
ST  - A rapid event-related potential (ERP) method for point-of-care evaluation of brain function: development of the Halifax Consciousness Scanner
T2  - J Neurosci Methods
TI  - A rapid event-related potential (ERP) method for point-of-care evaluation of brain function: development of the Halifax Consciousness Scanner
VL  - 245
ID  - 204596
ER  - 


TY  - JOUR
AB  - Researchers have previously shown that video prompting can promote vocational skill acquisition for students with autism, and in a prior study, we demonstrated a model to train a paraprofessional to implement this practice. In this study, we evaluated (a) the degree to which the paraprofessional generalized implementation to new students and situations, and (b) the degree to which his implementation resulted in participants acquiring a vocational skill. The paraprofessional implemented the video prompting procedure with high fidelity without any additional training, and all three participants mastered the photocopying skill and generalized their implementation. These results suggest that focused coaching on video prompting implementation with one student may enable paraprofessionals to effectively generalize implementation when targeting similar skills with other students.
AN  - EJ1175168
AU  - Seaman, Rachel L.
AU  - Cannella-Malone, Helen I.
AU  - Brock, Matthew E.
AU  - Dueker, Scott A.
DA  - 05/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Instructional Effectiveness
Paraprofessional Personnel
Teaching Methods
Autism
Pervasive Developmental Disorders
Prompting
Video Technology
Skill Development
Vocational Education
Reprography
Coaching (Performance)
Generalization
Males
Adolescents
Achievement Tests
Task Analysis
Rating Scales
Validity
Middle School Students
Kaufman Test of Educational Achievement
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 2165-1434
SP  - 68-76
ST  - Efficacy of Paraprofessional-Implemented Video Prompting to Teach Vocational Skills to Students with Autism Spectrum Disorder
T2  - Career Development and Transition for Exceptional Individuals
TI  - Efficacy of Paraprofessional-Implemented Video Prompting to Teach Vocational Skills to Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1175168&site=ehost-live&scope=site
http://dx.doi.org/10.1177/2165143417708191
VL  - 41
ID  - 205188
ER  - 


TY  - JOUR
AB  - Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student.
AN  - EJ1215280
AU  - Seaman-Tullis, Rachel L.
AU  - Cannella-Malone, Helen I.
AU  - Brock, Matthew E.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Paraprofessional School Personnel
Training
Program Implementation
Video Technology
Prompting
Error Correction
Job Skills
Technology Uses in Education
Film Production
Vocational Education
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1088-3576
SP  - 107-117
ST  - Training a Paraprofessional to Implement Video Prompting with Error Correction to Teach a Vocational Skill
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Training a Paraprofessional to Implement Video Prompting with Error Correction to Teach a Vocational Skill
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1215280&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357618794914
VL  - 34
ID  - 205391
ER  - 


TY  - JOUR
AB  - AIMS AND OBJECTIVES: To provide evidence on the effectiveness of simulation activities on the clinical decision-making abilities of undergraduate nursing students. Based on previous research, it was hypothesised that the higher the cognitive score, the greater the ability a nursing student would have to make informed valid decisions in their clinical practice. BACKGROUND: Globally, simulation is being espoused as an education method that increases the competence of health professionals. At present, there is very little evidence to support current investment in time and resources. METHODS: Following ethical approval, fifty-eight third-year undergraduate nursing students were randomised in a pretest-post-test group-parallel controlled trial. The learning environment preferences (LEP) inventory was used to test cognitive abilities in order to refute the null hypothesis that activities in computer-based simulated learning environments have a negative effect on cognitive abilities when compared with activities in skills laboratory simulated learning environments. RESULTS: There was no significant difference in cognitive development following two cycles of simulation activities. Therefore, it is reasonable to assume that two simulation tasks, either computer-based or laboratory-based, have no effect on an undergraduate student's ability to make clinical decisions in practice. However, there was a significant finding for non-English first-language students, which requires further investigation. CONCLUSIONS: More longitudinal studies that quantify the education effects of simulation on the cognitive, affective and psychomotor attributes of health science students and professionals from both English-speaking and non-English-speaking backgrounds are urgently required. It is also recommended that to achieve increased participant numbers and prevent non-participation owing to absenteeism, further studies need to be imbedded directly into curricula. RELEVANCE TO CLINICAL PRACTICE: This investigation confirms the effect of simulation activities on real-life clinical practice, and the comparative learning benefits with traditional clinical practice and university education remain unknown.
AD  - Monash University, Clayton, Victoria, Australia. jmsecomb@tpg.com.au
AN  - 23145517
AU  - Secomb, J.
AU  - McKenna, L.
AU  - Smith, C.
DA  - Dec
DO  - 10.1111/j.1365-2702.2012.04257.x
DP  - NLM
ET  - 2012/11/14
J2  - Journal of clinical nursing
KW  - *Cognition
Education, Nursing
Humans
Students, Nursing/*psychology
LA  - eng
M1  - 23-24
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0962-1067
SP  - 3475-84
ST  - The effectiveness of simulation activities on the cognitive abilities of undergraduate third-year nursing students: a randomised control trial
T2  - J Clin Nurs
TI  - The effectiveness of simulation activities on the cognitive abilities of undergraduate third-year nursing students: a randomised control trial
VL  - 21
ID  - 204292
ER  - 


TY  - JOUR
AB  - The educational sector exposes its primarily female work force to numerous psychosocial risk factors. At the request of the education workers', ergonomists developed a participatory research project in order to understand the determinants of the difficulties experienced by special education technicians. These technicians work with students presenting behavioral and learning difficulties as well as developmental and mental health problems. Eighteen technicians were interviewed and the work of seven technicians and two teachers was observed. Technicians prevent and manage crisis situations and help students acquire social skills. Coordination with teachers is made difficult by the fact that most technicians work part time, part year, and many technicians' work areas and classrooms are physically distant one from another. Most technicians change schools each year and must continually reconstruct work teams. Management strategies and poorly adapted working spaces can have important repercussions on coordination among educators and on technicians' capacity to help students and prevent aggressive behavior.
AD  - CINBIOSE-UQAM, CP 8888 Succ Centre Ville Montréal H3C 3P8 Québec, Canada. seifert.ana-maria@uqam.ca
AN  - 17434862
AU  - Seifert, A. M.
DO  - 10.2190/05q8-587t-7x61-l4u4
DP  - NLM
ET  - 2007/04/17
J2  - New solutions : a journal of environmental and occupational health policy : NS
KW  - Adult
Burnout, Professional/psychology
Child
Child Behavior Disorders
Developmental Disabilities
*Education, Special/economics/methods
*Ergonomics
*Faculty/supply & distribution
Female
Humans
*Interprofessional Relations
Interviews as Topic
Job Satisfaction
Middle Aged
*Occupational Health
Organizational Culture
Quebec
Risk Factors
Safety
Schools/*standards
Urban Health
*Women's Health
*Women, Working
Workforce
Workplace/*psychology
LA  - eng
M1  - 1-2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1048-2911 (Print)
1048-2911
SP  - 97-110
ST  - Is work in education child's play? Understanding risks to educators arising from work organization and design of work spaces
T2  - New Solut
TI  - Is work in education child's play? Understanding risks to educators arising from work organization and design of work spaces
VL  - 17
ID  - 204517
ER  - 


TY  - JOUR
AB  - The Fashion an Easier Lifestyle with Assistive Technology (FELAT) curriculum was developed as a needs-based, community educational program provided through a state Cooperative Extension Service. The overall goal for participants was to raise awareness of assistive technology. Program evaluation included a postassessment and subsequent interview to determine short-term knowledge gain and longer term behavior change. The sample consisted of mainly older, married females. The FELAT program was effective at raising awareness and increasing knowledge of assistive technology, and for many participants, the program acted as a catalyst for planning to or taking action related to assistive technology.
AD  - School of Family Studies and Human Services, Kansas State University, Manhattan, Kansas 66506, USA. dsellers@ksu.edu
AN  - 22816976
AU  - Sellers, D. M.
AU  - Markham, M. S.
DO  - 10.1080/02701960.2012.664589
DP  - NLM
ET  - 2012/07/24
J2  - Gerontology & geriatrics education
KW  - Adult
Age Factors
Aged
Aged, 80 and over
Aging/*psychology
*Awareness
Consumer Behavior
*Cooperative Behavior
Curriculum
Disabled Persons
Educational Measurement
Female
*Health Knowledge, Attitudes, Practice
Humans
Life Style
Male
Middle Aged
Program Development
Program Evaluation
*Residence Characteristics
*Self-Help Devices
Time Factors
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0270-1960
SP  - 287-301
ST  - Raising awareness of assistive technology in older adults through a community-based, cooperative extension program
T2  - Gerontol Geriatr Educ
TI  - Raising awareness of assistive technology in older adults through a community-based, cooperative extension program
VL  - 33
ID  - 204025
ER  - 


TY  - JOUR
AB  - The Remember/Know procedure, developed by Tulving (1985) to capture the distinction between the conscious correlates of episodic and semantic retrieval, has spawned considerable research and debate. However, only a handful of reports have examined the recognition content beyond this dichotomous simplification. To address this, we collected participants' written justifications in support of ordinary old/new recognition decisions accompanied by confidence ratings using a 3-point scale (high/medium/low). Unlike prior research, we did not provide the participants with any descriptions of Remembering or Knowing and thus, if the justifications mapped well onto theory, they would do so spontaneously. Word frequency analysis (unigrams, bigrams, and trigrams), independent ratings, and machine learning techniques (Support Vector Machine [SVM]) converged in demonstrating that the linguistic content of high and medium confidence recognition differs in a manner consistent with dual process theories of recognition. For example, the use of "I remember," particularly when combined with temporal or perceptual information (e.g., "when," "saw," "distinctly"), was heavily associated with high confidence recognition. Conversely, participants also used the absence of remembering for personally distinctive materials as support for high confidence new reports ("would have remembered"). Thus, participants afford a special status to the presence or absence of remembering and use this actively as a basis for high confidence during recognition judgments. Additionally, the pattern of classification successes and failures of a SVM was well anticipated by the dual process signal detection model of recognition and inconsistent with a single process, strictly unidimensional approach.
AD  - Department of Psychology, Washington University in St. Louis.
AN  - 23957366
AU  - Selmeczy, D.
AU  - Dobbins, I. G.
C2  - Pmc4049202
C6  - Nihms578359
DA  - Jan
DO  - 10.1037/a0034059
DP  - NLM
ET  - 2013/08/21
J2  - Journal of experimental psychology. Learning, memory, and cognition
KW  - Analysis of Variance
Consciousness/*physiology
Female
Humans
Judgment/*physiology
Linguistics
Male
Recognition, Psychology/*physiology
Signal Detection, Psychological
Support Vector Machine
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0278-7393 (Print)
0278-7393
SP  - 66-85
ST  - Relating the content and confidence of recognition judgments
T2  - J Exp Psychol Learn Mem Cogn
TI  - Relating the content and confidence of recognition judgments
VL  - 40
ID  - 204524
ER  - 


TY  - JOUR
AB  - This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to intervention. These constructs must be tied to intervention techniques, and their connections must be empirically verified. The response-to-intervention (RTI) perspective provides excellent support for the process in young children but is still developing the process for students above the second grade. This review provides information about the existing research on neurobiological correlates of learning disabilities, possible areas for further evaluation, and the link to the RTI movement.
AD  - Department of Educational Psychology, University of Texas, Austin, TX 78712, USA. peg.semrud@mail.utexas.edu
AN  - 16392699
AU  - Semrud-Clikeman, M.
DA  - Nov-Dec
DO  - 10.1177/00222194050380061301
DP  - NLM
ET  - 2006/01/06
J2  - Journal of learning disabilities
KW  - Child
Humans
Learning Disabilities/*diagnosis/*epidemiology
*Neuropsychological Tests
Treatment Failure
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0022-2194 (Print)
0022-2194
SP  - 563-8
ST  - Neuropsychological aspects for evaluating learning disabilities
T2  - J Learn Disabil
TI  - Neuropsychological aspects for evaluating learning disabilities
VL  - 38
ID  - 204075
ER  - 


TY  - JOUR
AB  - This work presents a novel method for learning a model that can diagnose Attention Deficit Hyperactivity Disorder (ADHD), as well as Autism, using structural texture and functional connectivity features obtained from 3-dimensional structural magnetic resonance imaging (MRI) and 4-dimensional resting-state functional magnetic resonance imaging (fMRI) scans of subjects. We explore a series of three learners: (1) The LeFMS learner first extracts features from the structural MRI images using the texture-based filters produced by a sparse autoencoder. These filters are then convolved with the original MRI image using an unsupervised convolutional network. The resulting features are used as input to a linear support vector machine (SVM) classifier. (2) The LeFMF learner produces a diagnostic model by first computing spatial non-stationary independent components of the fMRI scans, which it uses to decompose each subject's fMRI scan into the time courses of these common spatial components. These features can then be used with a learner by themselves or in combination with other features to produce the model. Regardless of which approach is used, the final set of features are input to a linear support vector machine (SVM) classifier. (3) Finally, the overall LeFMSF learner uses the combined features obtained from the two feature extraction processes in (1) and (2) above as input to an SVM classifier, achieving an accuracy of 0.673 on the ADHD-200 holdout data and 0.643 on the ABIDE holdout data. Both of these results, obtained with the same LeFMSF framework, are the best known, over all hold-out accuracies on these datasets when only using imaging data-exceeding previously-published results by 0.012 for ADHD and 0.042 for Autism. Our results show that combining multi-modal features can yield good classification accuracy for diagnosis of ADHD and Autism, which is an important step towards computer-aided diagnosis of these psychiatric diseases and perhaps others as well.
AD  - Department of Computing Science, University of Alberta, Edmonton, AB, Canada.
Alberta Machine Intelligence Institute, AB, Canada.
Department of Psychiatry, University of Alberta, Edmonton, AB, Canada.
AN  - 29664902
AU  - Sen, B.
AU  - Borle, N. C.
AU  - Greiner, R.
AU  - Brown, M. R. G.
C2  - Pmc5903601
DO  - 10.1371/journal.pone.0194856
DP  - NLM
ET  - 2018/04/18
J2  - PloS one
KW  - Adolescent
Adult
Attention Deficit Disorder with Hyperactivity/*diagnosis
Autistic Disorder/*diagnosis
Brain/*diagnostic imaging/pathology
Child
Datasets as Topic
*Decision Support Techniques
Diagnosis, Computer-Assisted/*methods
Female
Humans
Image Processing, Computer-Assisted
*Magnetic Resonance Imaging
Male
Prognosis
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1932-6203
SP  - e0194856
ST  - A general prediction model for the detection of ADHD and Autism using structural and functional MRI
T2  - PLoS One
TI  - A general prediction model for the detection of ADHD and Autism using structural and functional MRI
VL  - 13
ID  - 204377
ER  - 


TY  - JOUR
AB  - Essential tremor (ET) is one of the most prevalent movement disorders. Being that it is a common disorder, its diagnosis is considered routine. However, misdiagnoses may occur regularly. Over the past decade, several studies have identified brain morphometric changes in ET, but these changes remain poorly understood. Here, we tested the informativeness of measuring cortical thickness for the purposes of ET diagnosis, applying feature selection and machine learning methods to a study sample of 18 patients with ET and 18 age- and sex-matched healthy control subjects. We found that cortical thickness features alone distinguished the two, ET from controls, with 81% diagnostic accuracy. More specifically, roughness (i.e., the standard deviation of cortical thickness) of the right inferior parietal and right fusiform areas was shown to play a key role in ET characterization. Moreover, these features allowed us to identify subgroups of ET patients as well as healthy subjects at risk for ET. Since treatment of tremors is disease specific, accurate and early diagnosis plays an important role in tremor management. Supporting the clinical diagnosis with novel computer approaches based on the objective evaluation of neuroimage data, like the one presented here, may represent a significant step in this direction.
AD  - Neural and Cognitive Engineering group, Automation and Robotics Center (CAR), CSIC-UPM, Arganda del Rey, Spain. jignacio.serrano@csic.es.
Faculty of Biosanitary Sciences, Francisco de Vitoria University, Pozuelo de Alarcón, Madrid, Spain.
Brain Damage Service, Hospital Beata Maria Ana, Madrid, Spain.
Neural and Cognitive Engineering group, Automation and Robotics Center (CAR), CSIC-UPM, Arganda del Rey, Spain.
Department of Neurology, Yale School of Medicine, New Haven, CT, USA.
Department of Chronic Disease Epidemiology, Yale School of Public Health, New Haven, CT, USA.
Center for Neuroepidemiology and Clinical Neurological Research, Yale School of Medicine and Yale School of Public Health, New Haven, CT, USA.
Department of Neurology, Center of Biomedical Network Research on Neurodegenerative Diseases (CIBERNED), University Hospital 12 de Octubre, Madrid, Spain. jbenitol67@gmail.com.
Department of Medicine, Faculty of Medicine Complutense University, Madrid, Spain. jbenitol67@gmail.com.
AN  - 28526878
AU  - Serrano, J. I.
AU  - Romero, J. P.
AU  - Castillo, M. D. D.
AU  - Rocon, E.
AU  - Louis, E. D.
AU  - Benito-León, J.
C2  - Pmc5438396
DA  - May 19
DO  - 10.1038/s41598-017-02122-3
DP  - NLM
ET  - 2017/05/21
J2  - Scientific reports
KW  - Aged
Brain Mapping
Case-Control Studies
Cerebral Cortex/metabolism/*pathology
Cognition
*Data Mining
Essential Tremor/*diagnosis/psychology
Female
Humans
Magnetic Resonance Imaging/methods
Male
Middle Aged
Neuropsychological Tests
Organ Size
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2045-2322
SP  - 2190
ST  - A data mining approach using cortical thickness for diagnosis and characterization of essential tremor
T2  - Sci Rep
TI  - A data mining approach using cortical thickness for diagnosis and characterization of essential tremor
VL  - 7
ID  - 204621
ER  - 


TY  - THES
AB  - Recently, federal legislation has been implemented requiring that public school students meet a specified performance level of academic proficiency by the 2013/2014 school year. This reform movement, known as "No Child Left Behind" (NCLB), was passed by Congress and incorporates many of President Bush's educational reform proposals intended to hold public schools accountable for the academic achievement of all their students. All students, including those with identified special needs, are expected to perform on a level commensurate with state guidelines for performance at that grade level (U. S. Congress 2002). With this push toward all students meeting a specified level of proficiency, as stipulated through NCLB, comes the question of how to best educate those students who qualify for and receive special education services. According to Truscott, Meyers, Meyers, Gelzheiser, and Grout (2004), despite prolonged attention to educational reform in general, and special education reform specifically, little empirical research exists regarding how special education issues, students, and educators are considered as schools engage in local reforms designed to improve the academic performance of all the students attending the school. According to Mastropieri and Scruggs (2001), the educational inclusion of students with disabilities has been widely promoted in recent years resulting in ever-increasing numbers of students with disabilities receiving all or nearly all of their services in general education classrooms. As a result of this movement, many students with disabilities, particularly those with learning disabilities, are now served in general education classrooms with teachers who have little or no training in inclusive education. Often, reform efforts directed at regular and special education may ignore the important connections between the two. More importantly, this lack of integration may exclude many teachers from developing the necessary skills and training they need to improve their ability to instruct all students assigned to their classes. The success of any educational reform efforts will depend on the development of close working partnerships between regular and special education teachers. Due to the fact that inclusion is such a collaborative effort between regular and special education, it would appear that districts should take the time to address the needs of both regular and special education teachers when moving toward an inclusive approach to education. Nellie Hughes Stokes Elementary School, located in the Caesar Rodney School District in Dover, Delaware, has recently filed for a waiver from the Delaware Department of Education. This waiver affords Stokes Elementary School the opportunity to stipulate within the Individualized Education Plan (IEP) that all students qualifying for special education services would receive 12.5 hours of special education services a week and that those services would be provided within general education classes. Previously, within the building, those students who qualified for special education services were typically pulled from the general education classroom to a special education classroom where their instructional services were delivered. It is now the intention of the building administrators and staff to provide educational services to all special education students within the regular education classroom. Instructing all students, including those with identified special education needs within the regular education setting, affords teachers and staff the opportunity to expose all students to experiences with the grade-level curriculum assessed by the Delaware Student Testing Program (DSTP). In the past at Stokes Elementary School, many teachers, both special and regular education teachers, have been asked to implement an inclusive approach to education without proper training and support. During the 2001/2002 school year a trial inclusion program was put into effect at the fourth grade level. Two teachers, one special-education and one regular-education teacher were asked to instruct all students within the same classroom. All other grade levels remained in the more traditional pull-out program. This trial program, according to the administrative staff, was received favorably by both teachers and parents. During the next few school years, the push toward inclusion continued. In contrast to these typical efforts to implement inclusion where little preparation or training is provided for staff, the staff at Stokes Elementary school was intent on determining what kind of teacher preparation was necessary to provide quality educational services for all students in an inclusive classroom. At the beginning of the 2004/2005 school year, in addition to the fourth grade inclusion class, third and fifth grades were also asked to become more inclusive. With that initiative in mind, staff members felt that it was necessary for the administrative staff to begin offering support for such an initiative. [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  - Shady, Sandra A.
DB  - ERIC
DP  - EBSCOhost
KW  - Inclusion
Testing Programs
General Education
Action Research
Federal Legislation
Learning Disabilities
Educational Testing
Academic Achievement
Regular and Special Education Relationship
Program Effectiveness
Special Education
Elementary Education
Elementary Schools
Educational Legislation
Educational Change
Special Needs Students
Accountability
Special Education Teachers
Teacher Collaboration
Interprofessional Relationship
Individualized Education Programs
Elementary School Students
Delaware
Delaware Student Testing Program
No Child Left Behind Act 2001
Delaware
No Child Left Behind Act 2001
Delaware Student Testing Program
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2011
SN  - 978-1-124-42396-8
ST  - Implementing and Supporting Inclusion in an Elementary School: An Action Research Study
TI  - Implementing and Supporting Inclusion in an Elementary School: An Action Research Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED524409&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:3434894
ID  - 205235
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To examine awareness of, experience with, and attitudes toward buprenorphine, to begin to understand why opioid users may not access buprenorphine treatment. Factors associated with attitudes toward buprenorphine were also explored. DESIGN: Cross-sectional study. SETTING: A community-based organization's syringe exchange program in mobile units at nine street-side outreach sites in New York City. PARTICIPANTS: One hundred eighty-six adult opioid users visiting a syringe exchange program. MAIN OUTCOME MEASURES: Awareness of, experiences with, and attitudes toward buprenorphine. RESULTS: Most (68.5 percent) participants were aware of buprenorphine, 27.8 percent had taken buprenorphine, and 58.6 percent knew someone who had taken buprenorphine. Of the 98 who had taken or knew someone who had taken buprenorphine, 85.7 percent endorsed positive attitudinal statements about its effectiveness, and up to 31.6 percent endorsed statements about its limited access. Participants' attitudes about the need for formal buprenorphine treatment were mixed. Current heroin users were more likely than nonusers to have heard of buprenorphine (76.0 percent vs 61.5 percent, p < 0.05), have taken buprenorphine (46.8 percent vs 9.6 percent, p < 0.01), endorse buprenorphine's effectiveness (96.3 percent vs 72.7 percent, p < 0.01), and believe that illicit and prescribed buprenorphine have similar benefits (35.2 percent vs 13.6 percent, p < 0.02) CONCLUSIONS: Most opioid users visiting a syringe exchange program had positive attitudes about buprenorphine's effectiveness, and few believed that buprenorphine was difficult to access. Attitudes about the benefits of illicit versus prescribed buprenorphine use were inconsistent. Understanding awareness of, experience with, and attitudes toward buprenorphine is important, as these factors are likely to influence opioid users' decisions about engaging in buprenorphine treatment.
AD  - Montefiore Medical Center, Bronx, New York.
Sophie Davis School of Biomedical Education, City College of the City University of New York, New York, New York.
New York Harm Reduction Educators, Bronx, New York.
Montefiore Medical Center, Bronx, New York; Albert Einstein College of Medicine, New York.
Montefiore Medical Center, Bronx, New York; Associate Professor of Medicine, Albert Einstein College of Medicine, New York.
AN  - 24481929
AU  - Shah, P. A.
AU  - Sohler, N. L.
AU  - López, C.
AU  - Fox, A. D.
AU  - Cunningham, C. O.
C2  - Pmc4012750
C6  - Nihms576214
DA  - Nov-Dec
DO  - 10.5055/jom.2013.0183
DP  - NLM
ET  - 2014/02/01
J2  - Journal of opioid management
KW  - Adult
Analgesics, Opioid/*therapeutic use
*Awareness
Buprenorphine/*therapeutic use
Comprehension
Cross-Sectional Studies
Drug Users/*psychology
Female
Health Care Surveys
*Health Knowledge, Attitudes, Practice
Health Services Accessibility
Humans
Male
Middle Aged
*Needle-Exchange Programs
New York City
*Opiate Substitution Treatment
Opioid-Related Disorders/psychology/*rehabilitation
Patient Acceptance of Health Care
*Patient Education as Topic
Substance Abuse, Intravenous/psychology/*rehabilitation
Surveys and Questionnaires
*Urban Health Services
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1551-7489 (Print)
1551-7489
SP  - 407-13
ST  - Awareness of, experience with, and attitudes toward buprenorphine among opioid users visiting a New York City syringe exchange program
T2  - J Opioid Manag
TI  - Awareness of, experience with, and attitudes toward buprenorphine among opioid users visiting a New York City syringe exchange program
VL  - 9
ID  - 204463
ER  - 


TY  - JOUR
AB  - Few studies have addressed action control training. In the current study, participants were trained over 19 days in an adaptive training task that demanded constant switching, maintenance and updating of novel action rules. Participants completed an executive functions battery before and after training that estimated processing speed, working memory updating, set-shifting, response inhibition and fluid intelligence. Participants in the training group showed greater improvement than a no-contact control group in processing speed, indicated by reduced reaction times in speeded classification tasks. No other systematic group differences were found across the different pre-post measurements. Ex-Gaussian fitting of the reaction-time distribution revealed that the reaction time reduction observed among trained participants was restricted to the right tail of the distribution, previously shown to be related to working memory. Furthermore, training effects were only found in classification tasks that required participants to maintain novel stimulus-response rules in mind, supporting the notion that the training improved working memory abilities. Training benefits were maintained in a 10-month follow-up, indicating relatively long-lasting effects. The authors conclude that training improved action-related working memory abilities.
AD  - Department of Psychology and Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev, Beer-Sheva, Israel.
AN  - 25799443
AU  - Shahar, N.
AU  - Meiran, N.
C2  - Pmc4370731
DO  - 10.1371/journal.pone.0119992
DP  - NLM
ET  - 2015/03/24
J2  - PloS one
KW  - Adult
Case-Control Studies
Cognition/*physiology
*Computers
Executive Function/physiology
Female
Follow-Up Studies
Humans
Intelligence/*physiology
Learning/*physiology
Male
Memory, Short-Term/*physiology
Neuropsychological Tests
Reaction Time
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1932-6203
SP  - e0119992
ST  - Learning to control actions: transfer effects following a procedural cognitive control computerized training
T2  - PLoS One
TI  - Learning to control actions: transfer effects following a procedural cognitive control computerized training
VL  - 10
ID  - 204276
ER  - 


TY  - JOUR
AB  - OBJECTIVE Decompressive craniectomy is an established therapy for refractory intracranial hypertension. Cranioplasty following decompressive craniectomy not only provides protection to the brain along with cosmetic benefits, but also enhances rehabilitation with meaningful functional recovery of potentially reversible cortical and subcortical damaged areas of the affected as well as the contralateral hemisphere. The aim of the study was to assess neurological and cognitive outcome as well as cerebral blood flow after cranioplasty. METHODS Thirty-four patients admitted for replacement cranioplasty after decompressive craniectomy for head injury were studied prospectively. Clinical, neurological, and cognitive outcomes were assessed by the Glasgow Outcome Scale (GOS), the Glasgow Coma Scale, and a battery of cognitive tests, respectively. Simultaneously, cerebral blood perfusion was assessed by technetium-99m ethyl cysteinate dimer ((99m)Tc-ECD) brain SPECT imaging 7 days prior to and 3 months after cranioplasty. RESULTS Prior to cranioplasty 9 patients (26.5%) had GOS scores of 5 and 25 patients (73.5%) had GOS scores of 4, whereas postcranioplasty all 34 patients (100%) improved to GOS scores of 5. Approximately 35.3%-90.9% patients showed cognitive improvement postcranioplasty in various tests. Also, on comparison with brain SPECT, 94% of patients showed improvement in cerebral perfusion in different lobes. CONCLUSIONS Cranioplasty remarkably improves neurological and cognitive outcomes supported by improvement in cerebral blood perfusion.
AD  - Departments of1Neurosurgery and.
2Nuclear Medicine, Postgraduate Institute of Medical Education and Research, Chandigarh,India.
AN  - 28298042
AU  - Shahid, A. H.
AU  - Mohanty, M.
AU  - Singla, N.
AU  - Mittal, B. R.
AU  - Gupta, S. K.
DA  - Jan
DO  - 10.3171/2016.10.jns16678
DP  - NLM
ET  - 2017/03/17
J2  - Journal of neurosurgery
KW  - Adult
Brain/diagnostic imaging/physiopathology
*Cerebrovascular Circulation
*Cognition
Craniocerebral Trauma/diagnostic imaging/physiopathology/psychology/*surgery
*Decompressive Craniectomy
Female
Humans
Male
Neuropsychological Tests
Postoperative Complications
*Reconstructive Surgical Procedures
Reoperation
Tomography, Emission-Computed, Single-Photon
Treatment Outcome
*99mTc-ECD = technetium-99m ethyl cysteinate dimer
*CBF = cerebral blood flow
*CBP = cerebral blood perfusion
*COWAT = Controlled Oral Word Association Test
*DSST = Digit Symbol Substitution Test
*DST = Digit Span Test
*Gcs
*GCS = Glasgow Coma Scale
*Gos
*GOS = Glasgow Outcome Scale
*RAVLT-DR, RAVLT-IR = Rey Auditory Verbal Learning Test–delayed recall,
RAVLT–immediate recall
*Spect
*TMT-A, TMT-B = Trail-Making Test, Parts A and B
*cognitive outcome
*cranioplasty
*trauma
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0022-3085
SP  - 229-235
ST  - The effect of cranioplasty following decompressive craniectomy on cerebral blood perfusion, neurological, and cognitive outcome
T2  - J Neurosurg
TI  - The effect of cranioplasty following decompressive craniectomy on cerebral blood perfusion, neurological, and cognitive outcome
VL  - 128
ID  - 204625
ER  - 


TY  - JOUR
AB  - This study evaluated a multidimensional model of loneliness as related to risk and protective factors among adolescents with learning disabilities (LD). The authors aimed to identify factors that mediated loneliness among 716 adolescents in Grades 10 through 12 who were studying in high schools or in Youth Education Centers for at-risk populations. There were 334 students with LD, divided into subgroups according to disability severity (three levels of testing accommodations), and 382 students without LD. Five instruments measured participants' socioemotional characteristics: loneliness, Internet communication, mood, and social and academic achievement-oriented motivation. Using structural equation modeling, the results confirmed the loneliness model and revealed that the use of the Internet to support interpersonal communication with friends predicted less intense loneliness, whereas virtual friendships with individuals whom students knew only online predicted greater loneliness. Positive and negative mood and motivation also predicted students' loneliness. In addition, the severity of LD predicted stronger loneliness feelings.
AD  - Kibbutzim College of Education, Technology and the Arts, Tel Aviv, Israel. adikobi1@zahav.net.il
AN  - 20375289
AU  - Sharabi, A.
AU  - Margalit, M.
DA  - May-Jun
DO  - 10.1177/0022219409357080
DP  - NLM
ET  - 2010/04/09
J2  - Journal of learning disabilities
KW  - Adolescent
Adolescent Behavior/*psychology
*Affect
*Communication
Educational Status
Female
Friends
Humans
*Internet
Interpersonal Relations
Learning Disabilities/*psychology
Loneliness/*psychology
Male
Models, Psychological
Predictive Value of Tests
Risk Factors
Schools
Social Behavior
Students/psychology
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0022-2194
SP  - 215-27
ST  - The mediating role of internet connection, virtual friends, and mood in predicting loneliness among students with and without learning disabilities in different educational environments
T2  - J Learn Disabil
TI  - The mediating role of internet connection, virtual friends, and mood in predicting loneliness among students with and without learning disabilities in different educational environments
VL  - 44
ID  - 203961
ER  - 


TY  - JOUR
AB  - Many adolescents spend time online, communicating with friends, family members and strangers, and these social activities have been often related with their loneliness experience. The goals of this study were to examine the social distress expressed by adolescents with and without learning disabilities (LD) and to distinguish between unique adolescents’ profiles, identified by their different types of social participation online. The sample consisted of 887 high school students, grades 10–12: 213 students with LD (110 boys, 103 girls) and 674 students without LD (334 boys, 340 girls). Students reported their loneliness, affect and two types of online social activities: online communication with people that they know, and virtual friendships with people that they have never met. As expected, students with LD reported higher levels of loneliness and negative affect. However, they did not differ in their internet social participation. Since virtual friendship was among factors that predicted loneliness, four clusters were identified among adolescents, with the loneliness measure and virtual friendships as their defining variables. By showing the complexity of the relationships within different profiles, the results demonstrated the advantages of clarifying adolescents’ individual differences. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Sharabi, Adi
AN  - 2012-31724-009
AU  - Sharabi, Adi
AU  - Margalit, Malka
DB  - APA PsycInfo
DO  - 10.1080/08856257.2011.595173
DP  - EBSCOhost
KW  - virtual friendships
social distress
adolescents profiles
learning disabilities
subtyping approach
Adolescent Attitudes
Distress
Friendship
Special Education
Family Members
Internet
Loneliness
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2011
SN  - 0885-6257
1469-591X
SP  - 379-394
ST  - Virtual friendships and social distress among adolescents with and without learning disabilities: The subtyping approach
T2  - European Journal of Special Needs Education
TI  - Virtual friendships and social distress among adolescents with and without learning disabilities: The subtyping approach
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-31724-009&site=ehost-live&scope=site
adikobi1@zahav.net.il
VL  - 26
ID  - 205061
ER  - 


TY  - JOUR
AB  - A1 Functional advantages of cell-type heterogeneity in neural circuits Tatyana O. Sharpee A2 Mesoscopic modeling of propagating waves in visual cortex Alain Destexhe A3 Dynamics and biomarkers of mental disorders Mitsuo Kawato F1 Precise recruitment of spiking output at theta frequencies requires dendritic h-channels in multi-compartment models of oriens-lacunosum/moleculare hippocampal interneurons Vladislav Sekulić, Frances K. Skinner F2 Kernel methods in reconstruction of current sources from extracellular potentials for single cells and the whole brains Daniel K. Wójcik, Chaitanya Chintaluri, Dorottya Cserpán, Zoltán Somogyvári F3 The synchronized periods depend on intracellular transcriptional repression mechanisms in circadian clocks. Jae Kyoung Kim, Zachary P. Kilpatrick, Matthew R. Bennett, Kresimir Josić O1 Assessing irregularity and coordination of spiking-bursting rhythms in central pattern generators Irene Elices, David Arroyo, Rafael Levi, Francisco B. Rodriguez, Pablo Varona O2 Regulation of top-down processing by cortically-projecting parvalbumin positive neurons in basal forebrain Eunjin Hwang, Bowon Kim, Hio-Been Han, Tae Kim, James T. McKenna, Ritchie E. Brown, Robert W. McCarley, Jee Hyun Choi O3 Modeling auditory stream segregation, build-up and bistability James Rankin, Pamela Osborn Popp, John Rinzel O4 Strong competition between tonotopic neural ensembles explains pitch-related dynamics of auditory cortex evoked fields Alejandro Tabas, André Rupp, Emili Balaguer-Ballester O5 A simple model of retinal response to multi-electrode stimulation Matias I. Maturana, David B. Grayden, Shaun L. Cloherty, Tatiana Kameneva, Michael R. Ibbotson, Hamish Meffin O6 Noise correlations in V4 area correlate with behavioral performance in visual discrimination task Veronika Koren, Timm Lochmann, Valentin Dragoi, Klaus Obermayer O7 Input-location dependent gain modulation in cerebellar nucleus neurons Maria Psarrou, Maria Schilstra, Neil Davey, Benjamin Torben-Nielsen, Volker Steuber O8 Analytic solution of cable energy function for cortical axons and dendrites Huiwen Ju, Jiao Yu, Michael L. Hines, Liang Chen, Yuguo Yu O9 C. elegans interactome: interactive visualization of Caenorhabditis elegans worm neuronal network Jimin Kim, Will Leahy, Eli Shlizerman O10 Is the model any good? Objective criteria for computational neuroscience model selection Justas Birgiolas, Richard C. Gerkin, Sharon M. Crook O11 Cooperation and competition of gamma oscillation mechanisms Atthaphon Viriyopase, Raoul-Martin Memmesheimer, Stan Gielen O12 A discrete structure of the brain waves Yuri Dabaghian, Justin DeVito, Luca Perotti O13 Direction-specific silencing of the Drosophila gaze stabilization system Anmo J. Kim, Lisa M. Fenk, Cheng Lyu, Gaby Maimon O14 What does the fruit fly think about values? A model of olfactory associative learning Chang Zhao, Yves Widmer, Simon Sprecher,Walter Senn O15 Effects of ionic diffusion on power spectra of local field potentials (LFP) Geir Halnes, Tuomo Mäki-Marttunen, Daniel Keller, Klas H. Pettersen,Ole A. Andreassen, Gaute T. Einevoll O16 Large-scale cortical models towards understanding relationship between brain structure abnormalities and cognitive deficits Yasunori Yamada O17 Spatial coarse-graining the brain: origin of minicolumns Moira L. Steyn-Ross, D. Alistair Steyn-Ross O18 Modeling large-scale cortical networks with laminar structure Jorge F. Mejias, John D. Murray, Henry Kennedy, Xiao-Jing Wang O19 Information filtering by partial synchronous spikes in a neural population Alexandra Kruscha, Jan Grewe, Jan Benda, Benjamin Lindner O20 Decoding context-dependent olfactory valence in Drosophila Laurent Badel, Kazumi Ohta, Yoshiko Tsuchimoto, Hokto Kazama P1 Neural network as a scale-free network: the role of a hub B. Kahng P2 Hemodynamic responses to emotions and decisions using near-infrared spectroscopy optical imaging Nicoladie D. Tam P3 Phase space analysis of hemodynamic responses to intentional movement directions using functional near-infrared spectroscopy (fNIRS) optical imaging technique Nicoladie D.Tam, Luca Pollonini, George Zouridakis P4 Modeling jamming avoidance of weakly electric fish Jaehyun Soh, DaeEun Kim P5 Synergy and redundancy of retinal ganglion cells in prediction Minsu Yoo, S. E. Palmer P6 A neural field model with a third dimension representing cortical depth Viviana Culmone, Ingo Bojak P7 Network analysis of a probabilistic connectivity model of the Xenopus tadpole spinal cord Andrea Ferrario, Robert Merrison-Hort, Roman Borisyuk P8 The recognition dynamics in the brain Chang Sub Kim P9 Multivariate spike train analysis using a positive definite kernel Taro Tezuka P10 Synchronization of burst periods may govern slow brain dynamics during general anesthesia Pangyu Joo P11 The ionic basis of heterogeneity affects stochastic synchrony Young-Ah Rho, Shawn D. Burton, G. Bard Ermentrout, Jaeseung Jeong, Nathaniel N. Urban P12 Circular statistics of noise in spike trains with a periodic component Petr Marsalek P14 Representations of directions in EEG-BCI using Gaussian readouts Hoon-Hee Kim, Seok-hyun Moon, Do-won Lee, Sung-beom Lee, Ji-yong Lee, Jaeseung Jeong P15 Action selection and reinforcement learning in basal ganglia during reaching movements Yaroslav I. Molkov, Khaldoun Hamade, Wondimu Teka, William H. Barnett, Taegyo Kim, Sergey Markin, Ilya A. Rybak P17 Axon guidance: modeling axonal growth in T-Junction assay Csaba Forro, Harald Dermutz, László Demkó, János Vörös P19 Transient cell assembly networks encode persistent spatial memories Yuri Dabaghian, Andrey Babichev P20 Theory of population coupling and applications to describe high order correlations in large populations of interacting neurons Haiping Huang P21 Design of biologically-realistic simulations for motor control Sergio Verduzco-Flores P22 Towards understanding the functional impact of the behavioural variability of neurons Filipa Dos Santos, Peter Andras P23 Different oscillatory dynamics underlying gamma entrainment deficits in schizophrenia Christoph Metzner, Achim Schweikard, Bartosz Zurowski P24 Memory recall and spike frequency adaptation James P. Roach, Leonard M. Sander, Michal R. Zochowski P25 Stability of neural networks and memory consolidation preferentially occur near criticality Quinton M. Skilling, Nicolette Ognjanovski, Sara J. Aton, Michal Zochowski P26 Stochastic Oscillation in Self-Organized Critical States of Small Systems: Sensitive Resting State in Neural Systems Sheng-Jun Wang, Guang Ouyang, Jing Guang, Mingsha Zhang, K. Y. Michael Wong, Changsong Zhou P27 Neurofield: a C++ library for fast simulation of 2D neural field models Peter A. Robinson, Paula Sanz-Leon, Peter M. Drysdale, Felix Fung, Romesh G. Abeysuriya, Chris J. Rennie, Xuelong Zhao P28 Action-based grounding: Beyond encoding/decoding in neural code Yoonsuck Choe, Huei-Fang Yang P29 Neural computation in a dynamical system with multiple time scales Yuanyuan Mi, Xiaohan Lin, Si Wu P30 Maximum entropy models for 3D layouts of orientation selectivity Joscha Liedtke, Manuel Schottdorf, Fred Wolf P31 A behavioral assay for probing computations underlying curiosity in rodents Yoriko Yamamura, Jeffery R. Wickens P32 Using statistical sampling to balance error function contributions to optimization of conductance-based models Timothy Rumbell, Julia Ramsey, Amy Reyes, Danel Draguljić, Patrick R. Hof, Jennifer Luebke, Christina M. Weaver P33 Exploration and implementation of a self-growing and self-organizing neuron network building algorithm Hu He, Xu Yang, Hailin Ma, Zhiheng Xu, Yuzhe Wang P34 Disrupted resting state brain network in obese subjects: a data-driven graph theory analysis Kwangyeol Baek, Laurel S. Morris, Prantik Kundu, Valerie Voon P35 Dynamics of cooperative excitatory and inhibitory plasticity Everton J. Agnes, Tim P. Vogels P36 Frequency-dependent oscillatory signal gating in feed-forward networks of integrate-and-fire neurons William F. Podlaski, Tim P. Vogels P37 Phenomenological neural model for adaptation of neurons in area IT Martin Giese, Pradeep Kuravi, Rufin Vogels P38 ICGenealogy: towards a common topology of neuronal ion channel function and genealogy in model and experiment Alexander Seeholzer, William Podlaski, Rajnish Ranjan, Tim Vogels P39 Temporal input discrimination from the interaction between dynamic synapses and neural subthreshold oscillations Joaquin J. Torres, Fabiano Baroni, Roberto Latorre, Pablo Varona P40 Different roles for transient and sustained activity during active visual processing Bart Gips, Eric Lowet, Mark J. Roberts, Peter de Weerd, Ole Jensen, Jan van der Eerden P41 Scale-free functional networks of 2D Ising model are highly robust against structural defects: neuroscience implications Abdorreza Goodarzinick, Mohammad D. Niry, Alireza Valizadeh P42 High frequency neuron can facilitate propagation of signal in neural networks Aref Pariz, Shervin S. Parsi, Alireza Valizadeh P43 Investigating the effect of Alzheimer’s disease related amyloidopathy on gamma oscillations in the CA1 region of the hippocampus Julia M. Warburton, Lucia Marucci, Francesco Tamagnini, Jon Brown, Krasimira Tsaneva-Atanasova P44 Long-tailed distributions of inhibitory and excitatory weights in a balanced network with eSTDP and iSTDP Florence I. Kleberg, Jochen Triesch P45 Simulation of EMG recording from hand muscle due to TMS of motor cortex Bahar Moezzi, Nicolangelo Iannella, Natalie Schaworonkow, Lukas Plogmacher, Mitchell R. Goldsworthy, Brenton Hordacre, Mark D. McDonnell, Michael C. Ridding, Jochen Triesch P46 Structure and dynamics of axon network formed in primary cell culture Martin Zapotocky, Daniel Smit, Coralie Fouquet, Alain Trembleau P47 Efficient signal processing and sampling in random networks that generate variability Sakyasingha Dasgupta, Isao Nishikawa, Kazuyuki Aihara, Taro Toyoizumi P48 Modeling the effect of riluzole on bursting in respiratory neural networks Daniel T. Robb, Nick Mellen, Natalia Toporikova P49 Mapping relaxation training using effective connectivity analysis Rongxiang Tang, Yi-Yuan Tang P50 Modeling neuron oscillation of implicit sequence learning Guangsheng Liang, Seth A. Kiser, James H. Howard, Jr., Yi-Yuan Tang P51 The role of cerebellar short-term synaptic plasticity in the pathology and medication of downbeat nystagmus Julia Goncharenko, Neil Davey, Maria Schilstra, Volker Steuber P52 Nonlinear response of noisy neurons Sergej O. Voronenko, Benjamin Lindner P53 Behavioral embedding suggests multiple chaotic dimensions underlie C. elegans locomotion Tosif Ahamed, Greg Stephens P54 Fast and scalable spike sorting for large and dense multi-electrodes recordings Pierre Yger, Baptiste Lefebvre, Giulia Lia Beatrice Spampinato, Elric Esposito, Marcel Stimberg et Olivier Marre P55 Sufficient sampling rates for fast hand motion tracking Hansol Choi, Min-Ho Song P56 Linear readout of object manifolds SueYeon Chung, Dan D. Lee, Haim Sompolinsky P57 Differentiating models of intrinsic bursting and rhythm generation of the respiratory pre-Bötzinger complex using phase response curves Ryan S. Phillips, Jeffrey Smith P58 The effect of inhibitory cell network interactions during theta rhythms on extracellular field potentials in CA1 hippocampus Alexandra Pierri Chatzikalymniou, Katie Ferguson, Frances K. Skinner P59 Expansion recoding through sparse sampling in the cerebellar input layer speeds learning N. Alex Cayco Gajic, Claudia Clopath, R. Angus Silver P60 A set of curated cortical models at multiple scales on Open Source Brain Padraig Gleeson, Boris Marin, Sadra Sadeh, Adrian Quintana, Matteo Cantarelli, Salvador Dura-Bernal, William W. Lytton, Andrew Davison, R. Angus Silver P61 A synaptic story of dynamical information encoding in neural adaptation Luozheng Li, Wenhao Zhang, Yuanyuan Mi, Dahui Wang, Si Wu P62 Physical modeling of rule-observant rodent behavior Youngjo Song, Sol Park, Ilhwan Choi, Jaeseung Jeong, Hee-sup Shin P64 Predictive coding in area V4 and prefrontal cortex explains dynamic discrimination of partially occluded shapes Hannah Choi, Anitha Pasupathy, Eric Shea-Brown P65 Stability of FORCE learning on spiking and rate-based networks Dongsung Huh, Terrence J. Sejnowski P66 Stabilising STDP in striatal neurons for reliable fast state recognition in noisy environments Simon M. Vogt, Arvind Kumar, Robert Schmidt P67 Electrodiffusion in one- and two-compartment neuron models for characterizing cellular effects of electrical stimulation Stephen Van Wert, Steven J. Schiff P68 STDP improves speech recognition capabilities in spiking recurrent circuits parameterized via differential evolution Markov Chain Monte Carlo Richard Veale, Matthias Scheutz P69 Bidirectional transformation between dominant cortical neural activities and phase difference distributions Sang Wan Lee P70 Maturation of sensory networks through homeostatic structural plasticity Júlia Gallinaro, Stefan Rotter P71 Corticothalamic dynamics: structure, number of solutions and stability of steady-state solutions in the space of synaptic couplings Paula Sanz-Leon, Peter A. Robinson P72 Optogenetic versus electrical stimulation of the parkinsonian basal ganglia. Computational study Leonid L. Rubchinsky, Chung Ching Cheung, Shivakeshavan Ratnadurai-Giridharan P73 Exact spike-timing distribution reveals higher-order interactions of neurons Safura Rashid Shomali, Majid Nili Ahmadabadi, Hideaki Shimazaki, S. Nader Rasuli P74 Neural mechanism of visual perceptual learning using a multi-layered neural network Xiaochen Zhao, Malte J. Rasch P75 Inferring collective spiking dynamics from mostly unobserved systems Jens Wilting, Viola Priesemann P76 How to infer distributions in the brain from subsampled observations Anna Levina, Viola Priesemann P77 Influences of embedding and estimation strategies on the inferred memory of single spiking neurons Lucas Rudelt, Joseph T. Lizier, Viola Priesemann P78 A nearest-neighbours based estimator for transfer entropy between spike trains Joseph T. Lizier, Richard E. Spinney, Mikail Rubinov, Michael Wibral, Viola Priesemann P79 Active learning of psychometric functions with multinomial logistic models Ji Hyun Bak, Jonathan Pillow P81 Inferring low-dimensional network dynamics with variational latent Gaussian process Yuan Zaho, Il Memming Park P82 Computational investigation of energy landscapes in the resting state subcortical brain network Jiyoung Kang, Hae-Jeong Park P83 Local repulsive interaction between retinal ganglion cells can generate a consistent spatial periodicity of orientation map Jaeson Jang, Se-Bum Paik P84 Phase duration of bistable perception reveals intrinsic time scale of perceptual decision under noisy condition Woochul Choi, Se-Bum Paik P85 Feedforward convergence between retina and primary visual cortex can determine the structure of orientation map Changju Lee, Jaeson Jang, Se-Bum Paik P86 Computational method classifying neural network activity patterns for imaging data Min Song, Hyeonsu Lee, Se-Bum Paik P87 Symmetry of spike-timing-dependent-plasticity kernels regulates volatility of memory Youngjin Park, Woochul Choi(,) Se-Bum Paik P88 Effects of time-periodic coupling strength on the first-spike latency dynamics of a scale-free network of stochastic Hodgkin-Huxley neurons Ergin Yilmaz, Veli Baysal, Mahmut Ozer P89 Spectral properties of spiking responses in V1 and V4 change within the trial and are highly relevant for behavioral performance Veronika Koren, Klaus Obermayer P90 Methods for building accurate models of individual neurons Daniel Saska, Thomas Nowotny P91 A full size mathematical model of the early olfactory system of honeybees Ho Ka Chan, Alan Diamond, Thomas Nowotny P92 Stimulation-induced tuning of ongoing oscillations in spiking neural networks Christoph S. Herrmann, Micah M. Murray, Silvio Ionta, Axel Hutt, Jérémie Lefebvre P93 Decision-specific sequences of neural activity in balanced random networks driven by structured sensory input Philipp Weidel, Renato Duarte, Abigail Morrison P94 Modulation of tuning induced by abrupt reduction of SST cell activity Jung H. Lee, Ramakrishnan Iyer, Stefan Mihalas P95 The functional role of VIP cell activation during locomotion Jung H. Lee, Ramakrishnan Iyer, Christof Koch, Stefan Mihalas P96 Stochastic inference with spiking neural networks Mihai A. Petrovici, Luziwei Leng, Oliver Breitwieser, David Stöckel, Ilja Bytschok, Roman Martel, Johannes Bill, Johannes Schemmel, Karlheinz Meier P97 Modeling orientation-selective electrical stimulation with retinal prostheses Timothy B. Esler, Anthony N. Burkitt, David B. Grayden, Robert R. Kerr, Bahman Tahayori, Hamish Meffin P98 Ion channel noise can explain firing correlation in auditory nerves Bahar Moezzi, Nicolangelo Iannella, Mark D. McDonnell P99 Limits of temporal encoding of thalamocortical inputs in a neocortical microcircuit Max Nolte, Michael W. Reimann, Eilif Muller, Henry Markram P100 On the representation of arm reaching movements: a computational model Antonio Parziale, Rosa Senatore, Angelo Marcelli P101 A computational model for investigating the role of cerebellum in acquisition and retention of motor behavior Rosa Senatore, Antonio Parziale, Angelo Marcelli P102 The emergence of semantic categories from a large-scale brain network of semantic knowledge K. Skiker, M. Maouene P103 Multiscale modeling of M1 multitarget pharmacotherapy for dystonia Samuel A. Neymotin, Salvador Dura-Bernal, Alexandra Seidenstein, Peter Lakatos, Terence D. Sanger, William W. Lytton P104 Effect of network size on computational capacity Salvador Dura-Bernal, Rosemary J. Menzies, Campbell McLauchlan, Sacha J. van Albada, David J. Kedziora, Samuel Neymotin, William W. Lytton, Cliff C. Kerr P105 NetPyNE: a Python package for NEURON to facilitate development and parallel simulation of biological neuronal networks Salvador Dura-Bernal, Benjamin A. Suter, Samuel A. Neymotin, Cliff C. Kerr, Adrian Quintana, Padraig Gleeson, Gordon M. G. Shepherd, William W. Lytton P107 Inter-areal and inter-regional inhomogeneity in co-axial anisotropy of Cortical Point Spread in human visual areas Juhyoung Ryu, Sang-Hun Lee P108 Two bayesian quanta of uncertainty explain the temporal dynamics of cortical activity in the non-sensory areas during bistable perception Joonwon Lee, Sang-Hun Lee P109 Optimal and suboptimal integration of sensory and value information in perceptual decision making Hyang Jung Lee, Sang-Hun Lee P110 A Bayesian algorithm for phoneme Perception and its neural implementation Daeseob Lim, Sang-Hun Lee P111 Complexity of EEG signals is reduced during unconsciousness induced by ketamine and propofol Jisung Wang, Heonsoo Lee P112 Self-organized criticality of neural avalanche in a neural model on complex networks Nam Jung, Le Anh Quang, Seung Eun Maeng, Tae Ho Lee, Jae Woo Lee P113 Dynamic alterations in connection topology of the hippocampal network during ictal-like epileptiform activity in an in vitro rat model Chang-hyun Park, Sora Ahn, Jangsup Moon, Yun Seo Choi, Juhee Kim, Sang Beom Jun, Seungjun Lee, Hyang Woon Lee P114 Computational model to replicate seizure suppression effect by electrical stimulation Sora Ahn, Sumin Jo, Eunji Jun, Suin Yu, Hyang Woon Lee, Sang Beom Jun, Seungjun Lee P115 Identifying excitatory and inhibitory synapses in neuronal networks from spike trains using sorted local transfer entropy Felix Goetze, Pik-Yin Lai P116 Neural network model for obstacle avoidance based on neuromorphic computational model of boundary vector cell and head direction cell Seonghyun Kim, Jeehyun Kwag P117 Dynamic gating of spike pattern propagation by Hebbian and anti-Hebbian spike timing-dependent plasticity in excitatory feedforward network model Hyun Jae Jang, Jeehyun Kwag P118 Inferring characteristics of input correlations of cells exhibiting up-down state transitions in the rat striatum Marko Filipović, Ramon Reig, Ad Aertsen, Gilad Silberberg, Arvind Kumar P119 Graph properties of the functional connected brain under the influence of Alzheimer’s disease Claudia Bachmann, Simone Buttler, Heidi Jacobs, Kim Dillen, Gereon R. Fink, Juraj Kukolja, Abigail Morrison P120 Learning sparse representations in the olfactory bulb Daniel Kepple, Hamza Giaffar, Dima Rinberg, Steven Shea, Alex Koulakov P121 Functional classification of homologous basal-ganglia networks Jyotika Bahuguna,Tom Tetzlaff, Abigail Morrison, Arvind Kumar, Jeanette Hellgren Kotaleski P122 Short term memory based on multistability Tim Kunze, Andre Peterson, Thomas Knösche P123 A physiologically plausible, computationally efficient model and simulation software for mammalian motor units Minjung Kim, Hojeong Kim P125 Decoding laser-induced somatosensory information from EEG Ji Sung Park, Ji Won Yeon, Sung-Phil Kim P126 Phase synchronization of alpha activity for EEG-based personal authentication Jae-Hwan Kang, Chungho Lee, Sung-Phil Kim P129 Investigating phase-lags in sEEG data using spatially distributed time delays in a large-scale brain network model Andreas Spiegler, Spase Petkoski, Matias J. Palva, Viktor K. Jirsa P130 Epileptic seizures in the unfolding of a codimension-3 singularity Maria L. Saggio, Silvan F. Siep, Andreas Spiegler, William C. Stacey, Christophe Bernard, Viktor K. Jirsa P131 Incremental dimensional exploratory reasoning under multi-dimensional environment Oh-hyeon Choung, Yong Jeong P132 A low-cost model of eye movements and memory in personal visual cognition Yong-il Lee, Jaeseung Jeong P133 Complex network analysis of structural connectome of autism spectrum disorder patients Su Hyun Kim, Mir Jeong, Jaeseung Jeong P134 Cognitive motives and the neural correlates underlying human social information transmission, gossip Jeungmin Lee, Jaehyung Kwon, Jerald D. Kralik, Jaeseung Jeong P135 EEG hyperscanning detects neural oscillation for the social interaction during the economic decision-making Jaehwan Jahng, Dong-Uk Hwang, Jaeseung Jeong P136 Detecting purchase decision based on hyperfrontality of the EEG Jae-Hyung Kwon, Sang-Min Park, Jaeseung Jeong P137 Vulnerability-based critical neurons, synapses, and pathways in the Caenorhabditis elegans connectome Seongkyun Kim, Hyoungkyu Kim, Jerald D. Kralik, Jaeseung Jeong P138 Motif analysis reveals functionally asymmetrical neurons in C. elegans Pyeong Soo Kim, Seongkyun Kim, Hyoungkyu Kim, Jaeseung Jeong P139 Computational approach to preference-based serial decision dynamics: do temporal discounting and working memory affect it? Sangsup Yoon, Jaehyung Kwon, Sewoong Lim, Jaeseung Jeong P141 Social stress induced neural network reconfiguration affects decision making and learning in zebrafish Choongseok Park, Thomas Miller, Katie Clements, Sungwoo Ahn, Eoon Hye Ji, Fadi A. Issa P142 Descriptive, generative, and hybrid approaches for neural connectivity inference from neural activity data JeongHun Baek, Shigeyuki Oba, Junichiro Yoshimoto, Kenji Doya, Shin Ishii P145 Divergent-convergent synaptic connectivities accelerate coding in multilayered sensory systems Thiago S. Mosqueiro, Martin F. Strube-Bloss, Brian Smith, Ramon Huerta P146 Swinging networks Michal Hadrava, Jaroslav Hlinka P147 Inferring dynamically relevant motifs from oscillatory stimuli: challenges, pitfalls, and solutions Hannah Bos, Moritz Helias P148 Spatiotemporal mapping of brain network dynamics during cognitive tasks using magnetoencephalography and deep learning Charles M. Welzig, Zachary J. Harper P149 Multiscale complexity analysis for the segmentation of MRI images Won Sup Kim, In-Seob Shin, Hyeon-Man Baek, Seung Kee Han P150 A neuro-computational model of emotional attention René Richter, Julien Vitay, Frederick Beuth, Fred H. Hamker P151 Multi-site delayed feedback stimulation in parkinsonian networks Kelly Toppin, Yixin Guo P152 Bistability in Hodgkin–Huxley-type equations Tatiana Kameneva, Hamish Meffin, Anthony N. Burkitt, David B. Grayden P153 Phase changes in postsynaptic spiking due to synaptic connectivity and short term plasticity: mathematical analysis of frequency dependency Mark D. McDonnell, Bruce P. Graham P154 Quantifying resilience patterns in brain networks: the importance of directionality Penelope J. Kale, Leonardo L. Gollo P155 Dynamics of rate-model networks with separate excitatory and inhibitory populations Merav Stern, L. F. Abbott P156 A model for multi-stable dynamics in action recognition modulated by integration of silhouette and shading cues Leonid A. Fedorov, Martin A. Giese P157 Spiking model for the interaction between action recognition and action execution Mohammad Hovaidi Ardestani, Martin Giese P158 Surprise-modulated belief update: how to learn within changing environments? Mohammad Javad Faraji, Kerstin Preuschoff, Wulfram Gerstner P159 A fast, stochastic and adaptive model of auditory nerve responses to cochlear implant stimulation Margriet J. van Gendt, Jeroen J. Briaire, Randy K. Kalkman, Johan H. M. Frijns P160 Quantitative comparison of graph theoretical measures of simulated and empirical functional brain networks Won Hee Lee, Sophia Frangou P161 Determining discriminative properties of fMRI signals in schizophrenia using highly comparative time-series analysis Ben D. Fulcher, Patricia H. P. Tran, Alex Fornito P162 Emergence of narrowband LFP oscillations from completely asynchronous activity during seizures and high-frequency oscillations Stephen V. Gliske, William C. Stacey, Eugene Lim, Katherine A. Holman, Christian G. Fink P163 Neuronal diversity in structure and function: cross-validation of anatomical and physiological classification of retinal ganglion cells in the mouse Jinseop S. Kim, Shang Mu, Kevin L. Briggman, H. Sebastian Seung, the EyeWirers P164 Analysis and modelling of transient firing rate changes in area MT in response to rapid stimulus feature changes Detlef Wegener, Lisa Bohnenkamp, Udo A. Ernst P165 Step-wise model fitting accounting for high-resolution spatial measurements: construction of a layer V pyramidal cell model with reduced morphology Tuomo Mäki-Marttunen, Geir Halnes, Anna Devor, Christoph Metzner, Anders M. Dale, Ole A. Andreassen, Gaute T. Einevoll P166 Contributions of schizophrenia-associated genes to neuron firing and cardiac pacemaking: a polygenic modeling approach Tuomo Mäki-Marttunen, Glenn T. Lines, Andy Edwards, Aslak Tveito, Anders M. Dale, Gaute T. Einevoll, Ole A. Andreassen P167 Local field potentials in a 4 × 4 mm(2) multi-layered network model Espen Hagen, Johanna Senk, Sacha J. van Albada, Markus Diesmann P168 A spiking network model explains multi-scale properties of cortical dynamics Maximilian Schmidt, Rembrandt Bakker, Kelly Shen, Gleb Bezgin, Claus-Christian Hilgetag, Markus Diesmann, Sacha Jennifer van Albada P169 Using joint weight-delay spike-timing dependent plasticity to find polychronous neuronal groups Haoqi Sun, Olga Sourina, Guang-Bin Huang, Felix Klanner, Cornelia Denk P170 Tensor decomposition reveals RSNs in simulated resting state fMRI Katharina Glomb, Adrián Ponce-Alvarez, Matthieu Gilson, Petra Ritter, Gustavo Deco P171 Getting in the groove: testing a new model-based method for comparing task-evoked vs resting-state activity in fMRI data on music listening Matthieu Gilson, Maria AG Witek, Eric F. Clarke, Mads Hansen, Mikkel Wallentin, Gustavo Deco, Morten L. Kringelbach(,) Peter Vuust P172 STochastic engine for pathway simulation (STEPS) on massively parallel processors Guido Klingbeil, Erik De Schutter P173 Toolkit support for complex parallel spatial stochastic reaction–diffusion simulation in STEPS Weiliang Chen, Erik De Schutter P174 Modeling the generation and propagation of Purkinje cell dendritic spikes caused by parallel fiber synaptic input Yunliang Zang, Erik De Schutter P175 Dendritic morphology determines how dendrites are organized into functional subunits Sungho Hong, Akira Takashima, Erik De Schutter P176 A model of Ca(2+)/calmodulin-dependent protein kinase II activity in long term depression at Purkinje cells Criseida Zamora, Andrew R. Gallimore, Erik De Schutter P177 Reward-modulated learning of population-encoded vectors for insect-like navigation in embodied agents Dennis Goldschmidt, Poramate Manoonpong, Sakyasingha Dasgupta P178 Data-driven neural models part II: connectivity patterns of human seizures Philippa J. Karoly, Dean R. Freestone, Daniel Soundry, Levin Kuhlmann, Liam Paninski, Mark Cook P179 Data-driven neural models part I: state and parameter estimation Dean R. Freestone, Philippa J. Karoly, Daniel Soundry, Levin Kuhlmann, Mark Cook P180 Spectral and spatial information processing in human auditory streaming Jaejin Lee, Yonatan I. Fishman, Yale E. Cohen P181 A tuning curve for the global effects of local perturbations in neural activity: Mapping the systems-level susceptibility of the brain Leonardo L. Gollo, James A. Roberts, Luca Cocchi P182 Diverse homeostatic responses to visual deprivation mediated by neural ensembles Yann Sweeney, Claudia Clopath P183 Opto-EEG: a novel method for investigating functional connectome in mouse brain based on optogenetics and high density electroencephalography Soohyun Lee, Woo-Sung Jung, Jee Hyun Choi P184 Biphasic responses of frontal gamma network to repetitive sleep deprivation during REM sleep Bowon Kim, Youngsoo Kim, Eunjin Hwang, Jee Hyun Choi P185 Brain-state correlate and cortical connectivity for frontal gamma oscillations in top-down fashion assessed by auditory steady-state response Younginha Jung, Eunjin Hwang, Yoon-Kyu Song, Jee Hyun Choi P186 Neural field model of localized orientation selective activation in V1 James Rankin, Frédéric Chavane P187 An oscillatory network model of Head direction and Grid cells using locomotor inputs Karthik Soman, Vignesh Muralidharan, V. Srinivasa Chakravarthy P188 A computational model of hippocampus inspired by the functional architecture of basal ganglia Karthik Soman, Vignesh Muralidharan, V. Srinivasa Chakravarthy P189 A computational architecture to model the microanatomy of the striatum and its functional properties Sabyasachi Shivkumar, Vignesh Muralidharan, V. Srinivasa Chakravarthy P190 A scalable cortico-basal ganglia model to understand the neural dynamics of targeted reaching Vignesh Muralidharan, Alekhya Mandali, B. Pragathi Priyadharsini, Hima Mehta, V. Srinivasa Chakravarthy P191 Emergence of radial orientation selectivity from synaptic plasticity Catherine E. Davey, David B. Grayden, Anthony N. Burkitt P192 How do hidden units shape effective connections between neurons? Braden A. W. Brinkman, Tyler Kekona, Fred Rieke, Eric Shea-Brown, Michael Buice P193 Characterization of neural firing in the presence of astrocyte-synapse signaling Maurizio De Pittà, Hugues Berry, Nicolas Brunel P194 Metastability of spatiotemporal patterns in a large-scale network model of brain dynamics James A. Roberts, Leonardo L. Gollo, Michael Breakspear P195 Comparison of three methods to quantify detection and discrimination capacity estimated from neural population recordings Gary Marsat, Jordan Drew, Phillip D. Chapman, Kevin C. Daly, Samual P. Bradley P196 Quantifying the constraints for independent evoked and spontaneous NMDA receptor mediated synaptic transmission at individual synapses Sat Byul Seo, Jianzhong Su, Ege T. Kavalali, Justin Blackwell P199 Gamma oscillation via adaptive exponential integrate-and-fire neurons LieJune Shiau, Laure Buhry, Kanishka Basnayake P200 Visual face representations during memory retrieval compared to perception Sue-Hyun Lee, Brandon A. Levy, Chris I. Baker P201 Top-down modulation of sequential activity within packets modeled using avalanche dynamics Timothée Leleu, Kazuyuki Aihara Q28 An auto-encoder network realizes sparse features under the influence of desynchronized vascular dynamics Ryan T. Philips, Karishma Chhabria, V. Srinivasa Chakravarthy
AD  - Computational Neurobiology Laboratory, The Salk Institute for Biological Studies, San Diego, CA USA
UNIC, CNRS, Gif sur Yvette, France
The European Institute for Theoretical Neuroscience (EITN), Paris, France
ATR Computational Neuroscience Laboratories, 2-2 Hikaridai, Seika-cho, Soraku-gun, Kyoto, 619-0288 Japan
Krembil Research Institute, University Health Network, Toronto, ON M5T 2S8 Canada
Department of Physiology, University of Toronto, Toronto, ON M5S 1A8 Canada
Department of Medicine (Neurology), University of Toronto, Toronto, ON M5T 2S8 Canada
Department of Physics, University of New Hampshire, Durham, NH 03824 USA
Krembil Research Institute, University Health Network, Toronto, ON Canada
Department of Neuroscience, Yale School of Medicine, New Haven, CT 06520 USA
Department of Neurophysiology, Nencki Institute of Experimental Biology, Warsaw, Poland
Department of Theory, Wigner Research Centre for Physics of the Hungarian Academy of Sciences, Budapest, 1121 Hungary
Department of Mathematical Sciences, KAIST, Daejoen, 34141 Republic of Korea
Department of Mathematics, University of Houston, Houston, TX 77004 USA
Department of Biochemistry & Cell Biology and Institute of Biosciences and Bioengineering, Rice University, Houston, TX 77005 USA
Department of Biology and Biochemistry, University of Houston, Houston, TX 77004 USA
Grupo de Neurocomputación Biológica, Dpto. de Ingeniería Informática, Escuela Politécnica Superior, Universidad Autónoma de Madrid, Madrid, Spain
Department of Biological Sciences, University of Southern California, Los Angeles, CA USA
Center for Neuroscience, Korea Institute of Science and Technology, Hwarang-ro 14-gil 5, Seongbuk-gu, Seoul, 02792 South Korea
Department of Neurology, Albert Einstein College of Medicine, Bronx, NY 10461 USA
Center for Neuroscience, KIST, Seoul, 02792 South Korea
Department of Neuroscience, University of Science and Technology, 217 Gajeong-ro, Yuseong-gu, Daejon, 34113 South Korea
Systems Neuroscience Group, QIMR Berghofer Medical Research Institute, Herston, QLD 4006 Australia
Department of Psychology, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, 03722 South Korea
Department of Psychiatry, Kyung Hee University Hospital at Gangdong, 892, Dongnam-ro, Gangdong-gu, Seoul, 05278 South Korea
Department of Psychiatry, Veterans Administration Boston Healthcare System and Harvard Medical School, Brockton, MA 02301 USA
Department of Electrical and Electronic Engineering, The University of Melbourne, Parkville, VIC 3010 Australia
Department of Bioengineering, Imperial College London, London, UK
Department of Physics, POSTECH, Pohang, 37673 South Korea
Center for Neuroscience, Korea Institute of Science and Technology, Seoul, South Korea
Center for Neural Science, New York University, New York, NY 10003 USA
Department of Psychiatry, VA Boston Healthcare System & Harvard Medical School, Brockton, MA USA
Courant Institute of Mathematical Sciences, New York University, New York, NY 10012 USA
Faculty of Science and Technology, Bournemouth University, Bournemouth, England, UK
Heidelberg University, Baden-Württemberg, Germany
Bernstein Center for Computational Neuroscience, Heidelberg-Mannheim, Baden-Württemberg, Germany
National Vision Research Institute, Australian College of Optometry, Carlton, 3053 Australia
NeuroEngineering Laboratory, Dept. Electrical & Electronic Engineering, University of Melbourne, Parkville, VIC 3010 Australia
Centre for Neural Engineering, University of Melbourne, Parkville, 3010 Australia
Kirchhoff-Institute for Physics, University of Heidelberg, Heidelberg, Germany
Korea Basic Science Institute, Cheongju, Chungbuk 28119 Republic of Korea
Center for Neuroscience, Korea Institute of Science and Technology, Seoul, 02792 Korea
Program in Nano Science and Technology, Seoul National University, Seoul, 08826 Korea
Department of Physiology, Monash University, Melbourne, 3800 Australia
ARC Centre of Excellence for Integrative Brain Function, Dept. Optometry and Vision Sciences, University of Melbourne, Parkville, 3010 Australia
Monash Institute of Medical Engineering, Monash University, Melbourne, Australia
National Vision Research Institute, Melbourne, Australia
Department of Physics, Chungbuk National University, Cheongju, Chungbuk 28644 Republic of Korea
Institute of Software Engineering and Theoretical Computer Science, Technische Universitaet Berlin, 10587 Berlin, Germany
Bernstein Center for Computational Neuroscience Berlin, Humboldt-Universitaet zu Berlin, 10115 Berlin, Germany
Department of Neurobiology and Anatomy, University of Texas-Houston Medical School, Houston, TX 77030 USA
Centre for Computer Science and Informatics Research, University of Hertfordshire, Hatfield, AL10 9AB UK
School of Life Science and the Collaborative Innovation Center for Brain Science, Fudan University, Shanghai, 200438 China
LinyiHospitalof TraditionalChineseMedicine, 211 Jiefang Road, Lanshan, Linyi, 276000 Shandong Province China
Department of Neuroscience, Yale University School of Medicine, New Haven, CT 06520 USA
Department of Neurosurgery, Huashan Hospital, Shanghai Medical College, Fudan University, Shanghai, China
Department of Applied Mathematics, University of Washington, Seattle, WA 98195 USA
Amazon.com lnc, Seattle, WA 98108 USA
Department of Electrical Engineering, University of Washington, Seattle, WA 98195 USA
School of Life Science, Arizona State University, Tempe, AZ 85287 USA
School of Mathematical and Statistical Sciences, Arizona State University, Tempe, AZ 85287 USA
Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen (Medical Centre), Nijmegen, The Netherlands
Department for Biophysics, Faculty of Science, Radboud University Nijmegen, Nijmegen, The Netherlands
Department for Neuroinformatics, Faculty of Science, Radboud University Nijmegen, Nijmegen, The Netherlands
Center for Theoretical Neuroscience, Columbia University, New York, NY USA
Department of Neurology Pediatrics, Baylor College of Medicine, Houston, TX 77030 USA
Department of Computational and Applied Mathematics, Rice University, Houston, TX 77005 USA
Physics Department, Texas Southern University, 3100 Cleburne St, Houston, TX 77004 USA
Laboratory of Integrative Brain Function, The Rockefeller University, New York, NY 10065 USA
Department of Physiology, University of Bern, 3012 Bern, Switzerland
Department of Biology, University of Fribourg, 1700 Fribourg, Switzerland
Department of Mathematical Sciences and Technology, Norwegian University of Life Sciences, Ås, Norway
NORMENT, Institute of Clinical Medicine, University of Oslo, Oslo, Norway
Department of Structure and Function of Neural Networks, Korea Brain Research Institute, Daegu, 41068 Republic of Korea
The Blue Brain Project, École Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland
Letten Centre and Glialab, Dept. of Molecular Medicine, Inst. of Basic Medical Sciences, University of Oslo, Oslo, Norway
Centre for Molecular Medicine Norway, University of Oslo, Oslo, Norway
Department of Physics, University of Oslo, Oslo, Norway
Brain Research Institute, University of Bremen, 28334 Bremen, Germany
IBM Research - Tokyo, Tokyo, Japan
School of Engineering, University of Waikato, Hamilton, 3240 New Zealand
Department of Psychiatry, Yale School of Medicine, New Haven, CT 06511 USA
INSERM U846, Stem Cell and Brain Research Institute, Bron Cedex, France
NYU-ECNU Institute of Brain and Cognitive Science, NYU Shanghai, Shanghai, China
Bernstein Center for Computational Neuroscience, 10115 Berlin, Germany
Institute for Physics, Humboldt-Universität zu Berlin, 12489 Berlin, Germany
Institute for Neurobiology, Eberhardt Karls Universität Tübingen, Tübingen, Germany
Bernstein Center for Computational Neuroscience, Munich, Germany
Department of Physics, Humboldt University, 10099 Berlin, Germany
Riken Brai Science Institute, 2-1 Hirosawa, Wako, Saitama Japan
Department of Physics and Astronomy, Seoul National University, Seoul, 08826 Korea
Department of Biological Sciences, University of North Texas, Denton, TX 76203 USA
College of Technology, the University of Houston, Houston, TX 77204 USA
Departments of Engineering Technology, Computer Science, and Electrical and Computer Engineering, University of Houston, Houston, TX 77204 USA
Biological Cybernetics, School of Electrical and Electronic Engineering, Yonsei University, Shinchon, Seoul, 120-749 South Korea
Committee on Computational Neuroscience, University of Chicago, Chicago, IL USA
Department of Organismal Biology and Anatomy, University of Chicago, Chicago, IL USA
School of Psychology, University of Reading, Reading, Berkshire RG1 6AY UK
School of Computing and Mathematics, Plymouth University, Plymouth, PL4 8AA UK
Department of Physics, Chonnam National University, Gwangju, 61186 Republic of Korea
Faculty of Library, Information and Media Science, University of Tsukuba, Tsukuba, 305-0821 Japan
Physics, POSTECH, Pohang, 37673 Republic of Korea
Department of Mathematics, University of Pittsburgh, Pittsburgh, PA 15260 USA
Department of Bio and Brain Engineering/Program of Brain and Cognitive Engineering, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, 34141 South Korea
Department of Biological Sciences, Carnegie Mellon University, Pittsburgh, PA 15213 USA
Center for the Neural Basis of Cognition, Pittsburgh, PA 15213 USA
Department of Pediatrics, University of Louisville, Louisville, KY 40208 USA
Department of Biology, Washington and Lee University, Lexington, VA 24450 USA
School of System Science, Beijing Normal University, Beijing, 100875 China
Dept of Neurology, Dept of Biomedical Engineering, University of Michigan, Ann Arbor, MI 48109 USA
Program of Brain and Cognitive Engineering, College of Engineering, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, 34141 South Korea
Division of Computational Mathematics, National Institute for Mathematical Sciences (NIMS), Daejeon, 34047 South Korea
Inst. of Pathological Physiology, First Faculty of Medicine, Charles University in Prague, 128 53 Prague, Czech Republic
Czech Technical University in Prague, Zikova 1903/4, 166 36 Prague, Czech Republic
Korea Science Academy of KAIST, Busan, 10547 South Korea
Department of Mathematics and Statistics, Georgia State University, Atlanta, GA 30303 USA
Department of Neurobiology and Anatomy, Drexel University, Philadelphia, PA 19129 USA
Department of Mathematical Sciences, Indiana University – Purdue University, Indianapolis, IN 46202 USA
LBB, ETH Zürich, 8051 Zurich, Switzerland
RIKEN Brain Science Institute, Wako-shi, Saitama, Japan
Computational Neuroscience Unit, Okinawa Institute of Science and Technology, Okinawa, 1919-1 Japan
School of Computing and Mathematics, Keele University, Newcastle-under-Lyme, ST5 5BG UK
Science and Technology Research Institute, University of Hertfordshire, Hatfield, UK
Computer Science Department, Princeton University, Princeton, NJ 08544 USA
Institute for Robotics and Cognitive Systems, University of Luebeck, Luebeck, Germany
Department of Psychiatry, University of Luebeck, Schleswig-Holstein, Luebeck, Germany
Neuroscience Graduate Program, University of Michigan, Ann Arbor, MI 48109 USA
Center for the Study of Complex Systems, University of Michigan, Ann Arbor, MI 48109 USA
Department of Physics, University of Michigan, Ann Arbor, MI 48109 USA
Biophysics Program, University of Michigan, Ann Arbor, MI 48109 USA
Department of Molecular, Cellular, and Developmental Biology, University of Michigan, Ann Arbor, MI 48109 USA
Department of Physics, Shaanxi Normal University, Xi’An City, ShaanXi Province China
Department of Physics and Centre for Nonlinear Studies, Institute of Computational and Theoretical Studies, Hong Kong Baptist University, Kowloon Tong, Hong Kong
State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
Department of Physics, Hong Kong University of Science and Technology, Clear Water Bay, Hong Kong
Beijing Computational Science Research Center, Beijing, 100084 People’s Republic of China
Research Centre, HKBU Institute of Research and Continuing Education, Shenzhen, China
School of Physics, University of Sydney, Sydney, NSW 2006 Australia
Center for Integrative Brain Function, University of Sydney, Sydney, NSW 2006 Australia
Bernstein Center Freiburg & Faculty of Biology, University of Freiburg, Baden-Württember, Freiburg, 79194 Germany
Department of Computer Science & Engineering, Texas A&M University, College Station, TX 77845 USA
Research Center for Information Technology Innovation, Academia Sinica, Taipei, Taiwan
State Key Lab of Cognitive Neuroscience & Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875 China
Neuroinformatics group Unité de Neurosciences, Information et Complexité, CNRS, Gif sur Yvette, France
Max Planck Institute for Dynamics and Self-Organization, Göttingen, Germany
Bernstein Center for Computational Neuroscience, Göttingen, Germany
Neurobiology Research Unit, Okinawa Institute of Science and Technology, Onna-son, Okinawa, 904-0412 Japan
Computational Biology Center, IBM Research, Thomas J. Watson Research Center, Yorktown Heights, NY 10598 USA
Department of Mathematics, Franklin and Marshall College, Lancaster, PA 17604 USA
Fishberg Department of Neuroscience and Friedman Brain Institute, Icahn School of Medicine at Mount Sinai, New York, NY 10029 USA
Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, MA 02118 USA
Institute of Microelectronics, Tsinghua University, Beijing, 100081 China
School of Software, Beijing Institute of Technology, Beijing, 100083 China
Department of Psychiatry, University of Cambridge, Cambridge, CB2 0QQ UK
Department of Biomedical Engineering, Ulsan National Institute of Science and Technology, Ulsan, South Korea
Departments of Radiology and Psychiatry, Icahn School of Medicine at Mount Sinai, New York City, NY 10029 USA
Centre for Neural Circuits and Behaviour, University of Oxford, Oxford, OX1 3SR UK
Centre for Neural Circuits and Behaviour, University of Oxford, Oxford, UK
Section Computational Sensomotorics, CIN & HIH, Department of Cognitive Neurology, University Clinic Tübingen, Tübingen, Germany
Faculty of Medicine, Technion, Haifa, Israel
Lab. Neuro en Psychofysiologie, Dept. Neuroscience, KU Leuven, Louvain, Belgium
Laboratory of Computational Neuroscience, EPF Lausanne, Lausanne, Switzerland
The Blue Brain Project, EPF Lausanne, Lausanne, Switzerland
Departamento de Electromagnetismo y Física de la Materia, and Institute “Carlos I” for Theoretical and Computational Physics, University of Granada, Granada, Spain
School of Psychological Sciences, Faculty of Biomedical and Psychological Sciences, Monash University, Parkville, Australia
Faculty of Psychology and Neuroscience, Maastricht University, 6200 MD Maastricht, The Netherlands
Department of Physics, Institute for Advanced Studies in Basic Sciences (IASBS), Zanjan, 45137-66731 Iran
Center for Research in Climate Change and Global Warming (CRCC), Institute for Advanced Studies in Basic Sciences (IASBS), Zanjan, 45137-66731 Iran
School of Cognitive Sciences, Institute for Research in Fundamental Sciences (IPM), Tehran, Iran
Department of Physics, Institute for Advanced Studies in Basic Sciences, Zanjan, Iran
School of Cognitive Sciences, Institute for Studies in Theoretical Physics and Mathematics, Niavaran, Tehran, Iran
Bristol Centre for Complexity Sciences, University of Bristol, Bristol, BS8 1TR UK
Department of Engineering Mathematics, University of Bristol, Bristol, BS8 1UB UK
School of Physiology and Pharmacology, University of Bristol, Bristol, BS8 1TD UK
Medical School, University of Exeter, Exeter, EX4 4PE UK
Department of Mathematics, University of Exeter, Exeter, EX4 4QF UK
Frankfurt Institute for Advanced Studies, 60438 Frankfurt am Main, Hessen, Germany
Frankfurt Institute for Advanced Studies, Goethe-Universität, Frankfurt am Main, Germany
Computational and Theoretical Neuroscience Laboratory, School of Information Technology and Mathematical Sciences, University of South Australia, Adelaide, Australia
School of Mathematical Sciences, University of Nottingham, Nottingham, UK
Robinson Research Institute, School of Medicine, University of Adelaide, Adelaide, Australia
Department of Computer Science, Chemnitz University of Technology, Chemnitz, Germany
Institute of Physiology of the Czech Academy of Sciences, Prague, Czech Republic
Institute of Biophysics and Informatics, First Faculty of Medicine, Charles University in Prague, Prague, Czech Republic
IBPS, Neuroscience Paris Seine, CNRS UMR8246, Inserm U1130, UPMC UM 119, Université Pierre et Marie Curie, Paris, France
Center for Neural Engineering, Department of Engineering Science and Mechanics, The Pennsylvania State University, University Park, PA 16802 USA
Computational Neuroscience Unit, Okinawa Institute of Science and Technology, Okinawa, 904-0411 Japan
Computational Neuroscience Unit, Okinawa Institute of Science and Technology Graduate University, Onna-son, Okinawa Japan
The University of Tokyo, Tokyo, Japan
Department of Neuroscience, University of Texas Southwestern Medical Center, Dallas, TX 75390 USA
RIKEN Brain Science Institute, Tokyo, Japan
Department of Mathematics, Computer Science and Physics, Roanoke College, Salem, VA 24153 USA
Department of Psychology, Washington University in St. Louis, St. Louis, MO 63130 USA
Department of Psychological Sciences, Texas Tech University, Lubbock, TX 79409 USA
The Department of Veteran Affairs, District of Columbia VA Medical Center, Washington, DC 20420 USA
Department of Psychology, The Catholic University of America, Washington, DC 20064 USA
Biological Physics Theory Unit, Okinawa Institute of Science and Technology, Okinawa, 904-0495 Japan
Department of Physics and Astronomy, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
Institut de la Vision, INSERM UMRS 968, CNRS UMR 7210, Paris, France
Bernstein Center Freiburg, Institute of Biology III, University of Freiburg, 79100 Freiburg, Germany
fourMs group, Dept. Musicology, University of Oslo, 0371 Oslo, Norway
Center for Brain Science, Harvard University, Cambridge, MA 02138 USA
Department of Electrical and Systems Engineering, University of Pennsylvania, Philadelphia, PA 19104 USA
Edmond and Lily Safra Center for Brain Sciences, Hebrew University, 91904 Jerusalem, Israel
NINDS, NIH, Bethesda, MD 20892 USA
Department of Physiology, University of Toronto, Toronto, ON Canada
Department of Medicine (Neurology), University of Toronto, Toronto, ON Canada
Department of Neuroscience, Physiology and Pharmacology, University College London, London, UK
Department of Statistics, Columbia University, New York, NY USA
Department Physiology, Northwestern University, Chicago, IL 60611 USA
Metacell LLC, San Diego, CA USA
Department of Computer Science, ENSAT, Abdelmalek Essaadi’s University, Tangier, Morocco
Department Neurology, Kings County Hospital Center, Brooklyn, NY 11203 USA
Div Neurology, Child Neurology and Movement Disorders, Children’s Hospital Los Angeles, Los Angeles, CA USA
State University of New York Downstate Medical Center, Brooklyn, NY USA
State Key Laboratory of Cognitive Neuroscience & Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875 China
Bio and Brain Engineering, KAIST, Daejeon, 34141 Republic of Korea
Center for Cognition and Sociality, IBS, Daejeon, 34047 Republic of Korea
Department of Biological Structure, University of Washington, Seattle, WA 98195 USA
Department of Neuroscience, University of Science and Technology, Daejon, 34113 Korea
Institut de Neuroscienes de la Timone (INT), CNRS & Aix-Marseille University, 27 Boulevard Jean Moulin, 13005 Marseille, France
UW Institute for Neuroengineering, University of Washington, Seattle, WA 98195 USA
The Salk Institute for Biological Studies, La Jolla, CA 92037 USA
Division of Biological Sciences, University of California at San Diego, La Jolla, CA 92095 USA
BrainLinks-BrainTools, Cluster of Excellence, University of Freiburg, Freiburg, Germany
Faculty of Biology and Bernstein Center Freiburg, University of Freiburg, Freiburg, Germany
Department of Brain and Cognitive Engineering, Korea University, Seoul, Korea
Department of Neuroscience, Karolinska Institute, Stockholm, 17177 Sweden
Department of Neurology, University Hospital of Cologne, Cologne, Germany
Institute of Neuroscience and Medicine (INM-6), Institute for Advanced Simulation (IAS-6) and JARA BRAIN Institute I, Jülich Research Centre, Jülich, Germany
Department of Computational Biology, Royal Institute of Technology Stockholm, Stockholm, Sweden
Departments of Neurosurgery and Physics, The Pennsylvania State University, University Park, PA 16802 USA
National Institute for Physiological Sciences, Okazaki, Aichi Japan
Department of Computer Science, Tufts University, Medford, MA USA
Program of Brain and Cognitive Engineering, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, South Korea
KAIST Institute for Health Science and Technology, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, South Korea
School of Physics, University of Sydney, Sydney, NSW Australia
Department of Mathematical Sciences, Indiana University-Purdue University Indianapolis, Indianapolis, IN USA
Stark Neurosciences Research Institute, Indiana University School of Medicine, Indianapolis, IN USA
School of Cognitive Sciences, Institute for Research in Fundamental Sciences (IPM), Tehran, 19395-5746 Iran
School of ECE, College of Engineering, University of Tehran, Tehran, 14155-6619 Iran
RIKEN Brain Science Institute, Wako, Saitama 351-0198 Japan
Department of Physics, University of Guilan, Rasht, 41335-1914 Iran
School of Physics, Institute for Research in Fundamental Sciences (IPM), Tehran, 19395-5531 Iran
Max-Planck-Institute for Dynamics and Self-Organization, 37077 Göttingen, Germany
IST Austria, 3400 Klosterneuburg, Austria
BCCN & MPI for Dynamics and Self-Organization, 37077 Göttingen, Germany
MEG Unit, Brain Imaging Center, Goethe University, 60528 Frankfurt am Main, Germany
Bernstein Center for Computational Neuroscience, University of Göttingen, 37075 Göttingen, Germany
Dept. of Non-linear Dynamics, Max Planck Institute for Dynamics and Self-Organization, Göttingen, Germany
School of Civil Engineering, The University of Sydney, Sydney, NSW Australia
Complex Systems Research Group, Faculty of Engineering & IT, The University of Sydney, Sydney, NSW 2006 Australia
Janelia Research Campus, Howard Hughes Medical Institute, Ashburn, VA 20147 USA
Department of Psychiatry, University of Cambridge, Cambridge, UK
Department of Nonlinear Dynamics, Max Planck Institute for Dynamics & Self-Organization, Göttingen, Germany
Department of Physics & Lewis-Sigler Institute for Integrative Genomics, Princeton University, Princeton, NJ 08544 USA
Department of Neurobiology and Behavior, Stony Brook University, Stony Brook, NY 11794 USA
Department of Applied Mathematics and Statistics, Stony Brook University, Stony Brook, NY 11794 USA
Department of Psychology & Princeton Neuroscience Institute, Princeton University, Princeton, NJ 08544 USA
Institute for Advanced Computational Science, Stony Brook University, Stony Brook, NY 11794 USA
Graduate School of Life Science, University of Hyogo, 3-2-1 Koto, Kamigori, Ako, Hyogo 678-1297 Japan
Department of Nuclear Medicine, Radiology and Psychiatry, Yonsei University College of Medicine, Department of Cognitive Science, Yonsei University, 50 Yonsei-ro, Sinchon-dong Seodaemoon-gu, Seoul, 120-752 Republic of Korea
Program of Brain and Cognitive Engineering, Korea Advanced Institute of Science and Technology, Daejeon, 34141 Republic of Korea
Program of Brain and Cognitive Engineering, KAIST, Daejeon, 34141 Republic of Korea
Department of Biomedical Engineering, Bülent Ecevit University, 67100 Zonguldak, Turkey
Department of Electrical and Electronics Engineering, Bülent Ecevit University, 67100 Zonguldak, Turkey
School of Engineering and Informatics, Sussex Neuroscience, University of Sussex, Falmer, Brighton, BN1 9QJ UK
School of Engineering and Informatics, University of Sussex, Falmer, Brighton BN1 9QJ UK
Research Center Neurosensory Science, Carl-von-Ossietzky University Oldenburg, Oldenburg, Germany
The Laboratory for Investigative Neurophysiology (The LINE), Department of Clinical Neurosciences and Department of Radiology, University Hospital Center and University of Lausanne, 1011 Lausanne, Switzerland
Deutscher Wetterdienst, 63067 Offenbach, Germany
Institute of Advanced Simulation (IAS-6) & Institute of Neuroscience and Medicine (INM-6) & JARA BRAIN Institute I, Jülich Research Center, 52425 Jülich, Germany
Bernstein Center Freiburg, Albert-Ludwig University of Freiburg, Freiburg im Breisgau 79104, Germany
Institute for Adaptive and Neural Computation, School of Informatics, University of Edinburgh, Edinburgh, EH8 9AB UK
Institute of Cognitive Neuroscience, Faculty of Psychology, Ruhr-University Bochum, 44801 Bochum, Germany
Dept. of Computational Science and Technology, School of Computer Science and Communication, KTH Royal Institute of Technology, 10040 Stockholm, Sweden
NYU Neuroscience Institute, New York, NY 10016 USA
Simulation Laboratory Neuroscience – Bernstein Facility for Simulation and Database Technology, Institute for Advanced Simulation, Jülich Aachen Research Alliance, Jülich Research Center, Jülich, Germany
Allen Institute for Brain Science, Seattle, WA 98109 USA
NeuroEngineering Laboratory, Electrical & Electronic Engineering, The University of Melbourne, Parkville, VIC 3010 Australia
IBM Research, Melbourne, Australia
Blue Brain Project, École Polytechnique fédérale de Lausanne (EPFL), Geneva, Switzerland
Department of Information and Electrical Engineering, University of Salerno, 84084 Fisciano, SA Italy
Department of Information and Electrical Engineering and Applied Mathematics, University of Salerno, Fisciano, SA 81100 Italy
Laboratory of Neural Computation, Istituto Italiano di Tecnologia, Rovereto, TN 38068 Italy
LIST Laboratory, FST, Abdelmalek Essaadi’s University, Tangier, Morocco
Department Physiology & Pharmacology, SUNY Downstate, Brooklyn, NY 11203 USA
Department Neuroscience, Yale University School of Medicine, New Haven, CT USA
Department of Chemical & Biomedical Engineering, Tandon School of Engineering, NYU, Brooklyn, NY USA
Nathan Kline Institute for Psychiatric Research, Orangeburg, NY USA
Department Biomedical Engineering, University of Southern California, Los Angeles, CA USA
Department of Physiology & Pharmacology, SUNY Downstate Medical Center, Brooklyn, NY 11023 USA
Complex Systems Group, School of Physics, University of Sydney, Sydney, NSW 2006 Australia
Institute of Neuroscience and Medicine (INM-6), Jülich Research Centre and JARA, Jülich, Germany
Department of Neuroscience, Physiology & Pharmacology, University College London, London, WC1E6BT UK
Brain and Cognitive Science, Seoul National University, Seoul, 151-742 Republic of Korea
Department of Brain and Cognitive Sciences, Seoul National University, Seoul, 151-742 Korea
Department of Brain and Cognitive Neuroscience, Seoul National University, Gwanak-gu, South Korea
Department of Brain and Cognitive Sciences, Seoul National University, Seoul, 08826 South Korea
Physics Department, Pohang University of Science and Technology, Pohang, South Korea
Department of Physics, Inha University, Namgu, Incheon, 22212 Korea
Departments of Neurology, Ewha Womans University School of Medicine, Seoul, Korea
Department of Medical Science, Ewha Womans University School of Medicine, Seoul, Korea
Brain & Cognitive Sciences, Ewha Womans University College of Scranton, Seoul, Korea
Department of Electronics Engineering, Ewha Womans University College of Engineering, Seoul, Korea
Department of Electronics Engineering, Ewha Womans University, Seoul, 120-750 Korea
Department of Neurology, Ewha Womans University, Seoul, 120-750 Korea
Department of Physics, National Central University, Chung-Li, Taiwan, ROC
Taiwan International Graduate Program for Molecular Science and Technology, Institute for Atomic and Molecular Sciences, Academia Sinica, Taipei, Taiwan, ROC
Bernstein Center Freiburg, Freiburg, Germany
Faculty of Biology, University of Freiburg, 79104 Freiburg, Germany
Instituto de Neurociencias de Alicante, University of Alicante, Alicante, Spain
Institute of Neuroscience and Medicine (INM-6) and Institute for Advanced Simulation (IAS-6) and JARA BRAIN Institute I, Jülich Research Centre, 52425 Jülich, Germany
Faculty of Health, Medicine and Life Science, School for Mental Health and Neuroscience (MHeNS),Alzheimer Centre Limburg, Maastricht University Medical Centre, PO Box 616, 6200 MD Maastricht, The Netherlands
Department of Radiology &Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Harvard Medical School, Boston, MA 02114 USA
Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, PO BOX 616, 6200 MD Maastricht, The Netherlands
Cognitive Neuroscience, Inst. of Neuroscience and Medicine (INM-3), Jülich Research Centre, Jülich, Germany
Computational Neuroscience, Bernstein Center Freiburg, 79104 Freiburg, Germany
Cold Spring Harbor Laboratory, Cold Spring Harbor, NY 11724 USA
Computational Brain Science, Dept. of Computational Science and Technology, School of Computer Science and Communication, KTH, Royal Institute of Technology, Stockholm, Sweden
Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
Institute of Biomedical Engineering and Informatics, Ilmenau University of Technology, Ilmenau, Germany
Department of Medicine, University of Melbourne, Melbourne, Australia
Division of IoT and Robotics Convergence Research, DGIST, Daegu, 42988 Korea
Department of Human Factors Engineering, Ulsan National Institute of Science and Technology, Ulsan, 689-798 South Korea
Department of Human and Systems Engineering, Ulsan National Institute of Science and Technology, Ulsan, South Korea
INSERM UMR 1106 Institut de Neurosciences des Systèmes - Aix-Marseille Université, Marseille, France
Aix-Marseille Université, CNRS, ISM UMR 7287, 13288 Marseille, France
Neuroscience Center, University of Helsinki, 00014 Helsinki, Finland
Geneva Finance Research Institute (GFRI) and Swiss Center for Affective Sciences (CISA), University of Geneva, 1211 Geneva, Switzerland
ENT-Department, Leiden University Medical Centre, Leiden, 2300 RC The Netherlands
Program of Brain Engineering, College of Engineering, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, 34141 Republic of Korea
Program of Brain and Cognitive Engineering, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, 34141 South Korea
Department of Mathematics, North Carolina A&T State University, Greensboro, NC 27411 USA
Department of Biology, East Carolina University, Greenville, NC 27858 USA
Department of Mathematics, East Carolina University, Greenville, NC 27858 USA
David Geffen School of Medicine, UCLA, Los Angeles, CA 90095 USA
Graduate School of Informatics, Kyoto University, Yoshidahonmachi 36-1, Sakyo, Kyoto, Japan
Neural Computation Unit, Okinawa Institute of Science and Technology Graduate University, 1919-1 Tancha, Onna-son, Kunigami-gun, Okinawa Japan
Graduate School of Information Science, Nara Institute of Science and Technology, 8916-5 Takayama, Ikoma, Nara Japan
University of California San Diego, La Jolla, CA USA
Biocenter University of Würzburg, Würzburg, Germany
School of Life Sciences, Arizona State University, Tempe, AZ USA
Department of Cybernetics, Faculty of Electrical Engineering, Czech Technical University in Prague, 166 27 Prague, Czech Republic
Department of Nonlinear Dynamics and Complex Systems, Institute of Computer Science, The Czech Academy of Sciences, 182 07 Prague, Czech Republic
National Institute of Mental Health, 250 67 Klecany, Czech Republic
Department of Physics, Faculty 1, RWTH Aachen University, 52074 Aachen, Germany
Departments of Neurology and Physiology, Medical College of Wisconsin, Milwaukee, WI 53226 USA
College of Engineering & Applied Science, University of Wisconsin-Milwaukee, Milwaukee, WI 53211 USA
Bernstein Center for Computational Neuroscience, Charité University Medicine, Berlin, Germany
Department of Mathematics, Drexel University, Philadelphia, PA 19104 USA
Department of Medicine, The University of Melbourne, Parkville, VIC 3010 Australia
Department of Physiology and Biophysics, University of Washington, Seattle, WA 98195 USA
National Vision Research Institute, Australian College of Optometry, Carlton, VIC 3053 Australia
Centre for Neural Engineering, University of Melbourne, Parkville, VIC 3010 Australia
Computational and Theoretical Neuroscience Laboratory, School of Information Technology and Mathematical Sciences, University of South Australia, Mawson Lakes, SA 5095 Australia
Computing Science & Mathematics, School of Natural Sciences, University of Stirling, Stirling, FK9 4LA UK
Systems Neuroscience Group, QIMR Berghofer Medical Research Institute, Brisbane, QLD 4006 Australia
Department of Neuroscience and Department of Physiology and Cellular Biophysics, Columbia University, New York, NY USA
Section for Computational Sensomotorics, Dept. Cognitive Neurology, CIN&HIH, Tübingen, Germany
GTC, International Max Planck Research School, University of Tübingen, Tübingen, Germany
Section Computational Sensomotorics, Department of Cognitive Neurology, CIN & HIH, 72076 Tübingen, Germany
IMPRS for Cognitive and Systems Neuroscience, University Clinic Tübingen, 72076 Tübingen, Germany
School of Life Sciences, Brain Mind Institute and School of Computer and Communication Sciences, Ecole Polytechnique Federal de Lausanne (EPFL), 1015 Lausanne, Switzerland
Leiden Institute for Brain and Cognition, 2300 RC Leiden, The Netherlands
Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY 10029 USA
Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Clayton, VIC 3168 Australia
Department of Neurology, University of Michigan, Ann Arbor, MI 48104 USA
Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI 48104 USA
Department of Physics, Ohio Wesleyan University, Delaware, OH 43015 USA
Department of Physics, Towson University, Towson, MD 21252 USA
Neuroscience Program, Ohio Wesleyan University, Delaware, OH 43015 USA
Circuit Dynamics and Connectivity Unit, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD 20824 USA
Princeton Neuroscience Institute, Princeton University, Princeton, NJ 08544 USA
Department of Neurosciences, University of California San Diego, La Jolla, CA USA
NORMENTa, Institute of Clinical Medicine, University of Oslo, Oslo, Norway
Institute for Neurophysics, University of Bremen, 28334 Bremen, Germany
Department of Radiology, University of California San Diego, La Jolla, CA USA
Biocomputation Research Group, University of Hertfordshire, Hatfield, UK
Institute of Neuroscience and Medicine (INM-6) and Institute for Advanced Simulation (IAS-6), and JARA BRAIN Institute I, Jülich Research Centre, Jülich, Germany
Rotman Research Institute, Baycrest, Toronto, ON M6A 2E1 Canada
McConnell Brain Imaging Centre, Montreal Neurological Institute, McGill University, Montreal, QC Canada
Simula Research Laboratory and Center for Cardiological Innovation, Oslo, Norway
Multimodal Imaging Laboratory, UC San Diego, La Jolla, CA USA
Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH Aachen University, 52074 Aachen, Germany
Department of Computational Neuroscience, University Medical Center Eppendorf, Hamburg, Germany
Department of Health Sciences, Boston University, Boston, MA USA
Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH Aachen University, Aachen, Germany
Department of Physics, Faculty 1, RWTH Aachen University, Aachen, Germany
Energy Research Institute @ NTU (ERI@N), Interdisciplinary Graduate School, Nanyang Technological University, Singapore, 639798 Singapore
Fraunhofer IDM @ NTU, Nanyang Technological University, Singapore, 639798 Singapore
Dept. of Neurology, Charité - University Medicine, 10117 Berlin, Germany
School of Electrical and Electronic Engineering, Nanyang Technological University, Singapore, 639798 Singapore
Future Mobility Research Lab, A Joint Initiative of BMW Group & NTU, Nanyang Technological University, Singapore, 639798 Singapore
School of Computer Engineering, Nanyang Technological University, Singapore, 639798 Singapore
Center for Brain and Cognition, Universitat Pompeu Fabra, 08018 Barcelona, Spain
Minerva Research Group Brain Modes, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
Bernstein Focus State Dependencies of Learning & Bernstein Center for Computational Neuroscience, 10115 Berlin, Germany
Berlin School of Mind and Brain & Mind and Brain Institute, Humboldt University, 10117 Berlin, Germany
Catalan Institution for Advanced Studies (ICREA), Universitat Barcelona, 08010 Barcelona, Spain
Center for Brain Cognition, Universitat Pompeu Fabra, Barcelona, Spain
Center for Music in the Brain, Aarhus University & Royal Academy of Music, Aarhus/Aalborg, Denmark
Faculty of Music, University of Oxford, Oxford, UK
Department of Psychology and Behavioural Sciences, Aarhus University, Aarhus, Denmark
Center of Functionally Integrative Neuroscience, Aarhus University, Aarhus, Denmark
Department of Psychiatry, University of Oxford, Oxford, UK
Computational Neuroscience Unit, Okinawa Institute of Science and Technology, 1919-1 Tancha, Onna-son, Kunigami-gun, Okinawa 904-0495 Japan
Computational Neuroscience Unit, Okinawa Institute of Science and Technology Graduate University, Onna-son, Okinawa, 904-0495 Japan
Computational Neuroscience Unit, Okinawa Institute of Science and Technology Graduate University, Okinawa, 904-0895 Japan
Riken Brain Science Institute, 2-1 Hirosawa, Wako, Saitama Japan
Champalimaud Neuroscience Programme, Champalimaud Center for the Unknown, Lisbon, Portugal
Center of Biorobotics, Mærsk Mc-Kinney Møller Institute, University of Southern Denmark, Odense, Denmark
IBM, IBM Research - Tokyo, Tokyo, 103-8510 Japan
Howard Hughes Medical Institute, University of Washington, Seattle, WA 98195 USA
Swinburne University of Technology, Hawthorn, VIC 3122 Australia
Department of Otorhinolaryngology – Head and Neck Surgery, University of Pennsylvania, Philadelphia, PA 19104 USA
Department of Industrial and Management Engineering, POSTECH, Pohang, 37673 South Korea
Department of Neuroscience, University of Science and Technology, Daejon, South Korea
Department of Biotechnology, Indian Institute of Technology Madras, Chennai, Tamil Nadu 600036 India
Center for Neural Science, New York University, 4 Washington Place, 10003, New York NY USA
Department of Electrical and Electronic Engineering, University of Melbourne, Parkville, VIC 3010 Australia
Project-Team BEAGLE, INRIA Rhône-Alpes, 69603 Villeurbanne, France
Department of Statistics, University of Chicago, Chicago, IL 60637 USA
Department of Biology, West Virginia University, Morgantown, WV 26506 USA
Department of Neurobiology, University of Chicago, Chicago, IL 60637 USA
Department of Mathematics, University of Texas at Arlington, Arlington, TX 76019 USA
Department of Mathematics, University of Houston, Clear Lake, Houston, TX 77059 USA
Department of Computational Neurosciences, University of Lorraine, 54600 Nancy, France
Computational Neurosciences Laboratory, Ecole Polytechnique Federale de Lausanne, 1015 Lausanne, Switzerland
Program of Brain and Cognitive Engineering, Korea Advanced Institute of Science and Technology (KAIST), Daejeon, 34141 Republic of Korea
Institute of Industrial Science, the University of Tokyo, Tokyo, Japan
Laboratory of Brain and Cognition, National Institute of Mental Health, National Institutes of Health, Bethesda, MD 20892 USA
AN  - 27534393
AU  - Sharpee, T. O.
AU  - Destexhe, A.
AU  - Kawato, M.
AU  - Sekulić, V.
AU  - Skinner, F. K.
AU  - Wójcik, D. K.
AU  - Chintaluri, C.
AU  - Cserpán, D.
AU  - Somogyvári, Z.
AU  - Kim, J. K.
AU  - Kilpatrick, Z. P.
AU  - Bennett, M. R.
AU  - Josić, K.
AU  - Elices, I.
AU  - Arroyo, D.
AU  - Levi, R.
AU  - Rodriguez, F. B.
AU  - Varona, P.
AU  - Hwang, E.
AU  - Kim, B.
AU  - Han, H. B.
AU  - Kim, T.
AU  - McKenna, J. T.
AU  - Brown, R. E.
AU  - McCarley, R. W.
AU  - Choi, J. H.
AU  - Rankin, J.
AU  - Popp, P. O.
AU  - Rinzel, J.
AU  - Tabas, A.
AU  - Rupp, A.
AU  - Balaguer-Ballester, E.
AU  - Maturana, M. I.
AU  - Grayden, D. B.
AU  - Cloherty, S. L.
AU  - Kameneva, T.
AU  - Ibbotson, M. R.
AU  - Meffin, H.
AU  - Koren, V.
AU  - Lochmann, T.
AU  - Dragoi, V.
AU  - Obermayer, K.
AU  - Psarrou, M.
AU  - Schilstra, M.
AU  - Davey, N.
AU  - Torben-Nielsen, B.
AU  - Steuber, V.
AU  - Ju, H.
AU  - Yu, J.
AU  - Hines, M. L.
AU  - Chen, L.
AU  - Yu, Y.
AU  - Kim, J.
AU  - Leahy, W.
AU  - Shlizerman, E.
AU  - Birgiolas, J.
AU  - Gerkin, R. C.
AU  - Crook, S. M.
AU  - Viriyopase, A.
AU  - Memmesheimer, R. M.
AU  - Gielen, S.
AU  - Dabaghian, Y.
AU  - DeVito, J.
AU  - Perotti, L.
AU  - Kim, A. J.
AU  - Fenk, L. M.
AU  - Cheng, C.
AU  - Maimon, G.
AU  - Zhao, C.
AU  - Widmer, Y.
AU  - Sprecher, S.
AU  - Senn, W.
AU  - Halnes, G.
AU  - Mäki-Marttunen, T.
AU  - Keller, D.
AU  - Pettersen, K. H.
AU  - Andreassen, O. A.
AU  - Einevoll, G. T.
AU  - Yamada, Y.
AU  - Steyn-Ross, M. L.
AU  - Alistair Steyn-Ross, D.
AU  - Mejias, J. F.
AU  - Murray, J. D.
AU  - Kennedy, H.
AU  - Wang, X. J.
AU  - Kruscha, A.
AU  - Grewe, J.
AU  - Benda, J.
AU  - Lindner, B.
AU  - Badel, L.
AU  - Ohta, K.
AU  - Tsuchimoto, Y.
AU  - Kazama, H.
AU  - Kahng, B.
AU  - Tam, N. D.
AU  - Pollonini, L.
AU  - Zouridakis, G.
AU  - Soh, J.
AU  - Kim, D.
AU  - Yoo, M.
AU  - Palmer, S. E.
AU  - Culmone, V.
AU  - Bojak, I.
AU  - Ferrario, A.
AU  - Merrison-Hort, R.
AU  - Borisyuk, R.
AU  - Kim, C. S.
AU  - Tezuka, T.
AU  - Joo, P.
AU  - Rho, Y. A.
AU  - Burton, S. D.
AU  - Bard Ermentrout, G.
AU  - Jeong, J.
AU  - Urban, N. N.
AU  - Marsalek, P.
AU  - Kim, H. H.
AU  - Moon, S. H.
AU  - Lee, D. W.
AU  - Lee, S. B.
AU  - Lee, J. Y.
AU  - Molkov, Y. I.
AU  - Hamade, K.
AU  - Teka, W.
AU  - Barnett, W. H.
AU  - Kim, T.
AU  - Markin, S.
AU  - Rybak, I. A.
AU  - Forro, C.
AU  - Dermutz, H.
AU  - Demkó, L.
AU  - Vörös, J.
AU  - Babichev, A.
AU  - Huang, H.
AU  - Verduzco-Flores, S.
AU  - Dos Santos, F.
AU  - Andras, P.
AU  - Metzner, C.
AU  - Schweikard, A.
AU  - Zurowski, B.
AU  - Roach, J. P.
AU  - Sander, L. M.
AU  - Zochowski, M. R.
AU  - Skilling, Q. M.
AU  - Ognjanovski, N.
AU  - Aton, S. J.
AU  - Zochowski, M.
AU  - Wang, S. J.
AU  - Ouyang, G.
AU  - Guang, J.
AU  - Zhang, M.
AU  - Michael Wong, K. Y.
AU  - Zhou, C.
AU  - Robinson, P. A.
AU  - Sanz-Leon, P.
AU  - Drysdale, P. M.
AU  - Fung, F.
AU  - Abeysuriya, R. G.
AU  - Rennie, C. J.
AU  - Zhao, X.
AU  - Choe, Y.
AU  - Yang, H. F.
AU  - Mi, Y.
AU  - Lin, X.
AU  - Wu, S.
AU  - Liedtke, J.
AU  - Schottdorf, M.
AU  - Wolf, F.
AU  - Yamamura, Y.
AU  - Wickens, J. R.
AU  - Rumbell, T.
AU  - Ramsey, J.
AU  - Reyes, A.
AU  - Draguljić, D.
AU  - Hof, P. R.
AU  - Luebke, J.
AU  - Weaver, C. M.
AU  - He, H.
AU  - Yang, X.
AU  - Ma, H.
AU  - Xu, Z.
AU  - Wang, Y.
AU  - Baek, K.
AU  - Morris, L. S.
AU  - Kundu, P.
AU  - Voon, V.
AU  - Agnes, E. J.
AU  - Vogels, T. P.
AU  - Podlaski, W. F.
AU  - Giese, M.
AU  - Kuravi, P.
AU  - Vogels, R.
AU  - Seeholzer, A.
AU  - Podlaski, W.
AU  - Ranjan, R.
AU  - Vogels, T.
AU  - Torres, J. J.
AU  - Baroni, F.
AU  - Latorre, R.
AU  - Gips, B.
AU  - Lowet, E.
AU  - Roberts, M. J.
AU  - de Weerd, P.
AU  - Jensen, O.
AU  - van der Eerden, J.
AU  - Goodarzinick, A.
AU  - Niry, M. D.
AU  - Valizadeh, A.
AU  - Pariz, A.
AU  - Parsi, S. S.
AU  - Warburton, J. M.
AU  - Marucci, L.
AU  - Tamagnini, F.
AU  - Brown, J.
AU  - Tsaneva-Atanasova, K.
AU  - Kleberg, F. I.
AU  - Triesch, J.
AU  - Moezzi, B.
AU  - Iannella, N.
AU  - Schaworonkow, N.
AU  - Plogmacher, L.
AU  - Goldsworthy, M. R.
AU  - Hordacre, B.
AU  - McDonnell, M. D.
AU  - Ridding, M. C.
AU  - Zapotocky, M.
AU  - Smit, D.
AU  - Fouquet, C.
AU  - Trembleau, A.
AU  - Dasgupta, S.
AU  - Nishikawa, I.
AU  - Aihara, K.
AU  - Toyoizumi, T.
AU  - Robb, D. T.
AU  - Mellen, N.
AU  - Toporikova, N.
AU  - Tang, R.
AU  - Tang, Y. Y.
AU  - Liang, G.
AU  - Kiser, S. A.
AU  - Howard, J. H., Jr.
AU  - Goncharenko, J.
AU  - Voronenko, S. O.
AU  - Ahamed, T.
AU  - Stephens, G.
AU  - Yger, P.
AU  - Lefebvre, B.
AU  - Spampinato, G. L. B.
AU  - Esposito, E.
AU  - et Olivier Marre, M. S.
AU  - Choi, H.
AU  - Song, M. H.
AU  - Chung, S.
AU  - Lee, D. D.
AU  - Sompolinsky, H.
AU  - Phillips, R. S.
AU  - Smith, J.
AU  - Chatzikalymniou, A. P.
AU  - Ferguson, K.
AU  - Alex Cayco Gajic, N.
AU  - Clopath, C.
AU  - Angus Silver, R.
AU  - Gleeson, P.
AU  - Marin, B.
AU  - Sadeh, S.
AU  - Quintana, A.
AU  - Cantarelli, M.
AU  - Dura-Bernal, S.
AU  - Lytton, W. W.
AU  - Davison, A.
AU  - Li, L.
AU  - Zhang, W.
AU  - Wang, D.
AU  - Song, Y.
AU  - Park, S.
AU  - Choi, I.
AU  - Shin, H. S.
AU  - Choi, H.
AU  - Pasupathy, A.
AU  - Shea-Brown, E.
AU  - Huh, D.
AU  - Sejnowski, T. J.
AU  - Vogt, S. M.
AU  - Kumar, A.
AU  - Schmidt, R.
AU  - Van Wert, S.
AU  - Schiff, S. J.
AU  - Veale, R.
AU  - Scheutz, M.
AU  - Lee, S. W.
AU  - Gallinaro, J.
AU  - Rotter, S.
AU  - Rubchinsky, L. L.
AU  - Cheung, C. C.
AU  - Ratnadurai-Giridharan, S.
AU  - Shomali, S. R.
AU  - Ahmadabadi, M. N.
AU  - Shimazaki, H.
AU  - Nader Rasuli, S.
AU  - Zhao, X.
AU  - Rasch, M. J.
AU  - Wilting, J.
AU  - Priesemann, V.
AU  - Levina, A.
AU  - Rudelt, L.
AU  - Lizier, J. T.
AU  - Spinney, R. E.
AU  - Rubinov, M.
AU  - Wibral, M.
AU  - Bak, J. H.
AU  - Pillow, J.
AU  - Zaho, Y.
AU  - Park, I. M.
AU  - Kang, J.
AU  - Park, H. J.
AU  - Jang, J.
AU  - Paik, S. B.
AU  - Choi, W.
AU  - Lee, C.
AU  - Song, M.
AU  - Lee, H.
AU  - Park, Y.
AU  - Yilmaz, E.
AU  - Baysal, V.
AU  - Ozer, M.
AU  - Saska, D.
AU  - Nowotny, T.
AU  - Chan, H. K.
AU  - Diamond, A.
AU  - Herrmann, C. S.
AU  - Murray, M. M.
AU  - Ionta, S.
AU  - Hutt, A.
AU  - Lefebvre, J.
AU  - Weidel, P.
AU  - Duarte, R.
AU  - Morrison, A.
AU  - Lee, J. H.
AU  - Iyer, R.
AU  - Mihalas, S.
AU  - Koch, C.
AU  - Petrovici, M. A.
AU  - Leng, L.
AU  - Breitwieser, O.
AU  - Stöckel, D.
AU  - Bytschok, I.
AU  - Martel, R.
AU  - Bill, J.
AU  - Schemmel, J.
AU  - Meier, K.
AU  - Esler, T. B.
AU  - Burkitt, A. N.
AU  - Kerr, R. R.
AU  - Tahayori, B.
AU  - Nolte, M.
AU  - Reimann, M. W.
AU  - Muller, E.
AU  - Markram, H.
AU  - Parziale, A.
AU  - Senatore, R.
AU  - Marcelli, A.
AU  - Skiker, K.
AU  - Maouene, M.
AU  - Neymotin, S. A.
AU  - Seidenstein, A.
AU  - Lakatos, P.
AU  - Sanger, T. D.
AU  - Menzies, R. J.
AU  - McLauchlan, C.
AU  - van Albada, S. J.
AU  - Kedziora, D. J.
AU  - Neymotin, S.
AU  - Kerr, C. C.
AU  - Suter, B. A.
AU  - Shepherd, G. M. G.
AU  - Ryu, J.
AU  - Lee, S. H.
AU  - Lee, J.
AU  - Lee, H. J.
AU  - Lim, D.
AU  - Wang, J.
AU  - Lee, H.
AU  - Jung, N.
AU  - Anh Quang, L.
AU  - Maeng, S. E.
AU  - Lee, T. H.
AU  - Lee, J. W.
AU  - Park, C. H.
AU  - Ahn, S.
AU  - Moon, J.
AU  - Choi, Y. S.
AU  - Kim, J.
AU  - Jun, S. B.
AU  - Lee, S.
AU  - Lee, H. W.
AU  - Jo, S.
AU  - Jun, E.
AU  - Yu, S.
AU  - Goetze, F.
AU  - Lai, P. Y.
AU  - Kim, S.
AU  - Kwag, J.
AU  - Jang, H. J.
AU  - Filipović, M.
AU  - Reig, R.
AU  - Aertsen, A.
AU  - Silberberg, G.
AU  - Bachmann, C.
AU  - Buttler, S.
AU  - Jacobs, H.
AU  - Dillen, K.
AU  - Fink, G. R.
AU  - Kukolja, J.
AU  - Kepple, D.
AU  - Giaffar, H.
AU  - Rinberg, D.
AU  - Shea, S.
AU  - Koulakov, A.
AU  - Bahuguna, J.
AU  - Tetzlaff, T.
AU  - Kotaleski, J. H.
AU  - Kunze, T.
AU  - Peterson, A.
AU  - Knösche, T.
AU  - Kim, M.
AU  - Kim, H.
AU  - Park, J. S.
AU  - Yeon, J. W.
AU  - Kim, S. P.
AU  - Kang, J. H.
AU  - Lee, C.
AU  - Spiegler, A.
AU  - Petkoski, S.
AU  - Palva, M. J.
AU  - Jirsa, V. K.
AU  - Saggio, M. L.
AU  - Siep, S. F.
AU  - Stacey, W. C.
AU  - Bernar, C.
AU  - Choung, O. H.
AU  - Jeong, Y.
AU  - Lee, Y. I.
AU  - Kim, S. H.
AU  - Jeong, M.
AU  - Lee, J.
AU  - Kwon, J.
AU  - Kralik, J. D.
AU  - Jahng, J.
AU  - Hwang, D. U.
AU  - Kwon, J. H.
AU  - Park, S. M.
AU  - Kim, S.
AU  - Kim, H.
AU  - Kim, P. S.
AU  - Yoon, S.
AU  - Lim, S.
AU  - Park, C.
AU  - Miller, T.
AU  - Clements, K.
AU  - Ahn, S.
AU  - Ji, E. H.
AU  - Issa, F. A.
AU  - Baek, J.
AU  - Oba, S.
AU  - Yoshimoto, J.
AU  - Doya, K.
AU  - Ishii, S.
AU  - Mosqueiro, T. S.
AU  - Strube-Bloss, M. F.
AU  - Smith, B.
AU  - Huerta, R.
AU  - Hadrava, M.
AU  - Hlinka, J.
AU  - Bos, H.
AU  - Helias, M.
AU  - Welzig, C. M.
AU  - Harper, Z. J.
AU  - Kim, W. S.
AU  - Shin, I. S.
AU  - Baek, H. M.
AU  - Han, S. K.
AU  - Richter, R.
AU  - Vitay, J.
AU  - Beuth, F.
AU  - Hamker, F. H.
AU  - Toppin, K.
AU  - Guo, Y.
AU  - Graham, B. P.
AU  - Kale, P. J.
AU  - Gollo, L. L.
AU  - Stern, M.
AU  - Abbott, L. F.
AU  - Fedorov, L. A.
AU  - Giese, M. A.
AU  - Ardestani, M. H.
AU  - Faraji, M. J.
AU  - Preuschoff, K.
AU  - Gerstner, W.
AU  - van Gendt, M. J.
AU  - Briaire, J. J.
AU  - Kalkman, R. K.
AU  - Frijns, J. H. M.
AU  - Lee, W. H.
AU  - Frangou, S.
AU  - Fulcher, B. D.
AU  - Tran, P. H. P.
AU  - Fornito, A.
AU  - Gliske, S. V.
AU  - Lim, E.
AU  - Holman, K. A.
AU  - Fink, C. G.
AU  - Kim, J. S.
AU  - Mu, S.
AU  - Briggman, K. L.
AU  - Sebastian Seung, H.
AU  - Wegener, D.
AU  - Bohnenkamp, L.
AU  - Ernst, U. A.
AU  - Devor, A.
AU  - Dale, A. M.
AU  - Lines, G. T.
AU  - Edwards, A.
AU  - Tveito, A.
AU  - Hagen, E.
AU  - Senk, J.
AU  - Diesmann, M.
AU  - Schmidt, M.
AU  - Bakker, R.
AU  - Shen, K.
AU  - Bezgin, G.
AU  - Hilgetag, C. C.
AU  - van Albada, S. J.
AU  - Sun, H.
AU  - Sourina, O.
AU  - Huang, G. B.
AU  - Klanner, F.
AU  - Denk, C.
AU  - Glomb, K.
AU  - Ponce-Alvarez, A.
AU  - Gilson, M.
AU  - Ritter, P.
AU  - Deco, G.
AU  - Witek, M. A. G.
AU  - Clarke, E. F.
AU  - Hansen, M.
AU  - Wallentin, M.
AU  - Kringelbach, M. L.
AU  - Vuust, P.
AU  - Klingbeil, G.
AU  - De Schutter, E.
AU  - Chen, W.
AU  - Zang, Y.
AU  - Hong, S.
AU  - Takashima, A.
AU  - Zamora, C.
AU  - Gallimore, A. R.
AU  - Goldschmidt, D.
AU  - Manoonpong, P.
AU  - Karoly, P. J.
AU  - Freestone, D. R.
AU  - Soundry, D.
AU  - Kuhlmann, L.
AU  - Paninski, L.
AU  - Cook, M.
AU  - Lee, J.
AU  - Fishman, Y. I.
AU  - Cohen, Y. E.
AU  - Roberts, J. A.
AU  - Cocchi, L.
AU  - Sweeney, Y.
AU  - Lee, S.
AU  - Jung, W. S.
AU  - Kim, Y.
AU  - Jung, Y.
AU  - Song, Y. K.
AU  - Chavane, F.
AU  - Soman, K.
AU  - Muralidharan, V.
AU  - Srinivasa Chakravarthy, V.
AU  - Shivkumar, S.
AU  - Mandali, A.
AU  - Pragathi Priyadharsini, B.
AU  - Mehta, H.
AU  - Davey, C. E.
AU  - Brinkman, B. A. W.
AU  - Kekona, T.
AU  - Rieke, F.
AU  - Buice, M.
AU  - De Pittà, M.
AU  - Berry, H.
AU  - Brunel, N.
AU  - Breakspear, M.
AU  - Marsat, G.
AU  - Drew, J.
AU  - Chapman, P. D.
AU  - Daly, K. C.
AU  - Bradle, S. P.
AU  - Seo, S. B.
AU  - Su, J.
AU  - Kavalali, E. T.
AU  - Blackwell, J.
AU  - Shiau, L.
AU  - Buhry, L.
AU  - Basnayake, K.
AU  - Lee, S. H.
AU  - Levy, B. A.
AU  - Baker, C. I.
AU  - Leleu, T.
AU  - Philips, R. T.
AU  - Chhabria, K.
C2  - Pmc5001212
DA  - Aug 18
DO  - 10.1186/s12868-016-0283-6
DP  - NLM
ET  - 2016/08/19
J2  - BMC neuroscience
LA  - eng
M1  - Suppl 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1471-2202
SP  - 54
ST  - 25th Annual Computational Neuroscience Meeting: CNS-2016
T2  - BMC Neurosci
TI  - 25th Annual Computational Neuroscience Meeting: CNS-2016
VL  - 17 Suppl 1
ID  - 204742
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Decreased food intakes, eating behavior disturbances, and loss of body weight are particularly significant problems among those with Alzheimer dementia. To follow the natural evolution of dietary and nutrition status among elderly community-dwelling adults with Alzheimer dementia. METHODS: With their caregivers, 36 community-dwelling patients in early stages of Alzheimer dementia, aged > or =65 years, were recruited from memory clinics in Montréal, age-matched to cognitively intact community-based controls (n=58), and interviewed at four to five time points (T0 to T4) across an 18-month period. Current diet and supplement use were assessed monthly by two food records and/or 24-hour diet recalls (666 records/recalls from patients and 1,678 records/recalls from controls), using adapted data collection techniques among patients, and analyzed using CANDAT with the 2001b Canadian Nutrient File. RESULTS: Nutrient intakes from diet and supplements were higher in control subjects, with significant differences in energy, the macronutrients, calcium, iron, zinc, vitamin K, vitamin A, and dietary fiber as well as n-3 and n-6 fatty acids. Repeated measures analysis of variance confirmed these observations among balanced groups of participants aged > or =70 years with full nutrient data during 12 months' follow-up. CONCLUSIONS: Dietary intakes by persons with Alzheimer dementia are poor compared to cognitively intact age-matched controls. Suboptimal diet is evident early in the onset of the disease. This vulnerable population would benefit from systematic dietary assessment and intervention to prevent further deterioration in food consumption and increased nutritional risk.
AD  - Départment de Nutrition, Université de Montréal, Montréal, Canada. bryna.shatenstein@umontreal.ca
AN  - 18060894
AU  - Shatenstein, B.
AU  - Kergoat, M. J.
AU  - Reid, I.
DA  - Dec
DO  - 10.1016/j.jada.2007.09.008
DP  - NLM
ET  - 2007/12/07
J2  - Journal of the American Dietetic Association
KW  - Aged
Alzheimer Disease/*metabolism/*psychology
*Cognition
*Eating
Female
Humans
Longitudinal Studies
Male
*Nutritional Status
Quebec
Socioeconomic Factors
Statistics, Nonparametric
Surveys and Questionnaires
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0002-8223 (Print)
0002-8223
SP  - 2091-9
ST  - Poor nutrient intakes during 1-year follow-up with community-dwelling older adults with early-stage Alzheimer dementia compared to cognitively intact matched controls
T2  - J Am Diet Assoc
TI  - Poor nutrient intakes during 1-year follow-up with community-dwelling older adults with early-stage Alzheimer dementia compared to cognitively intact matched controls
VL  - 107
ID  - 204565
ER  - 


TY  - JOUR
AB  - The item-specific proportion congruency (ISPC) effect is consistent with the idea that control processes can be applied rapidly in accord with previously experienced conflict for a particular category. An alternative account of this effect is that it reflects item-specific learning processes unrelated to control at the level of the category. The accounts predict the same behaviour but differ in terms of electrophysiological predictions. Two experiments examined the ISPC effect with a particular focus on neural correlates that might reveal whether, and how early in processing, high and low proportion congruent items are treated as distinct classes of stimuli. For both tasks, the proportion congruency category was distinguished prior to the congruence of the specific stimulus, as early as 100 ms post-stimulus onset for the global/local identification task (Experiment 1) and 150 ms for the Stroop task (Experiment 2). The results support an on-line control account of ISPC effects.
AD  - Department of Psychology, Neuroscience and Behaviour, McMaster University, Canada. Electronic address: shedden@mcmaster.ca.
AN  - 24177235
AU  - Shedden, J. M.
AU  - Milliken, B.
AU  - Watter, S.
AU  - Monteiro, S.
DA  - Dec
DO  - 10.1016/j.concog.2013.10.002
DP  - NLM
ET  - 2013/11/02
J2  - Consciousness and cognition
KW  - Attention/*physiology
Brain/*physiology
Cognition/*physiology
Color Perception
Concept Formation
Electroencephalography
Event-Related Potentials, P300/physiology
Evoked Potentials/*physiology
Female
Humans
Male
Reaction Time
Reading
Stroop Test
Young Adult
Attention
Automatic control
Context effects
Control processes
Erp
Event-related potentials
Ispc
Item-specific proportion congruent
P1
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1053-8100
SP  - 1442-55
ST  - Event-related potentials as brain correlates of item specific proportion congruent effects
T2  - Conscious Cogn
TI  - Event-related potentials as brain correlates of item specific proportion congruent effects
VL  - 22
ID  - 204360
ER  - 


TY  - JOUR
AB  - Much has been learned about the processes that support the remembrance of past autobiographical episodes and their importance for a number of cognitive tasks. This work has focused on hippocampal contributions to constructing coherent mental representations of scenarios for these tasks, which has opened up new questions about the underlying hippocampal mechanisms. We propose a new framework to answer these questions, which incorporates task demands that prompt hippocampal contributions to mental construction, the online formation of such mental representations, and how these demands relate to the functional organization of the hippocampus. Synthesizing findings from autobiographical memory research, our framework suggests that the interaction of two task characteristics influences the recruitment of the hippocampus: (1) the degree of task open-endedness (quantified by the presence/absence of a retrieval framework) and (2) the degree to which the integration of perceptual details is required. These characteristics inform the relative weighting of anterior and posterior hippocampal involvement, following an organizational model in which the anterior and posterior hippocampus support constructions on the basis of conceptual and perceptual representations, respectively. The anticipated outcome of our framework is a refined understanding of hippocampal contributions to memory and to the host of related cognitive functions.
AD  - Department of Psychology, McGill University, Montreal, Quebec, Canada.
Rotman Research Institute, Baycrest Centre for Geriatric Care, Toronto, Ontario, Canada.
Department of Psychology, University of Toronto, Toronto, Ontario, Canada.
AN  - 26849289
AU  - Sheldon, S.
AU  - Levine, B.
DA  - Apr
DO  - 10.1111/nyas.13006
DP  - NLM
ET  - 2016/02/06
J2  - Annals of the New York Academy of Sciences
KW  - Brain Mapping
Hippocampus/*physiology
Imagination/*physiology
Memory/*physiology
*Memory, Episodic
*autobiographical memory
*episodic memory
*hippocampus
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0077-8923
SP  - 76-92
ST  - The role of the hippocampus in memory and mental construction
T2  - Ann N Y Acad Sci
TI  - The role of the hippocampus in memory and mental construction
VL  - 1369
ID  - 204424
ER  - 


TY  - JOUR
AB  - There remains an urgent need for therapeutic agents that provide improved symptomatic treatment and attenuate disease progression in patients with Alzheimer's disease (AD). 5-HT(4) receptors are widely expressed in those CNS areas which receive substantial cholinergic input and are involved in cognition. The ability of 5-HT(4) receptor agonists to increase acetylcholine (ACh) release and reduce cognitive impairment in both animals and humans has been demonstrated. In addition, 5-HT(4) receptor agonist modulation of levels of the amyloid precursor protein (APP) derived peptides, soluble amyloid precursor protein (sAPPα) and amyloid beta protein (Aβ) in the CNS has been reported. In this study, the preclinical properties of three structurally-distinct 5-HT(4) receptor selective agonists, PRX-03140, velusetrag and TD-8954, were studied to assess their potential for symptomatic and disease-modifying benefit in the treatment of AD. All three compounds exhibited high affinity for the rat 5-HT(4) receptor but could be discriminated on the basis of their agonist activity. In cAMP accumulation and sAPPα secretion assays using recombinant HEK293f-5-HT(4(d))-APP(695) cells, velusetrag and TD-8954 were potent, full agonists, relative to 5-HT, whereas PRX-03140 was a partial agonist (intrinsic activity 18%, relative to 5-HT). In a guinea pig colon isolated tissue preparation, TD-8954 exhibited lower intrinsic activity than velusetrag, and PRX-03140 had negligible agonist activity. In the rat Morris water maze (MWM) cognition test, velusetrag and TD-8954 (0.1 mg/kg), but not PRX-03140 (0.03-1 mg/kg), significantly reversed the scopolamine-induced spatial learning deficit via activation of 5-HT(4) receptors. Coadministration of subefficacious doses of the acetylcholinesterase inhibitor (AChEi), donepezil (0.1 mg/kg, i.p.), and either velusetrag or TD-8954 (0.01 mg/kg i.p.) resulted in reversal of the scopolamine-induced cognitive deficit. Pharmacokinetic data indicated that the CNS penetration for all three 5-HT(4) receptor agonists was relatively low. However, the pharmacodynamic-pharmacokinetic relationships in the MWM model for velusetrag and TD-8954 were consistent with their respective receptor pharmacology (binding affinity and intrinsic efficacy) and CNS penetration properties. Collectively, these findings support a potential role for potent and efficacious 5-HT(4) receptor agonists in the treatment of AD.
AD  - Department of Pharmacology, Theravance Inc., 901 Gateway Boulevard, South San Francisco, CA 94080, USA. fshen@theravance.com
AN  - 21392515
AU  - Shen, F.
AU  - Smith, J. A.
AU  - Chang, R.
AU  - Bourdet, D. L.
AU  - Tsuruda, P. R.
AU  - Obedencio, G. P.
AU  - Beattie, D. T.
DA  - Jul-Aug
DO  - 10.1016/j.neuropharm.2011.02.026
DP  - NLM
ET  - 2011/03/12
J2  - Neuropharmacology
KW  - Amyloid beta-Protein Precursor/*metabolism
Animals
Cognition/drug effects/*physiology
Dose-Response Relationship, Drug
Guinea Pigs
HEK293 Cells
Humans
Male
Protein Binding/physiology
Protein Modification, Translational/drug effects/*physiology
Rats
Rats, Sprague-Dawley
Receptors, Serotonin, 5-HT4/*physiology
Serotonin 5-HT4 Receptor Agonists/pharmacokinetics/*pharmacology
LA  - eng
M1  - 1-2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0028-3908
SP  - 69-79
ST  - 5-HT(4) receptor agonist mediated enhancement of cognitive function in vivo and amyloid precursor protein processing in vitro: A pharmacodynamic and pharmacokinetic assessment
T2  - Neuropharmacology
TI  - 5-HT(4) receptor agonist mediated enhancement of cognitive function in vivo and amyloid precursor protein processing in vitro: A pharmacodynamic and pharmacokinetic assessment
VL  - 61
ID  - 204086
ER  - 


TY  - JOUR
AB  - Self-instruction is a pivotal skill that promotes independence and self-determination by allowing individuals to independently access prompts during the acquisition of new skills while decreasing the need for support from another person. Self-mediated video modeling (SMVM) and video self-prompting (VSP) are two methods of video-based self-instruction in which individuals use technology to access visual support while practicing new skills. This study evaluated the efficiency of SMVM versus VSP to teach four high school females with intellectual disability art-related tasks in a school setting. An adapted alternating treatments design was used to compare the effects of SMVM and VSP on sessions to criterion and instructional time to criterion. Results indicated that both SMVM and VSP resulted in an increase in percentage of correct responses across all participants, but VSP tasks resulted in all participants reaching mastery criterion in the fewest sessions to criterion.
AN  - EJ1189031
AU  - Shepley, Sally B.
AU  - Ayres, Kevin M.
AU  - Cagliani, Rachel
AU  - Whiteside, Erinn
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Adolescents
Intellectual Disability
Video Technology
Independent Study
Females
High School Students
Art Activities
Self Determination
Prompting
Skill Development
Modeling (Psychology)
Program Effectiveness
Adjustment (to Environment)
Behavior Rating Scales
Adults
Intelligence Tests
Cognitive Ability
Telecommunications
Handheld Devices
Vineland Adaptive Behavior Scales
Wechsler Adult Intelligence Scale
Stanford Binet Intelligence Scale
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 2154-1647
SP  - 264-275
ST  - Effects of Self-Mediated Video Modeling Compared to Video Self-Prompting for Adolescents with Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Effects of Self-Mediated Video Modeling Compared to Video Self-Prompting for Adolescents with Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1189031&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 53
ID  - 205181
ER  - 


TY  - JOUR
AB  - Self-instruction for individuals with an intellectual disability can be viewed as a pivotal skill in that once learned this skill has collateral effects on future behaviors in various environments. This study used a multiple probe across participants design to evaluate video modeling to teach high school students with an intellectual disability to film their own video prompts which could then be used for self-instruction. Results indicated that three out of four participants acquired the filming behavior and generalized it to a novel setting with a novel model revealing potential for use in video based self-instruction. However, quality of the video (i.e., percentage in-frame) varied across these participants and may impinge upon their ability to learn skills from the video. Implications for practitioners to teach individuals with an intellectual disability to prepare their own self-prompts and carry out self-instruction are discussed.
AN  - EJ1150823
AU  - Shepley, Sally B.
AU  - Smith, Katie A.
AU  - Ayres, Kevin M.
AU  - Alexander, Jennifer L.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Teaching Methods
Intellectual Disability
Adolescents
Prompting
High School Students
Children
Intelligence Tests
Cognitive Ability
Adjustment (to Environment)
Behavior Rating Scales
Educational Technology
Technology Uses in Education
Maintenance
Generalization
Wechsler Intelligence Scale for Children
Stanford Binet Intelligence Scale
Vineland Adaptive Behavior Scales
Kaufman Assessment Battery for Children
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 2154-1647
SP  - 158-169
ST  - Use of Video Modeling to Teach Adolescents with an Intellectual Disability to Film Their Own Video Prompts
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Use of Video Modeling to Teach Adolescents with an Intellectual Disability to Film Their Own Video Prompts
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1150823&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/2317/Use-of-Video-Modeling-to-Teach-Adolescents-with-an-Intellectual-Disability-to-Film-Their-Own-Video-Prompts.aspx
VL  - 52
ID  - 205407
ER  - 


TY  - JOUR
AB  - BACKGROUND: The need to teach medical students to care for children with disabilities, work effectively with these patients' families, and collaborate with schools has been well established. Yet, what is not clear is the exact nature of the content to be taught and how medical schools develop the systems and enabling structures required to ensure medical education responds to the needs of children with disabilities and their families. OBJECTIVE: The aim of this study was to develop and assess the efficacy of an educational intervention designed to introduce the topics of special education law and practices and working with parents of children with disabilities into an undergraduate medical education pediatrics course. METHODS: A new curricular element based upon the flipped classroom that included an on-line module followed by participation in a panel discussion comprised of parents of children with disabilities, and concluding with an on-line discussion was implemented. Medical students completed a pre- and post-assessment that evaluated their knowledge of special education law and practices. RESULTS: Students demonstrated increased understanding of special education laws and practices. Qualitative findings showed that students recognized the importance and value of learning the content to support their patients and their patients' families. CONCLUSIONS: Based upon study findings, the flipped classroom method improved student knowledge of the topic and students reported they valued the content. This addition to the undergraduate medical curriculum provided students with an effective introductory overview and demonstrated one viable option for incorporating necessary topics into the undergraduate medical curriculum.
AD  - Department of Interdisciplinary and Inclusive Education, Rowan University, 201 Mullica Hill Rd., Glassboro, NJ, 08028, USA. Electronic address: sheppardm@rowan.edu.
Department of Interdisciplinary and Inclusive Education, Rowan University, 201 Mullica Hill Rd., Glassboro, NJ, 08028, USA. Electronic address: vitalone-raccaro@rowan.edu.
Department of Pediatrics and Adolescent Medicine, Rowan University School of Osteopathic Medicine, 42 East Laurel Road, Stratford, NJ, 08084, USA. Electronic address: kaari@rowan.edu.
Rowan University School of Osteopathic Medicine, 42 East Laurel Road, Stratford, NJ, 08084, USA. Electronic address: ajumobit5@rowan.edu.
AN  - 28389231
AU  - Sheppard, M. E.
AU  - Vitalone-Raccaro, N.
AU  - Kaari, J. M.
AU  - Ajumobi, T. T.
DA  - Oct
DO  - 10.1016/j.dhjo.2017.03.012
DP  - NLM
ET  - 2017/04/09
J2  - Disability and health journal
KW  - Adult
Caregivers
Child
Comprehension
*Curriculum
*Disabled Children/education
Education, Medical, Undergraduate/*methods
*Education, Special
Educational Measurement
*Family
Female
Health Knowledge, Attitudes, Practice
Humans
Male
Pediatrics/education
*Physicians
Program Evaluation
*Students, Medical
Families
Flipped classroom
Medical curriculum
Special education
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1876-7583
SP  - 552-558
ST  - Using a flipped classroom and the perspective of families to teach medical students about children with disabilities and special education
T2  - Disabil Health J
TI  - Using a flipped classroom and the perspective of families to teach medical students about children with disabilities and special education
VL  - 10
ID  - 204563
ER  - 


TY  - JOUR
AB  - We investigated whether advanced parental age and assisted reproductive technology (ART) are risk factors in autism spectrum disorders (ASDs), attention deficit hyperactivity disorder (ADHD), and Tourette syndrome (TS). Clinical charts of Japanese outpatients with ASD (n =552), ADHD (n =87), and TS (n =123) were reviewed. Parental age of individuals with ASD, ADHD, or TS was compared with parental age in the general population (GP) of Tokyo after adjusting for year of birth. Paternal and maternal ages were significantly higher in persons with ASD and ADHD, but not those with TS. In final steps of stepwise logistic regression analysis, both maternal and paternal age were associated with ASD after controlling for the other parent's age, gender, and birth order. In cases where the presence or absence of ART could be ascertained (ASD n =467; ADHD n =64; TS n =83), the rate of ART in cases of persons with ASD (4.5%) was 1.8 times the frequency expected in the GP, while ART was not present in cases of persons with ADHD and TS. These preliminary results remain tentative pending replication with larger, community-based samples. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Sasaki, Tsukasa, Division of Physical and Health Education, Graduate School of Education, University of Tokyo, 7-3-1 Hongo, Bunkyo, Tokyo, Japan, 113-0033
AN  - 2011-25855-059
AU  - Shimada, Takafumi
AU  - Kitamoto, Atsushi
AU  - Todokoro, Ayako
AU  - Ishii-Takahashi, Ayaka
AU  - Kuwabara, Hitoshi
AU  - Kim, Soo-Yung
AU  - Watanabe, Kei-ichiro
AU  - Minowa, Iwao
AU  - Someya, Toshikazu
AU  - Ohtsu, Hiroshi
AU  - Osuga, Yutaka
AU  - Kano, Yukiko
AU  - Kasai, Kiyoto
AU  - Kato, Nobumasa
AU  - Sasaki, Tsukasa
DB  - APA PsycInfo
DO  - 10.1016/j.rasd.2011.07.010
DP  - EBSCOhost
KW  - parental age
assisted reproductive technology
autism spectrum disorders
attention deficit hyperactivity disorder
Tourette syndrome
Japanese population
risk factors
Attention Deficit Disorder with Hyperactivity
Reproductive Technology
Age Differences
Japanese Cultural Groups
Parents
Population
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2012
SN  - 1750-9467
1878-0237
SP  - 500-507
ST  - Parental age and assisted reproductive technology in autism spectrum disorders, attention deficit hyperactivity disorder, and Tourette syndrome in a Japanese population
T2  - Research in Autism Spectrum Disorders
TI  - Parental age and assisted reproductive technology in autism spectrum disorders, attention deficit hyperactivity disorder, and Tourette syndrome in a Japanese population
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-25855-059&site=ehost-live&scope=site
ORCID: 0000-0002-4443-4535
psytokyo@yahoo.co.jp
VL  - 6
ID  - 204986
ER  - 


TY  - JOUR
AB  - Significant investments have been made in developing and disseminating health care provider cost and quality information on the Internet with the expectation that stronger consumer engagement will lead consumers to seek providers who deliver high-quality, low-cost care. However, prior research shows that the awareness and use of such information is low. This study investigates how the information search process may contribute to explaining this result. The analysis reveals that the Web sites most likely to be found by consumers are owned by private companies and provide information based on anecdotal patient experiences. Web sites less likely to be found have government or community-based ownership, are based on administrative data, and contain a mixture of quality, cost, and patient experience information. Searches for information on hospitals reveal more cost and quality information based on administrative data, whereas searches that focus on clinics or physicians are more likely to produce information based on patient narratives.
AD  - University of Minnesota, 420 Delaware Street SE, Minneapolis, MN 55455, USA. sickx002@umn.edu
AN  - 21918015
AU  - Sick, B.
AU  - Abraham, J. M.
DA  - Nov-Dec
DO  - 10.1177/1062860611400898
DP  - NLM
ET  - 2011/09/16
J2  - American journal of medical quality : the official journal of the American College of Medical Quality
KW  - Comprehension
Consumer Behavior
Consumer Health Information/*methods/*standards
Health Expenditures/*statistics & numerical data
Humans
Information Dissemination
*Internet
Quality of Health Care/*statistics & numerical data
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1062-8606
SP  - 433-40
ST  - Seek and ye shall find: consumer search for objective health care cost and quality information
T2  - Am J Med Qual
TI  - Seek and ye shall find: consumer search for objective health care cost and quality information
VL  - 26
ID  - 204193
ER  - 


TY  - JOUR
AB  - Multi-modal bio-sensing has recently been used as effective research tools in affective computing, autism, clinical disorders, and virtual reality among other areas. However, none of the existing bio-sensing systems support multi-modality in a wearable manner outside well-controlled laboratory environments with research-grade measurements. This paper attempts to bridge this gap by developing a wearable multi-modal bio-sensing system capable of collecting, synchronizing, recording, and transmitting data from multiple bio-sensors: PPG, EEG, eye-gaze headset, body motion capture, GSR, etc., while also providing task modulation features including visual-stimulus tagging. This study describes the development and integration of various components of our system. We evaluate the developed sensors by comparing their measurements to those obtained by a standard research-grade bio-sensors. We first evaluate different sensor modalities of our headset, namely, earlobe-based PPG module with motion-noise canceling for ECG during heart-beat calculation. We also compare the steady-state visually evoked potentials measured by our shielded dry EEG sensors with the potentials obtained by commercially available dry EEG sensors. We also investigate the effect of head movements on the accuracy and precision of our wearable eye-gaze system. Furthermore, we carry out two practical tasks to demonstrate the applications of using multiple sensor modalities for exploring previously unanswerable questions in bio-sensing. Specifically, utilizing bio-sensing, we show which strategy works best for playing "Where is Waldo?" visual-search game, changes in EEG corresponding to true vs. false target fixations in this game, and predicting the loss/draw/win states through bio-sensing modalities while learning their limitations in a "Rock-Paper-Scissors" game.
AN  - 30188809
AU  - Siddharth
AU  - Patel, A. N.
AU  - Jung, T. P.
AU  - Sejnowski, T. J.
DA  - Apr
DO  - 10.1109/tbme.2018.2868759
DP  - NLM
ET  - 2018/09/07
J2  - IEEE transactions on bio-medical engineering
KW  - Algorithms
*Brain-Computer Interfaces
Electrocardiography
Electroencephalography
Equipment Design
Evoked Potentials, Visual/physiology
Head Movements/physiology
Humans
*Machine Learning
Monitoring, Physiologic/*instrumentation
Photoplethysmography
*Video Games
*Wearable Electronic Devices
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0018-9294
SP  - 1137-1147
ST  - A Wearable Multi-Modal Bio-Sensing System Towards Real-World Applications
T2  - IEEE Trans Biomed Eng
TI  - A Wearable Multi-Modal Bio-Sensing System Towards Real-World Applications
VL  - 66
ID  - 204802
ER  - 


TY  - JOUR
AB  - A single-subject, alternating treatment study compared the impact of two types of photograph displays of contrasting contextual complexity. The study examined the impact of high-context and no-context photographs, displayed on an iPad, on the ability of three preschool children with autism spectrum disorder (ASD) to transition to play activities. The influence of the two photograph types on the children's duration of transition time, number of prompts required, and type of prompts were measured. Results indicated that both photograph types provided helpful support for the children's transition time to play activities. Results for duration of transition time and number of prompts required during transitions suggest that the participant with more challenging needs performed more quickly and independently using high-context photographs. Results suggest the photographs that have contextual information matched to a child's needs can provide salient information and support their transition to activities in familiar settings.
AN  - EJ1059866
AU  - Siegel, Ellin B.
AU  - Lien, Susan E.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Photography
Visual Stimuli
Transitional Programs
Comparative Analysis
Handheld Devices
Educational Technology
Preschool Children
Play
Context Effect
Augmentative and Alternative Communication
Public Schools
Early Childhood Education
Behavior Problems
Video Technology
Coding
Prompting
Vineland Adaptive Behavior Scales
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1088-3576
SP  - 100-114
ST  - Using Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children with Autism Spectrum Disorders
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Using Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1059866&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357614559211
VL  - 30
ID  - 205423
ER  - 


TY  - JOUR
AB  - We evaluated a video prompting and fading procedure for teaching three adults with developmental disabilities to wash dishes. Video prompting involved showing video clips depicting each step of the task. All three adults reached 90-100% correct when video prompting was implemented. Following acquisition, video prompting was withdrawn, but performance deteriorated. Subsequently, a 3-step fading procedure was implemented in which the separate video clips were merged to form larger, multi-step segments of video. Performance reached 80-100% correct as the video prompts were re-applied and then faded. Performance decreased at the 3-month follow-up when prompting was removed, but stabilized at 80-90% correct when the third step in the fading sequence was reinstated. These data suggest a promising approach for fading video prompts.
AN  - EJ784972
AU  - Sigafoos, Jeff
AU  - O'Reilly, Mark
AU  - Cannella, Helen
AU  - Edrisinha, Chaturi
AU  - de la Cruz, Berenice
AU  - Upadhyaya, Megha
AU  - Lancioni, Giulio E.
AU  - Hundley, Anna
AU  - Andrews, Alonzo
AU  - Garver, Carolyn
AU  - Young, David
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Prompting
Developmental Disabilities
Daily Living Skills
Instructional Effectiveness
Adults
Films
Videotape Recordings
Teaching Methods
Task Analysis
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2007
SN  - 1053-0819
SP  - 93-109
ST  - Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities
T2  - Journal of Behavioral Education
TI  - Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ784972&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10864-006-9004-z
VL  - 16
ID  - 205205
ER  - 


TY  - JOUR
AB  - We evaluated the use of a video prompting procedure for teaching three adults with developmental disabilities to make popcorn using a microwave oven. Training, using a 10-step task analysis, was conducted in the kitchen of the participant's vocational training program. During baseline, participants were instructed to make popcorn, but were given no further instructions or prompts. Video prompting consisted of first watching a video clip of a step being performed and then giving participants the opportunity to imitate that step. This prompting procedure was introduced in a delayed multiple-probe across subjects design. Following acquisition, video prompting was removed and maintenance in the absence of video prompting was assessed at 2, 6, and 10 weeks. Two of the three participants acquired the task when video prompting was introduced and performed at 80-100% correct during follow-up sessions. These data suggest that video prompting may be an effective instructional strategy for teaching daily living skills to adults with developmental disabilities.
AN  - EJ735465
AU  - Sigafoos, Jeff
AU  - O'Reilly, Mark
AU  - Cannella, Helen
AU  - Upadhyaya, Megha
AU  - Edrisinha, Chaturi
AU  - Lancioni, Giulio E.
AU  - Hundley, Anna
AU  - Andrews, Alonzo
AU  - Garver, Carolyn
AU  - Young, David
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Task Analysis
Developmental Disabilities
Adults
Vocational Education
Daily Living Skills
Educational Strategies
Instructional Effectiveness
Visual Aids
Prompting
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2005
SN  - 1053-0819
SP  - 189-201
ST  - Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities
T2  - Journal of Behavioral Education
TI  - Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ735465&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10864-005-6297-2
VL  - 14
ID  - 205128
ER  - 


TY  - JOUR
AB  - INTRODUCTION: There is a debate about the ability of patients with Alzheimer's disease to build an up-to-date representation of their memory function, which has been termed mnemonic anosognosia. This form of anosognosia is typified by accurate online evaluations of performance, but dysfunctional or outmoded representations of function more generally. METHOD: We tested whether people with Alzheimer's disease could adapt or change their representations of memory performance across three different six-week memory training programs using global judgements of learning. RESULTS: We showed that whereas online assessments of performance were accurate, patients continued to make inaccurate overestimations of their memory performance. This was despite the fact that the magnitude of predictions shifted according to the memory training. That is, on some level patients showed an ability to change and retain a representation of performance over time, but it was a dysfunctional one. For the first time in the literature we were able to use an analysis using correlations to support this claim, based on a large heterogeneous sample of 51 patients with Alzheimer's disease. CONCLUSION: The results point not to a failure to retain online metamemory information, but rather that this information is never used or incorporated into longer term representations, supporting but refining the mnemonic anosognosia hypothesis.
AD  - a Faculty of Psychology and Sciences of Education , University of Coimbra , Coimbra , Portugal.
b Department of Informatics Engineering , University of Coimbra , Coimbra , Portugal.
c Laboratoire de Psychologie & NeuroCognition (CNRS UMR 5105) , Université Grenoble Alpes , Grenoble , France.
AN  - 27677926
AU  - Silva, A. R.
AU  - Pinho, M. S.
AU  - Macedo, L.
AU  - Souchay, C.
AU  - Moulin, C.
DA  - Jun
DO  - 10.1080/13803395.2016.1231799
DP  - NLM
ET  - 2016/09/30
J2  - Journal of clinical and experimental neuropsychology
KW  - Aged
Aged, 80 and over
Agnosia/*psychology
Alzheimer Disease/*psychology
Female
Humans
Learning/physiology
Male
Memory/*physiology
Middle Aged
Dementia
Global judgements of learning
Memory training
Metacognition
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1380-3395
SP  - 419-433
ST  - Mnemonic anosognosia in Alzheimer's disease is caused by a failure to transfer online evaluations of performance: Evidence from memory training programs
T2  - J Clin Exp Neuropsychol
TI  - Mnemonic anosognosia in Alzheimer's disease is caused by a failure to transfer online evaluations of performance: Evidence from memory training programs
VL  - 39
ID  - 204804
ER  - 


TY  - JOUR
AB  - Cognitive abilities are impaired in neurodevelopmental disorders, including autism spectrum disorder (ASD) and schizophrenia. Preclinical models with strong endophenotypes relevant to cognitive dysfunctions offer a valuable resource for therapeutic development. However, improved assays to test higher order cognition are needed. We employed touchscreen technology to design a complex transitive inference (TI) assay that requires cognitive flexibility and relational learning. C57BL/6J (B6) mice with good cognitive skills and BTBR T+tf/J (BTBR), a model of ASD with cognitive deficits, were evaluated in simple and complex touchscreen assays. Both B6 and BTBR acquired visual discrimination and reversal. BTBR displayed deficits on components of TI, when 4 stimuli pairs were interspersed, which required flexible integrated knowledge. BTBR displayed impairment on the A > E inference, analogous to the A > E deficit in ASD. B6 and BTBR mice both reached criterion on the B > D comparison, unlike the B > D impairment in schizophrenia. These results demonstrate that mice are capable of complex discriminations and higher order tasks using methods and equipment paralleling those used in humans. Our discovery that a mouse model of ASD displays a TI deficit similar to humans with ASD supports the use of the touchscreen technology for complex cognitive tasks in mouse models of neurodevelopmental disorders.
AD  - MIND Institute, Department of Psychiatry and Behavioral Science, University of California Davis School of Medicine, Sacramento, CA 95817, USA Laboratory of Behavioral Neuroscience, National Institute of Mental Health Intramural Research Program, Bethesda, MD 20892-3730, USA.
Laboratory of Behavioral Neuroscience, National Institute of Mental Health Intramural Research Program, Bethesda, MD 20892-3730, USA.
MIND Institute, Department of Psychiatry and Behavioral Science, University of California Davis School of Medicine, Sacramento, CA 95817, USA Imaging Research Center, University of California Davis, Sacramento, CA 95817, USA.
AN  - 24293564
AU  - Silverman, J. L.
AU  - Gastrell, P. T.
AU  - Karras, M. N.
AU  - Solomon, M.
AU  - Crawley, J. N.
C2  - Pmc4415087
DA  - May
DO  - 10.1093/cercor/bht293
DP  - NLM
ET  - 2013/12/03
J2  - Cerebral cortex (New York, N.Y. : 1991)
KW  - Animals
Autistic Disorder/*psychology
*Behavior, Animal
*Cognition
*Computers
*Discrimination Learning
Disease Models, Animal
Eye Movements/physiology
Male
Mice
Mice, Inbred C57BL
Mice, Inbred Strains
Microcomputers
Neuropsychological Tests
autism
learning
mouse model
schizophrenia
translational
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1047-3211 (Print)
1047-3211
SP  - 1133-42
ST  - Cognitive abilities on transitive inference using a novel touchscreen technology for mice
T2  - Cereb Cortex
TI  - Cognitive abilities on transitive inference using a novel touchscreen technology for mice
VL  - 25
ID  - 204049
ER  - 


TY  - BOOK
AB  - "Meditation and the Classroom" inventively articulates how educators can use meditation to educate the whole student. Notably, a number of universities have initiated contemplative studies options and others have opened contemplative spaces. This represents an attempt to address the inner life. It is also a sign of a new era, one in which the United States is more spiritually diverse than ever before. Examples from university classrooms and statements by students indicate benefits include increased self-awareness, creativity, and compassion. The religious studies scholars who have contributed to this book often teach about meditation, but here they include reflections on how meditation has affected them and their teaching. Until recently, though, even many religious studies professors would find sharing meditation experiences, let alone teaching meditation techniques, a breach of disciplinary and academic protocols. The value of teaching meditation and teaching about meditation is discussed. Ethical issues such as pluralism, respect, qualifications, power and coercion, and avoiding actual or perceived proselytization are also examined. While methods for religious studies are emphasized, the book provides valuable guidance for all those interested in this endeavor. This book is divided into six sections. Section I, Why Contemplative Pedagogy? The Religious Studies Dialogue, contains the following: (1) The Convergence of Liberal Education and Contemplative Education--Inevitable? (Thomas B. Coburn); (2) Meditation and Education: India, Tibet, and Modern America (Robert A. F. Thurman); (3) Contemplative Studies: Can It Flourish in the Religious Studies Classroom? (Harold D. Roth); and (4) Contemplative Studies and the Art of Persuasion: The Institutional Challenge (Laurie L. Patton). Section II, The Contemplative Professor, contains the following: (5) From Content, to Context, to Contemplation: One Professor's Journey (Fran Grace); (6) The Collective Dynamics of Contemplative Practice (Christopher M. Bache); (7) The Mindful Teacher as the Foundation of Contemplative Pedagogy (Richard C. Brown); (8) Compassion Beyond Fatigue: Contemplative Training for Educators and Other Helping Professionals (John Makransky); and (9) Field Notes from a Daoist Professor (Louis Komjathy). Section III, Critical Issues in Contemplative Teaching, contains the following: (10) Training the Heart Responsibly: Ethical Considerations in Contemplative Teaching (Judith Simmer-Brown); (11) Invitation and Coercion in Contemplative Pedagogy (Sid Brown); and (12) Interiority and Higher Education: The Neurophenomenology of Contemplation (Tobin Hart). Section IV, Contemplative-Based Courses, contains the following: (13) Embodied Contemplative Learning: Aikido as a Case Study (Michelle Lelwica); (14) Reflections on Theory and Practice: The Case of Modern Yoga (Stuart Ray Sarbacker); (15) Sustaining Life: Contemplative Pedagogies in a Religion and Ecology Course (Barbara Patterson); (16) Adab: Courteous Behavior in the Classroom (Bridget Blomfield); and (17) Experiencing Medieval Christian Spirituality (Kristine T. Utterback). Section V, Contemplative Exercises for the Classroom, contains the following: (18) Awareness Practices in an Undergraduate Buddhism Course (Andrew O. Fort); (19) Contemplative Inquiry: Beyond the Disembodied Subject (Anne Carolyn Klein and Ann Gleig); (20) Love of Wisdom Puts You on the Spot: The Warrior Exam (Dale Asrael); (21) A Meeting of the Minds in Cyberspace: Eco-contemplative Methods for Online Teaching (Jane Compson); (22) Mindfulness in the History Classroom: Teaching as Interbeing (Shu-chin Wu); (23) Two Contemplative Practices That Animate the Study of Religion (John D. Copenhaver); and (24) Mindfulness and Contemplative Practice in Art and Religion (Deborah J. Haynes). Section VI, Conclusion: Does It Work? Evaluations from Our Students, contains the following: (25) Emotional Learning: Recognizing Emotion and Thought in a Buddhism Course (Judith Simmer-Brown); and (26) Meditation in the Classroom: What Do the Students S y They Learn? (Fran Grace). Selected bibliography, a list of contributors and an index are included.
AU  - Simmer-Brown, Judith
AU  - Grace, Fran
DB  - ERIC
DP  - EBSCOhost
J2  - SUNY Press
KW  - Metacognition
Instruction
Higher Education
Religion Studies
Ethics
Foreign Countries
Persuasive Discourse
College Faculty
Altruism
Religious Education
Buddhism
Psychological Patterns
History Instruction
Learning
Electronic Learning
Teaching Methods
Undergraduate Study
Class Activities
Christianity
Medieval History
Ecology
Science Instruction
Student Behavior
Physical Activities
United States
India
China (Tibet)
China
India
United States
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - SUNY Press
PY  - 2011
SN  - 978-1-4384-3787-3
ST  - Meditation and the Classroom: Contemplative Pedagogy for Religious Studies. SUNY Series in Religious Studies
TI  - Meditation and the Classroom: Contemplative Pedagogy for Religious Studies. SUNY Series in Religious Studies
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED524517&site=ehost-live&scope=site
http://www.sunypress.edu/p-5251-meditation-and-the-classroom.aspx
ID  - 205267
ER  - 


TY  - JOUR
AB  - In humans, infants respond positively to slow, gentle stroking-processed by C-tactile (CT) nerve fibers-by showing reductions in stress and increases in eye contact, smiling, and positive vocalizations. More frequent maternal touch is linked to greater activity and connectivity strength in social brain regions, and increases children's attention to and learning of faces. It has been theorized that touch may prime children for social interactions and set them on a path towards healthy social cognitive development. However, less is known about the effects of touch on young infants' psychological development, especially in the newborn period, a highly sensitive period of transition with rapid growth in sensory and social processing. It remains untested whether newborns can distinguish CT-targeted touch from other types of touch, or whether there are benefits of touch for newborns' social, emotional, or cognitive development. In the present study, we experimentally investigated the acute effects of touch in newborn monkeys, a common model for human social development. Rhesus macaques (Macaca mulatta), like humans, are highly social, have complex mother-infant interactions with frequent body contact for the first weeks of life, making them an excellent model of infant sociality. Infant monkeys in the present study were reared in a neonatal nursery, enabling control over their early environment, including all caregiver interactions. One-week-old macaque infants (N = 27) participated in three 5-minute counter-balanced caregiver interactions, all with mutual gaze: stroking head and shoulders (CT-targeted touch), stroking palms of hands and soles of feet (Non-CT touch), or no stroking (No-touch). Immediately following the interaction, infants watched social and nonsocial videos and picture arrays including faces and objects, while we tracked their visual attention with remote eye tracking. We found that, during the caregiver interactions, infants behaved differently while being touched compared to the no-touch condition, irrespective of the body part touched. Most notably, in both touch conditions, infants exhibited fewer stress-related behaviors-self-scratching, locomotion, and contact time with a comfort object-compared to when they were not touched. Following CT-targeted touch, infants were faster to orient to the picture arrays compared to the other interaction conditions, suggesting CT-targeted touch may activate or prime infants' attentional orienting system. In the No-touch condition infants attended longer to the nonsocial compared to the social video, possibly reflecting a baseline preference for nonsocial stimuli. In contrast, in both touch conditions, infants' looked equally to the social and nonsocial videos, suggesting that touch may influence the types of visual stimuli that hold infants' attention. Collectively, our results reveal that newborn macaques responded positively to touch, and touch appeared to influence some aspects of their subsequent attention, although we found limited evidence that these effects are mediated by CT fibers. These findings suggest that newborn touch may broadly support infants' psychological development, and may have early evolutionary roots, shared across primates. This study illustrates the unique insight offered by nonhuman primates for exploring early infant social touch, revealing that touch may positively affect emotional and attentional development as early as the newborn period.
AD  - Department of Psychology, University of Miami, Coral Gables, Florida, USA. Electronic address: simpsone@miami.edu.
Department of Psychology, University of Miami, Coral Gables, Florida, USA.
Department of Psychology, University of Miami, Coral Gables, Florida, USA; Department of Psychology, Northern Illinois University, DeKalb, Illinois, USA.
Department of Biomedical Science & Physiology, Faculty of Science & Engineering, University of Wolverhampton, Wolverhampton, England, United Kingdom.
Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Poolesville, Maryland, USA.
Department of Psychology, Nottingham Trent University, Nottingham, England, United Kingdom.
Institut des Sciences Cognitives 'Marc Jeannerod', CNRS, and Université Claude Bernard Lyon, Lyon, France.
AN  - 31521911
AU  - Simpson, E. A.
AU  - Maylott, S. E.
AU  - Lazo, R. J.
AU  - Leonard, K. A.
AU  - Kaburu, S. S. K.
AU  - Suomi, S. J.
AU  - Paukner, A.
AU  - Ferrari, P. F.
C2  - Pmc6878204
C6  - Nihms1539853
DA  - Nov
DO  - 10.1016/j.infbeh.2019.101368
DP  - NLM
ET  - 2019/09/16
J2  - Infant behavior & development
KW  - Animals
Animals, Newborn
Attention/*physiology
Cognition/*physiology
Emotions/*physiology
Female
*Interpersonal Relations
Learning/physiology
Macaca mulatta
Male
Orientation/physiology
Photic Stimulation/*methods
Touch Perception/*physiology
*CT fibers
*Face perception
*Infant behavior
*Neonate
*Sociability
*Social attention
*Tactile
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0163-6383 (Print)
0163-6383
SP  - 101368
ST  - Social touch alters newborn monkey behavior
T2  - Infant Behav Dev
TI  - Social touch alters newborn monkey behavior
VL  - 57
ID  - 203871
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Baseline data are reported from a study of the effects of zinc supplementation on cognitive function in older adults as assessed by the CANTAB computerised test battery. DESIGN: This is a multicentre prospective intervention study employing a randomised double-blind design. SETTING: European community-based study. PARTICIPANTS: There are 387 healthy adults aged 55-87 y from centres in France, Italy and Northern Ireland. INTERVENTIONS: Measures of visual memory, working memory and attention were obtained at baseline (prior to supplementation). RESULTS: Younger adults (<70 y) performed significantly better than older adults (>70 y) on all tests, with minimal differences between centres. In addition, men outperformed women on tests of spatial span, pattern recognition memory and reaction times, although these gender differences varied somewhat between centres. CONCLUSIONS: The results are generally consistent with previous age- and gender-related effects on cognitive functioning.
AD  - School of Psychology/NICHE University of Ulster, Northern Ireland, UK. EEA.Simpson@ulster.ac.uk
AN  - 16254577
AU  - Simpson, E. E.
AU  - Maylor, E. A.
AU  - Rae, G.
AU  - Meunier, N.
AU  - Andriollo-Sanchez, M.
AU  - Catasta, G.
AU  - McConville, C.
AU  - Ferry, M.
AU  - Polito, A.
AU  - Stewart-Knox, B. J.
AU  - Secker, D. L.
AU  - Coudray, C.
DA  - Nov
DO  - 10.1038/sj.ejcn.1602294
DP  - NLM
ET  - 2005/10/29
J2  - European journal of clinical nutrition
KW  - Age Factors
Aged
Aged, 80 and over
Aging/*psychology
Analysis of Variance
Attention/physiology
Cognition/*physiology
*Dietary Supplements
Double-Blind Method
Europe/epidemiology
Female
Follow-Up Studies
Humans
Male
Memory/physiology
Middle Aged
Neuropsychological Tests
Prospective Studies
Reference Values
Sex Factors
Zinc/*administration & dosage
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0954-3007 (Print)
0954-3007
SP  - S26-30
ST  - Cognitive function in healthy older European adults: the ZENITH study
T2  - Eur J Clin Nutr
TI  - Cognitive function in healthy older European adults: the ZENITH study
VL  - 59 Suppl 2
ID  - 204316
ER  - 


TY  - JOUR
AB  - Little is known about the levels of continence in children with cerebral palsy and what factors affect this. This study was conducted to determine levels of urine and stool continence in children with cerebral palsy in relation to their learning disability (LD) and mobility. The aim was to enable us to predict level of continence that can be achieved for these children with a given level of learning disability and mobility. Data were obtained from medical notes and by telephone interview on mobility, degree of learning disability and urine and stool continence of 55 children in Southern Derbyshire. Most of the children who have nil to moderate disabilities in learning and mobility were able to achieve a decent level of continence around a median age of three years. Therefore, their toilet training should be started at the usual age with ongoing support from parents/carers. In children with severe learning disability and severe immobility, the probability of continence is very slim after the age of eight years. After this age it may be better to divert resources to other aspects of care, for example nutrition and physiotherapy, to improve their quality of life.
AD  - Derbyshire Children's Hospital, Derby.
AN  - 16719038
AU  - Singh, B. K.
AU  - Masey, H.
AU  - Morton, R.
DA  - May
DP  - NLM
ET  - 2006/05/25
J2  - Paediatric nursing
KW  - Activities of Daily Living
Adolescent
Age Factors
Cerebral Palsy/classification/*complications/epidemiology
Child
Child Development
Child Rearing
Child, Preschool
Disabled Children/*rehabilitation/statistics & numerical data
England/epidemiology
Fecal Incontinence/classification/epidemiology/*etiology
Health Surveys
Humans
Intellectual Disability/classification/epidemiology/*etiology
Parents/education/psychology
Population Surveillance
Quality of Life
*Severity of Illness Index
Social Support
Surveys and Questionnaires
Toilet Training
Urinary Incontinence/classification/epidemiology/*etiology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0962-9513 (Print)
0962-9513
SP  - 23-6
ST  - Levels of continence in children with cerebral palsy
T2  - Paediatr Nurs
TI  - Levels of continence in children with cerebral palsy
VL  - 18
ID  - 204031
ER  - 


TY  - JOUR
AB  - BACKGROUND: It is anticipated that current and future preventive therapies will likely be more effective in the early stages of dementia, when everyday functioning is not affected. Accordingly the early identification of people at risk is particularly important. In most cases, when subjects visit an expert and are examined using neuropsychological tests, the disease has already been developed. Contrary to this cognitive games are played by healthy, well functioning elderly people, subjects who should be monitored for early signs. Further advantages of cognitive games are their accessibility and their cost-effectiveness. PURPOSE: The aim of the investigation was to show that computer games can help to identify those who are at risk. In order to validate games analysis was completed which measured the correlations between results of the 'Find the Pairs' memory game and the volumes of the temporal brain regions previously found to be good predictors of later cognitive decline. PARTICIPANTS AND METHODS: 34 healthy elderly subjects were enrolled in the study. The volume of the cerebral structures was measured by MRI. Cortical reconstruction and volumetric segmentation were performed by Freesurfer. RESULTS: There was a correlation between the number of attempts and the time required to complete the memory game and the volume of the entorhinal cortex, the temporal pole, and the hippocampus. There was also a correlation between the results of the Paired Associates Learning (PAL) test and the memory game. CONCLUSIONS: The results gathered support the initial hypothesis that healthy elderly subjects achieving lower scores in the memory game have increased level of atrophy in the temporal brain structures and showed a decreased performance in the PAL test. Based on these results it can be concluded that memory games may be useful in early screening for cognitive decline.
AD  - Department of Psychiatry and Psychotherapy, Semmelweis University, Budapest, Hungary.
Semmelweis University, Magnetic Resonance Imaging Research Center, Budapest, Hungary.
Healthcare Technologies Knowledge Center, Budapest University of Technology and Economics, Budapest, Hungary.
AN  - 25706380
AU  - Sirály, E.
AU  - Szabó, Á
AU  - Szita, B.
AU  - Kovács, V.
AU  - Fodor, Z.
AU  - Marosi, C.
AU  - Salacz, P.
AU  - Hidasi, Z.
AU  - Maros, V.
AU  - Hanák, P.
AU  - Csibri, É
AU  - Csukly, G.
C2  - Pmc4338307
DO  - 10.1371/journal.pone.0117918
DP  - NLM
ET  - 2015/02/24
J2  - PloS one
KW  - Aged
Atrophy/pathology
Cognition/physiology
Cognition Disorders/*drug therapy
Entorhinal Cortex/*pathology
Female
Hippocampus/*pathology
Humans
Image Processing, Computer-Assisted/methods
Magnetic Resonance Imaging/methods
Male
Memory/physiology
Neuropsychological Tests
Temporal Lobe/*pathology
Video Games
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1932-6203
SP  - e0117918
ST  - Monitoring the early signs of cognitive decline in elderly by computer games: an MRI study
T2  - PLoS One
TI  - Monitoring the early signs of cognitive decline in elderly by computer games: an MRI study
VL  - 10
ID  - 204462
ER  - 


TY  - JOUR
AB  - Using the new conceptual framework of participatory visual media as method, advocacy and voice (MAV), the author explores an action research study using an exemplar in which advocates from the disability community created and distributed a series of videos about love and sexuality as a critical human rights issue in the disability community. The author proposes that conceptualizing these three areas as overlapping, rather than being mutually exclusive, offers an integrated way of understanding collaborative media practices that are community-based and action-oriented. Methodological, practical and ethical considerations are also addressed regarding collaborative-based research that involves public distribution. (Contains 3 figures.)
AN  - EJ986036
AU  - Sitter, Kathleen C.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Participation
Advocacy
Developmental Disabilities
Adults
Intimacy
Sexuality
Civil Rights
Action Research
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 1467-5986
SP  - 541-554
ST  - Participatory Video: Toward a Method, Advocacy and Voice (MAV) Framework
T2  - Intercultural Education
TI  - Participatory Video: Toward a Method, Advocacy and Voice (MAV) Framework
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ986036&site=ehost-live&scope=site
http://dx.doi.org/10.1080/14675986.2012.746842
VL  - 23
ID  - 205287
ER  - 


TY  - JOUR
AB  - Background Although sexual rights are human rights, persons with developmental disabilities are often excluded from developing positive sexual health due to societal attitudes, stigma, a lack of education and limited opportunities. Methods As a part of a 12‐month participatory action research study in a western Canadian province, nine adults with developmental disabilities and three allies created videos that explored the dimensions of sexual health as experienced by people with developmental disabilities. Participants were involved in all stages of the filming process. The filming topics identified by the participants emerged as the core research themes. Results Persons with developmental disabilities often have limited opportunities to develop and nurture intimate relationships. Participants also identified that: (a) a lack of support from caregivers, (b) a lack of education about sexual health, (c) ableist spaces and (d) the absence of agency policies that acknowledge and protect sexual rights create further obstacles. Conclusions Inclusive practices where the sexual rights of persons with developmental disabilities are respected and celebrated are critical in promoting positive sexual health. For many agencies, this requires reframing policies and programmes that include acknowledging and protecting the sexual rights of persons with developmental disabilities. While providing accessible pedagogical opportunities about sexual health was identified as important, ensuring curriculum delivery for support workers, as well as educating families and caregivers about the importance of sexual health and inclusion, is paramount, where the views and opinions of persons with developmental disabilities are at the forefront of the process. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AN  - 2019-49005-001
AU  - Sitter, Kathleen C.
AU  - Burke, Amy C.
AU  - Ladhani, Sheliza
AU  - Mallay, Nicole
DB  - APA PsycInfo
DO  - 10.1111/bld.12287
DP  - EBSCOhost
KW  - disability politics
health & social care policy and practice
inclusive education
male and female sex lives
research
safe sex practices
No terms assigned
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 1354-4187
1468-3156
ST  - Supporting positive sexual health for persons with developmental disabilities: Stories about the right to love
T2  - British Journal of Learning Disabilities
TI  - Supporting positive sexual health for persons with developmental disabilities: Stories about the right to love
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-49005-001&site=ehost-live&scope=site
ORCID: 0000-0002-2479-279X
kcsitter@ucalgary.ca
ID  - 205026
ER  - 


TY  - JOUR
AB  - A review and meta-analysis of studies assessing trainee reactions are presented. Results suggest reactions primarily capture characteristics of the training course, but trainee characteristics (e.g., anxiety and pretraining motivation) and organizational support also have a moderate effect on reactions. Instructional style (rho = .66) followed by human interaction (rho = .56) were the best predictors of reactions. Reactions predicted pre-to-post changes in motivation (beta = .51) and self-efficacy (beta = .24) and were more sensitive than affective and cognitive learning outcomes to trainees' perceptions of characteristics of the training course. Moderator analyses revealed reactions- outcomes correlations tended to be stronger in courses that utilized a high level rather than a low level of technology, and affective and utility reactions did not differ in their relationships with learning outcomes. The current study clarifies the nomological network of reactions and specifies outcomes that are theoretically related to reactions.
AD  - Advanced Distributed Learning Co-Laboratory, Alexandria, VA 22311-1721, USA. traci.sitzmann.ctr@adlnet.gov
AN  - 18361632
AU  - Sitzmann, T.
AU  - Brown, K. G.
AU  - Casper, W. J.
AU  - Ely, K.
AU  - Zimmerman, R. D.
DA  - Mar
DO  - 10.1037/0021-9010.93.2.280
DP  - NLM
ET  - 2008/03/26
J2  - The Journal of applied psychology
KW  - Achievement
Attitude
Cognition
Humans
*Learning
*Organizational Culture
Teaching/methods
Time Factors
Workplace/*psychology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0021-9010 (Print)
0021-9010
SP  - 280-95
ST  - A review and meta-analysis of the nomological network of trainee reactions
T2  - J Appl Psychol
TI  - A review and meta-analysis of the nomological network of trainee reactions
VL  - 93
ID  - 204419
ER  - 


TY  - JOUR
AB  - CONTEXT: Many parents of children with Down syndrome (DS) have expressed dissatisfaction with how they learned about their child's diagnosis. DS remains the most common chromosomal condition, occurring in 1 of every 733 births, with the majority of children still diagnosed postnatally. OBJECTIVE: Our goal was to review systematically all available evidence regarding how physicians should approach the conversation in which they explain DS for the first time to new parents. METHODS: We searched online databases from 1960 to 2008, including Medline and PsychInfo, as well as Web sites maintained by academic organizations (eg, American Academy of Pediatrics) and other nonprofit or private organizations (eg, the National Down Syndrome Society), by using the terms "Down syndrome," "trisomy 21," "mongolism," "prenatal diagnosis," "postnatal care," and "delivery of health care." Articles were selected that answered > or =1 research question, established a priori: (1) Who is the best person to communicate the news? (2) When is the best time to share the news? (3) Where is the best place or setting to deliver the news? (4) What information should be delivered? and (5) How should the news be communicated? All studies were evaluated for quality according to the method outlined by the US Preventative Services Task Force. Final recommendations were based on the strength of evidence. RESULTS: Parents prefer to receive the diagnosis together in a joint meeting with their obstetrician and pediatrician. The conversation should take place in a private setting as soon as a physician suspects a diagnosis of DS. Accurate and up-to-date information should be conveyed, including information about local support groups and resources. CONCLUSION: By implementing a few cost-neutral measures, physicians can deliver a postnatal diagnosis of DS in a manner that will be deemed by new parents as sensitive and appropriate.
AD  - Division of Genetics, Department of Medicine, Children's Hospital Boston, 300 Longwood Ave, Boston, MA 02115, USA. brian.skotko@childrens.harvard.edu
AN  - 19786436
AU  - Skotko, B. G.
AU  - Capone, G. T.
AU  - Kishnani, P. S.
DA  - Oct
DO  - 10.1542/peds.2009-0480
DP  - NLM
ET  - 2009/09/30
J2  - Pediatrics
KW  - Delivery, Obstetric
Down Syndrome/*diagnosis
Evidence-Based Medicine
Female
Follow-Up Studies
Genetic Counseling
Humans
Infant, Newborn
Mothers/*psychology
Parent-Child Relations
*Parental Notification
Patient Care Team/organization & administration
Perinatal Care/*methods
Physician's Role
Physician-Patient Relations
Pregnancy
Prenatal Diagnosis
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0031-4005
SP  - e751-8
ST  - Postnatal diagnosis of Down syndrome: synthesis of the evidence on how best to deliver the news
T2  - Pediatrics
TI  - Postnatal diagnosis of Down syndrome: synthesis of the evidence on how best to deliver the news
VL  - 124
ID  - 204489
ER  - 


TY  - JOUR
AB  - Human Anatomy and Physiology (HAP) has long been recognized as a difficult course. A 2007 study (Michael J. Adv Physiol Educ 31: 34-40, 2007) sought to better understand this difficulty by asking faculty for their perceptions of why students struggle to learn in HAP. Later research built on these findings by investigating why students find physiology difficult (Sturges D, Maurer T. Internet J Allied Health Sci Pract 11: 1-10, 2013). However, without replication, these claims are limited in their generalizability. There is a need in physiology education research to replicate studies like these across different institutions to support generalizations. We, therefore, replicated both of these studies by collecting survey responses from 466 students at 4 different institutions and 17 instructors at 15 different institutions. We found that students in our study identified similar factors as the students surveyed in the original study. Students most strongly agreed with items that attributed the difficulty of HAP to the nature of the discipline, as opposed to the way physiology is taught or the way students approach learning it. Faculty in our sample, like those in the original study by Michael, agreed most strongly with items that attributed physiology's difficulty to discipline specific factors. Our data reinforce the results of Sturges and Maurer and Michael. We can more confidently claim that HAP students and faculty believe the difficulty in learning physiology is the result of inherent features of the discipline itself and not factors related to instruction or the students themselves.
AD  - Department of Biological Science, North Dakota State University , Fargo, North Dakota.
AN  - 30835145
AU  - Slominski, T.
AU  - Grindberg, S.
AU  - Momsen, J.
DA  - Jun 1
DO  - 10.1152/advan.00040.2018
DP  - NLM
ET  - 2019/03/06
J2  - Advances in physiology education
KW  - *Comprehension
Educational Measurement/methods
Humans
*Learning
*Perception
Physiology/*education
Students/*psychology
Surveys and Questionnaires
physiology
replication
student difficulties
student perceptions
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1043-4046
SP  - 121-127
ST  - Physiology is hard: a replication study of students' perceived learning difficulties
T2  - Adv Physiol Educ
TI  - Physiology is hard: a replication study of students' perceived learning difficulties
VL  - 43
ID  - 204436
ER  - 


TY  - JOUR
AB  - Background: The point prevalence of mental ill-health among adults with intellectual disabilities is 40.9%, but its incidence is unknown. Aims: To determine the incidence and possible predictors of mental ill-health. Method: Prospective cohort study to measure mental ill-health in adults with mild to profound intellectual disabilities. Results: Cohort retention was 70% (n = 651). The 2-year incidence of mental ill-health was 16.3% (12.6% excluding problem behaviours, and 4.6% for problem behaviours) and the standardised incidence ratio was 1.87 (95% CI1.51-2.28). Factors related to incident mental ill-health have some similarities with those in the general population, but also important differences. Type of accommodation and support, previous mental ill-health, urinary incontinence, not having impaired mobility, more severe intellectual disabilities, adult abuse, parental divorce in childhood and preceding life events predicted incident ill-health; however, deprivation, other childhood abuse or adversity, daytime occupation, and marital and smoking status did not. Conclusions: This is a first step towards intervention trials, and identifying subpopulations for more proactive measures. Public health strategy and policy that is appropriate for this population should be developed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Cooper, S.-A., Section of Psychological Medicine, Division of Community Based Sciences, University of Glasgow, Academic Centre, Gartnavel Royal Hospital, 1055 Great Western Road, Glasgow, Scotland, G12 0XH
AN  - 2012-20796-008
AU  - Smiley, E.
AU  - Cooper, S. A.
AU  - Finlayson, J.
AU  - Jackson, A.
AU  - Allan, L.
AU  - Mantry, D.
AU  - McGrother, C.
AU  - McConnachie, A.
AU  - Morrison, J.
DB  - APA PsycInfo
DO  - 10.1192/bjp.bp.106.031104
DP  - EBSCOhost
KW  - predictors
mental ill-health
adults
intellectual disabilities
problem behavior
Behavior Problems
Cognitive Impairment
Mental Disorders
Prediction
Intellectual Development Disorder
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2007
SN  - 0007-1250
1472-1465
SP  - 313-319
ST  - Incidence and predictors of mental ill-health in adults with intellectual disabilities: Prospective study
T2  - The British Journal of Psychiatry
TI  - Incidence and predictors of mental ill-health in adults with intellectual disabilities: Prospective study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-20796-008&site=ehost-live&scope=site
ORCID: 0000-0001-6054-7700
SACooper@clinmed.gla.ac.uk
VL  - 191
ID  - 204952
ER  - 


TY  - JOUR
AB  - Recent research suggests that language acquisition may rely on domain-general learning abilities, such as structured sequence processing, which is the ability to extract, encode, and represent structured patterns in a temporal sequence. If structured sequence processing supports language, then it may be possible to improve language function by enhancing this foundational learning ability. The goal of the present study was to use a novel computerized training task as a means to better understand the relationship between structured sequence processing and language function. Participants first were assessed on pre-training tasks to provide baseline behavioral measures of structured sequence processing and language abilities. Participants were then quasi-randomly assigned to either a treatment group involving adaptive structured visuospatial sequence training, a treatment group involving adaptive non-structured visuospatial sequence training, or a control group. Following four days of sequence training, all participants were assessed with the same pre-training measures. Overall comparison of the post-training means revealed no group differences. However, in order to examine the potential relations between sequence training, structured sequence processing, and language ability, we used a mediation analysis that showed two competing effects. In the indirect effect, adaptive sequence training with structural regularities had a positive impact on structured sequence processing performance, which in turn had a positive impact on language processing. This finding not only identifies a potential novel intervention to treat language impairments but also may be the first demonstration that structured sequence processing can be improved and that this, in turn, has an impact on language processing. However, in the direct effect, adaptive sequence training with structural regularities had a direct negative impact on language processing. This unexpected finding suggests that adaptive training with structural regularities might potentially interfere with language processing. Taken together, these findings underscore the importance of pursuing designs that promote a better understanding of the mechanisms underlying training-related changes, so that regimens can be developed that help reduce these types of negative effects while simultaneously maximizing the benefits to outcome measures of interest.
AD  - Department of Psychology, Georgia State University, Atlanta, GA, United States of America.
Department of Psychology, St. Bonaventure University, St. Bonaventure, NY, United States of America.
Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, United States of America.
AN  - 25946222
AU  - Smith, G. N.
AU  - Conway, C. M.
AU  - Bauernschmidt, A.
AU  - Pisoni, D. B.
C2  - Pmc4422702
DO  - 10.1371/journal.pone.0127148
DP  - NLM
ET  - 2015/05/07
J2  - PloS one
KW  - Adolescent
Adult
Artificial Intelligence
*Cognition
Female
Humans
*Language
Language Disorders/etiology
*Learning
Male
Young Adult
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1932-6203
SP  - e0127148
ST  - Can we improve structured sequence processing? Exploring the direct and indirect effects of computerized training using a mediational model
T2  - PLoS One
TI  - Can we improve structured sequence processing? Exploring the direct and indirect effects of computerized training using a mediational model
VL  - 10
ID  - 204452
ER  - 


TY  - JOUR
AB  - OBJECTIVES: Previous research into the effectiveness of brief training in psychological therapies for non-therapist health and social services workers has found mixed results regarding transferring learning into practice. Very few published studies have assessed the impact of such training in Solution-Focused Brief Therapy (SFBT), despite such training being popular. This study explored the impact of brief SFBT training for a group of community-based social workers. DESIGN: A qualitative interview-based design was used, with the researcher adopting an ethnographic stance to obtain a rich, detailed and focused account of events. METHODS: Six social workers working with adults with intellectual disabilities took part in the study. All had attended a 2-day workshop in SFBT 9 months previously. The interviews were transcribed and subjected to thematic analysis. RESULTS AND CONCLUSIONS: Factors affecting skill transfer included being able to practise, peer and organizational support, and perceived conflicts between SFBT and work role. Whilst specific trained techniques were not consistently adopted, most workers changed the style of their interaction with clients in simple ways which they reported resulted in benefits including improved communication, collaboration, and increased feelings of control and self-efficacy for clients and workers. The findings suggest that in addition to peer and organizational support, trainees' perceptions of the fit of the training with their work role may be a key factor in determining transfer. Recommendations are made for developing training for non-therapists that focuses on helping change the style of their interactions rather than on learning to implement specific psychological therapy techniques.
AD  - Lancaster University, UK. i.smith@lancaster.ac.uk
AN  - 22903873
AU  - Smith, I. C.
DA  - Sep
DO  - 10.1111/j.2044-8341.2010.02000.x
DP  - NLM
ET  - 2012/08/21
J2  - Psychology and psychotherapy
KW  - Adult
Community Health Services/organization & administration
Female
*Health Knowledge, Attitudes, Practice
Humans
Inservice Training/*organization & administration
Intellectual Disability/therapy
Job Satisfaction
Learning
Male
Organizational Culture
Problem Solving
Professional Competence
Professional Role/psychology
*Professional-Patient Relations
Psychotherapy, Brief/*education
Qualitative Research
Social Work/*education/organization & administration
Staff Development/organization & administration
*Transfer, Psychology
United Kingdom
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1476-0835
SP  - 335-48
ST  - A qualitative investigation into the effects of brief training in solution-focused therapy in a social work team
T2  - Psychol Psychother
TI  - A qualitative investigation into the effects of brief training in solution-focused therapy in a social work team
VL  - 84
ID  - 204259
ER  - 


TY  - JOUR
AB  - As the call for evidence-based programs and practices heightens (e.g., the Every Student Succeeds Act), there is little doubt about the urgency to bring solid research into the classroom. Implementing findings generated from rigorous research continues to be a viable, trustworthy, and necessary factor in preventing and addressing learning difficulties and accelerating the academic achievement of students with disabilities. This special issue of "TEACHING Exceptional Children" is devoted to describing a set of explicit and systematic teaching practices that special educators can use on a daily basis in the classroom to improve student outcomes. These practices include promoting comprehension of information text, increasing the mathematics achievement of English learners, promoting working memory among at-risk learners, and using technology to improve learning outcomes. Each article in this special issue provides special educators with step-by-step guidelines to incorporate explicit and systematic instructional practices into their daily instructional routines. Articles in this special issue highlight how explicit and systematic instruction can be applied across domains to support students with disabilities, English learners, and those at risk for school failure. Each article gives examples of what explicit instruction is and what it looks like in practice. By providing examples across a range of content areas, the hope is to provide teachers with a deeper understanding of why systematic instruction is designed as it is and how to apply it across in a variety of contexts with the goal of improving student performance and outcomes.
AN  - EJ1108442
AU  - Smith, Jean Louise M.
AU  - Doabler, Christian T.
AU  - Kame'enui, Edward J.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Disabilities
Special Education
Evidence Based Practice
Educational Practices
Learning Disabilities
Special Education Teachers
Teaching Methods
Reading Comprehension
Mathematics Achievement
Short Term Memory
At Risk Students
Technology Uses in Education
Guidelines
Instruction
Reading Aloud to Others
Reading Difficulties
Educational Games
Educational Technology
English Language Learners
Educational Policy
Instructional Design
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 0040-0599
SP  - 273-274
ST  - Using Explicit and Systematic Instruction across Academic Domains
T2  - TEACHING Exceptional Children
TI  - Using Explicit and Systematic Instruction across Academic Domains
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1108442&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0040059916652626
VL  - 48
ID  - 205418
ER  - 


TY  - JOUR
AB  - This action research study evaluates the effectiveness of a CALL Learner Autonomy (CALL LA) course at a Japanese university. The "C course" blends face-to-face instruction and independent study in a CALL environment. It aims to enhance learners' autonomous use of CALL in the acquisition of English as a Foreign Language (EFL). In this study, three learning support aids were trialed: the Learner Passport, the e-Language Learning Portfolio and the e-Learner Self-Reflection Diary. The participant- researchers examined the course using data from the trial materials, observation, their own reflexive practice, learner questionnaires, interviews, artifacts and learner self-reflections. Findings indicate that teachers' and learners' consciousness was raised about what is expected of users in the autonomous use of CALL in a classroom environment and in a Self-Access Centre. The study also shows an improvement in learners' planning, organizing, tracking, and evaluation of their autonomous use of CALL resources, and that regular and critical learner self-reflection is a key factorcontributing to a positive shift in study culture. It recommends the conversion of the Learner Passport to an online, interactive format and the course-wide implementation of the three learning support aids as an incorporated package. (Contains 4 tables and 2 figures.)
AN  - EJ1013917
AU  - Smith, Karen
AU  - Craig, Hana
DA  - 05/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
English (Second Language)
English Language Learners
Second Language Learning
Independent Study
Learner Engagement
Interviews
Questionnaires
Portfolio Assessment
Teaching Methods
Curriculum Design
Metacognition
Computer Assisted Instruction
Instructional Effectiveness
Personal Autonomy
Program Evaluation
Foreign Countries
Observation
Japan
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 0742-7778
SP  - 252-278
ST  - Enhancing the Autonomous Use of CALL: A New Curriculum Model in EFL
T2  - CALICO Journal
TI  - Enhancing the Autonomous Use of CALL: A New Curriculum Model in EFL
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1013917&site=ehost-live&scope=site
https://calico.org/memberBrowse.php?action=article&id=1086
VL  - 30
ID  - 205197
ER  - 


TY  - JOUR
AB  - Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone(®) in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports.
AD  - Department of Communications Sciences and Special Education, The University of Georgia, Athens, GA, 30602, USA.
Department of Special Education, Vanderbilt University, Nashville, TN, 37203, USA.
Department of Communications Sciences and Special Education, The University of Georgia, Athens, GA, 30602, USA. collinshepley@gmail.com.
Department of Early Childhood, Special Education, and Rehabilitation Counseling, The University of Kentucky, 229 Taylor Education Building, Lexington, KY, 40506, USA. collinshepley@gmail.com.
Department of Early Childhood, Special Education, and Rehabilitation Counseling, The University of Kentucky, 229 Taylor Education Building, Lexington, KY, 40506, USA.
AN  - 26572658
AU  - Smith, K. A.
AU  - Ayres, K. A.
AU  - Alexander, J.
AU  - Ledford, J. R.
AU  - Shepley, C.
AU  - Shepley, S. B.
DA  - Apr
DO  - 10.1007/s10803-015-2654-8
DP  - NLM
ET  - 2015/11/18
J2  - Journal of autism and developmental disorders
KW  - Adolescent
Autistic Disorder/*psychology
Computer-Assisted Instruction/*methods
Education of Intellectually Disabled/*methods
*Generalization, Psychological
Humans
Intellectual Disability/*psychology
Male
Young Adult
Autism
Daily living skills
Intellectual disability
Self-instruction
Video modeling
Vocational skills
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0162-3257
SP  - 1196-209
ST  - Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability
T2  - J Autism Dev Disord
TI  - Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability
VL  - 46
ID  - 203881
ER  - 


TY  - THES
AB  - Children with autism spectrum disorders (ASD) experience extreme difficulty learning and engaging in new social interactions. The behavior analysis research literature contains evidence that several procedures including discrete trial training, incidental teaching, and in-vivo modeling are effective teaching modalities when teaching social skills to children with ASD (Lovaas, 1987; McGee, Morrier, & Daly, 2001; Odom & Strain, 1986). In addition, video modeling intervention packages (VM) have shown efficacy. Despite this evidence, no studies to date have revealed the controlling components of learning when using VM package interventions; therefore it is unknown which components are critical for learning to occur. The present study's aim was to conduct a component analysis of a VM package to systematically reveal critical components controlling learning. Four preschool age children diagnosed with autism were taught socially relevant skills using video. The primary components of the package intervention were introduced one at a time and these included: multiple viewings, rules, response rehearsal, response prompting following the video, and viewing the peer model on the video receive a preferred item for correct performance of the task, and subsequently receiving a preferred item for correct performance. The component analysis revealed that all components examined, except for single viewing of the video, response rehearsal and response prompts increased correct responding for three of the four participants at varying levels. Future directions include examination of components that were not introduced during the present study and further research into the necessity of the components found relevant. [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  - Smith, Kimberley H.
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Intervention
Autism
Program Effectiveness
Social Development
Interpersonal Competence
Preschool Children
Prompting
Responses
Peer Influence
Role Models
Pervasive Developmental Disorders
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2010
SN  - 978-1-124-50653-1
ST  - Teaching Social Skills to Children with Autism Using Video-Modeling: A Component Analysis
TI  - Teaching Social Skills to Children with Autism Using Video-Modeling: A Component Analysis
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED525910&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:3446189
ID  - 205352
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Four randomized controlled trials revealed that virtual-reality job interview training (VR-JIT) improved interviewing skills and the odds of obtaining a job offer among trainees with severe mental illness or autism spectrum disorder. This study assessed whether postintervention interviewing skills mediated the relationship between completion of virtual interviews and receiving job offers by six-month follow-up. METHODS: VR-JIT trainees (N=79) completed pre- and posttest mock interviews and a brief survey approximately six months later to assess whether they received a job offer. RESULTS: As hypothesized, analyses indicated that the number of completed virtual interviews predicted greater posttest interviewing skills (β=.20, 95% posterior credible interval [PCI]=.08-.33), which in turn predicted trainees' obtaining a job offer (β=.28, 95% PCI=.01-.53). CONCLUSIONS: VR-JIT may provide a mechanism of action that helps trainees with various psychiatric diagnoses obtain job offers in the community. Future research can evaluate the community-based effectiveness of this novel intervention.
AD  - Dr. Matthew J. Smith is with the School of Social Work, University of Michigan, Ann Arbor (email: mattjsmi@umich.edu ), and with the Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University, Chicago, where Dr. Justin D. Smith, Dr. Fleming, Dr. Jordan, and Dr. Brown are affiliated. Ms. Humm and Dr. Olsen are with SIMmersion, L.L.C., Columbia, Maryland. Dr. Bell is with the Department of Psychiatry, Yale University School of Medicine, West Haven, Connecticut.
AN  - 28292223
AU  - Smith, M. J.
AU  - Smith, J. D.
AU  - Fleming, M. F.
AU  - Jordan, N.
AU  - Brown, C. H.
AU  - Humm, L.
AU  - Olsen, D.
AU  - Bell, M. D.
C2  - Pmc5495604
C6  - Nihms835198
DA  - Jul 1
DO  - 10.1176/appi.ps.201600217
DP  - NLM
ET  - 2017/03/16
J2  - Psychiatric services (Washington, D.C.)
KW  - Adult
Aftercare
Autism Spectrum Disorder/*rehabilitation
Education, Nonprofessional/*methods
Employment/*psychology
Female
Humans
*Job Application
Male
Mental Disorders/*rehabilitation
Middle Aged
Veterans/*psychology
*Virtual Reality
Young Adult
Ptsd
Virtual reality training
autism spectrum disorders
job interview skills
severe mental illness
vocational outcomes
vocational training
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1075-2730 (Print)
1075-2730
SP  - 747-750
ST  - Mechanism of Action for Obtaining Job Offers With Virtual Reality Job Interview Training
T2  - Psychiatr Serv
TI  - Mechanism of Action for Obtaining Job Offers With Virtual Reality Job Interview Training
VL  - 68
ID  - 203950
ER  - 


TY  - JOUR
AB  - Background: Two approaches to understanding the etiology of neurodevelopmental disorders such as Autism Spectrum Disorder (ASD) involve network level functional connectivity (FC) and the dynamics of neuronal signaling. The former approach has revealed both increased and decreased FC in individuals with ASD. The latter approach has found high frequency EEG oscillations and higher levels of epilepsy in children with ASD. Together, these findings have led to the hypothesis that atypical excitatory-inhibitory neural signaling may lead to imbalanced association pathways. However, simultaneously reconciling local temporal dynamics with network scale spatial connectivity remains a difficult task and thus empirical support for this hypothesis is lacking. Methods: We seek to fill this gap by combining two powerful resting-state functional MRI (rs-fMRI) methods-functional connectivity (FC) and wavelet-based regularity analysis. Wavelet-based regularity analysis is an entropy measure of the local rs-fMRI time series signal. We examined the relationship between the RSN entropy and integrity in individuals with ASD and controls from the Autism Brain Imaging Data Exchange (ABIDE) cohort using a putative set of 264 functional brain regions-of-interest (ROI). Results: We observed that an imbalance in intra- and inter-network FC across 11 RSNs in ASD individuals (p = 0.002) corresponds to a weakened relationship with RSN temporal entropy (p = 0.02). Further, we observed that an estimated RSN entropy model significantly distinguished ASD from controls (p = 0.01) and was associated with level of ASD symptom severity (p = 0.003). Conclusions: Imbalanced brain connectivity and dynamics at the network level coincides with their decoupling in ASD. The association with ASD symptom severity presents entropy as a potential biomarker.
AD  - NeuroImaging Laboratories (NIL) at Washington University School of Medicine, Washington University in Saint Louis, Saint Louis, MO, United States.
Keck School of Medicine of USC, University of Southern California, Los Angeles, CA, United States.
Department of Psychiatry and Biobehavioral Sciences, University of California Los Angeles, Los Angeles, CA, United States.
AN  - 30542259
AU  - Smith, R. X.
AU  - Jann, K.
AU  - Dapretto, M.
AU  - Wang, D. J. J.
C2  - Pmc6277800
DO  - 10.3389/fnins.2018.00869
DP  - NLM
ET  - 2018/12/14
J2  - Frontiers in neuroscience
KW  - Autism Spectrum Disorders
complexity
connectivity
dynamics
fMRI
resting-state
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1662-4548 (Print)
1662-453x
SP  - 869
ST  - Imbalance of Functional Connectivity and Temporal Entropy in Resting-State Networks in Autism Spectrum Disorder: A Machine Learning Approach
T2  - Front Neurosci
TI  - Imbalance of Functional Connectivity and Temporal Entropy in Resting-State Networks in Autism Spectrum Disorder: A Machine Learning Approach
VL  - 12
ID  - 204763
ER  - 


TY  - JOUR
AB  - Improving public awareness of cancer and encouraging health behavior change are important aspects of cancer control. We investigated whether a community-based roadshow was an effective way of communicating with the public about cancer and encouraging behavior change. Data were from 1196 people who completed questionnaires at a Cancer Research UK Cancer Awareness Roadshow in 2013. Of these, 511 (43%) completed questionnaires immediately before their visit (pre-visit group) and 685 (57%) completed questionnaires immediately after their visit (post-visit group). Among the post-visit sample, 217 (32%) were retained after two months. Self-reported data were available on risk factor and symptom awareness, help-seeking barriers, use of healthcare services and health behaviors. Compared with the pre-visit sample, the post-visit group had greater awareness of cancer risk factors and was more positive about aspects of help-seeking but awareness of potential symptoms was similar. Most effects were maintained over two months. Intentions to eat more fruit and vegetables and to exercise more were comparable between the groups but more people in the post-visit sample intended to quit smoking. At 2-month follow-up, smoking prevalence had significantly reduced but fruit and vegetable consumption decreased and there was no change to physical activity. User of weight loss services and general practitioner visits were high at follow-up and largely attributed to the Roadshow. The Cancer Research UK Roadshow appears to improve risk factor awareness, promote positive attitudes towards help-seeking and increase smoking cessation. This approach could be a useful building block for additional cancer prevention and control strategies.
AD  - Centre for Cancer Prevention, Wolfson Institute of Preventive Medicine, Queen Mary University of London, Charterhouse Square, London EC1M 6BQ, UK; Health Behaviour Research Centre, Department of Epidemiology and Public Health, University College London, Gower Street, London WC1E 6BT, UK. Electronic address: Sam.smith@qmul.ac.uk.
Health Behaviour Research Centre, Department of Epidemiology and Public Health, University College London, Gower Street, London WC1E 6BT, UK; Cancer Research UK, Angel Building, 407 St John Street, London EC1V 4AD, UK.
Cancer Research UK, Angel Building, 407 St John Street, London EC1V 4AD, UK.
AN  - 26921657
AU  - Smith, S. G.
AU  - Osborne, K.
AU  - Tring, S.
AU  - George, H.
AU  - Power, E.
C2  - Pmc4893017
DA  - Jun
DO  - 10.1016/j.ypmed.2016.02.034
DP  - NLM
ET  - 2016/02/28
J2  - Preventive medicine
KW  - *Awareness
*Community Health Services
Early Detection of Cancer
Female
Health Behavior
*Health Knowledge, Attitudes, Practice
Health Promotion/*methods
Humans
Life Style
Male
Middle Aged
Neoplasms/diagnosis/*prevention & control
Risk Factors
Smoking Cessation
Surveys and Questionnaires
*Cancer awareness
*Cancer control
*Cancer prevention
*Community interventions
*Early diagnosis
*Health behaviors
*Health communication
*Mobile information units
*Roadshow
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0091-7435 (Print)
0091-7435
SP  - 138-143
ST  - Evaluating the impact of a community-based cancer awareness roadshow on awareness, attitudes and behaviors
T2  - Prev Med
TI  - Evaluating the impact of a community-based cancer awareness roadshow on awareness, attitudes and behaviors
VL  - 87
ID  - 204445
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To assess the impact of the Cancer Research UK Cancer Awareness Roadshow on intentions to change health behaviours and use local health services related to cancer. METHOD: Feedback forms from visitors to three Roadshows collected data on anticipated lifestyle changes and health service use following their visit to the Roadshow. Demographic predictors of intentions were investigated. RESULTS: A total of 6009 individuals completed a feedback form. On average, respondents intended to make between two and three (2.55; SD=1.77) lifestyle changes, and use between none and one (0.59; SD=0.77) local health services following their visit. Multivariable analysis showed that age (p=0.001), ethnicity (p=0.006), and occupation (p=0.043) were significant predictors of anticipated lifestyle changes. Anticipated health service use was higher among men (p=0.001), younger groups (p<0.001), and smokers (p<0.001). Overall effects of ethnicity (p=0.001) and occupation (p<0.001) on anticipated health service use were also observed. Post-hoc analyses indicated stronger effects of the Roadshow among disadvantaged groups. CONCLUSION: High levels of anticipated health behaviour change and health service use were observed among Roadshow visitors. Disadvantaged groups such as lower socioeconomic groups, ethnic minorities, and smokers showed particularly high levels of intention. A more in-depth evaluation of the Roadshow is warranted.
AD  - Health Behaviour Research Centre, Department of Epidemiology and Public Health, University College London, Gower Street, London WC1E 6BT, UK. Electronic address: Samuel.smith@ucl.ac.uk.
Cancer Research UK, Angel Building, 407 St John Street, London EC1V 4AD, UK.
Health Behaviour Research Centre, Department of Epidemiology and Public Health, University College London, Gower Street, London WC1E 6BT, UK; Cancer Research UK, Angel Building, 407 St John Street, London EC1V 4AD, UK.
AN  - 24239683
AU  - Smith, S. G.
AU  - Rendell, H.
AU  - George, H.
AU  - Power, E.
C2  - Pmc3991853
DA  - Mar
DO  - 10.1016/j.ypmed.2013.11.002
DP  - NLM
ET  - 2013/11/19
J2  - Preventive medicine
KW  - Adolescent
Adult
Aged
Awareness
Body Mass Index
Community Health Services/*standards
Early Detection of Cancer
England
Female
*Health Knowledge, Attitudes, Practice
Health Promotion/*methods
Health Services Accessibility
Humans
Life Style
Male
Middle Aged
*Mobile Health Units/statistics & numerical data
Multivariate Analysis
Neoplasms/diagnosis/*prevention & control/psychology
Nurse-Patient Relations
Socioeconomic Factors
Surveys and Questionnaires
United Kingdom
Young Adult
Cancer awareness
Community interventions
Health behaviours
Inequalities
Mobile information units
LA  - eng
M1  - 100
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0091-7435 (Print)
0091-7435
SP  - 121-3
ST  - Improving cancer control through a community-based cancer awareness initiative
T2  - Prev Med
TI  - Improving cancer control through a community-based cancer awareness initiative
VL  - 60
ID  - 204615
ER  - 


TY  - JOUR
AB  - Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self-directed modes for the first time.
AD  - School of Community Health, Charles Sturt University, Albury, New South Wales, Australia. gsmythe@csu.edu.au
AN  - 19177401
AU  - Smythe, G.
AU  - Hughes, D.
DA  - Jul-Aug
DO  - 10.1002/ase.33
DP  - NLM
ET  - 2009/01/30
J2  - Anatomical sciences education
KW  - Anatomy/*education
Comprehension
Curriculum
*Education, Distance
Educational Measurement
Humans
*Perception
Pilot Projects
Program Evaluation
Speech-Language Pathology/*education
*Students/psychology
Surveys and Questionnaires
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1935-9772
SP  - 145-53
ST  - Self-directed learning in gross human anatomy: assessment outcomes and student perceptions
T2  - Anat Sci Educ
TI  - Self-directed learning in gross human anatomy: assessment outcomes and student perceptions
VL  - 1
ID  - 203949
ER  - 


TY  - THES
AB  - Direct Support Professionals are one of many stakeholders providing community based behavioral and therapeutic services to people with intellectual and developmental disabilities. Their perceptions of acceptability and contextual fit of the behavioral support plan are critical factors to fidelity and subsequent successful treatment. Past research has generally excluded Direct Support Professionals' opinions in favor of parents, teachers, or professionals using rating scales and analog methods. This investigation sought to expand the knowledge base regarding factors that influence the success of behavior support plans used in community services for adults with intellectual and developmental disabilities as informed by direct support professionals of residential and vocational programs. This qualitative case study examined data collected from interviews with twelve Direct Support Professionals. Semi-structured, face-to-face interviews conducted at community-based agencies in North Dakota provided the data for the study along with copies of behavior plans. Analysis consisted of coding phrases, sentences, and paragraphs that resulted in themes emerging that were similar to those in current literature. A second part of data analysis involved archival reviews of the behavior support plans using cross-case synthesis. Findings from this study suggest that while Direct Support Professionals had mixed experiences, there was agreement regarding administrative support, knowledge, communication, and change. These closely linked themes described their perceptions of success and acceptability of behavioral support. Additionally, analysis identified the following as influencing factors of stress in dealing with change; 1) ambiguity in use of behavioral principles in written plans, 2) attributes to explain behavior, and 3) success when administration was present and responsive. Researcher suggests examination of how web-based application suites, especially those designed for services in developmental disabilities, could assist in appropriate data collection and interpretation. Additionally, agencies should consider offering advanced certification to Direct Support Professionals through national entities that are currently available in behavioral support and dual diagnosis. Recommended research includes examining perceptions of administration, in both agency and behavioral consultant roles, and how direct support professional's beliefs about challenging behaviors influence indirect assessment in the functional behavioral assessment. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AN  - 2018-65232-162
AU  - Soderstrom, Ruth
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - Direct Support Professionals
community services
intellectual and developmental disabilities
Professionalism
Intellectual Development Disorder
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2019
SN  - 0419-4209
978-0438637160
ST  - Direct Support Professionals' perceptions of behavior support in community based services
TI  - Direct Support Professionals' perceptions of behavior support in community based services
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-65232-162&site=ehost-live&scope=site
VL  - 80
ID  - 204913
ER  - 


TY  - JOUR
AB  - In Norway, where all citizens are entitled to live in their own homes in their local communities, people with intellectual disabilities receive community-based home care services that aim to promote their ability to live on their own. In our study, we investigated how using an assistive device for cognitive impairment - namely, a memo planner (MP) - in community-based home care services affected the everyday lives of people with intellectual developmental disabilities (IDD). Our sample consisted of seven young adults with IDD and their support staff. Data were collected during field observations and group interviews and analysed via systematic text condensation. The findings illuminate how using an MP can structure the daily lives of young adults with IDD and afford them opportunities to participate in everyday activities. In this article, we discuss how using an MP shapes interactions between people with IDD and their support staff.
AD  - Norwegian University of Science and Technology, Norway.
Østfold University College, Norway.
Molde University College, Norway.
AN  - 31645186
AU  - Söderström, S.
AU  - Østby, M.
AU  - Bakken, H.
AU  - Ellingsen, K. E.
DA  - Oct 23
DO  - 10.1177/1744629519882582
DP  - NLM
ET  - 2019/10/28
J2  - Journal of intellectual disabilities : JOID
KW  - assistive technology
home services
intellectual developmental disability
participation
self-determination
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1744-6295
SP  - 1744629519882582
ST  - How using assistive technology for cognitive impairments improves the participation and self-determination of young adults with intellectual developmental disabilities
T2  - J Intellect Disabil
TI  - How using assistive technology for cognitive impairments improves the participation and self-determination of young adults with intellectual developmental disabilities
ID  - 204570
ER  - 


TY  - JOUR
AB  - Long-lasting insecticidal nets (LLINs) have been advocated as an effective tool against malaria transmission. However, success of this community based intervention largely depends on the knowledge and practice regarding malaria and its prevention. According to the national strategy plan on evaluation of LLINs (Olyset nets), this study was conducted to determine the perceptions and practices about malaria and to improve use of LLINs in Bashagard district, one of the important foci of malaria in southeast Iran. The study area comprised 14 villages that were randomized in two clusters and designated as LLINs and untreated nets. Each of households in both clusters received two bed nets by the free distribution and delivery. After one month quantitative data collection method was used to collect information regarding the objectives of the study. On the basis of this information, an educational program was carried out in both areas to increase motivation for use of bed nets. Community knowledge and practice regarding malaria and LLIN use assessed pre- and post-educational program. The data were analyzed using SPSS ver.16 software. At baseline, 77.5% of respondents in intervention and 69.4 % in control area mentioned mosquito bite as the cause of malaria, this awareness increased significantly in intervention (90.3%) and control areas (87.9%), following the educational program. A significant increase also was seen in the proportion of households who used LLINs the previous night (92.5%) compared with untreated nets (87.1%). Educational status was an important predictor of LLINs use. Regular use of LLIN was considerably higher than the targeted coverage (80%) which recommended by World Heaths Organization. About 81.1% and 85.3% of respondents from LLIN and control areas reported that mosquito nuisance and subsequent malaria transmission were the main determinants of bed net use. These findings highlight a need for educational intervention in implementation of long-lasting insecticidal nets; this should be considered in planning and decision-making in the national malaria control program during the next campaigns of LLINs in Iran.
AD  - Department of Medical Entomology and Vector Control, School of Public Health & National Institute of Health Research, Tehran University of Medical Sciences, Tehran, Iran.
AN  - 22592579
AU  - Soleimani Ahmadi, M.
AU  - Vatandoost, H.
AU  - Shaeghi, M.
AU  - Raeisi, A.
AU  - Abedi, F.
AU  - Eshraghian, M. R.
AU  - Aghamolaei, T.
AU  - Madani, A. H.
AU  - Safari, R.
AU  - Jamshidi, M.
AU  - Alimorad, A.
DP  - NLM
ET  - 2012/05/18
J2  - Acta medica Iranica
KW  - Adolescent
Adult
Aged
Awareness
Chi-Square Distribution
*Community Health Services
Female
*Health Behavior
*Health Education
*Health Knowledge, Attitudes, Practice
Humans
Incidence
*Insecticide-Treated Bednets
Iran/epidemiology
Malaria/epidemiology/parasitology/*prevention & control/transmission
Male
Middle Aged
Mosquito Control/*methods
Motivation
Surveys and Questionnaires
Treatment Outcome
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0044-6025
SP  - 279-87
ST  - Effects of educational intervention on long-lasting insecticidal nets use in a malarious area, southeast Iran
T2  - Acta Med Iran
TI  - Effects of educational intervention on long-lasting insecticidal nets use in a malarious area, southeast Iran
VL  - 50
ID  - 204647
ER  - 


TY  - JOUR
AB  - Profiles of Chemical Effects on Cells (pCEC) is a toxicogenomics database with a system of classifying chemicals that have effects on human health. This database stores and handles gene expression profiling information and categories of toxicity data. Chemicals are classified according to the specific tissues and cells they affect, the gene expression changes they induce, their toxicity and biological functions in this database system. The pCEC system also analyzes relationships between chemicals and the genes they affect in specific tissues and cells. The reason why we developed pCEC is to support decision-making within the context of environmental regulation. Especially, exposure to environmental chemicals during fetal and newborn development may result in a predisposition to various disorders such as cancer, learning disabilities and allergies later in life. The identification and prediction of hazardous chemicals using limited information are important issues in human health risk management. Therefore, various toxicity information including lethal dose 50 (LD50), toxicity pathways and pathological data were loaded into pCEC. pCEC is also a facility for query, analysis and prediction of unknown toxicochemical reaction pathways and biomarkers which are based on toxicoinformatical data mining approaches. This database is available online at http://project.nies.go.jp/eCA/cgi-bin/index.cgi. The current version of the database has information on the hepatotoxicity, reproductive toxicity and embryotoxicity of chemicals.
AD  - Research Center for Environmental Risk, National Institute for Environmental Studies, Ibaraki. hsone@nies.go.jp
AN  - 20118632
AU  - Sone, H.
AU  - Okura, M.
AU  - Zaha, H.
AU  - Fujibuchi, W.
AU  - Taniguchi, T.
AU  - Akanuma, H.
AU  - Nagano, R.
AU  - Ohsako, S.
AU  - Yonemoto, J.
DA  - Feb
DO  - 10.2131/jts.35.115
DP  - NLM
ET  - 2010/02/02
J2  - The Journal of toxicological sciences
KW  - Animals
Computational Biology
*Databases as Topic
Databases, Factual
Environmental Pollutants/classification/*toxicity
Gene Expression Profiling
Humans
Lethal Dose 50
Predictive Value of Tests
Protein Array Analysis
Risk Assessment/*methods
*Toxicogenetics
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0388-1350
SP  - 115-23
ST  - Profiles of Chemical Effects on Cells (pCEC): a toxicogenomics database with a toxicoinformatics system for risk evaluation and toxicity prediction of environmental chemicals
T2  - J Toxicol Sci
TI  - Profiles of Chemical Effects on Cells (pCEC): a toxicogenomics database with a toxicoinformatics system for risk evaluation and toxicity prediction of environmental chemicals
VL  - 35
ID  - 204809
ER  - 


TY  - JOUR
AB  - In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning. Metacognitive prompts are a promising type of instructional support to activate students' strategic learning activities. However, despite positive effects in previous studies, there are still a large number of students who do not benefit from provided support. Therefore, it may be necessary to consider explicitly the conditions under which a prompt is beneficial for a student, i.e., so-called adaptive scaffolding. The current study aims to (i) classify the effectiveness of prompts on regulatory behavior, (ii) investigate the correspondence of the classification with learning outcome, and (iii) discover the conditions under which prompts induce regulatory activities (i.e., the proper temporal positioning of prompts). The think-aloud data of an experiment in which metacognitive prompts supported the experimental group (n = 35) was used to distinguish between effective and non-effective prompts. Students' activities preceding the prompt presentation were analyzed using data mining and process mining techniques. The results indicate that approximately half of the presented prompts induced metacognitive learning activities as expected. Moreover, the number of induced monitoring activities correlates positively with transfer performance. Finally, the occurrence of orientation and monitoring activities, which are not well-embedded in the course of learning, increases the effectiveness of a presented prompt. In general, our findings demonstrate the benefits of investigating metacognitive support using process data, which can provide implications for the design of effective instructional support.
AN  - EJ1125806
AU  - Sonnenberg, Christoph
AU  - Bannert, Maria
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Data Analysis
Metacognition
Prompting
Cues
Computer Assisted Instruction
Classification
Learning Strategies
Student Behavior
Protocol Analysis
Learning Activities
Scaffolding (Teaching Technique)
Hypermedia
Undergraduate Students
Foreign Countries
Germany
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 2157-2100
SP  - 51-83
ST  - Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts
T2  - Journal of Educational Data Mining
TI  - Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1125806&site=ehost-live&scope=site
http://www.educationaldatamining.org/JEDM/index.php/JEDM/article/view/JEDM2016-8-2-3
VL  - 8
ID  - 205202
ER  - 


TY  - JOUR
AB  - CONTEXT: Using video games may enhance older adults' cognitive skills, including executive function, processing speed, and spatial ability. OBJECTIVE: We examined the impact of video game training on the cognitive functioning of community-dwelling adults aged 65 or older and tested the hypotheses that larger training effects would be uncovered for practiced measures and that the employed time-compressed approach would reveal effects comparable to those reported in prior studies on this approach. METHODS: Thirty-five participants from four Senior Centers located in Los Angeles County, California completed the study. Participants were randomly assigned to either an intervention group partaking in 15 h of supervised video game training over five weeks or to a control group completing an assessment battery before and after a five-week period. RESULTS: After statistically controlling for pretest performance and performance on the Memory Alteration Test, we found significant group differences regarding brief syllable count (p = .001, d = 1.28) and arithmetic assessments (p = .003, d = 1.10), as well as marginally significant differences on the Stroop Interference Test (p = .02, d = 0.89). We also found larger effects among practiced outcome variables (d = 0.72) than non-practiced outcome variables (d = 0.03); the effects were comparable to those reported in time-extended intervention studies (d = 0.35 and 0.36, respectively). CONCLUSIONS AND IMPLICATIONS: Results suggest that playing an easily accessible video game in older age can enhance cognitive functioning, especially in areas directly tied to the video gaming activities.
AD  - School of Behavioral and Organizational Science, Claremont Graduate University, United States. Electronic address: gsosa@craftonhills.edu.
California State University, Northridge, United States.
AN  - 30316185
AU  - Sosa, G. W.
AU  - Lagana, L.
DA  - Jan-Feb
DO  - 10.1016/j.archger.2018.04.012
DP  - NLM
ET  - 2018/10/14
J2  - Archives of gerontology and geriatrics
KW  - Aged
Aged, 80 and over
*Cognition
Female
Humans
Male
*Video Games
*Cognitive function
*Older adults
*Transferability hypothesis
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0167-4943
SP  - 20-30
ST  - The effects of video game training on the cognitive functioning of older adults: A community-based randomized controlled trial
T2  - Arch Gerontol Geriatr
TI  - The effects of video game training on the cognitive functioning of older adults: A community-based randomized controlled trial
VL  - 80
ID  - 203878
ER  - 


TY  - JOUR
AB  - Context: Using video games may enhance older adults’ cognitive skills, including executive function, processing speed, and spatial ability. Objective: We examined the impact of video game training on the cognitive functioning of community-dwelling adults aged 65 or older and tested the hypotheses that larger training effects would be uncovered for practiced measures and that the employed time-compressed approach would reveal effects comparable to those reported in prior studies on this approach. Methods: Thirty-five participants from four Senior Centers located in Los Angeles County, California completed the study. Participants were randomly assigned to either an intervention group partaking in 15 h of supervised video game training over five weeks or to a control group completing an assessment battery before and after a five-week period. Results: After statistically controlling for pretest performance and performance on the Memory Alteration Test, we found significant group differences regarding brief syllable count (p = .001, d = 1.28) and arithmetic assessments (p = .003, d = 1.10), as well as marginally significant differences on the Stroop Interference Test (p = .02, d = 0.89). We also found larger effects among practiced outcome variables (d = 0.72) than non-practiced outcome variables (d = 0.03); the effects were comparable to those reported in time-extended intervention studies (d = 0.35 and 0.36, respectively). Conclusions and implications: Results suggest that playing an easily accessible video game in older age can enhance cognitive functioning, especially in areas directly tied to the video gaming activities. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Sosa, Giovanni W., Office of Institutional Effectiveness, Research, and Planning, Crafton Hills College, Yucaipa, CA, US, 92399
AN  - 2018-61558-004
AU  - Sosa, Giovanni W.
AU  - Laganà, Luciana
DB  - APA PsycInfo
DO  - 10.1016/j.archger.2018.04.012
DP  - EBSCOhost
KW  - Video games
Older adults
Cognitive function
Transferability hypothesis
Aged
Aged, 80 and over
Cognition
Female
Humans
Male
Cognitive Ability
Computer Games
Brain Training
Transfer (Learning)
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 0167-4943
1872-6976
SP  - 20-30
ST  - The effects of video game training on the cognitive functioning of older adults: A community-based randomized controlled trial
T2  - Archives of Gerontology and Geriatrics
TI  - The effects of video game training on the cognitive functioning of older adults: A community-based randomized controlled trial
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-61558-004&site=ehost-live&scope=site
gsosa@craftonhills.edu
VL  - 80
ID  - 205035
ER  - 


TY  - JOUR
AB  - It is clearly understood that technology oriented education on special training is neither sound nor adequate when considered from the literary point of view in our country. Limited studies held in country not only support this point of view but also demonstrate the lack of resource and studies carried out in this area. During the designing and developing process one of the qualitative methods called the design base research but then completing the design and development process, a common academic way of evaluation the single subject research method have been implemented in order to test the forcibileness of the work in the respect of special training and education. The study carried out through nine special training tutors and ten mentally disabled students. The following as a pilot study, the efficiency process has been accomplished through three teachers and three students. The feedback forms used to get the remarks of the teachers and through the use of the content analysis method the data resolved, during the phase of evaluation of the software. In respect of the analyses carried out, the practice has been considered as rather effective and applicable and useful by the teachers attended this pilot case study. The process confirming the results of the case study carried out by the teachers, according to the afore-stated study, the results have been successful and the targeted notions have also been learned, which made the students feel that all these practices worked! It could easily be said that the software developed is both useful and applicable, moreover, the trainings committed conveniently have rather been effective.
AN  - EJ1144416
AU  - Soykan, Emrah
AU  - Özdamli, Fezile
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Educational Technology
Computer Software
Intellectual Disability
Special Education Teachers
Program Evaluation
Teacher Attitudes
Case Studies
Foreign Countries
Computer Uses in Education
Coding
Qualitative Research
Observation
Video Technology
Teaching Methods
Program Effectiveness
Prompting
Handheld Devices
Cyprus
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1305-8223
SP  - 2683-2699
ST  - Evaluation of the Android Software for Special Needs Children
T2  - EURASIA Journal of Mathematics, Science & Technology Education
TI  - Evaluation of the Android Software for Special Needs Children
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1144416&site=ehost-live&scope=site
http://www.iserjournals.com/journals/eurasia/articles/10.12973/eurasia.2017.01247a
VL  - 13
ID  - 205206
ER  - 


TY  - JOUR
AB  - The purpose of this study was to compare the effects of three video perspectives: point-of-view, scene view, and a combination of point-of-view and scene view on task completion by three young adults with moderate intellectual disability. The comparison was made, using an Adapted Alternating Treatments Design, across three sets of fundamentally different gift wrapping tasks as each of three students used step-by-step video prompting. Overall, results of the study showed minimal differences in performance across the three students regardless of the video perspective while a combination of point-of-view and scene view camera angle resulted in fewer errors by two of the three students.
AN  - EJ1072021
AU  - Spencer, Galen P.
AU  - Mechling, Linda C.
AU  - Ivey, Alexandria N.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Comparative Analysis
Video Technology
Perspective Taking
Young Adults
Moderate Mental Retardation
Daily Living Skills
Prompting
Visual Stimuli
Females
Skill Development
Error Patterns
Intervention
Program Effectiveness
Intelligence Tests
Children
Wechsler Intelligence Scale for Children
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 2154-1647
SP  - 330-342
ST  - Comparison of Three Video Perspectives When Using Video Prompting by Students with Moderate Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparison of Three Video Perspectives When Using Video Prompting by Students with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1072021&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal.aspx
VL  - 50
ID  - 205126
ER  - 


TY  - THES
AB  - The question of which strategies for teaching daily living skills (DLS) are most effective for students with autism spectrum disorder (ASD) requires increased attention. Special education elementary teachers may not have the instructional strategies necessary to teach DLS to students with ASD. DLS instruction for students with ASD is important because these skills are essential to functioning in school as well as society. The aim of this study was to identify elementary special education teachers' perceptions about their ability to teach DLS to students with ASD. The study's conceptual framework was rooted in a synthesis of ideas from current refereed literature, along with Bandura's social cognitive theory. Purposeful sampling identified 10 participants for individual interviews. Findings indicated 2 themes that emerged from Bandura's (1993) self-efficacy theory: lack of competency to teach DLS and teachers' beliefs about DLS instruction. Thematic and open coding indicated the following themes: lack of time, lack of administrative support in formally addressing DLS deficits, and strategies influencing DLS acquisition. The results indicated that special education elementary teachers did not feel efficacious about their ability to teach DLS to students with ASD and did not feel that they had time and support to provide DLS instruction to students with ASD. This study suggests a need for ongoing, sustainable professional development opportunities for special education teachers related to teaching DLS to students with ASD. Social change implications include improved teacher practice focused on increasing DLS performance for students with ASD so that they will be able to independently perform DLS in various environments, along with increased awareness and comprehension of the value of teacher voice in DLS instructional practices for students with ASD. [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  - Spencer, Jamala
DB  - ERIC
DP  - EBSCOhost
KW  - Special Education Teachers
Elementary School Teachers
Daily Living Skills
Autism
Pervasive Developmental Disorders
Elementary School Students
Self Efficacy
Interviews
Teacher Attitudes
Instruction
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2017
SN  - 978-0-355-36336-4
ST  - Special Education Elementary Teachers' Perceptions of Daily Living Skills Instruction for Students with Autism
TI  - Special Education Elementary Teachers' Perceptions of Daily Living Skills Instruction for Students with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED580194&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:10637576
ID  - 205323
ER  - 


TY  - CHAP
A2  - Adam, M. P.
A2  - Ardinger, H. H.
A2  - Pagon, R. A.
A2  - Wallace, S. E.
A2  - Bean, L. J. H.
A2  - Stephens, K.
A2  - Amemiya, A.
AB  - CLINICAL CHARACTERISTICS: Alexander disease is a progressive disorder of cerebral white matter that predominantly affects infants and children and has variable life expectancy. The later-onset forms present with a slower clinical course. The infantile form comprises about 42% of affected individuals, the juvenile form about 22%, and the adult form about 33%. A neonatal form is also recognized. The neonatal form leads to severe disability or death within two years. Characteristics include seizures, hydrocephalus, severe motor and intellectual disability, and elevated CSF protein concentration. MRI shows severe white matter abnormalities with involvement of the basal ganglia and cerebellum. The infantile form presents in the first two years of life, typically with progressive psychomotor retardation with loss of developmental milestones, megalencephaly, frontal bossing, and seizures. Other findings include hyperreflexia and pyramidal signs, ataxia, and occasional hydrocephalus secondary to aqueductal stenosis. Affected children survive weeks to several years. The juvenile form usually presents between ages four and ten years, occasionally in the mid-teens. Findings can include bulbar/pseudobulbar signs, ataxia, gradual loss of intellectual function, seizures, normocephaly or megalencephaly, and breathing problems. Survival ranges from the early teens to the 20s-30s. The adult form is the most variable. DIAGNOSIS/TESTING: Diagnosis of Alexander disease is based on clinical findings, and confirmed with MRI changes and identification of a heterozygous pathogenic variant in GFAP, which encodes glial fibrillary acidic protein. MANAGEMENT: Treatment of manifestations: Treatment is supportive and includes attention to general care and nutritional requirements, antibiotic treatment for intercurrent infection, antiepileptic drugs (AEDs) for seizure control, assessment for learning disabilities and cognitive impairment, and physical and occupational therapy as needed. Prevention of secondary complications: It is essential to pay attention to nutritional status, swallowing ability, and early signs of scoliosis. Surveillance: Examinations at regular intervals by a multidisciplinary team with particular attention to growth, gastrointestinal function/nutritional intake, orthopedic and neurologic status, strength and mobility, communication skills, and psychological complications. GENETIC COUNSELING: Alexander disease is inherited in an autosomal dominant manner. The risk to the sibs of the proband depends on the genetic status of the proband's parents. If a parent is affected or has a pathogenic variant in GFAP, the risk to the sibs of inheriting the GFAP pathogenic variant is 50%. Sibs of a proband are at low risk for Alexander disease if the pathogenic variant is de novo (as is usually the case); however, the possibility of germline mosaicism exists. Prenatal testing for pregnancies at increased risk is possible if the pathogenic variant has been identified in an affected family member.
AD  - Kennedy Krieger Institute, Pediatric Neurology and Pediatrics, Johns Hopkins University Medical Institutions, Baltimore, Maryland
AN  - 20301351
AU  - Srivastava, S.
AU  - Naidu, S.
CY  - Seattle (WA)
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PB  - University of Washington, Seattle
Copyright © 1993-2020, University of Washington, Seattle. GeneReviews is a registered trademark of the University of Washington, Seattle. All rights reserved.
PY  - 1993
ST  - Alexander Disease
T2  - GeneReviews(®)
TI  - Alexander Disease
ID  - 204770
ER  - 


TY  - THES
AB  - This study was designed to use a task analysis and a least-to-most prompting hierarchy to teach students with cognitive disabilities pizza box assembly skills. The purpose of this study was to determine whether a least-to-most prompting hierarchy was effective in teaching students with cognitive disabilities to increase the number of task-analyzed steps independently completed in folding a pizza box. An additional and related purpose of this study was also to determine whether a least-to-most prompting hierarchy was effective in improving these students' productivity in decreasing the level of prompting required these students to complete task-analyzed steps of a pizza box assembly task. Task analysis of the pizza box assembly task was implemented throughout the entirety of the study. The intervention (i.e. least-to-most prompting hierarchy) was expected to increase the number of task-analyzed steps each subject was able to complete independently while decreasing the level of prompting required for each subject to complete the task-analyzed pizza box assembly task. The experimental design used in this study was a multiple-baseline design across subjects to analyze the effectiveness of the implementation of a least-to-most prompting hierarchy. Results of this study indicated that the use of a task analysis and a least-to-most prompting hierarchy is effective in teaching individuals with cognitive disabilities pizza box assembly skills. [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  - Stabnow, Erin F.
DB  - ERIC
DP  - EBSCOhost
KW  - Task Analysis
Prompting
Intellectual Disability
Psychomotor Skills
Productivity
Intervention
Instructional Effectiveness
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2015
SN  - 978-1-339-53531-9
ST  - Increasing Pizza Box Assembly Using Task Analysis and a Least-to-Most Prompting Hierarchy
TI  - Increasing Pizza Box Assembly Using Task Analysis and a Least-to-Most Prompting Hierarchy
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED568028&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:10032357
ID  - 205243
ER  - 


TY  - JOUR
AB  - Drawing on the theory of documents representation (Perfetti et al., Toward a theory of documents representation. In: H. v. Oostendorp & S. R. Goldman (Eds.), "The construction of mental representations during reading." Mahwah, NJ: Erlbaum, 1999), we argue that successfully dealing with multiple documents on the World Wide Web requires readers to form documents models; that is, to form a representation of contents "and" sources. We present a study in which we tested the assumption that the use of metacognitive strategies is crucial to the formation of documents models. A total of 100 participants with little medical knowledge were asked to conduct an Internet research on a medical topic. Participants were randomly assigned to four experimental groups that received different types of metacognitive prompts: participants either received evaluation prompts, monitoring prompts, both types of prompts, or no prompts. A control group took paper-and-pencil notes. Results showed that laypersons receiving evaluation prompts outperformed controls in terms of knowledge about sources and produced more arguments relating to the source of information when justifying credibility judgments. However, laypersons receiving evaluation prompts were not better able to indicate the source of information after Internet research than controls. In addition, laypersons receiving monitoring prompts acquired significantly more knowledge about facts, and performed slightly better on a comprehension test. It is concluded that the results underline the importance of metacognition in dealing with multiple documents.
AN  - EJ854100
AU  - Stadtler, Marc
AU  - Bromme, Rainer
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Experimental Groups
Control Groups
Metacognition
Internet
Models
Learning Strategies
Prompting
Teaching Methods
Online Searching
Research Skills
Comprehension
Notetaking
Comparative Analysis
M1  - 2-3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2007
SN  - 1556-1607
SP  - 191-210
ST  - Dealing with Multiple Documents on the WWW: The Role of Metacognition in the Formation of Documents Models
T2  - International Journal of Computer-Supported Collaborative Learning
TI  - Dealing with Multiple Documents on the WWW: The Role of Metacognition in the Formation of Documents Models
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ854100&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s11412-007-9015-3
VL  - 2
ID  - 205143
ER  - 


TY  - JOUR
AB  - In this study, we examined whether orthographic learning can be demonstrated in disabled readers learning to read in a transparent orthography (Dutch). In addition, we tested the effect of the use of text-to-speech software, a new form of direct instruction, on orthographic learning. Both research goals were investigated by replicating Share's self-teaching paradigm. A total of 65 disabled Dutch readers were asked to read eight stories containing embedded homophonic pseudoword targets (e.g., Blot/Blod), with or without the support of text-to-speech software. The amount of orthographic learning was assessed 3 or 7 days later by three measures of orthographic learning. First, the results supported the presence of orthographic learning during independent silent reading by demonstrating that target spellings were correctly identified more often, named more quickly, and spelled more accurately than their homophone foils. Our results support the hypothesis that all readers, even poor readers of transparent orthographies, are capable of developing word-specific knowledge. Second, a negative effect of text-to-speech software on orthographic learning was demonstrated in this study. This negative effect was interpreted as the consequence of passively listening to the auditory presentation of the text. We clarify how these results can be interpreted within current theoretical accounts of orthographic learning and briefly discuss implications for remedial interventions.
AD  - Vrije Universiteit Brussel, Brussels, Belgium eva.staels@vub.ac.be.
Vrije Universiteit Brussel, Brussels, Belgium.
AN  - 23686998
AU  - Staels, E.
AU  - Van den Broeck, W.
DA  - Jan-Feb
DO  - 10.1177/0022219413487407
DP  - NLM
ET  - 2013/05/21
J2  - Journal of learning disabilities
KW  - Child
Disabled Children/*education
Dyslexia/*rehabilitation
Female
Humans
*Learning
Male
*Multimedia
Netherlands
*Reading
Teaching/*methods
orthographic learning
reading acquisition
reading disability
self-teaching hypothesis
text-to-speech software
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0022-2194
SP  - 39-50
ST  - Orthographic learning and the role of text-to-speech software in Dutch disabled readers
T2  - J Learn Disabil
TI  - Orthographic learning and the role of text-to-speech software in Dutch disabled readers
VL  - 48
ID  - 204187
ER  - 


TY  - JOUR
AB  - Machine learning and other computer intensive pattern recognition methods are successfully applied to a variety of fields that deal with high-dimensional data and often small sample sizes such as genetic microarray, functional magnetic resonance imaging (fMRI) and, more recently, electroencephalogram (EEG) data. The aim of this article is to discuss the use of machine learning and discrimination methods and their possible application to the analysis of infant event-related potential (ERP) data. The usefulness of two methods, regularized discriminant function analyses and support vector machines, will be demonstrated by reanalyzing an ERP dataset from infants ( Elsabbagh et al., 2009 ). Using cross-validation, both methods successfully discriminated above chance between groups of infants at high and low risk of a later diagnosis of autism. The suitability of machine learning methods for the use of single trial or averaged ERP data is discussed.
AD  - Department of Biostatistics, Institute of Psychiatry, King's College London, London, United Kingdom. daniel.r.stahl@kcl.ac.uk
AN  - 22545662
AU  - Stahl, D.
AU  - Pickles, A.
AU  - Elsabbagh, M.
AU  - Johnson, M. H.
DO  - 10.1080/87565641.2011.650808
DP  - NLM
ET  - 2012/05/02
J2  - Developmental neuropsychology
KW  - *Artificial Intelligence
Attention/physiology
Autistic Disorder/*diagnosis/*physiopathology
*Discriminant Analysis
Electroencephalography/methods
Evoked Potentials/*physiology
Fixation, Ocular
Humans
Infant
Logistic Models
Pattern Recognition, Automated
Reaction Time/physiology
Reproducibility of Results
Risk
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1532-6942
SP  - 274-98
ST  - Novel machine learning methods for ERP analysis: a validation from research on infants at risk for autism
T2  - Dev Neuropsychol
TI  - Novel machine learning methods for ERP analysis: a validation from research on infants at risk for autism
VL  - 37
ID  - 204188
ER  - 


TY  - JOUR
AB  - OBJECTIVE: This commentary on the special issue suggests a focus on group cognition factors in investigations of teamwork involving sociotechnical systems. BACKGROUND: The author has conducted research in computer-supported collaborative learning and has found the need to rethink the theory and methodology of that field to take account of its defining characteristics of small-group interaction and sociotechnical mediation. METHOD: A brief literature review is undertaken of major findings in postcognitive theory and conversation analysis. This suggests a methodological priority to group phenomena as sources for the genesis of individual phenomena and for understanding of processes of coordination and communication in small groups. RESULTS: It is seen that many recent studies of teams take place within traditional disciplinary frameworks that analyze phenomena primarily at the individual unit of analysis, reducing group phenomena to additive sums of individual phenomena. For instance, processes of coordination and communication are treated as secondary to the expression of individuals' mental models or external expressions of internal representations. CONCLUSION: The commentary calls for development of a new science of groups, with the development of appropriate theory, conceptualizations of core phenomena, experimental methods, analytic analyses, and presentational formats. Examples are focus on discourse analysis, use of design-based research, conceptualization of mediation rather than causation, and publication of case studies. APPLICATION: A focus on the group unit of analysis can shed new light on the topics addressed in this special issue.
AD  - College of Information Science and Technology, Drexel University, Philadelphia, PA 19104, USA. gerry.stahl@drexel.edu
AN  - 20942262
AU  - Stahl, G.
DA  - Apr
DO  - 10.1177/0018720810369491
DP  - NLM
ET  - 2010/10/15
J2  - Human factors
KW  - *Cognition
*Group Processes
Humans
*Systems Theory
Technology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0018-7208 (Print)
0018-7208
SP  - 340-3
ST  - Perspective: group cognition factors in sociotechnical systems
T2  - Hum Factors
TI  - Perspective: group cognition factors in sociotechnical systems
VL  - 52
ID  - 204263
ER  - 


TY  - RPRT
AB  - This study reports child and family outcomes from a community-based, quasi-experimental pilot trial of "Project ImPACT for Toddlers" ("PI[superscript T]"). "PI[superscript T]" is a parent-mediated, naturalistic, developmental behavioral intervention for children with or at-risk for autism spectrum disorder developed through a research community partnership. Community early interventionists delivered either "PI[superscript T]" (n=10) or Usual Care (UC; n=9) to families based on Part C assigned provider. Twenty-five families participated, with children averaging 22.76 months old (SD=5.06). Family and child measures were collected at intake, after three months of service and after a three-month follow-up. Results indicate significantly greater improvements in positive parent-child interactions for "PI[superscript T]" than UC families, as well as large, but non-significant, effect sizes for "PI[superscript T]" families in children's social and communication skills. [This is the online version of an article published in "Autism."]
AU  - Stahmer, Aubyn C.
AU  - Rieth, Sarah R.
AU  - Dickson, Kelsey S.
AU  - Feder, Josh
AU  - Searcy, Karyn
AU  - Brookman-Frazee, Lauren
DB  - ERIC
DP  - EBSCOhost
J2  - Grantee Submission
KW  - Toddlers
Autism
Pervasive Developmental Disorders
At Risk Persons
Intervention
Behavior Modification
Early Intervention
Program Effectiveness
Parent Child Relationship
Social Development
Communication Skills
Adjustment (to Environment)
Behavior Rating Scales
Educational Legislation
Federal Legislation
Individuals with Disabilities Education Act Part C
Communication and Symbolic Behavior Scales
Autism Diagnostic Observation Schedule
Mullen Scales of Early Learning
MacArthur Communicative Development Inventory
Vineland Adaptive Behavior Scales
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Grantee Submission
PY  - 2019
RP  - ERIC EbscoHost Literature Search August 25, 2020
ST  - "Project ImPACT for Toddlers": Pilot Outcomes of a Community Adaptation of an Intervention for Autism Risk
TI  - "Project ImPACT for Toddlers": Pilot Outcomes of a Community Adaptation of an Intervention for Autism Risk
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED599275&site=ehost-live&scope=site
https://doi.org/10.1177/1362361319878080
ID  - 205298
ER  - 


TY  - JOUR
AB  - Background: Many individuals with intellectual and developmental disabilities (IDD) have sedentary lifestyles. Aims: (a) compare adults with IDD with the general adult population on adherence to U.S. physical activity (PA) guidelines, and (b) determine what factors predict adherence to PA guidelines by adults with IDD. Methods: We compared adults with IDD from the 2011–2012 National Core Indicators Adult Consumer Survey (NCI-ACS) with the general U.S. population on meeting PA guidelines. We examined the association of demographic, diagnostic, mobility, health and community participation variables with meeting PA guidelines by adults with IDD. Results: The rate for adults with IDD meeting PA guidelines (13.5%) was less than half that of the general population (30.8%). Among adults with IDD, at-risk groups included those with more severe disability, Down syndrome, mobility impairments, obesity, poor health, mental illness, no independent access to community exercise, and less frequent participation in community exercise. Going out for exercise was the only form of community participation associated with meeting PA guidelines. People who accessed the community for exercise independently (i.e., alone) were more likely to meet PA guidelines. Conclusions: Interventions aimed at increasing PA for people with IDD should consider these factors in their design. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Stancliffe, Roger J., University of Sydney, Centre for Disability Research and Policy, 75 East Street, PO Box 170, Lidcombe, NSW, Australia, 1825
AN  - 2017-10194-002
AU  - Stancliffe, Roger J.
AU  - Anderson, Lynda L.
DB  - APA PsycInfo
DO  - 10.1016/j.ridd.2017.01.009
DP  - EBSCOhost
KW  - Intellectual disabilities
Physical activity
Exercise
Community participation
Community living
National core indicators
NCI
Adolescent
Adult
Aged
Developmental Disabilities
Down Syndrome
Female
Guideline Adherence
Guidelines as Topic
Health Status
Humans
Intellectual Disability
Male
Mental Disorders
Middle Aged
Mobility Limitation
Obesity
Patient Compliance
Risk Factors
Severity of Illness Index
Social Participation
Social Support
Surveys and Questionnaires
United States
Young Adult
Lifestyle
Intellectual Development Disorder
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 0891-4222
1873-3379
SP  - 1-14
ST  - Factors associated with meeting physical activity guidelines by adults with intellectual and developmental disabilities
T2  - Research in Developmental Disabilities
TI  - Factors associated with meeting physical activity guidelines by adults with intellectual and developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-10194-002&site=ehost-live&scope=site
ORCID: 0000-0003-4265-7433
LLA@umn.edu
roger.stancliffe@sydney.edu.au
VL  - 62
ID  - 204934
ER  - 


TY  - JOUR
AB  - Little is known about how, when, or why individuals with intellectual and developmental disabilities (IDD) retire. Recognizing the changing needs of older adults with IDD is critical to support person-driven services and development of best practices in aging transitions. Using secondary analysis of the 2016 to 2017 National Core Indicators--Adult Consumer Survey (NCI-ACS) data for adults with IDD, we examined the relation between independent mobility (i.e., without aids), age group, level of intellectual disability, and type of employment/activity program, with a focus on mobility and community-based employment in older age groups. There was an overall age-related decline in mobility, but the prevalence of mobility impairment by age group was related to employment type. The percentage who were independently mobile was highest for community employment in every age group. The percentage of individuals by age group in community employment fell significantly from middle age onward, suggesting some former community-based workers had retired. There was no significant age-related difference in the percentage in facility-based employment across these age groups. Mobility limitations may be a barrier to obtaining or retaining community-based employment. Age-related mobility impairment may be associated with premature retirement, and could affect travel to and from work, undertaking work tasks, or both. Closer examination is needed of aging, community employment, and age-related mobility limitations to understand the specific causes of these effects on employment and identify supports and accommodations.
AN  - EJ1235355
AU  - Stancliffe, Roger J.
AU  - Nye-Lengerman, Kelly M.
AU  - Kramme, Julie E. D.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Aging (Individuals)
Older Adults
Intellectual Disability
Developmental Disabilities
Employment
Retirement
Physical Mobility
Accessibility (for Disabled)
Employment Programs
Transportation
Age Groups
Age Differences
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1540-7969
SP  - 251-266
ST  - Aging, Community-Based Employment, Mobility Impairment, and Retirement: National Core Indicators--Adult Consumer Survey Data
T2  - Research and Practice for Persons with Severe Disabilities
TI  - Aging, Community-Based Employment, Mobility Impairment, and Retirement: National Core Indicators--Adult Consumer Survey Data
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1235355&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1540796919882921
VL  - 44
ID  - 205083
ER  - 


TY  - JOUR
AB  - Virtual reality (VR) possesses many qualities that give it rehabilitative potential for people with intellectual disabilities, both as an intervention and an assessment. It can provide a safe setting in which to practice skills that might carry too many risks in the real world. Unlike human tutors, computers are infinitely patient and consistent. Virtual worlds can be manipulated in ways the real world cannot be and can convey concepts without the use of language or other symbol systems. Published applications for this client group have all been as rehabilitative interventions. These are described in three groups: promoting skills for independent living, enhancing cognitive performance, and improving social skills. Five groups of studies are reviewed that utilize virtual technology to promote skills for independent living: grocery shopping, preparing food, orientation, road safety, and manufacturing skills. Fears that skills or habits learnt in a virtual setting would not transfer to the real world setting have not been supported by the available evidence, apart from those studies with people with autistic spectrum disorders. Future directions are in the development of more applications for independent living skills, exploring interventions for promoting motor and cognitive skills, and the developments of ecologically valid forms of assessment.
AD  - Division of Rehabilitation and Ageing, School of Community Health Sciences, University of Nottingham, Nottingham, United Kingdom. p.standen@nottingham.ac.uk
AN  - 15971976
AU  - Standen, P. J.
AU  - Brown, D. J.
DA  - Jun
DO  - 10.1089/cpb.2005.8.272
DP  - NLM
ET  - 2005/06/24
J2  - Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society
KW  - Activities of Daily Living
Cognition Disorders/*etiology/*rehabilitation
Humans
Intellectual Disability/*complications
Rehabilitation, Vocational
*User-Computer Interface
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1094-9313 (Print)
1094-9313
SP  - 272-82; discussion 283-8
ST  - Virtual reality in the rehabilitation of people with intellectual disabilities: review
T2  - Cyberpsychol Behav
TI  - Virtual reality in the rehabilitation of people with intellectual disabilities: review
VL  - 8
ID  - 203974
ER  - 


TY  - JOUR
AB  - As an Age-Friendly University (AFU), University of Akron is striving to support lifelong learning. A collaborative research effort developed between aging researchers at the university and a government-sponsored pilot program aimed to provide learning opportunities for older adults (OA) and engagement for individuals with developmental disabilities (IDD). The present study assessed the success of a pilot program to increase comfort with technology and community engagement. OA and IDD participants met twice a month for 9 months to discuss how to use technology (e.g., an IPad). We assessed satisfaction, perceived changes in comfort with technology, perceived changes in connection with others, and motivations for participating with questionnaires and a structured interview. On average, participants reported very high satisfaction with the group, and moderate increases in comfort with technology and how connected they feel to others as a result of participating in the group. The most common motivations for participation were related to values, strengthening social ties, seeking to learn, and bringing joy to others. These findings suggest that the pilot was successful at improving community engagement. The involvement of the university in the assessment of this pilot program situates the university as an age-friendly partner for community efforts to support lifelong learning.
AD  - a Department of Psychology , University of Akron , Akron , OH , USA.
AN  - 30707650
AU  - Stanley, J. T.
AU  - Morrison, L. B.
AU  - Webster, B. A.
AU  - Turner, J. R.
AU  - Richards, C. J.
DA  - Apr-Jun
DO  - 10.1080/02701960.2019.1572009
DP  - NLM
ET  - 2019/02/02
J2  - Gerontology & geriatrics education
KW  - Adult
Aged
Aged, 80 and over
*Aging
*Attitude to Computers
Community Participation
Consumer Behavior
Developmental Disabilities/*rehabilitation
Humans
Learning
Motivation
Population Dynamics
*Social Participation
United States
Universities/*organization & administration
*Generativity
*applied research
*programming
*social engagement
*volunteer
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0270-1960
SP  - 261-275
ST  - An Age-Friendly University (AFU) assists with technology learning and social engagement among older adults and individuals with developmental disabilities
T2  - Gerontol Geriatr Educ
TI  - An Age-Friendly University (AFU) assists with technology learning and social engagement among older adults and individuals with developmental disabilities
VL  - 40
ID  - 203872
ER  - 


TY  - JOUR
AB  - Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment ("Koralle") was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate reflective processes and thus enhance learning outcomes, reflection prompts were integrated into the learning environment. A total of 57 university students were randomly assigned to two experimental conditions: 28 students were prompted to give reasons for their decisions while working within the learning environment (EG 1); and 29 students dealt with Koralle without being prompted (EG 2). The control group consisted of 67 students who had already attended regular statistics lectures but had no access to the e-learning environment. EG 1 scored significantly higher in the posttest than EG 2, and the effect was practically relevant and sustainable. Reflection prompts did not influence time on task, task choices and motivational outcomes. Both experimental groups clearly outperformed the control group.
AN  - EJ855126
AU  - Stark, Robin
AU  - Krause, Ulrike-Marie
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Experimental Groups
Control Groups
Computer Assisted Instruction
Correlation
Time on Task
Educational Environment
Statistics
Mathematics Instruction
Learning Processes
Reflection
Mathematics Achievement
Prompting
College Students
Computer Software
Electronic Learning
Outcomes of Education
Instructional Effectiveness
Student Motivation
Metacognition
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 1387-1579
SP  - 209-223
ST  - Effects of Reflection Prompts on Learning Outcomes and Learning Behaviour in Statistics Education
T2  - Learning Environments Research
TI  - Effects of Reflection Prompts on Learning Outcomes and Learning Behaviour in Statistics Education
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ855126&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10984-009-9063-x
VL  - 12
ID  - 205178
ER  - 


TY  - JOUR
AB  - This study was aimed at extending the use of assistive technology (i.e. microswitch such as a pressure sensor, interface and laptop) with a new setup, allowing six children with cerebral palsy and extensive motor disabilities to improve their academic activities during classroom. A second objective of the study was to assess a maintenance/generalization phase, occurring three months after the end of the intervention, at participants' homes, involving their parents. A third purpose of the study was to monitor the effects of the intervention program on the indices of positive participations (i.e. constructive engagement) of participants involved. Finally, a social validation procedure involving 36 support teachers as raters was conducted. The study was carried out according to a multiple probe design across behaviours followed by maintenance/generalization phase for each participant. That is, the two behaviours (i.e. choice among academic disciplines and literacy) were learned first singly, then combined together. Results showed an increasing of the performances for all participants involved during intervention phases. Furthermore, during maintenance phase participants consolidated their results. Moreover, positive participation augmented as well. Support teachers, involved in the social validation assessment, considered the combined intervention as more favourable with respect to those singly learned. Clinical, educational and practical implications of the findings are discussed.
AD  - Lega del Filo d'Oro Research Center, Molfetta, Italy. Electronic address: f.stasolla@psico.uniba.it.
Department of Educational Sciences, Psychology, Communication, University of Bari, Bari, Italy.
Lega del Filo d'Oro Research Center, Lesmo, Italy.
Lega del Filo d'Oro Research Center, Molfetta, Italy.
AN  - 26196086
AU  - Stasolla, F.
AU  - Damiani, R.
AU  - Perilli, V.
AU  - D'Amico, F.
AU  - Caffò, A. O.
AU  - Stella, A.
AU  - Albano, V.
AU  - Damato, C.
AU  - Leone, A. D.
DA  - Oct-Nov
DO  - 10.1016/j.ridd.2015.07.005
DP  - NLM
ET  - 2015/07/22
J2  - Research in developmental disabilities
KW  - Cerebral Palsy/psychology/*rehabilitation
Child
Choice Behavior
*Computers
*Education
Education of Intellectually Disabled/methods
Education, Special/*methods
Female
Humans
Intellectual Disability/psychology/*rehabilitation
Male
Quality of Life
Schools
*Self-Help Devices
Social Participation
*Software
Speech Disorders/psychology/*rehabilitation
Assistive technology
Cerebral palsy
Choice
Developmental disabilities
Positive participation
Social validation
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0891-4222
SP  - 1-13
ST  - Computer and microswitch-based programs to improve academic activities by six children with cerebral palsy
T2  - Res Dev Disabil
TI  - Computer and microswitch-based programs to improve academic activities by six children with cerebral palsy
VL  - 45-46
ID  - 203940
ER  - 


TY  - JOUR
AB  - In response to demands of health care and community-based systems, occupational therapy practitioners are eager to provide effective services that are client centered, supported by evidence, and delivered in an efficient and cost-effective manner. Findings from the scientific literature provide a source of legitimacy and authority for informing and guiding practice in all areas, including driving and community mobility with older adults. A systematic review examined studies designed to enhance the driving ability, performance, and safety of older adults. This article presents an overview of the methodology used to develop the focused questions related to the person, vehicle, infrastructure, and policy and community mobility; conduct the literature review; and establish quality control. It includes a summary of the evidence and implications of the review for clinical practice, education, and research to ultimately identify interventions effective in supporting older adult participation and engagement in occupation.
AD  - Department of Occupational Therapy and Occupational Science, Towson University, 8000 York Road, Towson, MD 21252, USA. wstav@towson.edu
AN  - 18390007
AU  - Stav, W. B.
AU  - Arbesman, M.
AU  - Lieberman, D.
DA  - Mar-Apr
DO  - 10.5014/ajot.62.2.130
DP  - NLM
ET  - 2008/04/09
J2  - The American journal of occupational therapy : official publication of the American Occupational Therapy Association
KW  - Age Factors
*Automobile Driving
*Automobiles
Cognition
*Evidence-Based Medicine
Geriatrics
Humans
*Occupational Therapy
*Research
United States
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0272-9490 (Print)
0272-9490
SP  - 130-5
ST  - Background and methodology of the older driver evidence-based systematic literature review
T2  - Am J Occup Ther
TI  - Background and methodology of the older driver evidence-based systematic literature review
VL  - 62
ID  - 204347
ER  - 


TY  - JOUR
AB  - Those who champion Inclusive Research techniques have often viewed the role of the 'sympathetic researcher' in studies that engage people with learning disabilities with suspicion. I argue that the rejection of this role is based on a simplistic view of empowerment, and risks reinforcing power hierarchies between researcher and subject. This article repositions the role of 'sympathetic researcher' and argues that a more pragmatic approach to the use of Inclusive Research techniques can create a broader platform from which the voices of people with learning disabilities can be heard.
AN  - EJ1228629
AU  - Stedman, Molly
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Learning Disabilities
Inclusion
Researchers
Empowerment
Theater Arts
Research
Role
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1356-9783
SP  - 465-471
ST  - The Limitations of Inclusive Research in Practice: Reappraising the 'Sympathetic Researcher' Role in Applied Theatre Research
T2  - Research in Drama Education
TI  - The Limitations of Inclusive Research in Practice: Reappraising the 'Sympathetic Researcher' Role in Applied Theatre Research
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1228629&site=ehost-live&scope=site
http://dx.doi.org/10.1080/13569783.2019.1653177
VL  - 24
ID  - 205377
ER  - 


TY  - JOUR
AB  - A community-academic partnership was formed in Minnesota's Red River Basin for a 1-year planning grant preceding a larger intervention to reduce pesticide exposure among children. Photovoice, developed by Dr. Caroline Wang, was used by mothers to document pathways to pesticide exposure for their children along with other health and safety concerns. An evaluation of the partnership was conducted for mothers, and for the research team of local stakeholders and academics. Surveys consisting of structured and open-ended questions elicited information on the perception of the process and short-term outcomes. Questions were created based on objectives of the Photovoice project, satisfaction, and principles of community-based participatory research (CBPR). A high percentage of study participants and researchers indicated that the objectives of the effort had been met, the principles of CBPR had been realized and they were satisfied with the benefits of participation. A need for more thorough planning was identified related to long-term dissemination of knowledge generated. The evaluation provides insight on the strengths and weaknesses of the project, demonstrates to team members and funders that formative and summative outcomes were met, and serves as a model for community-academic partnerships utilizing Photovoice as one CBPR method.
AD  - Environmental Health Sciences, College of Public Health, Kent State University, Ohio 44242, USA. mstedman@kent.edu
AN  - 22102604
AU  - Stedman-Smith, M.
AU  - McGovern, P. M.
AU  - Peden-McAlpine, C. J.
AU  - Kingery, L. R.
AU  - Draeger, K. J.
DA  - Sep
DO  - 10.1177/1524839910370737
DP  - NLM
ET  - 2011/11/22
J2  - Health promotion practice
KW  - Awareness
Child
Community-Based Participatory Research
*Community-Institutional Relations
Environmental Exposure/prevention & control
Environmental Pollutants/toxicity
Female
Health Promotion/*methods
Humans
Minnesota
*Mothers
Pesticides/toxicity
Pregnancy
Program Evaluation
*Universities
Videotape Recording/*methods
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1524-8399 (Print)
1524-8399
SP  - 599-607
ST  - Photovoice in the Red River Basin of the north: a systematic evaluation of a community-academic partnership
T2  - Health Promot Pract
TI  - Photovoice in the Red River Basin of the north: a systematic evaluation of a community-academic partnership
VL  - 13
ID  - 204238
ER  - 


TY  - JOUR
AB  - BACKGROUND: Stereotypic movement disorder (SMD) is characterized by nonfunctional repetitive movements, is typically diagnosed in people with intellectual disability, and by definition excludes people with trichotillomania (TTM). Nevertheless, hair-pulling may be one of a number of body-focused repetitive behaviors (BFRBs) that are seen in the general population. Comorbidity of symptoms might support the idea that they are indicative of an underlying stereotypic disorder, and we therefore explored their frequency in people with hair-pulling. METHODS: Participants were recruited with the help of the Trichotillomania Learning Center, the largest advocacy group for people with hair-pulling. Participants completed a self-report survey on the Internet, which included questions about the presence of both hair-pulling and other BFRBs. Measures included the Massachusetts General Hospital Hairpulling Scale (MGH-HS), the Milwaukee Inventory for Subtypes of Trichotillomania-Adult Version (MIST-A), the Depression and Anxiety Stress Scale (DASS), and the Sheehan Disability Scale (SDS). RESULTS: The majority of participants with hair-pulling (70%) report the presence of other BFRBs, most commonly skin-picking and nail-biting. There were particularly strong associations between the total number of BFRBs and increased scores on ratings of focused hair-pulling, depression, anxiety, stress, and functional impairment. Similar results were found in participants who met more rigorous criteria for trichotillomania. CONCLUSIONS: This study is limited by its self-report nature, and by the lack of detailed information on the phenomenology of comorbid BFRBs. While further nosological research is needed, the high rates of these behaviors in people with hair-pulling, and their association with increased disability, is consistent with previous clinical observations, and supports the argument that trichotillomania can usefully be conceptualized as a stereotypic disorder. Speculatively, this argument may be especially valid in trichotillomania patients with more focused hair-pulling symptoms.
AD  - University of Cape Town, Rondebosch, South Africa. dan.stein@uct.ac.za
AN  - 19034750
AU  - Stein, D. J.
AU  - Flessner, C. A.
AU  - Franklin, M.
AU  - Keuthen, N. J.
AU  - Lochner, C.
AU  - Woods, D. W.
DA  - Oct-Dec
DO  - 10.1080/10401230802435625
DP  - NLM
ET  - 2008/11/27
J2  - Annals of clinical psychiatry : official journal of the American Academy of Clinical Psychiatrists
KW  - Adolescent
Adult
Aged
Anxiety Disorders/diagnosis/epidemiology/psychology
Comorbidity
Depressive Disorder/diagnosis/epidemiology/psychology
Disability Evaluation
Female
Health Surveys
Humans
Internet
Male
Middle Aged
Personality Inventory/statistics & numerical data
Psychometrics
Self-Injurious Behavior/diagnosis/epidemiology/psychology
Stereotyped Behavior
Stereotypic Movement Disorder/*diagnosis/epidemiology/psychology
Trichotillomania/*diagnosis/epidemiology/psychology
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1040-1237
SP  - 194-8
ST  - Is trichotillomania a stereotypic movement disorder? An analysis of body-focused repetitive behaviors in people with hair-pulling
T2  - Ann Clin Psychiatry
TI  - Is trichotillomania a stereotypic movement disorder? An analysis of body-focused repetitive behaviors in people with hair-pulling
VL  - 20
ID  - 204628
ER  - 


TY  - JOUR
AB  - Risk assessments by health and social care professionals must encompass risk of suicide, of harm to others, and of neglect. The UK's National Confidential Inquiry into Homicide and Suicide paints a picture of failure to predict suicides and homicides, failure to identify opportunities for prevention and a failure to manage these opportunities. Assessing risk at 'first contact' with the mental health service assumes a special place in this regard. The initial opportunity to be alerted to, and thus to influence, risk, usually falls to the general psychiatric service (as opposed to forensic specialists) or to a joint health and local authority community mental health team. The Mental Health and Learning Disabilities Directorate of Renfrewshire & Inverclyde Primary Care NHS Trust, Scotland, determined to standardize their approach to risk assessment and selected a modified version of the Sainsbury Risk Assessment Tool. A year-long pilot revealed general support for its service-wide introduction but also some misgivings to address, including: (i) rejection of the tool by some medical staff; (ii) concerns about limited training; and (iii) a perceived failure on the part of the management to properly resource its use. The tool has the potential to fit well with the computer-networked needs assessment system used in joint-working with partner local authorities to allocate care resources.
AD  - Division of Risk, Glasgow Caledonian University, Glasgow, UK. w.stein@gcal.ac.uk
AN  - 16164515
AU  - Stein, W.
DA  - Oct
DO  - 10.1111/j.1365-2850.2005.00885.x
DP  - NLM
ET  - 2005/09/17
J2  - Journal of psychiatric and mental health nursing
KW  - Attitude of Health Personnel
Focus Groups
Humans
Learning Disabilities/*diagnosis
Mental Disorders/*diagnosis
Patient Care Team/organization & administration
Pilot Projects
Primary Health Care/*methods
*Psychiatric Status Rating Scales
Risk Assessment/methods
Scotland
Staff Development/methods
Surveys and Questionnaires
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1351-0126 (Print)
1351-0126
SP  - 620-33
ST  - Modified Sainsbury tool: an initial risk assessment tool for primary care mental health and learning disability services
T2  - J Psychiatr Ment Health Nurs
TI  - Modified Sainsbury tool: an initial risk assessment tool for primary care mental health and learning disability services
VL  - 12
ID  - 204134
ER  - 


TY  - JOUR
AB  - The point of departure in this text is the ongoing qualitative interdisciplinary research project RHYME (www.RHYME.no), which addresses the lack of health-promoting interactive and musical Information and Communications Technology (ICT) for families with children with severe disabilities. The project explores a new treatment paradigm based on collaborative, tangible, interactive net-based musical 'smart things' with multimedia capabilities. The goal in RHYME is twofold: (1) to reduce isolation and passivity, and (2) to promote health and well-being. Co-creation is suggested as a possible path to achieving these goals, by evoking feelings, for example, or accommodating the needs to act and to create social relations; co-creation also motivates users to communicate and collaborate within (new) social relations. This article engages co-creation by incorporating aspects connected to interaction design and the field of music and health. Empirical observations will be referred to. The research question is as follows: What might co-creation imply for families of children with disabilities when musical and interactive tangibles are used as health-promoting implements? (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Stensæth, Karette, Norges Musikkhogskole, Postboks 5190, Majorstuen, NO-0302, Oslo, Norway
AN  - 2013-34295-001
AU  - Stensæth, Karette
DB  - APA PsycInfo
DO  - 10.3402/qhw.v8i0.20704
DP  - EBSCOhost
KW  - health promotion
musical smart things
multimedia
children with disabilities
Adolescent
Child
Disabled Children
Family
Female
Humans
Male
Motor Skills
Music Therapy
Narration
Social Participation
Technology
Developmental Disabilities
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 1748-2623
1748-2631
ST  - 'Musical co-creation'? Exploring health-promoting potentials on the use of musical and interactive tangibles for families with children with disabilities
T2  - International Journal of Qualitative Studies on Health and Well-being
TI  - 'Musical co-creation'? Exploring health-promoting potentials on the use of musical and interactive tangibles for families with children with disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-34295-001&site=ehost-live&scope=site
kst@nmh.no
VL  - 8
ID  - 204976
ER  - 


TY  - JOUR
AB  - How can creating videos contribute to expanding health literacy? This article describes a participatory action research project with a group of Canadian Indigenous youth and their teachers. As the youth explored their interests about health and wellness through the artistic creation of videos, they developed a critical consciousness about community, culture, confidence, and control. They became mobilized and obtained information about health and wellness that allowed for the development and expansion of their notion of health literacy that included cultural conceptions of health and wellness.
AD  - Department of Educational Psychology & Leadership Studies, University of Victoria, Victoria, BC, Canada. slstewart@oise.utoronto.ca
AN  - 18375624
AU  - Stewart, S.
AU  - Riecken, T.
AU  - Scott, T.
AU  - Tanaka, M.
AU  - Riecken, J.
DA  - Mar
DO  - 10.1177/1359105307086709
DP  - NLM
ET  - 2008/04/01
J2  - Journal of health psychology
KW  - Adolescent
Awareness
Canada
Community-Based Participatory Research
Cultural Characteristics
Female
*Health Education
*Health Literacy
Holistic Health
Humans
Indians, North American/education/*psychology
Male
Power, Psychological
Spirituality
Students/*psychology
*Video Recording
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1359-1053
SP  - 180-9
ST  - Expanding health literacy: indigenous youth creating videos
T2  - J Health Psychol
TI  - Expanding health literacy: indigenous youth creating videos
VL  - 13
ID  - 204300
ER  - 


TY  - JOUR
AB  - One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth.
AD  - University of Missouri, Columbia, MO, USA, Stichterj@missouri.edu.
AN  - 23812663
AU  - Stichter, J. P.
AU  - Laffey, J.
AU  - Galyen, K.
AU  - Herzog, M.
DA  - Feb
DO  - 10.1007/s10803-013-1881-0
DP  - NLM
ET  - 2013/07/03
J2  - Journal of autism and developmental disorders
KW  - Adolescent
Autistic Disorder/*therapy
Child
Cohort Studies
Curriculum
Education, Distance/*methods
Female
Humans
*Learning
Male
Patient Education as Topic/*methods
*Social Behavior
Students
Virtual Reality Exposure Therapy/*methods
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0162-3257
SP  - 417-30
ST  - iSocial: delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism
T2  - J Autism Dev Disord
TI  - iSocial: delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism
VL  - 44
ID  - 204064
ER  - 


TY  - JOUR
AB  - Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for relatively short periods and that the notes have equal potential to support the acquisition of information by each of these groups of students.
AD  - Rochester Institute of Technology, 52 Lomb Memorial Drive, Rochester, NY 14623-5604. Michael.Stinson@rit.ed.
AN  - 24186643
AU  - Stinson, M. S.
AU  - Elliot, L. B.
AU  - Easton, D.
DA  - Apr
DO  - 10.1093/deafed/ent049
DP  - NLM
ET  - 2013/11/05
J2  - Journal of deaf studies and deaf education
KW  - Computers/*statistics & numerical data
Educational Measurement
Engineering
*Hearing Loss
Humans
Learning/*physiology
Learning Disabilities
Mathematics
Qualitative Research
Science
Students/*psychology
Technology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1081-4159
SP  - 251-69
ST  - Deaf/hard-of-hearing and other postsecondary learners' retention of STEM content with tablet computer-based notes
T2  - J Deaf Stud Deaf Educ
TI  - Deaf/hard-of-hearing and other postsecondary learners' retention of STEM content with tablet computer-based notes
VL  - 19
ID  - 204125
ER  - 


TY  - JOUR
AB  - The concept of community access is a multidimensional term, which may involve issues related to physical access, knowledge and information, power and control, relationships and communications, advocacy, participation and quality of life [21]. This paper discusses historical and emerging practices and interventions related to physical access to community and community based information for individuals with cognitive disabilities such as intellectual disability, autism or traumatic brain injury. While much societal attention has been paid to features of independent community access for populations such as individuals with hearing, vision or physical disabilities, less attention has focused on independent community access for people with intellectual and other significant cognitive disabilities. Attitudes and actions by families and professional service communities are often mixed for some individuals in this population. The somewhat limited research base in these areas is explored, including a case study review and results from several promising feasibility studies. The paper concludes with comments concerning future prospects and recommendations for improving independent community access for persons with significant cognitive disabilities.
AD  - AbleLink Technologies, Inc., Colorado Springs, CO, USA. steve@ablelinktech.com
AN  - 21558631
AU  - Stock, S. E.
AU  - Davies, D. K.
AU  - Wehmeyer, M. L.
AU  - Lachapelle, Y.
DO  - 10.3233/nre-2011-0654
DP  - NLM
ET  - 2011/05/12
J2  - NeuroRehabilitation
KW  - Cognition Disorders/*rehabilitation
Disabled Persons/*rehabilitation
Health Services Accessibility/*trends
Humans
Intellectual Disability/*rehabilitation
Male
*Residence Characteristics
Self-Help Devices/*trends
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1053-8135
SP  - 261-9
ST  - Emerging new practices in technology to support independent community access for people with intellectual and cognitive disabilities
T2  - NeuroRehabilitation
TI  - Emerging new practices in technology to support independent community access for people with intellectual and cognitive disabilities
VL  - 28
ID  - 204217
ER  - 


TY  - JOUR
AB  - It is well known that children with autism spectrum disorder (ASD) demonstrate a significant delay in language development that impacts their ability to engage in robust conversations. In this article the authors discuss two specific elements of pivotal response training--motivation and self-initiations--for children with ASD. Specific research-based intervention strategies are addressed for teaching preschoolers with ASD to ask questions leading to social conversations. Additionally, the authors suggest ways that teachers can embed technology, specifically the use of iPad apps, to further support conversations.
AN  - EJ1021184
AU  - Stockall, Nancy
AU  - Dennis, Lindsay R.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Pervasive Developmental Disorders
Autism
Preschool Children
Responses
Training
Interpersonal Communication
Communication Skills
Language Acquisition
Language Skills
Attention
Visual Stimuli
Student Motivation
Questioning Techniques
Prompting
Technology Uses in Education
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1053-4512
SP  - 195-202
ST  - Using Pivotal Response Training and Technology to Engage Preschoolers with Autism in Conversations
T2  - Intervention in School and Clinic
TI  - Using Pivotal Response Training and Technology to Engage Preschoolers with Autism in Conversations
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1021184&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1053451213509486
VL  - 49
ID  - 205424
ER  - 


TY  - JOUR
AB  - Individuals with an intellectual disability (ID) have sexual feelings, are sexually active and have ideas about sexuality. There is limited information available about the ideas and experiences regarding sexual expression, interests and knowledge of sexual rights in this population. This study aims to identify the ideas, expressions, barriers to sexuality, experienced by people with IDs, using the Nominal Group Technique (NGT). The NGT was used to explore the views of people with mild ID on sexual needs and issues. NGT is a structured and specific form of focus group research. It is a ‘single-question’ technique that combines quantitative and qualitative methods of data collection for relatively small groups. NGT involves four steps: silent generation of ideas, round robin recording of ideas, clarification of ideas, and ranking of ideas. It was an inclusive research project: people with an ID were involved in the design, planning, performance, and analysis of the study. In total 39 people with mild IDs were able to explore their experiences and ideas on sexuality. They were able to answer questions like: What are their needs? What are their problems? They were capable of expressing their views, needs and barriers on sexuality and sexual rights. The most important items were the relationship between two people (47%), sex and sex related subjects as sex education (23%), and feeling safe and comfortable (10%). People with mild IDs are capable of expressing their views on sexuality and sexual rights. The participants stated that they need support in achieving these rights. The nominal group technique appears to be an appropriate methodology on sensitive issues as sexuality and sexual rights. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Stoffelen, J. M. T., Governor Kremers Centre, Maastricht University, Maastricht, Netherlands
AN  - 2018-64353-001
AU  - Stoffelen, J. M. T.
AU  - Schaafsma, D.
AU  - Kok, G.
AU  - Curfs, L. M. G.
DB  - APA PsycInfo
DO  - 10.1007/s11195-018-9550-z
DP  - EBSCOhost
KW  - Sexuality
Sex
Sexual rights
Intellectual disability
Learning disability
Inclusive
Research
Methodology
The Netherlands
No terms assigned
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 0146-1044
1573-6717
ST  - Views on sex using the nominal group technique to explore sexuality and physical intimacy in individuals with intellectual disabilities
T2  - Sexuality and Disability
TI  - Views on sex using the nominal group technique to explore sexuality and physical intimacy in individuals with intellectual disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-64353-001&site=ehost-live&scope=site
ORCID: 0000-0002-1217-517X
Joke.stoffelen@maastrichtuniversity.nl
ID  - 205060
ER  - 


TY  - THES
AB  - Recent Department of Education Reports identify a need for changes in pre-service teacher education to help close the continuance of the achievement gap. The purpose of this qualitative study is to identify the professor decision making about metacognitive pedagogical theory within preparation of preservice education programs. The study included an online questionnaire containing demographic information, definitions, and placement of metacognitive strategies. Information gained from interviews expanded the understanding of professor choice, placement, and use of strategies within school of education curricula. Results indicate that although professors' definitions of metacognitive strategies equate with those in the research, student responses for three out of seven strategies appear mismatched with those of given by professors. In addition, specificity was not apparent in most of the professor's statements about choice of metacognitive strategies for promotion of student 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  - Stokes, Andria Hilvitz
DB  - ERIC
DP  - EBSCOhost
KW  - Preservice Teacher Education
Decision Making
Teacher Educators
Metacognition
Instruction
Methods Courses
Case Studies
Qualitative Research
Questionnaires
Interviews
Teaching Methods
Teacher Education Curriculum
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2011
SN  - 978-1-267-26846-4
ST  - Decision Making behind the Use of Metacognitive Pedagogy within Education Methodology Coursework: An Exploratory Case Study
TI  - Decision Making behind the Use of Metacognitive Pedagogy within Education Methodology Coursework: An Exploratory Case Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED549354&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:3504822
ID  - 205144
ER  - 


TY  - JOUR
AB  - Long-chain (LC) omega-3 PUFA derived from marine sources may play an important role in cognitive performance throughout all life stages. Docosahexaenoic acid (DHA), the dominant omega-3 in the brain, is a major component of neuronal cell membranes and affects various neurological pathways and processess. Despite its critical role in brain function, human's capacity to synthesize DHA de novo is limited and its consumption through the diet is important. However, many individuals do not or rarely consume seafood. The aim of this review is to critically evaluate the current evidence from randomised controlled trials (RCT) in healthy school-aged children, younger and older adults to determine whether consumption of LC omega-3 PUFA improves cognitive performance and to make recommendations for future research. Current evidence suggests that consumption of LC omega-3 PUFA, particularly DHA, may enhance cognitive performance relating to learning, cognitive development, memory and speed of performing cognitive tasks. Those who habitually consume diets low in DHA, children with low literacy ability and malnourished and older adults with age-related cognitive decline and mild cognitive impairment seem to benefit most. However, study design limitations in many RCTs hamper firm conclusions. The measurement of a uniform biomarker, e.g., % DHA in red blood cells, is essential to establish baseline DHA-status, to determine targets for cognitive performance and to facilitate dosage recommendations. It is recommended that future studies be at least 16 weeks in duration, account for potential interaction effects of gender, age and apolipoprotein E genotype, include vegan/vegetarian populations, include measures of speed of cognitive performance and include brain imaging technologies as supportive information on working mechanisms of LC omega-3 PUFA.
AD  - CSIRO Food and Nutrition Flagship, P.O. Box 10041, Adelaide BC, South Australia 5000, Australia. welma.stonehouse@csiro.au.
AN  - 25054550
AU  - Stonehouse, W.
C2  - Pmc4113767
DA  - Jul 22
DO  - 10.3390/nu6072730
DP  - NLM
ET  - 2014/07/24
J2  - Nutrients
KW  - Adolescent
Brain/drug effects/metabolism
Child
Cognition/*drug effects
*Dietary Supplements
Evidence-Based Practice
Fatty Acids, Omega-3/*administration & dosage
*Feeding Behavior
Female
Humans
Male
Randomized Controlled Trials as Topic
Young Adult
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 2072-6643
SP  - 2730-58
ST  - Does consumption of LC omega-3 PUFA enhance cognitive performance in healthy school-aged children and throughout adulthood? Evidence from clinical trials
T2  - Nutrients
TI  - Does consumption of LC omega-3 PUFA enhance cognitive performance in healthy school-aged children and throughout adulthood? Evidence from clinical trials
VL  - 6
ID  - 204351
ER  - 


TY  - JOUR
AB  - Priming is a type of implicit learning wherein a stimulus prompts a change in behavior. Priming has been long studied in the field of psychology. More recently, rehabilitation researchers have studied motor priming as a possible way to facilitate motor learning. For example, priming of the motor cortex is associated with changes in neuroplasticity that are associated with improvements in motor performance. Of the numerous motor priming paradigms under investigation, only a few are practical for the current clinical environment, and the optimal priming modalities for specific clinical presentations are not known. Accordingly, developing an understanding of the various types of motor priming paradigms and their underlying neural mechanisms is an important step for therapists in neurorehabilitation. Most importantly, an understanding of the methods and their underlying mechanisms is essential for optimizing rehabilitation outcomes. The future of neurorehabilitation is likely to include these priming methods, which are delivered prior to or in conjunction with primary neurorehabilitation therapies. In this Special Interest article, we discuss those priming paradigms that are supported by the greatest amount of evidence, including (i) stimulation-based priming, (ii) motor imagery and action observation, (iii) sensory priming, (iv) movement-based priming, and (v) pharmacological priming.Video Abstract available. (see Supplemental Digital Content 1, http://links.lww.com/JNPT/A86) for more insights from the authors.
AD  - Department of Occupational Therapy, Rush University Medical Center, Chicago, Illinois (M.E.S.); and Department of Physical Therapy, University of Illinois in Chicago (S.M.).
AN  - 25415551
AU  - Stoykov, M. E.
AU  - Madhavan, S.
C2  - Pmc4270918
C6  - Nihms637165
DA  - Jan
DO  - 10.1097/npt.0000000000000065
DP  - NLM
ET  - 2014/11/22
J2  - Journal of neurologic physical therapy : JNPT
KW  - Humans
Imagination/physiology
Motor Cortex/*physiopathology
Movement/physiology
Neuronal Plasticity/*physiology
*Transcranial Direct Current Stimulation
*Transcranial Magnetic Stimulation
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1557-0576 (Print)
1557-0576
SP  - 33-42
ST  - Motor priming in neurorehabilitation
T2  - J Neurol Phys Ther
TI  - Motor priming in neurorehabilitation
VL  - 39
ID  - 204477
ER  - 


TY  - JOUR
AB  - OBJECTIVE: A series of studies report elevated rates of autism and autistic characteristics among gender-diverse youth seeking gender services. Although youth with the co-occurrence present with complex care needs, existing studies have focused on co-occurrence rates. Further, clinical commentaries have emphasized provider-centered interpretations of clinical needs rather than key stakeholder-driven clinical approaches. This study aimed to employ community-based participatory research methodologies to develop a key stakeholder-driven clinical group program. METHOD: Autistic/neurodiverse gender-diverse (A/ND-GD) youth (N = 31), parents of A/ND-GD youth (N = 46), A/ND-GD self-advocates (N = 10), and expert clinical providers (N = 10) participated in a multi-stage community-based participatory procedure. Needs assessment data were collected repeatedly over time from A/ND-GD youth and their parents as the youth interacted with one another through ongoing clinical groups, the curriculum of which was developed progressively through the iterative needs assessments. RESULTS: Separate adolescent and parent needs assessments revealed key priorities for youth (e.g., the importance of connecting with other A/ND-GD youth and the benefit of experiencing a range of gender-diverse role models to make gender exploration and/or gender affirmation more concrete) and parents (e.g., the need for A/ND-related supports for their children as well as provision of an A/ND-friendly environment that fosters exploration of a range of gender expressions/options). Integration and translation of youth and parent priorities resulted in 11 novel clinical techniques for this population. CONCLUSIONS: With generally high acceptability ratings for each component of the group program, this study presents a community-driven clinical model to support broad care needs and preferences of A/ND-GD adolescents.
AD  - Gender and Autism Program, Division of Neuropsychology, Children's National Health System.
George Washington University School of Medicine, George Washington University.
Alliance of Community Health Plans.
Department of Child and Adolescent Psychiatry, Center of Expertise on Gender Dysphoria, VU University Medical Center.
Department of Family Social Science, University of Minnesota.
National Center for Gender Spectrum Health, University of Minnesota.
Center for Autism Spectrum Disorders, Children's National Health System.
Autistic Self Advocacy Network.
Department of Psychology, University of Nevada.
Hussman Center for Adults with Autism, Towson University.
Parnassia Psychiatric Institute.
University of Maryland.
Yale College, Yale University.
Queer Indigenous and People of Color (QIPOC), Augsburg University.
V-Day, University of Pennsylvania.
Whitman-Walker Health.
Gender and Sexuality Education and Advocacy Program, Children's National Medical Center.
Transgender Leadership Initiative, AIDS United.
Youth Gender Care Services, The Village Family Support Center of Baltimore.
National Women's Law Center.
Transgender and Autism Services, Falls Church Counseling.
Carolina Converge Gender Affirming Services.
LGBT Health Resource Center, Chase Brexton Health Care.
Saskatchewan Canada.
Gender and Sexuality Service, Child Study Center, New York University Medical School.
Division of Pediatric Gynecology, Children's National Health System.
Division of Hearing and Speech, Children's National Health System.
Department of Psychiatry, Pediatric Mental Health Institute, Children's Hospital of Colorado, University of Colorado School of Medicine.
AN  - 32375521
AU  - Strang, J. F.
AU  - Knauss, M.
AU  - van der Miesen, A.
AU  - McGuire, J. K.
AU  - Kenworthy, L.
AU  - Caplan, R.
AU  - Freeman, A.
AU  - Sadikova, E.
AU  - Zaks, Z.
AU  - Pervez, N.
AU  - Balleur, A.
AU  - Rowlands, D. W.
AU  - Sibarium, E.
AU  - Willing, L.
AU  - McCool, M. A.
AU  - Ehrbar, R. D.
AU  - Wyss, S. E.
AU  - Wimms, H.
AU  - Tobing, J.
AU  - Thomas, J.
AU  - Austen, J.
AU  - Pine, E.
AU  - Griffin, A. D.
AU  - Janssen, A.
AU  - Gomez-Lobo, V.
AU  - Brandt, A.
AU  - Morgan, C.
AU  - Meagher, H.
AU  - Gohari, D.
AU  - Kirby, L.
AU  - Russell, L.
AU  - Powers, M. D.
AU  - Anthony, L. G.
DA  - May 6
DO  - 10.1080/15374416.2020.1731817
DP  - NLM
ET  - 2020/05/08
J2  - Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1537-4416
SP  - 1-16
ST  - A Clinical Program for Transgender and Gender-Diverse Neurodiverse/Autistic Adolescents Developed through Community-Based Participatory Design
T2  - J Clin Child Adolesc Psychol
TI  - A Clinical Program for Transgender and Gender-Diverse Neurodiverse/Autistic Adolescents Developed through Community-Based Participatory Design
ID  - 204682
ER  - 


TY  - JOUR
AB  - BACKGROUND: Inclusive research teams typically describe their experiences and analyse the type of involvement of researchers with disability, but the process of building research teams and the need for research training still remain underexplored in the literature. MATERIALS AND METHOD: Four researchers with intellectual disabilities and four academic researchers developed an inclusive research team. The team conducted 15 research training sessions, focused on investigating the well-being of older women with intellectual disabilities. They used mobile technology to support research skills acquisition. RESULTS: Findings included the experiences of all team members regarding the team building during training. CONCLUSIONS: To become an effective inclusive research team, all team members, regardless of ability, need to bring their own experiences and also learn necessary research skills. This paper highlights the need for team building, joint research training among all members of the research team and strategies supporting the peer-mentoring within the team. We are a team of four researchers with intellectual disabilities and four academic researchers without an intellectual disability. Our aim has been to learn about research together. We want to do this so that we can carry out a research project together about how older women with intellectual disabilities live. We have decided to call our team 'Welcome to our Class'. We have been working together for 9 months. In this time we have had 15 research training meetings. We have learned What research is How to work out a research question, that is what we want to find out about How to get information on what we want to find out. Here we thought of interview questions we could ask older women with intellectual disabilities. We are now meeting once a month, and have just begun our research on finding out how older women with intellectual disabilities live. We are now starting to use what we have learned.
AD  - School of Education, University of New South Wales, Sydney, NSW, Australia.
AN  - 24254986
AU  - Strnadová, I.
AU  - Cumming, T. M.
AU  - Knox, M.
AU  - Parmenter, T.
DA  - Jan
DO  - 10.1111/jar.12076
DP  - NLM
ET  - 2013/11/21
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - Aged
Attitude
Community-Based Participatory Research/*methods
*Cooperative Behavior
*Disabled Persons
Female
Humans
*Intellectual Disability
Interpersonal Relations
Male
Middle Aged
Research/*education
*Research Personnel
inclusive research
intellectual disability
participatory research
peer-mentoring
research skills
research training
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1360-2322
SP  - 13-22
ST  - Building an inclusive research team: the importance of team building and skills training
T2  - J Appl Res Intellect Disabil
TI  - Building an inclusive research team: the importance of team building and skills training
VL  - 27
ID  - 204095
ER  - 


TY  - JOUR
AB  - BACKGROUND AND OBJECTIVE: Autism spectrum disorders (ASDs) often go undetected in toddlers. The Modified Checklist for Autism in Toddlers (M-CHAT) With Follow-up Interview (M-CHAT/F) has been shown to improve detection and reduce over-referral. However, there is little evidence supporting the administration of the interview by a primary care pediatrician (PCP) during typical checkups. The goal of this study was to evaluate the feasibility, validity, and reliability of the M-CHAT/F by PCPs with online prompts at the time of a positive M-CHAT screen. DESIGN: Forty-seven PCPs from 22 clinics completed 197 M-CHAT/Fs triggered by positive M-CHAT screens via the same secure Web-based platform that parents used to complete M-CHATs before an 18- or 24-month well-child visit. A second M-CHAT/F was administered live or by telephone by trained research assistants (RAs) at the Kennedy Krieger Institute Center for Autism and Related Disorders. The Autism Diagnostic Observation Schedule, Second Edition, and the Mullen Scales of Early Learning were administered as criterion measures. Measures of agreement between PCPs and RAs were calculated, and measures of test performance compared. RESULTS: There was 86.6% agreement between PCPs and RAs, with a Cohen's κ of 0.72. Comparison of sensitivity, specificity, positive predictive value (PPV), and overall accuracy for M-CHAT/F between PCPs and RAs showed significant equivalence for all measures. Use of the M-CHAT/F by PCPs resulted in significant improvement in PPV compared with the M-CHAT alone. CONCLUSIONS: Minimally trained PCPs can administer the M-CHAT/F reliably and efficiently during regular well-child visits, increasing PPV without compromising detection.
AD  - Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland; Center for Promotion of Child Development through Primary Care, Baltimore, Maryland; rsturner@childhealthcare.org.
Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland; Total Child Health, Baltimore, Maryland;
PrairieCare Institute, Minneapolis, Minnesota; Foresight Logic, Inc, St Paul, Minnesota;
Total Child Health, Baltimore, Maryland;
Population Health Research, Johns Hopkins HealthCare, Baltimore, Maryland;
Woman and Infant Health Program, Wyoming Department of Health, Cheyenne, Wyoming; and.
Kennedy Krieger Institute, Baltimore, Maryland.
AN  - 27542847
AU  - Sturner, R.
AU  - Howard, B.
AU  - Bergmann, P.
AU  - Morrel, T.
AU  - Andon, L.
AU  - Marks, D.
AU  - Rao, P.
AU  - Landa, R.
C2  - PMC5005015 of Child Development through Primary Care and its for-profit subsidiary, Total Child Health (TCH), Inc. The Child Health and Development Interactive System (the Web tool used in the study) was developed by Dr Sturner and his spouse, Dr Howard. Dr Sturner is Director of the center and Dr Howard is President of TCH. Both are members of the Board of Directors of both entities and are paid consultants to both entities. Dr Morrel is an employee of TCH and a stockholder in the company. The other authors have indicated they have no potential conflicts of interest to disclose.
DA  - Sep
DO  - 10.1542/peds.2015-3036
DP  - NLM
ET  - 2016/08/21
J2  - Pediatrics
KW  - Aftercare/methods
Autism Spectrum Disorder/*diagnosis
Autistic Disorder/*diagnosis
*Checklist
Child, Preschool
Clinical Decision-Making/*methods
*Decision Support Systems, Clinical
Feasibility Studies
Female
Humans
Infant
Internet
Interviews as Topic
Male
Maryland
Mass Screening/methods
Observer Variation
Pediatrics/*methods
Practice Patterns, Physicians'/statistics & numerical data
Primary Health Care/*methods
Reproducibility of Results
Sensitivity and Specificity
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0031-4005 (Print)
0031-4005
ST  - Autism Screening With Online Decision Support by Primary Care Pediatricians Aided by M-CHAT/F
T2  - Pediatrics
TI  - Autism Screening With Online Decision Support by Primary Care Pediatricians Aided by M-CHAT/F
VL  - 138
ID  - 203941
ER  - 


TY  - JOUR
AB  - BACKGROUND: Repetitive transcranial magnetic stimulation (rTMS) is a brain stimulation and modulation electrophysiological technique, it can change cortical excitability of target brain region, modulate neuron plasticity and brain connections. Previous researches indicated that rTMS could reduce cue-induced craving in drug addiction. OBJECTIVE: In this study, we employed real and sham rTMS of the left dorsolateral prefrontal cortex (DLPFC) to test whether it could reduce cue-induced craving for methamphetamine (MA) and influence cognitive function in a randomised clinical trial. METHODS: Thirty MA-addicted patients were randomized to receive 5 sessions of 8min sham or 10Hz rTMS to the left DLPFC. Subjects rated their craving at baseline, after exposed to MA-associated cues and after rTMS sessions. RESULTS: Real rTMS over the left DLPFC reduced craving significantly after 5 sessions of rTMS as compared to sham stimulation. Furthermore, real rTMS improved verbal learning and memory and social cognition in MA-addicted patients. CONCLUSIONS: The present study suggests that 10Hz rTMS of the left DLPFC may reduce craving and have no negative effects on cognitive function in MA-addicted patients, supporting the safety of rTMS in treating MA addiction.
AD  - Collaborative Innovation Center for Brain Science, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
Collaborative Innovation Center for Brain Science, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China; Brain Science and Technology Research Center, Shanghai Jiao Tong University, Shanghai, China; Shanghai Key Laboratory of Psychotic Disorders, Shanghai, PR China. Electronic address: drminzhao@smhc.org.cn.
AN  - 28410525
AU  - Su, H.
AU  - Zhong, N.
AU  - Gan, H.
AU  - Wang, J.
AU  - Han, H.
AU  - Chen, T.
AU  - Li, X.
AU  - Ruan, X.
AU  - Zhu, Y.
AU  - Jiang, H.
AU  - Zhao, M.
DA  - Jun 1
DO  - 10.1016/j.drugalcdep.2017.01.037
DP  - NLM
ET  - 2017/04/15
J2  - Drug and alcohol dependence
KW  - Adolescent
Adult
Amphetamine-Related Disorders/physiopathology/*therapy
Cognition/physiology
Craving/*physiology
Cues
Humans
Male
Methamphetamine
Middle Aged
Prefrontal Cortex/*physiopathology
Transcranial Magnetic Stimulation/*methods
Treatment Outcome
Young Adult
*Cognitive function
*Craving
*Dorsolateral prefrontal cortex
*Methamphetamine
*Repetitive transcranial magnetic stimulation
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0376-8716
SP  - 84-91
ST  - High frequency repetitive transcranial magnetic stimulation of the left dorsolateral prefrontal cortex for methamphetamine use disorders: A randomised clinical trial
T2  - Drug Alcohol Depend
TI  - High frequency repetitive transcranial magnetic stimulation of the left dorsolateral prefrontal cortex for methamphetamine use disorders: A randomised clinical trial
VL  - 175
ID  - 204386
ER  - 


TY  - JOUR
AB  - To help reach populations of children without consistent Internet access or medical care, we designed and implemented Baby Steps Text, an automated text message-based screening tool. We conducted preliminary user research via storyboarding and prototyping with target populations and then developed a fully functional system. In a one-month deployment study, we evaluated the feasibility of Baby Steps Text with fourteen families. During a one-month study, 13 out of 14 participants were able to learn and use the response structure (yielding 2.88% error rate) and complete a child development screener entirely via text messages. All post-study survey respondents agreed Baby Steps Text was understandable and easy to use, which was also confirmed through post-study interviews. Some survey respondents expressed liking Baby Steps Text because it was easy, quick, convenient to use, and delivered helpful, timely information. Our initial deployment study shows text messaging is a feasible tool for supporting parents in tracking and monitoring their child's development.
AD  - University of Washington, Seattle, WA.
AN  - 28269959
AU  - Suh, H.
AU  - Porter, J. R.
AU  - Racadio, R.
AU  - Sung, Y. C.
AU  - Kientz, J. A.
C2  - Pmc5333272
DP  - NLM
ET  - 2017/03/09
J2  - AMIA ... Annual Symposium proceedings. AMIA Symposium
KW  - Child
*Child Development
Developmental Disabilities/*diagnosis
Feasibility Studies
Female
Humans
Male
*Mobile Applications
Surveys and Questionnaires
*Text Messaging
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1559-4076
SP  - 1997-2006
ST  - Baby Steps Text: Feasibility Study of an SMS-Based Tool for Tracking Children's Developmental Progress
T2  - AMIA Annu Symp Proc
TI  - Baby Steps Text: Feasibility Study of an SMS-Based Tool for Tracking Children's Developmental Progress
VL  - 2016
ID  - 204053
ER  - 


TY  - JOUR
AB  - BACKGROUND: Lack of proper understanding on the part of researchers about public understanding of research and informed consent will increase the potential for malpractice. As a part of a larger study on ethics and informed consent in Sri Lanka, this study aimed to ascertain the level of understanding of 'research' by exploring the views of the public and professionals. METHODS: Convenience sampling and snow ball technique were used for recruitment with an emphasis on balanced age and gender representation, diverse educational, socio-cultural and professional backgrounds, and previous research experience, either as researchers or participants. Content analysis of the data was carried out. RESULTS: 66 persons (37 males, 29 females) participated. Although fundamentally a qualitative study, themes were also quantitatively analysed for informative results. Most participants thought that the word 'research' meant searching, looking, inquiring while some others thought it meant gathering information, gaining knowledge and learning.A third of participants did not offer an alternative word for research. Others suggested the words survey, exploration, search, experiment, discovery, invention and study as being synonymous. Doctors, health professionals, health institutions, scientists, professionals, businessmen, pharmaceutical companies, students, teachers were identified as people who conduct research.Participants indicated that crucial information on deciding to participate in research included objectives of the research, project importance and relevance, potential benefits to individuals and society, credibility & legitimacy of researchers, what is expected of participant, reason for selection, expected outcome, confidentiality and ability to withdraw at any time. A majority (89%) expressed their willingness to participate in future research. CONCLUSIONS: The results show that with or without prior experience in research, participants in this study had a reasonable understanding of research. The findings show that a decision about taking part in research is dependent on knowledge, education and also on social networks.The results demonstrate that the majority were supportive of health research and believe that research is beneficial to the welfare of society.
AD  - Institute for Research & Development, Colombo, Sri Lanka. athula.sumthipala@kcl.ac.uk
AN  - 20423516
AU  - Sumathipala, A.
AU  - Siribaddana, S.
AU  - Hewage, S.
AU  - Lekamwattage, M.
AU  - Athukorale, M.
AU  - Siriwardhana, C.
AU  - Munasinghe, K.
AU  - Sumathipala, K.
AU  - Murray, J.
AU  - Prince, M.
C2  - Pmc2874563
DA  - Apr 27
DO  - 10.1186/1472-6939-11-7
DP  - NLM
ET  - 2010/04/29
J2  - BMC medical ethics
KW  - Adult
Aged
*Biomedical Research/ethics
*Comprehension
Developing Countries
Ethics, Research
Female
Humans
*Informed Consent/ethics
Male
Middle Aged
Patient Selection/*ethics
Qualitative Research
Research Design
*Research Personnel/ethics
Sampling Studies
Sri Lanka
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1472-6939
SP  - 7
ST  - Understanding of research: a Sri Lankan perspective
T2  - BMC Med Ethics
TI  - Understanding of research: a Sri Lankan perspective
VL  - 11
ID  - 204607
ER  - 


TY  - JOUR
AB  - An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8-15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed.
AN  - EJ1141663
AU  - Swerdan, Matthew G.
AU  - Rosales, Rocío
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Developmental Disabilities
Elementary School Students
Secondary School Students
Comparative Analysis
Teaching Methods
Prompting
Questioning Techniques
Interpersonal Communication
Communication Skills
Verbal Operant Conditioning
Verbal Tests
Ohio
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1088-3576
SP  - 93-101
ST  - Comparison of Prompting Techniques to Teach Children with Autism to Ask Questions in the Context of a Conversation
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Comparison of Prompting Techniques to Teach Children with Autism to Ask Questions in the Context of a Conversation
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1141663&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357615610111
VL  - 32
ID  - 205117
ER  - 


TY  - JOUR
AB  - OBJECTIVES: The objectives of this paper were to (i) determine the prevalence of epilepsy (including the various epilepsies and epilepsy syndromes) in a secondary school population; and (ii) compare the management of epilepsy between secondary school pupils with and without special educational needs. METHODS: Retrospective observational study of a 250, 000 population (West Cheshire Health District). Pupils attending secondary school with epilepsy over a 1-year period were identified from the local Child Health Computer, school nurse and DGH records. Health records were examined to determine the prevalence, characteristics and management of the epilepsy, and the presence of any special educational needs, other learning difficulties or physical disability. RESULTS: The prevalence of epilepsy was 4.1 per 1000, being 10 times higher among adolescents who had special educational needs. Pupils with epilepsy and special educational needs had more poorly controlled epilepsy, but did not have a higher number of focal seizures nor were they taking a greater number of anti-epileptic drugs. A physical disability occurred five times more often in those with special educational needs and epilepsy. While epilepsy in pupils at mainstream school without special educational needs was better controlled, one-fifth of these subjects had poorly controlled epilepsy and a few also had physical disabilities. CONCLUSIONS: Epilepsy is more challenging to control in adolescents with special educational needs attending special schools. However, some pupils in mainstream secondary schools had poorly controlled epilepsy even when they did not have recognized special educational needs. Health and education professionals working across the range of secondary school environments need to be able to support pupils with challenging epilepsy, many of whom will also have special educational needs and some a physical disability, as an increasing number of adolescents with these difficulties are being placed in mainstream schools.
AD  - Paediatric Department, Countess of Chester Hospital, Chester, UK.
AN  - 20637024
AU  - Swiderska, N.
AU  - Gondwe, J.
AU  - Joseph, J.
AU  - Gibbs, J.
DA  - Jan
DO  - 10.1111/j.1365-2214.2010.01127.x
DP  - NLM
ET  - 2010/07/20
J2  - Child: care, health and development
KW  - Adolescent
Child
Education, Special/*statistics & numerical data
Epilepsy/complications/drug therapy/*epidemiology
Humans
Learning Disabilities/complications/*epidemiology
Mainstreaming, Education/statistics & numerical data
Prevalence
Severity of Illness Index
United Kingdom/epidemiology
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0305-1862
SP  - 96-102
ST  - The prevalence and management of epilepsy in secondary school pupils with and without special educational needs
T2  - Child Care Health Dev
TI  - The prevalence and management of epilepsy in secondary school pupils with and without special educational needs
VL  - 37
ID  - 204115
ER  - 


TY  - JOUR
AB  - The purpose of this study was to report on the construct, convergent, and divergent validity of the Mullen Scales of Early Learning (MSEL), a widely used test of development for young children. The sample consisted of 399 children with a mean age of 3.38 years (SD = 1.14) divided into a group of children with autism spectrum disorder (ASD) and a group of children not on the autism spectrum, with and without developmental delays. The study used the MSEL and several other measures assessing constructs relevant to the age range--including developmental skills, autism symptoms, and psychopathology symptoms--across multiple methods of assessment. Multiple-group confirmatory factor analyses revealed good overall fit and equal form of the MSEL 1-factor model across the ASD and nonspectrum groups, supporting the construct validity of the MSEL. However, neither full nor partial invariance of factor loadings was established because of the lower loadings in the ASD group compared with the nonspectrum group. Exploratory structural equation modeling revealed that other measures of developmental skills loaded together with the MSEL domain scores on a Developmental Functioning factor, supporting convergent validity of the MSEL. Divergent validity was supported by the lack of loading of MSEL domain scores on Autism Symptoms or Emotion/Behavior Problems factors. Although factor structure and loadings varied across groups, convergent and divergent validity findings were similar in the ASD and nonspectrum samples. Together, these results demonstrate evidence for the construct, convergent, and divergent validity of the MSEL using powerful data-analytic techniques.
AD  - National Institute of Mental Health.
Department of Psychology.
AN  - 25894712
AU  - Swineford, L. B.
AU  - Guthrie, W.
AU  - Thurm, A.
DA  - Dec
DO  - 10.1037/pas0000116
DP  - NLM
ET  - 2015/04/22
J2  - Psychological assessment
KW  - Autism Spectrum Disorder/*physiopathology
Child
Child, Preschool
Female
Humans
Learning/*physiology
Male
Neuropsychological Tests/*standards
Psychometrics/*instrumentation
Reproducibility of Results
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1040-3590
SP  - 1364-78
ST  - Convergent and divergent validity of the Mullen Scales of Early Learning in young children with and without autism spectrum disorder
T2  - Psychol Assess
TI  - Convergent and divergent validity of the Mullen Scales of Early Learning in young children with and without autism spectrum disorder
VL  - 27
ID  - 203942
ER  - 


TY  - THES
AB  - The method of applied research was conducted through action research examining how developed metacognition aids others in task performance. Non-compliance of performing required tasks was the problem, predominantly from the lack of task value. Specifically, from not understanding how to incorporate required tasks into daily routines; thus, creating systems. Locke and Latham's needs goal-setting theory allowed for the subject to create personal systems for daily tasks. Daily participative versus assigned goal-setting with feedback allowed the subject to create three systems from daily routines enhancing standardization and consistency. The study's two research questions poised were: 'How does goal-setting with feedback increase motivation, developing tasks into standardized and consistent routines nurturing process ownership,' and 'How does developed metacognition improve how one learns, performs, and values tasks; thus, enhancing task performance.' The researcher was the study's one subject conducting the study on the 799km, Camino de Santiago, in Spain while on a 30-day pilgrimage. The three studied tasks: mochillo (backpack weight and transport), albergues (accommodations, hostals, hotels, pensions), and time and distance (pace and rest, intermittent daily stops) went through the cyclical process of action research. Data were collected daily, using a notepad, Endomondo Application, and iPhone 8 (notes, photographs), and analyzed nightly for possible interventions, extracted from a hybrid of systems management tools: Total Quality Management, Theory of Constraints, and Lean and Six Sigma. The study yielded three daily standardized and consistent routines (systems). Thus, designing 'Creating Systems for…' an author-built replicable model for creating, and actualizing systems. Lastly, recommendations for further study include: testing the model, using new and in-place daily tasks at home, work and school and its utility. Furthermore, the model's impact on educating, training, motivating, and leading measured against Bloom's Taxonomy, Cognitive Domain and Affective Domain. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AN  - 2020-31101-177
AU  - Szymanski, Teena Marie Crain
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - metacognitive coaching
leadership
systems management
Goal Setting
Metacognition
Coaching
Action Research
Feedback
Motivation
Systems Design
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2020
SN  - 0419-4217
978-1085704854
ST  - Metacognitive coaching: A leadership model through systems management
TI  - Metacognitive coaching: A leadership model through systems management
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-31101-177&site=ehost-live&scope=site
VL  - 81
ID  - 204973
ER  - 


TY  - JOUR
AB  - Choline, an essential nutrient, accounts for multiple functions in the body and brain. While its beneficial effects on healthy adults are not clear, choline supplementation is important during pregnancy for brain development, in elderly patients for support of cognitive performance and in patients with neurological disorders to reduce memory deficits. Thus, the aim of this study is to investigate whether choline administration in healthy adult rats beneficially impacts cognitive and locomotor performance, and associated oxidative and neurochemical outcomes. Two groups, control and choline, received tap water and choline bitartrate, respectively at the dose equivalent to adequate intake for five weeks. Food intake and body weight were monitored daily. Behavioral analysis comprising assessment of cognitive performance (by novel object recognition, passive avoidance and Morris Water Maze test) and locomotor performance (by Open field, Kondziela's inverted screen and beam walking test) were performed. Following testing, rats were decapitated and brain samples were collected for estimation of acetylcholine, redox profile and monoamine measurements. The results showed that chronic choline administration significantly improves cognitive and locomotor performance accompanied by a reduction in oxidative stress, enhanced cholinergic neurotransmission and monoamine levels in the brain of healthy adult rats. Hence, chronic choline intake was found to improve behavioral, oxidative and neurochemical outcomes in the normal population, so it can be suggested that choline tablets can be used as a safe and effective supplement for improving the neurological health of normal individuals and that they might also be beneficial in preventing cognitive and motor disorders later in life.
AD  - Neuropharmacology and Neurochemistry Research Unit, Department of Biochemistry, University of Karachi, Karachi 75270, Pakistan.
Neuropharmacology and Neurochemistry Research Unit, Department of Biochemistry, University of Karachi, Karachi 75270, Pakistan. Electronic address: sahaider@uok.edu.pk.
Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, Pakistan.
AN  - 28642069
AU  - Tabassum, S.
AU  - Haider, S.
AU  - Ahmad, S.
AU  - Madiha, S.
AU  - Parveen, T.
DA  - Aug
DO  - 10.1016/j.pbb.2017.05.011
DP  - NLM
ET  - 2017/06/24
J2  - Pharmacology, biochemistry, and behavior
KW  - Acetylcholine/metabolism
Animals
Antioxidants/*pharmacology
Avoidance Learning/drug effects
Body Weight/drug effects
Brain Chemistry/*drug effects
Choline/*pharmacology
Cognition/*drug effects
Dietary Supplements
Eating/drug effects
Maze Learning/drug effects
Nootropic Agents/*pharmacology
Oxidative Stress/*drug effects
Psychomotor Performance/*drug effects
Rats
Rats, Wistar
*Acetylcholine
*Antioxidants
*Choline bitartrate
*Learning
*Locomotion
*Memory
*Monoamines
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0091-3057
SP  - 90-99
ST  - Chronic choline supplementation improves cognitive and motor performance via modulating oxidative and neurochemical status in rats
T2  - Pharmacol Biochem Behav
TI  - Chronic choline supplementation improves cognitive and motor performance via modulating oxidative and neurochemical status in rats
VL  - 159
ID  - 204480
ER  - 


TY  - JOUR
AB  - Self-operated video prompting and video modeling was compared when used by three secondary students with mild intellectual disabilities as they completed novel recipes during cooking activities. Alternating between video systems, students completed twelve recipes within their classroom kitchen. An alternating treatment design with a follow-up and withdrawal probe was used to illustrate the effectiveness of both systems on each student's independent task performance. Results indicated increased independence following video system use by all three students with video modeling more effective for two students and video prompting more effective for the third. Future directions for research are presented. (Contains 1 table and 3 figures.)
AN  - EJ950769
AU  - Taber-Doughty, Teresa
AU  - Bouck, Emily C.
AU  - Tom, Kinsey
AU  - Jasper, Andrea D.
AU  - Flanagan, Sara M.
AU  - Bassette, Laura
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Cooking Instruction
Mental Retardation
Prompting
Video Equipment
Teaching Methods
Comparative Analysis
Educational Strategies
Grade 6
Middle Schools
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 2154-1647
SP  - 499-513
ST  - Video Modeling and Prompting: A Comparison of Two Strategies for Teaching Cooking Skills to Students with Mild Intellectual Disabilities
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Video Modeling and Prompting: A Comparison of Two Strategies for Teaching Cooking Skills to Students with Mild Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ950769&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/582/Video-Modeling-and-Prompting-A-Comparison-of-Two-Strategies-for-Teaching-Cooking-Skills-to-Students-with-Mild-Intellectual-Disabilities.aspx
VL  - 46
ID  - 205443
ER  - 


TY  - JOUR
AB  - This study examined the effectiveness of self-operated video models on the skill acquisition of a series of novel tasks taught in community-based settings. In addition, the percent of independent task transitions and the duration at which four secondary students with a moderate intellectual disability transitioned between tasks was also examined. Using a multiple-baseline design across settings, results indicated that all students showed increases in independent task performance and task transitions as well as decreases in transition durations across community settings when learning novel tasks. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Taber-Doughty, Teresa, Purdue University, Department of Educational Studies, 100 N. University Street, West Lafayette, IN, US, 47907-2098
AN  - 2013-18146-001
AU  - Taber-Doughty, Teresa
AU  - Miller, Bridget
AU  - Shurr, Jordan
AU  - Wiles, Benjamin
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - skill acquisition
novel tasks
community-based settings
moderate intellectual disability
video modeling
school settings
Ability
Community Facilities
Schools
Simulation
Intellectual Development Disorder
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 2154-1647
SP  - 147-163
ST  - Portable and accessible video modeling: Teaching a series of novel skills within school and community settings
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Portable and accessible video modeling: Teaching a series of novel skills within school and community settings
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-18146-001&site=ehost-live&scope=site
tabert@purdue.edu
VL  - 48
ID  - 205000
ER  - 


TY  - JOUR
AB  - Background: Onsite standard care and remote telecare supports were provided to adults with intellectual disabilities living in integrated community settings and evaluated in terms of effectiveness as consumers completed a series of novel household activities. Methods: Using an alternating treatment design with baseline and follow-up conditions in this single-case study, investigators compared the prompting effectiveness provided by onsite standard care staff and a remote telecare provider. Results: While both types of supports resulted in consumers completing tasks, results indicated consumers achieved slightly more independence when prompted by the telecare support provider. Additionally, telecare supports resulted in greater duration for task completion per consumer. Conclusions: Although consumers completed tasks with greater independence using telecare supports, caution should be used when interpreting results due to the small number of participants. The potential for this technology certainly exists in supporting consumers in their own homes thus, suggestions for future investigations are provided.
AN  - EJ894543
AU  - Taber-Doughty, T.
AU  - Shurr, J.
AU  - Brewer, J.
AU  - Kubik, S.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Adults
Mental Retardation
Telecommunications
Program Effectiveness
Housework
Daily Living Skills
Case Studies
Social Support Groups
Caregiver Role
Caregivers
Community Based Instruction (Disabilities)
Prompting
Independent Living
M1  - 9
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 0964-2633
SP  - 843-859
ST  - Standard Care and Telecare Services: Comparing the Effectiveness of Two Service Systems with Consumers with Intellectual Disabilities
T2  - Journal of Intellectual Disability Research
TI  - Standard Care and Telecare Services: Comparing the Effectiveness of Two Service Systems with Consumers with Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ894543&site=ehost-live&scope=site
http://dx.doi.org/10.1111/j.1365-2788.2010.01314.x
VL  - 54
ID  - 205325
ER  - 


TY  - JOUR
AB  - Optical navigation systems help surgeons find their way through the complex anatomy of a patient. However, such systems are accident-sensitive, time-consuming and difficult to use because of their complicated technical requirements such as the setting of optical markers and their intraoperative registration. The BIOPASS project, therefore, provides an innovative localisation system for markerless navigation in endoscopic surgery to support medical decision making. This system comprises several machine learning classifiers to recognise anatomical structures visible in the endoscopic images. To verify the data provided by these classifiers and to alert medical staff about surgical risk situations, we developed a new ontology-based software called OntoSun. Our software improves the precision and the sustainable traceability of the classifiers' results and also provides warning messages that increase situational awareness during surgical interventions.
AD  - Institute of Medical Informatics, Statistics and Epidemiology, Medical Faculty, Leipzig University.
AN  - 30147046
AU  - Tahar, K.
AU  - Uciteli, A.
AU  - Röppischer, P.
AU  - Herre, H.
AU  - Siemoleit, S.
DP  - NLM
ET  - 2018/08/28
J2  - Studies in health technology and informatics
KW  - Awareness
*Biological Ontologies
*Endoscopy
Humans
*Machine Learning
*Software
Surgery, Computer-Assisted
Surgical navigation
biomedical ontologies
endoscopic surgery
formal ontology
knowledge representation
situational awareness
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0926-9630
SP  - 83-87
ST  - Ontology-Guided Markerless Navigation and Situational Awareness for Endoscopic Surgery
T2  - Stud Health Technol Inform
TI  - Ontology-Guided Markerless Navigation and Situational Awareness for Endoscopic Surgery
VL  - 253
ID  - 204412
ER  - 


TY  - JOUR
AB  - In this paper, three pairs of children with autism include a pair of twins, two siblings, and two classmates were enrolled in a 12-session robot-assisted group-games program. As many environmental factors were for the most part the same for the siblings as well as genetic factors for the twins, we were able to observe/compare the effect of the designed games on the participants individually and in paired-groups. The results indicated that all participants’ autism severity decreased after the course of the program. Improvement in social skills, social participation/avoidance, and detrimental social behaviors were also observed in the participants with high-functioning autism with close to being large Cohen’s d effect sizes. Moreover, based on the video coders’ observations the joint attention, gaze scores toward the robot, and verbal communications of the paired-groups increased significantly over the treatment time (p < 0.05). However, in general, the designed program effect on the subjects’ behavior seems to be different for participants from different points on the autism spectrum; and even the high-functioning subjects showed different potential behavioral progress. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Meghdari, Ali
AN  - 2017-47385-001
AU  - Taheri, Alireza
AU  - Meghdari, Ali
AU  - Alemi, Minoo
AU  - Pouretemad, Hamidreza
DB  - APA PsycInfo
DO  - 10.1007/s12369-017-0433-8
DP  - EBSCOhost
KW  - autism spectrum disorders
human–robot interaction
joint attention
imitation
humanoid robot
social skills
Human Factors Engineering
Robotics
Human Robot Interaction
Classmates
Games
Siblings
Twins
Computer Assisted Therapy
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1875-4791
1875-4805
SP  - 93-113
ST  - Human–robot interaction in autism treatment: A case study on three pairs of autistic children as twins, siblings, and classmates
T2  - International Journal of Social Robotics
TI  - Human–robot interaction in autism treatment: A case study on three pairs of autistic children as twins, siblings, and classmates
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-47385-001&site=ehost-live&scope=site
h-pouretemad@sbu.ac.ir
alemi@sharif.edu
meghdari@sharif.edu
taheri@mech.sharif.edu
VL  - 10
ID  - 204943
ER  - 


TY  - JOUR
AB  - The aim of this study was to evaluate in large-scale spaces wayfinding and spatial learning difficulties for older adults in relation to the executive and memory decline associated with aging. We compared virtual reality (VR)-based wayfinding and spatial memory performances between young and older adults. Wayfinding and spatial memory performances were correlated with classical measures of executive and visuo-spatial memory functions, but also with self-reported estimates of wayfinding difficulties. We obtained a significant effect of age on wayfinding performances but not on spatial memory performances. The overall correlations showed significant correlations between the wayfinding performances and the classical measures of both executive and visuo-spatial memory, but only when the age factor was not partialled out. Also, older adults underestimated their wayfinding difficulties. A significant relationship between the wayfinding performances and self-reported wayfinding difficulty estimates is found, but only when the age effect was partialled out. These results show that, even when older adults have an equivalent spatial knowledge to young adults, they had greater difficulties with the wayfinding task, supporting an executive decline view in age-related wayfinding difficulties. However, the correlation results are in favor of both the memory and executive decline views as mediators of age-related differences in wayfinding performances. This is discussed in terms of the relationships between memory and executive functioning in wayfinding task orchestration. Our results also favor the use of objective assessments of everyday navigation difficulties in virtual applications, instead of self-reported questionnaires, since older adults showed difficulties in estimating their everyday wayfinding problems.
AD  - Université Bordeaux Segalen, Laboratoire EA 4136, Handicap & Système Nerveux, Bordeaux, France.
AN  - 22901081
AU  - Taillade, M.
AU  - Sauzéon, H.
AU  - Dejos, M.
AU  - Pala, P. A.
AU  - Larrue, F.
AU  - Wallet, G.
AU  - Gross, C.
AU  - N'Kaoua, B.
DO  - 10.1080/13825585.2012.706247
DP  - NLM
ET  - 2012/08/21
J2  - Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition
KW  - Activities of Daily Living
Adult
Age Factors
Aged
*Aging
Executive Function/*physiology
Female
Humans
Learning Disabilities/*physiopathology
Male
Memory/*physiology
Middle Aged
Neuropsychological Tests
Space Perception/*physiology
Statistics as Topic
*User-Computer Interface
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1382-5585
SP  - 298-319
ST  - Executive and memory correlates of age-related differences in wayfinding performances using a virtual reality application
T2  - Neuropsychol Dev Cogn B Aging Neuropsychol Cogn
TI  - Executive and memory correlates of age-related differences in wayfinding performances using a virtual reality application
VL  - 20
ID  - 204144
ER  - 


TY  - JOUR
AB  - Reduced specificity of autobiographical memories is a hallmark of depressive cognition. Autobiographical memory (AM) specificity is typically measured by the Autobiographical Memory Test (AMT), in which respondents are asked to describe personal memories in response to emotional cue words. Due to this free descriptive responding format, the AMT relies on experts' hand scoring for subsequent statistical analyses. This manual coding potentially impedes research activities in big data analytics such as large epidemiological studies. Here, we propose computerized algorithms to automatically score AM specificity for the Dutch (adult participants) and English (youth participants) versions of the AMT by using natural language processing and machine learning techniques. The algorithms showed reliable performances in discriminating specific and nonspecific (e.g., overgeneralized) autobiographical memories in independent testing data sets (area under the receiver operating characteristic curve > .90). Furthermore, outcome values of the algorithms (i.e., decision values of support vector machines) showed a gradient across similar (e.g., specific and extended memories) and different (e.g., specific memory and semantic associates) categories of AMT responses, suggesting that, for both adults and youth, the algorithms well capture the extent to which a memory has features of specific memories. (PsycINFO Database Record
AD  - Center for Learning and Experimental Psychopathology.
School of Psychology, Victoria University of Wellington.
Center for the Psychology of Learning and Experimental Psychopathology, University of Leuven.
AN  - 28368170
AU  - Takano, K.
AU  - Gutenbrunner, C.
AU  - Martens, K.
AU  - Salmon, K.
AU  - Raes, F.
DA  - Feb
DO  - 10.1037/pas0000472
DP  - NLM
ET  - 2017/04/04
J2  - Psychological assessment
KW  - *Algorithms
Cognition
Cognitive Dysfunction/psychology
*Computers
Depressive Disorder/psychology
Emotions
Humans
Language
*Memory, Episodic
Mental Recall
Support Vector Machine
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1040-3590
SP  - 259-273
ST  - Computerized scoring algorithms for the Autobiographical Memory Test
T2  - Psychol Assess
TI  - Computerized scoring algorithms for the Autobiographical Memory Test
VL  - 30
ID  - 204451
ER  - 


TY  - JOUR
AB  - The Autobiographical Memory Test (AMT) has been central in psychopathological studies of memory dysfunctions, as reduced memory specificity or overgeneralised autobiographical memory has been recognised as a hallmark vulnerability for depression. In the AMT, participants are asked to generate specific memories in response to emotional cue words, and their responses are scored by human experts. Because the manual coding takes some time, particularly when analysing a large dataset, recent studies have proposed computerised scoring algorithms. These algorithms have been shown to reliably discriminate between specific and non-specific memories of English-speaking children and Dutch- and Japanese-speaking adults. The key limitation is that the algorithm is not developed for English-speaking adult memories, which may cover a wider range of vocabulary that the existing algorithm for English-speaking child memories cannot process correctly. In the present study, we trained a new support vector machine to score memories of English-speaking adults. In a performance test (predicting memory specificity against human expert coding), the adult-memory algorithm outperformed the child-memory variant. In another independent performance test, the adult-memory algorithm showed robust performances to score memories that were generated in response to a different set of cues. These results suggest that the adult-memory algorithm reliably scores memory specificity.
AD  - a Division of Clinical Psychology and Psychotherapy, Department of Psychology , Ludwig-Maximilians-University Munich , Munich , Germany.
b School of Psychology , Deakin University , Geelong , Australia.
c Center for the Psychology of Learning and Experimental Psychopathology , University of Leuven , Leuven , Belgium.
AN  - 30081736
AU  - Takano, K.
AU  - Hallford, D. J.
AU  - Vanderveren, E.
AU  - Austin, D. W.
AU  - Raes, F.
DA  - Mar
DO  - 10.1080/09658211.2018.1507042
DP  - NLM
ET  - 2018/08/08
J2  - Memory (Hove, England)
KW  - Adult
*Algorithms
Cognition
Cues
Emotions/*physiology
Female
Humans
*Machine Learning
Male
*Memory, Episodic
Mental Recall/*physiology
United States
*Autobiographical memory
*computer scoring
*overgeneralised autobiographical memory
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0965-8211
SP  - 306-313
ST  - The computerized scoring algorithm for the autobiographical memory test: updates and extensions for analyzing memories of English-speaking adults
T2  - Memory
TI  - The computerized scoring algorithm for the autobiographical memory test: updates and extensions for analyzing memories of English-speaking adults
VL  - 27
ID  - 204467
ER  - 


TY  - JOUR
AB  - Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching-learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher-student pairs in total (N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching-learning task. Two sessions, each including a triplet of a 30-s teaching-learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching-learning state. Changes in the teachers' left PFC activity between the first and second session positively correlated with those observed in students (r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one's own teaching and the student's understanding (β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching-learning state. The left PFC of teachers may be involved in integrating information regarding one's own teaching process and the student's learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher-student interactions may be useful in the field of educational neuroscience.
AD  - Department of Physical Medicine and Rehabilitation, Tohoku University Graduate School of Medicine Sendai, Japan.
AN  - 28119650
AU  - Takeuchi, N.
AU  - Mori, T.
AU  - Suzukamo, Y.
AU  - Izumi, S. I.
C2  - Pmc5220187
DO  - 10.3389/fpsyg.2016.02052
DP  - NLM
ET  - 2017/01/26
J2  - Frontiers in psychology
KW  - metacognition
near-infrared spectroscopy
prefrontal cortex
teaching
theory of mind
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1664-1078 (Print)
1664-1078
SP  - 2052
ST  - Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task
T2  - Front Psychol
TI  - Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task
VL  - 7
ID  - 204830
ER  - 


TY  - JOUR
AB  - BACKGROUND: Concerns over the need to improve translational aspects of genetics research studies and engaging community members in the research process have been noted in the literature and raised by patient advocates. In addition to the work done by patient advocacy groups, organizations such as the Patient-Centered Outcomes Research Institute advocate for a change in the culture of research from being researcher-driven to becoming more patient-driven. OBJECTIVE: Our project, Autism Genetics and Outcomes (AutGO), consists of two phases. The goal for phase I was to initiate a general discussion around the main topic (i.e., linking genetics and outcomes research). We used the Patient-Centered Outcomes Research Institute engagement approach to: (aim 1) develop a partnership with a wide range of stakeholders to assess their perspective on developing projects that use both genetics and outcomes research data/principles; (aim 2) identify barriers, facilitators, and needs to promote engagement in patient-centered genetics research; and (aim 3) distill and describe actions that may facilitate utilization of patient/parent perspectives in designing genetics research studies. METHODS: In phase I, we formed a community advisory board composed of 33 participants, including outcomes and genetics researchers, clinicians, healthcare providers, patients/family members, and community/industry representatives, and convened six sessions over the 12-month period. We structured the sessions as a combination of online PowerPoint presentations, surveys, and in-person group discussions. During the sessions, we discussed topics pertaining to linking genetics and outcomes research and reviewed relevant materials, including patient stories, research projects, and existing resources. RESULTS: Two sets of surveys, project evaluations (k = 2) and session evaluations (k = 6), were distributed among participants. Feedback was analyzed using content analysis strategies to identify the themes and subthemes. Herein, we describe: the established partnership (aim 1), the identified barriers, facilitators, and needs (aim 2), as well as the lessons learned and suggested recommendations for the research community (aim 3). Following phase I participants' recommendation, in phase II, we will focus on a specific disease (i.e., autism); this projected plan is briefly outlined to highlight the overarching goal of the project and its potential significance. We also discuss the study limitations, challenges for conducting this type of multidisciplinary work, as well as potential ways to address them. CONCLUSIONS: The AutGO project has created a unique collaborative forum to facilitate the much needed dialogue between genetics and outcomes researchers, which may contribute to finding ways to improve the translational aspects of genetics research studies.
AD  - Children's Mercy Hospital, 2401 Gillham Road, Kansas City, MO, 64108, USA. ztalebi@cmh.edu.
University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA. ztalebi@cmh.edu.
Children's Mercy Hospital, 2401 Gillham Road, Kansas City, MO, 64108, USA.
AN  - 29508356
AU  - Talebizadeh, Z.
AU  - Shah, A.
C2  - PMC6019410 Working Group participants have no conflicts of interest directly relevant to the content of this study. DATA AVAILABILITY STATEMENT: All data generated or analyzed during this study are included in this published article, the Electronic Supplementary Material, as well as on the project website (http://genetics-outcomes.net/AutGO-PhaseI).
DA  - Aug
DO  - 10.1007/s40271-018-0302-z
DP  - NLM
ET  - 2018/03/07
J2  - The patient
KW  - Advisory Committees/organization & administration
Autistic Disorder/*genetics/*therapy
Community-Based Participatory Research/*organization & administration
Cooperative Behavior
Family
Humans
Outcome Assessment, Health Care/*organization & administration
Patient Outcome Assessment
*Research Design
Research Personnel/organization & administration
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1178-1653 (Print)
1178-1653
SP  - 451-462
ST  - Building a Bridge Between Genetics and Outcomes Research: Application in Autism (The AutGO Study)
T2  - Patient
TI  - Building a Bridge Between Genetics and Outcomes Research: Application in Autism (The AutGO Study)
VL  - 11
ID  - 203976
ER  - 


TY  - JOUR
AB  - BACKGROUND: Measurement of assistive technology outcomes is complex because many factors (e.g., environment and model of service delivery) influence the successful use of the technology. PURPOSE: Using the example of measuring the outcomes of word cueing technology, this paper presents an approach for measuring assistive technology outcomes. METHOD: The Canadian Occupational Performance Measure (COPM) was administered to 29 children with physical and learning disabilities, between the ages of 3.9 and 19 years. Participants were provided with WordQ, a software program designed to assist the development of writing skills. Follow-up data were collected through telephone interviews. RESULTS: The COPM findings supported the effectiveness of WordQ Version 1 to enhance written productivity, with a mean performance change score of 3.5 (SD = 1.5). The COPM was an effective tool for measuring clients' perceived outcome of word cueing technology. Telephone interview was considered a successful method for collecting outcome data. PRACTICE IMPLICATIONS: A mix of tools and methodologies should be used to gain a comprehensive understanding of the impact of assistive technology.
AD  - University of Toronto, Bloorview MacMillan Children's Center, Toronto, ON. c.tam@bloorviewmacmillan.on.ca
AN  - 16435591
AU  - Tam, C.
AU  - Archer, J.
AU  - Mays, J.
AU  - Skidmore, G.
DA  - Dec
DO  - 10.1177/000841740507200507
DP  - NLM
ET  - 2006/01/27
J2  - Canadian journal of occupational therapy. Revue canadienne d'ergotherapie
KW  - Adolescent
Adult
Child
Child, Preschool
*Cues
Disabled Children/*rehabilitation
Female
Humans
Learning Disabilities/*rehabilitation
Male
Occupational Therapy
Outcome Assessment, Health Care
*Software
*Writing
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0008-4174 (Print)
0008-4174
SP  - 301-8
ST  - Measuring the outcomes of word cueing technology
T2  - Can J Occup Ther
TI  - Measuring the outcomes of word cueing technology
VL  - 72
ID  - 204306
ER  - 


TY  - JOUR
AB  - We replicated and extended previous research on microswitch facilitated choice making by individuals with profound multiple disabilities. Following an assessment of stimulus preferences, we taught 6 adults with profound multiple disabilities to emit 2 different responses to activate highly preferred stimuli. All participants learnt to activate both microswitches. Five participants showed a higher overall level of responding when both switches activating preferred stimuli were available concurrently. After completion of microswitch training, a choice assessment was conducted in which participants had access to 2 microswitches concurrently, with 1 connected to the most highly preferred stimulus and the other to a least preferred stimulus. Choice making behavior was shown in 3 participants and provided support for the preference assessment results. The results of the 3 remaining participants showed that both the most highly preferred and the least preferred stimuli may serve as reinforcers for microswitch activation responses.
AD  - The University of Auckland, New Zealand.
AN  - 21824746
AU  - Tam, G. M.
AU  - Phillips, K. J.
AU  - Mudford, O. C.
DA  - Nov-Dec
DO  - 10.1016/j.ridd.2011.07.027
DP  - NLM
ET  - 2011/08/10
J2  - Research in developmental disabilities
KW  - Adult
*Choice Behavior
*Communication Aids for Disabled
Correction of Hearing Impairment/methods/standards/statistics & numerical data
Deafness/rehabilitation
Education of Intellectually Disabled/*methods/standards/statistics & numerical data
Female
Follow-Up Studies
Humans
Intellectual Disability/*rehabilitation
*Leisure Activities
Male
Middle Aged
Miniaturization
Observer Variation
Patient Preference
Reproducibility of Results
Residential Facilities
Vision, Low/rehabilitation
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0891-4222
SP  - 2352-61
ST  - Teaching individuals with profound multiple disabilities to access preferred stimuli with multiple microswitches
T2  - Res Dev Disabil
TI  - Teaching individuals with profound multiple disabilities to access preferred stimuli with multiple microswitches
VL  - 32
ID  - 204305
ER  - 


TY  - JOUR
AB  - Meta-analytic studies suggest that dyslexia is characterized by subtle and spatially distributed variations in brain anatomy, although many variations failed to be significant after corrections of multiple comparisons. To circumvent issues of significance which are characteristic for conventional analysis techniques, and to provide predictive value, we applied a machine learning technique--support vector machine--to differentiate between subjects with and without dyslexia. In a sample of 22 students with dyslexia (20 women) and 27 students without dyslexia (25 women) (18-21 years), a classification performance of 80% (p < 0.001; d-prime = 1.67) was achieved on the basis of differences in gray matter (sensitivity 82%, specificity 78%). The voxels that were most reliable for classification were found in the left occipital fusiform gyrus (LOFG), in the right occipital fusiform gyrus (ROFG), and in the left inferior parietal lobule (LIPL). Additionally, we found that classification certainty (e.g. the percentage of times a subject was correctly classified) correlated with severity of dyslexia (r = 0.47). Furthermore, various significant correlations were found between the three anatomical regions and behavioural measures of spelling, phonology and whole-word-reading. No correlations were found with behavioural measures of short-term memory and visual/attentional confusion. These data indicate that the LOFG, ROFG and the LIPL are neuro-endophenotype and potentially biomarkers for types of dyslexia related to reading, spelling and phonology. In a second and independent sample of 876 young adults of a general population, the trained classifier of the first sample was tested, resulting in a classification performance of 59% (p = 0.07; d-prime = 0.65). This decline in classification performance resulted from a large percentage of false alarms. This study provided support for the use of machine learning in anatomical brain imaging.
AD  - University of Amsterdam, Faculty of Social and Behavioural Sciences, Weesperplein 4, 1018XA Amsterdam, The Netherlands. Electronic address: petertamboer@kpnmail.nl.
University of Amsterdam, Faculty of Social and Behavioural Sciences, Weesperplein 4, 1018XA Amsterdam, The Netherlands. Electronic address: H.C.M.Vorst@uva.nl.
University of Amsterdam, Faculty of Social and Behavioural Sciences, Weesperplein 4, 1018XA Amsterdam, The Netherlands. Electronic address: S.Ghebreab@uva.nl.
University of Amsterdam, Faculty of Social and Behavioural Sciences, Weesperplein 4, 1018XA Amsterdam, The Netherlands. Electronic address: H.S.Scholte@uva.nl.
AN  - 27114899
AU  - Tamboer, P.
AU  - Vorst, H. C. M.
AU  - Ghebreab, S.
AU  - Scholte, H. S.
C2  - Pmc4832088
DO  - 10.1016/j.nicl.2016.03.014
DP  - NLM
ET  - 2016/04/27
J2  - NeuroImage. Clinical
KW  - Adolescent
Adult
Brain/*diagnostic imaging
Dyslexia/*classification/*diagnostic imaging
Female
Humans
*Machine Learning
Male
Meta-Analysis as Topic
Multimodal Imaging
Neuropsychological Tests
Young Adult
Dyslexia
GM, gray matter
Gray matter
LIPL, left inferior parietal lobule
LOFG, left occipital fusiform gyrus
Mri
ROFG, right occipital fusiform gyrus
SVM classification
SVM, support vector machine
VBM, voxel-based morphometry
Vwfa
VWFA, visual word form area
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2213-1582
SP  - 508-514
ST  - Machine learning and dyslexia: Classification of individual structural neuro-imaging scans of students with and without dyslexia
T2  - Neuroimage Clin
TI  - Machine learning and dyslexia: Classification of individual structural neuro-imaging scans of students with and without dyslexia
VL  - 11
ID  - 204154
ER  - 


TY  - JOUR
AB  - PURPOSE: This study was conducted to examine the effect of increased physical and/or intellectual activities on changes in cognitive function in elderly dwellers. METHODS: The subjects comprised 61 residents aged 65 or over living in Suginami Ward, Tokyo, who took part in a community-based dementia prevention class aimed at increasing both physical and intellectual activities. Physical activity was evaluated by the number of daily steps using a pedometer. Intellectual activity was evaluated by the number of pictures taken by a cellular phone and/or submitted through an internet "Dress" system by cellular phone. These activities were classified into two groups (higher and lower activity groups) according to whether above or below the respective median value. For assessment, the subjects underwent tests of physical and cognitive functions before and after the 7-weeks intervention. RESULTS: Subjects with a greater increment in physical activity during the intervention period showed a greater improvement in usual and maximal walking speed than did those with a lesser increment in physical activity. Analysis using the general linear model demonstrated that increase in physical activity independently correlated with improvement in physical function, but did not correlate with cognitive function. Subjects with a greater increment in intellectual activity showed a greater improvement in weight, BMI and trail making test-task B. This association was independent of potential confounders. Further, those who used the "Dress" system more often showed a greater improvement in stress coping tests. Analysis using a general linear model indicated that increased intellectual activity was independently associated with changes in cognitive and mental function. CONCLUSION: The present findings suggest that community-based dementia prevention classes should be stressed not only for increasing physical activity but also in order to stimulate intellectual activity.
AD  - Research Team for Social Participation and Community Health, Tokyo Metropolitan Institute of Gerontology, Japan.
AN  - 20077856
AU  - Taniguchij, Y.
AU  - Kousa, Y.
AU  - Shinkai, S.
AU  - Uematsuj, S.
AU  - Nagasawa, A.
AU  - Aoki, M.
AU  - Muto, S. Y.
AU  - Abe, M.
AU  - Fukaya, T.
AU  - Watanabe, N.
DA  - Nov
DP  - NLM
ET  - 2010/01/19
J2  - [Nihon koshu eisei zasshi] Japanese journal of public health
KW  - Aged
Aged, 80 and over
Cognition/*physiology
Dementia/prevention & control
Female
Group Processes
Humans
Independent Living
Intelligence/*physiology
Male
Motor Activity/*physiology
Tokyo
LA  - jpn
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0546-1766 (Print)
0546-1766
SP  - 784-94
ST  - [Increased physical and intellectual activity and changes in cognitive function in elderly dwellers: lessons from a community-based dementia prevention trial in Suginami Ward, Tokyo]
T2  - Nihon Koshu Eisei Zasshi
TI  - [Increased physical and intellectual activity and changes in cognitive function in elderly dwellers: lessons from a community-based dementia prevention trial in Suginami Ward, Tokyo]
VL  - 56
ID  - 204271
ER  - 


TY  - JOUR
AB  - The potential impact of peer-play opportunities on the overall development of young children has been well-documented in the social development, occupational therapy, and special education literature. However, the effect of peer characteristics on the manifestation and facilitation of specific types of play roles and behaviors has received little attention. This topic is of key importance to occupational therapists who are striving to develop interventions that enhance the development of social participation and play in preschool children. The purpose of this study was to examine the differences in initiation and response exhibited by preschool-aged children with social-play delays when participating in free-play dyads with peers of differing developmental levels. A single-subject alternating treatments design was replicated across five preschool-aged children with developmental play delays. Each child was paired with one peer who had lower developmental play skills and one peer who had higher developmental play skills. The arranged dyads were given the opportunity to play together in a specially designed playroom at their school. Their interactions were videotaped and later coded. All five children generally showed more initiation and response to initiation during play with higher-level peers, although one participant showed less differentiation for initiation than the other four children. An occupational therapist working with a preschool child with play delays and wanting to facilitate the child's initiation and response in play situations should consider pairing the child with play delays with a child who has higher play skills.
AD  - Children's Therapy, Valley Medical Center, Renton, Washington, USA. kjcouch@u.washington.edu
AN  - 16124210
AU  - Tanta, K. J.
AU  - Deitz, J. C.
AU  - White, O.
AU  - Billingsley, F.
DA  - Jul-Aug
DO  - 10.5014/ajot.59.4.437
DP  - NLM
ET  - 2005/08/30
J2  - The American journal of occupational therapy : official publication of the American Occupational Therapy Association
KW  - Child Behavior/*psychology
Child Behavior Disorders/psychology
Child, Preschool
Developmental Disabilities/*psychology
Education, Special/methods
Female
Humans
*Interpersonal Relations
Male
Occupational Therapy/methods
*Peer Group
Play and Playthings/*psychology
Psychological Tests
Social Environment
*Social Facilitation
Videotape Recording
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0272-9490 (Print)
0272-9490
SP  - 437-45
ST  - The effects of peer-play level on initiations and responses of preschool children with delayed play skills
T2  - Am J Occup Ther
TI  - The effects of peer-play level on initiations and responses of preschool children with delayed play skills
VL  - 59
ID  - 204232
ER  - 


TY  - JOUR
AB  - BACKGROUND: The standard approaches to diagnosing autism spectrum disorder (ASD) evaluate between 20 and 100 behaviors and take several hours to complete. This has in part contributed to long wait times for a diagnosis and subsequent delays in access to therapy. We hypothesize that the use of machine learning analysis on home video can speed the diagnosis without compromising accuracy. We have analyzed item-level records from 2 standard diagnostic instruments to construct machine learning classifiers optimized for sparsity, interpretability, and accuracy. In the present study, we prospectively test whether the features from these optimized models can be extracted by blinded nonexpert raters from 3-minute home videos of children with and without ASD to arrive at a rapid and accurate machine learning autism classification. METHODS AND FINDINGS: We created a mobile web portal for video raters to assess 30 behavioral features (e.g., eye contact, social smile) that are used by 8 independent machine learning models for identifying ASD, each with >94% accuracy in cross-validation testing and subsequent independent validation from previous work. We then collected 116 short home videos of children with autism (mean age = 4 years 10 months, SD = 2 years 3 months) and 46 videos of typically developing children (mean age = 2 years 11 months, SD = 1 year 2 months). Three raters blind to the diagnosis independently measured each of the 30 features from the 8 models, with a median time to completion of 4 minutes. Although several models (consisting of alternating decision trees, support vector machine [SVM], logistic regression (LR), radial kernel, and linear SVM) performed well, a sparse 5-feature LR classifier (LR5) yielded the highest accuracy (area under the curve [AUC]: 92% [95% CI 88%-97%]) across all ages tested. We used a prospectively collected independent validation set of 66 videos (33 ASD and 33 non-ASD) and 3 independent rater measurements to validate the outcome, achieving lower but comparable accuracy (AUC: 89% [95% CI 81%-95%]). Finally, we applied LR to the 162-video-feature matrix to construct an 8-feature model, which achieved 0.93 AUC (95% CI 0.90-0.97) on the held-out test set and 0.86 on the validation set of 66 videos. Validation on children with an existing diagnosis limited the ability to generalize the performance to undiagnosed populations. CONCLUSIONS: These results support the hypothesis that feature tagging of home videos for machine learning classification of autism can yield accurate outcomes in short time frames, using mobile devices. Further work will be needed to confirm that this approach can accelerate autism diagnosis at scale.
AD  - Department of Pediatrics, Division of Systems Medicine, Stanford University, California, United States of America.
Department of Biomedical Data Science, Stanford University, California, United States of America.
AN  - 30481180
AU  - Tariq, Q.
AU  - Daniels, J.
AU  - Schwartz, J. N.
AU  - Washington, P.
AU  - Kalantarian, H.
AU  - Wall, D. P.
C2  - PMC6258501 following competing interests: DPW is the scientific founder of Cognoa, a company focused on digital pediatric healthcare; the approach and findings presented in this paper are independent from/not related to Cognoa. All other authors have declared no competing interests exist.
DA  - Nov
DO  - 10.1371/journal.pmed.1002705
DP  - NLM
ET  - 2018/11/28
J2  - PLoS medicine
KW  - Adolescent
Adolescent Behavior
Age Factors
Autistic Disorder/*diagnosis/physiopathology/psychology
Child
Child Behavior
Child, Preschool
Diagnosis, Computer-Assisted/*methods
Early Diagnosis
Feasibility Studies
Female
Humans
Infant
*Machine Learning
Male
Predictive Value of Tests
Prospective Studies
Remote Consultation/*methods
Reproducibility of Results
Time Factors
Video Recording/*methods
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1549-1277 (Print)
1549-1277
SP  - e1002705
ST  - Mobile detection of autism through machine learning on home video: A development and prospective validation study
T2  - PLoS Med
TI  - Mobile detection of autism through machine learning on home video: A development and prospective validation study
VL  - 15
ID  - 203845
ER  - 


TY  - JOUR
AB  - The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students' affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A case study method was used. Eighteen students from the seventh grade (12-13 years) participated in the study. Students' views on their performances while using educational software and the impact of the software on their affective skills towards the subject of electricity were examined. Data were collected by open-ended questions in the educational software. According to the research results, there were students who had negative attitudes and perceptions before starting to learn about the subject of electricity. Interactive activities, animations, and visual experiments in the educational software were effective in overcoming the students' negative attitudes and perceptions about the subject. Besides, students who assessed their own performances during the learning process believed themselves to be more successful over time. In the light of the research results, some suggestions are made for future studies.
AN  - EJ1038403
AU  - Tatar, Nilgün
AU  - Akpinar, Ercan
AU  - Feyzioglu, Eylem Yildiz
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Educational Technology
Computer Assisted Instruction
Metacognition
Prompting
Teaching Methods
Elementary School Students
Affective Behavior
Science Instruction
Energy
Case Studies
Grade 7
Student Attitudes
Computer Software
Attitude Change
Instructional Effectiveness
Self Evaluation (Individuals)
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 1059-0145
SP  - 764-779
ST  - The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students' Affective Skills
T2  - Journal of Science Education and Technology
TI  - The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students' Affective Skills
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1038403&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10956-012-9429-1
VL  - 22
ID  - 205358
ER  - 


TY  - JOUR
AB  - Dysfunctional learning systems are thought to be central to the pathogenesis of and impair recovery from addictions. The functioning of the brain circuits for episodic memory or learning that support goal-directed behavior has not been studied previously in persons with cocaine dependence (CD). Thirteen abstinent CD and 13 healthy participants underwent MRI scanning while performing a task that requires the use of spatial cues to navigate a virtual-reality environment and find monetary rewards, allowing the functional assessment of the brain systems for spatial learning, a form of episodic memory. Whereas both groups performed similarly on the reward-based spatial learning task, we identified disturbances in brain regions involved in learning and reward in CD participants. In particular, CD was associated with impaired functioning of medial temporal lobe (MTL), a brain region that is crucial for spatial learning (and episodic memory) with concomitant recruitment of striatum (which normally participates in stimulus-response, or habit, learning), and prefrontal cortex. CD was also associated with enhanced sensitivity of the ventral striatum to unexpected rewards but not to expected rewards earned during spatial learning. We provide evidence that spatial learning in CD is characterized by disturbances in functioning of an MTL-based system for episodic memory and a striatum-based system for stimulus-response learning and reward. We have found additional abnormalities in distributed cortical regions. Consistent with findings from animal studies, we provide the first evidence in humans describing the disruptive effects of cocaine on the coordinated functioning of multiple neural systems for learning and memory.
AD  - 1] Division of Child and Adolescent Psychiatry, Columbia University and The New York State Psychiatric Institute, New York, NY, USA [2] Department of Psychiatry, Columbia University and The New York State Psychiatric Institute, New York, NY, USA.
Department of Psychiatry, Columbia University and The New York State Psychiatric Institute, New York, NY, USA.
Department of Psychology, Texas A&M University, College Station, TX, USA.
1] Department of Psychiatry, Columbia University and The New York State Psychiatric Institute, New York, NY, USA [2] Division on Substance Abuse, Columbia University and The New York State Psychiatric Institute, New York, NY, USA.
AN  - 23917430
AU  - Tau, G. Z.
AU  - Marsh, R.
AU  - Wang, Z.
AU  - Torres-Sanchez, T.
AU  - Graniello, B.
AU  - Hao, X.
AU  - Xu, D.
AU  - Packard, M. G.
AU  - Duan, Y.
AU  - Kangarlu, A.
AU  - Martinez, D.
AU  - Peterson, B. S.
C2  - Pmc3895231
DA  - Feb
DO  - 10.1038/npp.2013.189
DP  - NLM
ET  - 2013/08/07
J2  - Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology
KW  - Adult
Brain/blood supply/*pathology
*Brain Mapping
Cocaine-Related Disorders/*complications/*pathology
Humans
Image Processing, Computer-Assisted
Learning Disabilities/*etiology
Magnetic Resonance Imaging
Male
Middle Aged
Oxygen/blood
*Reward
Space Perception/*physiology
Statistics as Topic
User-Computer Interface
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0893-133X (Print)
0893-133x
SP  - 545-55
ST  - Neural correlates of reward-based spatial learning in persons with cocaine dependence
T2  - Neuropsychopharmacology
TI  - Neural correlates of reward-based spatial learning in persons with cocaine dependence
VL  - 39
ID  - 204221
ER  - 


TY  - JOUR
AB  - Visuomotor rotation tasks have proven to be a powerful tool to study adaptation of the motor system. While adaptation in such tasks is seemingly automatic and incremental, participants may gain knowledge of the perturbation and invoke a compensatory strategy. When provided with an explicit strategy to counteract a rotation, participants are initially very accurate, even without on-line feedback. Surprisingly, with further testing, the angle of their reaching movements drifts in the direction of the strategy, producing an increase in endpoint errors. This drift is attributed to the gradual adaptation of an internal model that operates independently from the strategy, even at the cost of task accuracy. Here we identify constraints that influence this process, allowing us to explore models of the interaction between strategic and implicit changes during visuomotor adaptation. When the adaptation phase was extended, participants eventually modified their strategy to offset the rise in endpoint errors. Moreover, when we removed visual markers that provided external landmarks to support a strategy, the degree of drift was sharply attenuated. These effects are accounted for by a setpoint state-space model in which a strategy is flexibly adjusted to offset performance errors arising from the implicit adaptation of an internal model. More generally, these results suggest that strategic processes may operate in many studies of visuomotor adaptation, with participants arriving at a synergy between a strategic plan and the effects of sensorimotor adaptation.
AD  - Department of Psychology, University of California, Berkeley, Berkeley, California, USA. jordan.a.taylor@berkeley.edu
AN  - 21390266
AU  - Taylor, J. A.
AU  - Ivry, R. B.
C2  - Pmc3048379
DA  - Mar
DO  - 10.1371/journal.pcbi.1001096
DP  - NLM
ET  - 2011/03/11
J2  - PLoS computational biology
KW  - Algorithms
Cognition
Computational Biology
Feedback, Physiological
Female
Humans
Learning/*physiology
*Models, Neurological
Motor Skills/*physiology
Psychomotor Performance
*Task Performance and Analysis
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1553-734X (Print)
1553-734x
SP  - e1001096
ST  - Flexible cognitive strategies during motor learning
T2  - PLoS Comput Biol
TI  - Flexible cognitive strategies during motor learning
VL  - 7
ID  - 204473
ER  - 


TY  - JOUR
AB  - Purpose: This study examined speech and language pathologists' (SLPs') perceptions and practices of communication partner training with high-tech speech generating devices (SGDs). Method: Fifteen SLPs were recruited throughout Sweden. The SLPs answered a study-specific questionnaire on communication partner training in relation to communication partners to children with severe cerebral palsy and intellectual disability. The results were analysed with descriptive statistics (closed-ended questions, responses on Likert scales) and content analysis (open-ended question) using ICF-CY. Results: Twelve SLPs completed the survey. Half had no or one training session with communication partners in the last year. One-third never used documents for goal-setting. Half seldom or never taught communication partner strategies. Three quarters only used verbal instructions. The main obstacles were environmental factors. Conclusions: This study contributes valuable knowledge about high-tech SGD interventions targeting communication partners. The high-tech SGD intervention may benefit from goal-setting, extended number of training sessions and a range of instructional approaches. Implications for Rehabilitation Speech and language pathologist (SLPs) reported that children with severe cerebral palsy and intellectual disability (SSPI) can benefit from speech generating device (SGD) communication. Communication partner strategies and goal-setting supports the development of communication with SGD. SLPs seldom taught stakeholder communication partner strategies and instruments for goal-setting. Because stakeholders may vary in their way of learning SLPs need to use a variety of instructional approaches. SLPs used few instructional approaches, typically verbal information.
AD  - a Department of Public Health and Caring Sciences, Disability and Habilitation , Uppsala University , Uppsala , Sweden.
b Health and Habilitation Services , Uppsala county Council , Uppsala , Sweden.
c Department of Neuroscience , Speech-Language Pathology, Uppsala University , Uppsala , Sweden.
AN  - 29790394
AU  - Tegler, H.
AU  - Pless, M.
AU  - Blom Johansson, M.
AU  - Sonnander, K.
DA  - Aug
DO  - 10.1080/17483107.2018.1475515
DP  - NLM
ET  - 2018/05/24
J2  - Disability and rehabilitation. Assistive technology
KW  - Adolescent
*Attitude of Health Personnel
Child
*Communication Aids for Disabled
Cross-Sectional Studies
Female
Humans
*Interpersonal Relations
Male
*Speech-Language Pathology
Surveys and Questionnaires
Sweden
*Augmentative and alternative communication
*cerebral palsy
*communication partner training
*high technology
*speech and language pathologist
*speech generating device
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1748-3107
SP  - 581-589
ST  - Speech and language pathologists' perceptions and practises of communication partner training to support children's communication with high-tech speech generating devices
T2  - Disabil Rehabil Assist Technol
TI  - Speech and language pathologists' perceptions and practises of communication partner training to support children's communication with high-tech speech generating devices
VL  - 14
ID  - 203900
ER  - 


TY  - JOUR
AB  - This paper describes the development and operation of an interdisciplinary Fetal Alcohol Spectrum Disorders (FASD) diagnostic clinic focussing specifically on adults. The clinic is embedded within a community-based interdisciplinary health agency specializing in intellectual and developmental disabilities. A review of the clinic’s assessment process is presented describing the steps from intake to feedback and intervention. To date, the clinic has received 93 referrals and given 41 alcohol-related diagnoses including 10 completed using videoconferencing technology. Issues unique to adult diagnosis are discussed as well as some of the challenges, including high rates of cancellations/no-shows for appointments, obtaining background and historical information, establishing maternal alcohol history, working collaboratively with other support sectors such as children’s protective services and the justice system, and finding appropriate follow-up and intervention services in the community. Recommendations for future work to support adults with FASD and their families are presented.
AN  - 25739127
AU  - Temple, V. K.
AU  - Ives, J.
AU  - Lindsay, A.
DP  - NLM
ET  - 2015/03/06
J2  - Journal of population therapeutics and clinical pharmacology = Journal de la therapeutique des populations et de la pharmacologie clinique
KW  - Adult
Age Factors
Ambulatory Care Facilities/*organization & administration
Community Health Services/*organization & administration
*Cooperative Behavior
Delivery of Health Care, Integrated/*organization & administration
Fetal Alcohol Spectrum Disorders/*diagnosis/therapy
Humans
*Interdisciplinary Communication
Models, Organizational
Ontario
Patient Care Team/*organization & administration
Predictive Value of Tests
Prognosis
Program Development
Referral and Consultation/organization & administration
Risk Factors
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 2561-8741
SP  - e96-e105
ST  - Diagnosing FASD in adults: the development and operation of an adult FASD clinic in Ontario, Canada
T2  - J Popul Ther Clin Pharmacol
TI  - Diagnosing FASD in adults: the development and operation of an adult FASD clinic in Ontario, Canada
VL  - 22
ID  - 204680
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The objective of the current investigation was to explore performance-based predictors of decline in the performance quality of everyday tasks as a first step for early identification, screening, and referral to minimize disability in community-dwelling older adults. METHOD: This was a secondary analysis of data from 256 community-based older women. Mobility, activities of daily living (ADLs), and instrumental activities of daily living (IADLs) were measured using the Performance Assessment of Self-Care Skills (PASS). Logistic regression models explored cognitive and motor predictors of performance quality while controlling for demographics and diagnoses. RESULTS: Functional reach ( p = .049) and cognition ( p = .012) were predictive of mobility quality, whereas balance ( p = .007) and the Keitel Function ( p = .005) were predictive of ADL quality. Manipulation and cognitive measures were predictive of cognitive and physical IADL quality. DISCUSSION: Cognitive and physical screens are both important to identify older adults at risk for disability.
AD  - 1 University of Pittsburgh, PA, USA.
AN  - 27166414
AU  - Terhorst, L.
AU  - Holm, M. B.
AU  - Toto, P. E.
AU  - Rogers, J. C.
DA  - Aug
DO  - 10.1177/0898264316648113
DP  - NLM
ET  - 2016/05/12
J2  - Journal of aging and health
KW  - *Activities of Daily Living
Aged
Aged, 80 and over
*Cognition
Disability Evaluation
Female
Humans
*Independent Living
Logistic Models
*Physical Functional Performance
*disability
*geriatrics
*physical function
*well-being
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0898-2643
SP  - 880-892
ST  - Performance-Based Impairment Measures as Predictors of Early-Stage Activity Limitations in Community-Dwelling Older Adults
T2  - J Aging Health
TI  - Performance-Based Impairment Measures as Predictors of Early-Stage Activity Limitations in Community-Dwelling Older Adults
VL  - 29
ID  - 204384
ER  - 


TY  - JOUR
AB  - BACKGROUND: Children with autism spectrum disorder (ASD) often face difficulties in social situations and are often lagging in terms of social skills. Many interventions designed for children with ASD emphasize improving social skills. Although many interventions demonstrate that targeted social skills can be improved in clinical settings, developed social skills are not necessarily applied in children's daily lives at school, sometimes because classmates continue to show negative bias toward children with ASD. Children with ASD do not blame the difficult social situations they encounter on their lack of social skills; their main goal is to be accepted by peers. OBJECTIVE: This study aims to design a comic creator-It's me-that would create comics to serve as transformational boundary objects to facilitate and enact a horizontal interaction structure between high-functioning children with ASD and their peers, aiming to increase mutual understanding between children at school. METHODS: This research project and this study are structured around the Design Research Framework in order to develop the comic through an iterative-incremental process. Three test sessions, which included 13, 6, and 47 children, respectively, were initiated where the focus shifted in time from usability during the first two tests to the initial assessment of acceptance and feasibility in the third session. A stakeholder review, which included six experts, took place after the second test session. RESULTS: A digital comic creator, It's me, was produced within this study. Children can create their own personal comic by filling in a digital questionnaire. Based on concepts of peer support, psychoeducation, and horizontal interaction, It's me has a rigorous base of underlying concepts that have been translated into design. Based on the first test sessions, the comic has shown its potential to initiate personal conversations between children. Teachers are convinced that It's me can be of added value in their classrooms. CONCLUSIONS: It's me aims to initiate more in-depth conversations between peers, which should lead to more mutual understanding and better relationships between children with ASD and their peers. The first test sessions showed that It's me has the potential to enact horizontal interaction and greater understanding among peers. It's me was designed as a boundary object, aiming to connect the objectives of different stakeholders, and to trigger reflection and transformation learning mechanisms. The applied design research approach might be of added value in the acceptance and adoption of the intervention because children, professionals, and teachers see added value in the tool, each from their own perspectives.
AD  - Academy of Healthcare, Digital Health Care Research Group, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands.
Medical Faculty Lifelong Learning, Education & Assessment Research Network, University Medical Center Groningen, University of Groningen, Groningen, Netherlands.
Digital Health Care Research Group, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands.
Serious Gaming Research Group, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands.
Surgery Department, Medical Center Leeuwarden, Leeuwarden, Netherlands.
Post Graduate School of Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands.
AN  - 32673273
AU  - Terlouw, G.
AU  - van 't Veer, J. T.
AU  - Prins, J. T.
AU  - Kuipers, D. A.
AU  - Pierie, J. E. N.
C2  - Pmc7382019
DA  - Jul 10
DO  - 10.2196/17260
DP  - NLM
ET  - 2020/07/17
J2  - JMIR mental health
KW  - autism
boundary object
comic
design research
serious media
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2368-7959 (Print)
2368-7959
SP  - e17260
ST  - Design of a Digital Comic Creator (It's Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach
T2  - JMIR Ment Health
TI  - Design of a Digital Comic Creator (It's Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach
VL  - 7
ID  - 204787
ER  - 


TY  - THES
AB  - This study examined the effects of Dolphin-Assisted Therapy (DAT) as a reinforcer for verbal operant production in children with Autism Spectrum Disorder. Three children who attended a dolphin therapy program participated in this single subject research study. Baseline data was collected for each child via a video tape provided by parents and direct observations. A single subject ABABABA reversal design across settings was conducted to analyze the effects of DAT. Verbal operant production, verbal prompt required to produce the responses, as well as non verbal behaviors for each child were documented for each phase of the reversal design. Baseline data were recorded before any interaction with the dolphin. After a clear trend was established, the same data was collected during three dolphin sessions and three classroom sessions. Results obtained from visual analysis indicated that children with autism produced more verbal operant responses while requiring fewer verbal prompts during Dolphin-Assisted Therapy as opposed to a traditional classroom setting. In addition, a paired samples t test was conducted. The results showed a significant increase in verbal operant production as well as a significant decrease in the frequency of verbal prompting during Dolphin-Assisted Therapy Sessions. [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  - Terrasi, Renee Marie
DB  - ERIC
DP  - EBSCOhost
KW  - Animals
Therapy
Reinforcement
Verbal Communication
Children
Autism
Pervasive Developmental Disorders
Video Technology
Observation
Program Effectiveness
Speech Language Pathology
Prompting
Responses
Nonverbal Communication
Interaction
Verbal Operant Conditioning
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2007
SN  - 978-1-267-51453-0
ST  - Dolphin-Assisted Therapy as a Verbal Operant Condition for Children with Autism
TI  - Dolphin-Assisted Therapy as a Verbal Operant Condition for Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED546933&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:3524502
ID  - 205158
ER  - 


TY  - JOUR
AB  - Video-modeling (VM) is a widely used instructional technique that has been applied to the education of children with developmental disabilities. One form of VM that lacks in-depth analysis is point-of-view video modeling (POVM). The current study investigated the use of POVM to teach three children diagnosed with autism to initiate and maintain a conversation with a conversant. Using a multiple baseline across scripts design, the participants were taught to engage in both eye contact and vocal behavior without the presentation of a vocal discriminative stimulus from the conversant. The treatment package included both the presentation of the target video and reinforcement of target behavior. Although this combination proved successful for increasing the social behavior of two participants, prompts were necessary to achieve acquisition for a third. These data suggest that while POVM may be a successful technique for teaching some social skills, limitations exist that should be further investigated. (Contains 2 tables and 7 figures.)
AN  - EJ893793
AU  - Tetreault, Allison Serra
AU  - Lerman, Dorothea C.
DA  - 08/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Scripts
Autism
Developmental Disabilities
Video Technology
Role Models
Children
Interpersonal Communication
Nonverbal Communication
Verbal Communication
Stimuli
Program Effectiveness
Reinforcement
Social Behavior
Social Development
Prompting
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 0748-8491
SP  - 395-419
ST  - Teaching Social Skills to Children with Autism Using Point-of-View Video Modeling
T2  - Education and Treatment of Children
TI  - Teaching Social Skills to Children with Autism Using Point-of-View Video Modeling
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ893793&site=ehost-live&scope=site
http://wvupressonline.com/journals/etc
VL  - 33
ID  - 205351
ER  - 


TY  - JOUR
AB  - Autistic Spectrum Disorder (ASD) is a mental disorder that retards acquisition of linguistic, communication, cognitive, and social skills and abilities. Despite being diagnosed with ASD, some individuals exhibit outstanding scholastic, non-academic, and artistic capabilities, in such cases posing a challenging task for scientists to provide answers. In the last few years, ASD has been investigated by social and computational intelligence scientists utilizing advanced technologies such as machine learning to improve diagnostic timing, precision, and quality. Machine learning is a multidisciplinary research topic that employs intelligent techniques to discover useful concealed patterns, which are utilized in prediction to improve decision making. Machine learning techniques such as support vector machines, decision trees, logistic regressions, and others, have been applied to datasets related to autism in order to construct predictive models. These models claim to enhance the ability of clinicians to provide robust diagnoses and prognoses of ASD. However, studies concerning the use of machine learning in ASD diagnosis and treatment suffer from conceptual, implementation, and data issues such as the way diagnostic codes are used, the type of feature selection employed, the evaluation measures chosen, and class imbalances in data among others. A more serious claim in recent studies is the development of a new method for ASD diagnoses based on machine learning. This article critically analyses these recent investigative studies on autism, not only articulating the aforementioned issues in these studies but also recommending paths forward that enhance machine learning use in ASD with respect to conceptualization, implementation, and data. Future studies concerning machine learning in autism research are greatly benefitted by such proposals.
AD  - a Health and Human Sciences, Department of Psychology, University of Huddersfield , Huddersfield , UK.
AN  - 29436887
AU  - Thabtah, F.
DA  - Sep
DO  - 10.1080/17538157.2017.1399132
DP  - NLM
ET  - 2018/02/14
J2  - Informatics for health & social care
KW  - Algorithms
Autism Spectrum Disorder/classification/*diagnosis
Behavior
Humans
*Machine Learning
Research
Autism spectrum disorder
artificial intelligence
classification
data analysis
feature selection
machine learning
predictive models
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1753-8157
SP  - 278-297
ST  - Machine learning in autistic spectrum disorder behavioral research: A review and ways forward
T2  - Inform Health Soc Care
TI  - Machine learning in autistic spectrum disorder behavioral research: A review and ways forward
VL  - 44
ID  - 203838
ER  - 


TY  - JOUR
AB  - PURPOSE: This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. METHOD: Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. RESULTS: Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation. CONCLUSIONS: Results support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers.
AD  - The University of Kansas, Lawrence.
AN  - 30054629
AU  - Thiemann-Bourque, K.
AU  - Feldmiller, S.
AU  - Hoffman, L.
AU  - Johner, S.
C2  - Pmc6198922
DA  - Aug 8
DO  - 10.1044/2018_jslhr-l-17-0424
DP  - NLM
ET  - 2018/07/29
J2  - Journal of speech, language, and hearing research : JSLHR
KW  - Autism Spectrum Disorder/psychology/*therapy
Child, Preschool
*Communication
Communication Aids for Disabled/*psychology
Education, Special/*methods
Female
Humans
Male
*Peer Group
Treatment Outcome
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1092-4388 (Print)
1092-4388
SP  - 2045-2061
ST  - Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder
T2  - J Speech Lang Hear Res
TI  - Incorporating a Peer-Mediated Approach Into Speech-Generating Device Intervention: Effects on Communication of Preschoolers With Autism Spectrum Disorder
VL  - 61
ID  - 203877
ER  - 


TY  - JOUR
AB  - Loss of previously established behaviors in early childhood constitutes a markedly atypical developmental trajectory. It is found almost uniquely in autism and its cause is currently unknown (Baird et al., 2008). We present an artificial neural network model of developmental regression, exploring the hypothesis that regression is caused by overaggressive synaptic pruning and identifying the mechanisms involved. We used a novel population-modeling technique to investigate developmental deficits, in which both neurocomputational parameters and the learning environment were varied across a large number of simulated individuals. Regression was generated by the atypical setting of a single pruning-related parameter. We observed a probabilistic relationship between the atypical pruning parameter and the presence of regression, as well as variability in the onset, severity, behavioral specificity, and recovery from regression. Other neurocomputational parameters that varied across the population modulated the risk that an individual would show regression. We considered a further hypothesis that behavioral regression may index an underlying anomaly characterizing the broader autism phenotype. If this is the case, we show how the model also accounts for several additional findings: shared gene variants between autism and language impairment (Vernes et al., 2008); larger brain size in autism but only in early development (Redcay & Courchesne, 2005); and the possibility of quasi-autism, caused by extreme environmental deprivation (Rutter et al., 1999). We make a novel prediction that the earliest developmental symptoms in the emergence of autism should be sensory and motor rather than social and review empirical data offering preliminary support for this prediction.
AD  - Developmental Neurocognition Lab, Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London WC1E 7HX, United Kingdom. m.thomas@bbk.ac.uk
AN  - 21875243
AU  - Thomas, M. S.
AU  - Knowland, V. C.
AU  - Karmiloff-Smith, A.
DA  - Oct
DO  - 10.1037/a0025234
DP  - NLM
ET  - 2011/08/31
J2  - Psychological review
KW  - Autistic Disorder/*physiopathology/*psychology
Humans
*Language Development
Models, Psychological
*Neural Networks, Computer
Phenotype
*Regression, Psychology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0033-295x
SP  - 637-54
ST  - Mechanisms of developmental regression in autism and the broader phenotype: a neural network modeling approach
T2  - Psychol Rev
TI  - Mechanisms of developmental regression in autism and the broader phenotype: a neural network modeling approach
VL  - 118
ID  - 203971
ER  - 


TY  - JOUR
AB  - Resting-state functional magnetic resonance imaging (rs-fMRI) data are 4-dimensional volumes (3-space + 1-time) that have been posited to reflect the underlying mechanisms of information exchange between brain regions, thus making it an attractive modality to develop diagnostic biomarkers of brain dysfunction. The enormous success of deep learning in computer vision has sparked recent interest in applying deep learning in neuroimaging. But the dimensionality of rs-fMRI data is too high (~20 M), making it difficult to meaningfully process the data in its raw form for deep learning experiments. It is currently not clear how the data should be engineered to optimally extract the time information, and whether combining different representations of time could provide better results. In this paper, we explored various transformations that retain the full spatial resolution by summarizing the temporal dimension of the rs-fMRI data, therefore making it possible to train a full three-dimensional convolutional neural network (3D-CNN) even on a moderately sized [~2,000 from Autism Brain Imaging Data Exchange (ABIDE)-I and II] data set. These transformations summarize the activity in each voxel of the rs-fMRI or that of the voxel and its neighbors to a single number. For each brain volume, we calculated regional homogeneity, the amplitude of low-frequency fluctuations, the fractional amplitude of low-frequency fluctuations, degree centrality, eigenvector centrality, local functional connectivity density, entropy, voxel-mirrored homotopic connectivity, and auto-correlation lag. We trained the 3D-CNN on a publically available autism dataset to classify the rs-fMRI images as being from individuals with autism spectrum disorder (ASD) or from healthy controls (CON) at an individual level. We attained results competitive on this task for a combined ABIDE-I and II datasets of ~66%. When all summary measures were combined the result was still only as good as that of the best single measure which was regional homogeneity (ReHo). In addition, we also applied the support vector machine (SVM) algorithm on the same dataset and achieved comparable results, suggesting that 3D-CNNs could not learn additional information from these temporal transformations that were more useful to differentiate ASD from CON.
AD  - Department of Psychiatry, Amsterdam University Medical Center, Amsterdam, Netherlands.
AN  - 32477198
AU  - Thomas, R. M.
AU  - Gallo, S.
AU  - Cerliani, L.
AU  - Zhutovsky, P.
AU  - El-Gazzar, A.
AU  - van Wingen, G.
C2  - Pmc7242627
DO  - 10.3389/fpsyt.2020.00440
DP  - NLM
ET  - 2020/06/02
J2  - Frontiers in psychiatry
KW  - 3D convolutional neural network
Autism Brain Imaging Data Exchange
autism
classification
deep learning
neuroimaging
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1664-0640 (Print)
1664-0640
SP  - 440
ST  - Classifying Autism Spectrum Disorder Using the Temporal Statistics of Resting-State Functional MRI Data With 3D Convolutional Neural Networks
T2  - Front Psychiatry
TI  - Classifying Autism Spectrum Disorder Using the Temporal Statistics of Resting-State Functional MRI Data With 3D Convolutional Neural Networks
VL  - 11
ID  - 204789
ER  - 


TY  - JOUR
AB  - Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action (thought to be the beginning of a chunked sequence) is delayed relative to the other actions in the group. Other predictions, inspired by the memory drum theory of Henry and Rogers, received only weak support.
AD  - Department of Psychology, Simon Fraser University.
Cognitive Science Program, Simon Fraser University.
AN  - 28176483
AU  - Thompson, J. J.
AU  - McColeman, C. M.
AU  - Stepanova, E. R.
AU  - Blair, M. R.
DA  - Apr
DO  - 10.1111/tops.12254
DP  - NLM
ET  - 2017/02/09
J2  - Topics in cognitive science
KW  - Cognition
Humans
Memory
*Motor Skills
Telemetry
*Video Games
*Big data
*Expertise
*Motor chunking
*Skill learning
*Telemetry
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1756-8757
SP  - 467-484
ST  - Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive-Motor Skill Learning
T2  - Top Cogn Sci
TI  - Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive-Motor Skill Learning
VL  - 9
ID  - 204389
ER  - 


TY  - JOUR
AB  - This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills.
AD  - a Computer Science and Engineering , University of Washington , Seattle , Washington , USA.
b Quantitative Studies and Measurement , University of Washington , Seattle , Washington , USA.
c Learning Sciences and Human Development , University of Washington , Seattle , Washington , USA.
d Teacher Education , University of Washington , Seattle , Washington , USA.
e Department of Psychology , University of Washington , Seattle , Washington , USA.
f Educational Consulting, Bainbridge Island , Washington , USA.
g Department of Health and Behavioral Studies, Teachers College , Columbia University , New York , New York , USA.
h Seattle Pacific University , Education , Seattle , Washington , USA.
AN  - 27434553
AU  - Thompson, R.
AU  - Tanimoto, S.
AU  - Abbott, R.
AU  - Nielsen, K.
AU  - Lyman, R. D.
AU  - Geselowitz, K.
AU  - Habermann, K.
AU  - Mickail, T.
AU  - Raskind, M.
AU  - Peverly, S.
AU  - Nagy, W.
AU  - Berninger, V.
C2  - Pmc5291827
C6  - Nihms846387
DA  - Fall
DO  - 10.1080/10400435.2016.1199066
DP  - NLM
ET  - 2016/07/20
J2  - Assistive technology : the official journal of RESNA
KW  - Adolescent
Child
Communication Disorders/*physiopathology/therapy
*Handwriting
Humans
*Language
*Reading
*Self-Help Devices
Students
handwriting
idea units
keyboarding
listening to sources
note-taking
reading sources
writing summaries
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1040-0435 (Print)
1040-0435
SP  - 131-139
ST  - Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities
T2  - Assist Technol
TI  - Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities
VL  - 29
ID  - 204151
ER  - 


TY  - JOUR
AB  - This study compared the number of attention deficit hyperactivity disorder (ADHD) cases defined by Diagnostic and Statistical Manual (DSM)-IV versus DSM-V criterion in children who have learning or behavioral problems with high IQ. The medical records of children ≤15 years of age who presented with learning or behavioral problems and underwent a Wechsler Intelligence Scale for Children (WISC)-III IQ test at the Pediatric Outpatient Clinic unit between 2010 and 2015 were reviewed. Information on DSM-IV and DSM-V criteria for ADHD were derived from computer-based medical records. Twenty-eight children who had learning or behavioral problems were identified to have a full-scale IQ ≥120. Sixteen of these high-IQ children met the DSM-IV criteria diagnosis for ADHD. Applying the extension of the age-of-onset criterion from 7 to 12 years in DSM-V led to an increase of three cases, all of which were the inattentive type ADHD. Including the pervasive developmental disorder criterion led to an increase of one case. The total number of ADHD cases also increased from 16 to 20 in this group. The data supported the hypothesis that applying the extension of the age-of-onset ADHD criterion and enabling the diagnosis of children with pervasive developmental disorders will increase the number of ADHD diagnoses among children with high IQ.
AD  - Prince of Songkla University, Songkhla, Thailand ttherd@gmail.com.
Prince of Songkla University, Songkhla, Thailand.
AN  - 27502533
AU  - Thongseiratch, T.
AU  - Worachotekamjorn, J.
DA  - Oct
DO  - 10.1177/0033294116662662
DP  - NLM
ET  - 2016/08/10
J2  - Psychological reports
KW  - Age of Onset
Attention Deficit Disorder with Hyperactivity/classification/*diagnosis
Child
Diagnostic and Statistical Manual of Mental Disorders
Female
Humans
Intelligence/*physiology
Male
Attention deficit hyperactivity disorder
Diagnostic and Statistical Manual-V
behavioral problems
high IQ
learning problems
pervasive developmental disorder
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0033-2941
SP  - 365-73
ST  - Impact of the DSM-V Attention Deficit Hyperactivity Disorder Criteria for Diagnosing Children With High IQ
T2  - Psychol Rep
TI  - Impact of the DSM-V Attention Deficit Hyperactivity Disorder Criteria for Diagnosing Children With High IQ
VL  - 119
ID  - 204831
ER  - 


TY  - JOUR
AB  - We consider the evolutionary plausibility of Osiurak and Reynaud's (O&R) arguments. We argue that technical reasoning is not quite the magic bullet that O&R assume, and instead propose a co-evolutionary account of the interplay between technical reasoning and social learning, with language emerging as a vital issue neglected in O&R's account.
AD  - Centre for Ecology and Conservation, University of Exeter, PenrynTR10 9FE, UKalex.thornton@exeter.ac.ukhttp://www.wildcognitionresearch.com/.
Social, Genetic, and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, LondonSE5 8AF, UKfrancesca.happe@kcl.ac.ukhttps://www.kcl.ac.uk/people/francesca-happe.
Department of Psychology, University of Stirling, StirlingFK9 4LA, UK. c.a.caldwell@stir.ac.ukhttps://sites.google.com/site/christineannacaldwell/.
AN  - 32772996
AU  - Thornton, A.
AU  - Happé, F.
AU  - Caldwell, C. A.
DA  - Aug 10
DO  - 10.1017/s0140525x20000114
DP  - NLM
ET  - 2020/08/11
J2  - The Behavioral and brain sciences
KW  - China
Cognition
*Intelligence
*Language
Problem Solving
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0140-525x
SP  - e179
ST  - Supporting the weight of the elephant in the room: Technical intelligence propped up by social cognition and language
T2  - Behav Brain Sci
TI  - Supporting the weight of the elephant in the room: Technical intelligence propped up by social cognition and language
VL  - 43
ID  - 204348
ER  - 


TY  - JOUR
AB  - PURPOSE OF REVIEW: This article provides an analysis of the effectiveness of commonly used interventions for social pragmatic interventions for children with autism spectrum disorder (ASD) and social communication disorders. RECENT FINDINGS: Several evidence-based social skills interventions are emerging, including peer mentoring, social skills groups, and video modeling. Social stories are effective as supports for improved interactions but generalization is limited. Research supports the need for multimodality and individualized treatment programs. Research validates that video and visual learning is highly effective with children with ASD when utilized with specific, appropriate targets. Multiple studies have shown that picture-based communication systems are effective at improving functional communication with moderate effects on social communication. Despite limitations in research, there is strong evidence in the existing literature for the role of alternative augmentative communication in improving both functional and social communication. SUMMARY: Social pragmatic interventions when individualized are effective for improving language, adaptive behavior and social skills.
AD  - aDivision of Pediatric Rehabilitation and Development, Penn State Hershey Children's Hospital bPenn State Hershey Children's Hospital, Hershey cSouth Hanover Elementary School, Lower Dauphin School District, Hummelstown, Pennsylvania, USA.
AN  - 24535501
AU  - Tierney, C. D.
AU  - Kurtz, M.
AU  - Panchik, A.
AU  - Pitterle, K.
DA  - Apr
DO  - 10.1097/mop.0000000000000075
DP  - NLM
ET  - 2014/02/19
J2  - Current opinion in pediatrics
KW  - *Adaptation, Psychological
Child
Child Development Disorders, Pervasive/psychology/*therapy
Child Language
Child, Preschool
Communication Disorders/psychology/*therapy
Evidence-Based Practice/methods
Humans
Infant
*Language Therapy/methods
Randomized Controlled Trials as Topic
*Social Behavior
*Speech Therapy/methods
Treatment Outcome
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1040-8703
SP  - 259-64
ST  - 'Look at me when I am talking to you': evidence and assessment of social pragmatics interventions for children with autism and social communication disorders
T2  - Curr Opin Pediatr
TI  - 'Look at me when I am talking to you': evidence and assessment of social pragmatics interventions for children with autism and social communication disorders
VL  - 26
ID  - 204779
ER  - 


TY  - JOUR
AB  - BACKGROUND: A high sense of subjective well-being has been associated with more prosocial behaviours, better health, work productivity and positive relationships. The aim of this systematic review was to explore what impact self-advocacy has on the subjective well-being of people with intellectual disabilities. METHOD: The authors reviewed articles focusing on the perspectives of adults with intellectual disabilities engaged with self-advocacy groups. Searches were performed in PsychINFO, Web of Science, SCOPUS, MEDLINE and CIHNL databases, resulting in 16 articles meeting the inclusion criteria. A framework synthesis approach was used to extract data deductively based on the Dynamic Model of Wellbeing. RESULTS: While self-advocacy has a positive impact on all domains of the Dynamic Model of Wellbeing, negative impacts associated with participation in a self-advocacy group were also reported. CONCLUSIONS: The benefits of participating in self-advocacy groups on the well-being of individuals with intellectual disabilities outweigh the disadvantages.
AD  - Faculty of Wellbeing, Education and Language Studies, The Open University Milton Keynes, Milton Keynes, UK.
School of Education, University of New South Wales, Sydney, NSW, Australia.
The Open University Milton Keynes, Milton Keynes, UK.
Self Advocacy Sydney, Sydney, NSW, Australia.
AN  - 32458590
AU  - Tilley, E.
AU  - Strnadová, I.
AU  - Danker, J.
AU  - Walmsley, J.
AU  - Loblinzk, J.
DA  - May 27
DO  - 10.1111/jar.12752
DP  - NLM
ET  - 2020/05/28
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - inclusive research
intellectual disabilities
self-advocacy
subjective well-being
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1360-2322
ST  - The impact of self-advocacy organizations on the subjective well-being of people with intellectual disabilities: A systematic review of the literature
T2  - J Appl Res Intellect Disabil
TI  - The impact of self-advocacy organizations on the subjective well-being of people with intellectual disabilities: A systematic review of the literature
ID  - 204710
ER  - 


TY  - JOUR
AB  - BACKGROUND: Community participation is associated with a range of positive developmental outcomes; however, the frequency, depth and resources associated with participation for youth with intellectual disability (ID) and autism spectrum disorder (ASD) are not well understood. METHOD: Caregivers of 212 youth with ASD and ID and only ID, aged 11-22 years, completed an online survey. Comparisons were made of caregiver reports of diversity and frequency of participation, levels of participation involvement and related environmental barriers and supports. RESULTS: The diversity and frequency of community participation of youth with ASD and ID approximated that of youth with ID only. Youth with ASD and ID were reported to be significantly less involved in the community activities in which they participated. Environmental features, and in particular, the social demands of community-based activities, were significant barriers to youths' participation. CONCLUSIONS: The current study highlights individual and environmental factors amenable to intervention that may foster successful community participation among youth with ASD and ID.
AD  - York University, Department of Psychology, Toronto, Ontario, Canada.
AN  - 27492816
AU  - Tint, A.
AU  - Maughan, A. L.
AU  - Weiss, J. A.
DA  - Feb
DO  - 10.1111/jir.12311
DP  - NLM
ET  - 2016/08/06
J2  - Journal of intellectual disability research : JIDR
KW  - Adolescent
Adult
Autism Spectrum Disorder/epidemiology/*psychology
Child
Community Participation/*psychology/statistics & numerical data
Comorbidity
Female
Humans
Intellectual Disability/epidemiology/*psychology
Male
Ontario/epidemiology
Young Adult
*autism spectrum disorder
*community participation
*intellectual disability
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0964-2633
SP  - 168-180
ST  - Community participation of youth with intellectual disability and autism spectrum disorder
T2  - J Intellect Disabil Res
TI  - Community participation of youth with intellectual disability and autism spectrum disorder
VL  - 61
ID  - 203933
ER  - 


TY  - JOUR
AB  - INTRODUCTION: The cerebellum has traditionally been considered a neuronal system which is an essential part of coordination and motor control. However, in recent decades the idea of the cerebellum as an organ related to high level cognitive processes has gained strength, a claim supported by studies carried out on animals and humans with cerebellar lesions such as the contribution of modern neuroimaging techniques. DEVELOPMENT: The contribution of the cerebellum is reviewed in different cognitive functions such as the regulation of motor functions, attention, language, visuoconstructional skills, learning, memory and executive functions. The results of said review produce, as the most clarifying data, the influence of the cerebellum on processes such as attention, working memory (covert articulation) and verbal fluency as well as procedural learning. The results found regarding the cerebellum and the executive functions are not conclusive. CONCLUSIONS: We consider it necessary to systematize the table that has already been outlined. This will enable us to answer not only the question of whether the cerebellum plays a role in human cognition but which is its role. Perhaps the basis for understanding the cognitive functions of the cerebellum are not found in the fact that the cerebellum contains functions but that it relates the intention to the action in the emotional as well as the behavioural cognitive plane although the role of 'interface' is found closer to the output processes than processing of functions with a motor component.
AD  - Servicio de Neuropsicología y Neuropsiquiatría, Complejo Hospitalario de Navarra, Clinica Ubarmin, Fundacion Argibide, 31486 Elcano, Espana. jtirapuu@cfnavarra.es
AN  - 21796608
AU  - Tirapu-Ustarroz, J.
AU  - Luna-Lario, P.
AU  - Iglesias-Fernandez, M. D.
AU  - Hernaez-Goni, P.
DA  - Sep 1
DP  - NLM
ET  - 2011/07/29
J2  - Revista de neurologia
KW  - Animals
Attention
Cerebellum/anatomy & histology/*physiology
Cognition/*physiology
Executive Function/*physiology
Humans
Language
Learning
Memory
Motor Activity
LA  - spa
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
OP  - Contribucion del cerebelo a los procesos cognitivos: avances actuales.
PY  - 2011
SN  - 0210-0010
SP  - 301-15
ST  - [Cerebellar contribution to cognitive process: current advances]
T2  - Rev Neurol
TI  - [Cerebellar contribution to cognitive process: current advances]
VL  - 53
ID  - 204336
ER  - 


TY  - CHAP
AB  - Agraphia is an impairment or loss of a previous ability to write. Agraphia can occur in isolation, although it often occurs concurrently with other neurologic deficits such as alexia, apraxia, or hemispatial neglect. Clinically, agraphia can be divided into “central” agraphia (also called “linguistic” or “aphasic“ agraphia), and “peripheral” agraphia (also called “nonlinguistic” or “nonaphasic” agraphia). To perform the act of writing, an individual produces a series of “graphemes” to communicate meaningful information. In the English language, graphemes consist of the letters of the Latin alphabet. To write properly, one must first have knowledge of the letters themselves, and then one must know how to organize letters to form proper words and grammatically correct sentences. Lesions disrupting these processes result in central agraphia. The individual must then have the knowledge of the set of coordinated movements to correctly draw out letters (praxis), the ability to “mentally queue up” a sequence of letters to make an entire word (motor programming), the visuospatial ability to guide a writing implement on a writing surface, and finally, the motor system to carry out these tasks. Impairment of these latter steps involved in the motor planning or motor action of writing leads to peripheral agraphia. Note that “peripheral” agraphia can localize to the central nervous system when it does not directly involve linguistic centers, such as in the case of motor agraphia due to a motor cortex lesion leading to the paresis of the writing limb. There exist both clinical neurologic and neuropsychological classification schema to categorize the agraphias, and a clinical neurologic classification is used in this review. “Pure agraphia” is a term that is used to refer to an isolated impairment of writing without an associated relevant impairment in either language ability or praxis. While certain authors equate “pure agraphia” with apraxic agraphia, there is an effort by other authors to distinguish between “pure linguistic (or aphasic) agraphia” and “pure apraxic agraphia”. This review agrees with making this distinction on both a clinical and anatomic basis, and the evidence for supporting this distinction is discussed throughout this article.It must also be noted that the term “aphasia” is used inconsistently in literature. Aphasia most commonly refers to an acquired impairment of just spoken language, but it is also frequently used to encompass impairments of both written and spoken language.  This article uses the term “aphasia” to refer to an isolated impairment of spoken language. The peripheral agraphias can be viewed as analogous to “dysarthrias” of written language, in the sense that “dysarthria” denotes an impairment in the motor output of verbal language. Furthermore, in central agraphia, it possible for there to be a dissociation between written and spoken language ability; in some cases, there is even a difference in the type of aphasia manifested in the same patient, such as verbal nonfluent aphasia accompanied by written fluent aphasia. The qualifier term “linguistic” is used in this review to encompass issues of both written and spoken language. Agraphia is distinguished from illiteracy, in which case the ability to write is never obtained. The term “dysgraphia” is used most commonly to denote handwriting impairment as part of a primary learning disability, but it is also sometimes used to denote an incomplete acquired writing impairment and, in this case, is synonymous with agraphia. “Paragraphia” refers to a specific writing error, and they are analogous to the paraphasic errors of speech. The impairment of typing on a keyboard—dystypia, or dystextia in the case of mobile phone use--often accompanies agraphia, but cases of isolated dystypia or dystextia suggest these may represent distinct impairments. Central (Linguistic) Agraphia: Agraphia with Nonfluent Aphasia: Agraphia, with nonfluent aphasia, typically reflects features of Broca’s aphasia, also referred to as nonfluent or motor aphasia. Letter and word output are lower than expected, with spelling errors due to letter omission. There may also be agrammatism marked by a paucity of prepositions and other grammatical elements, and calligraphy is poor. Dissociation may be present between written language and verbal language abilities, and written language may be inferior to verbal language. Agraphia with Fluent Aphasia: Agraphia, with fluent aphasia, typically reflects the impairments in Wernicke’s aphasia, also referred to as fluent or sensory aphasia. Patients characteristically produce a normal quantity of words with normal calligraphy, but the content is nonsensical. There may be neologisms (“jargonagraphia”), as well as the nonsensical use or placement of proper words. Grammatical elements may be overused in relation to nouns. Written language ability may be superior to verbal language—sometimes markedly so. Agraphia with Conduction Aphasia: Agraphia with conduction aphasia has been rarely described. The hallmark of conduction aphasia is a characteristic impairment of repetition known as the “conduit d’approche”: the patient will incorrectly repeat a word, but will sequentially iterate through phonologically proximate variations until the correct pronunciation is reached. Written analogs of the “conduit d’approche” have been described in patients with conduction aphasia. Alexia with Agraphia: Alexia with agraphia simply refers to an impairment of both writing and reading ability, which can occur with or without aphasia. Patterns of written language impairment may follow those seen in the above categories. Pure Linguistic Agraphia vs. Pure Apraxic Agraphia: An isolated impairment of writing that is not accompanied by any other language impairment or impairment in praxis can be considered “pure” agraphia. However, effort should be made to distinguish isolated agraphia due to a linguistic deficit from isolated agraphia due to writing apraxia. Pure Linguistic Agraphia: Pure linguistic agraphia is present when an isolated impairment in written language occurs as a result of a disruption to central linguistic processes involved in writing. Verbal language and reading abilities are intact. There may be semantic and/or orthographic errors in writing. Calligraphy quality is often normal. Case-based evidence suggests that pure linguistic agraphia may be further subdivided into phonological and lexical subtypes. In phonological agraphia, there is an inability to spell pronounceable nonwords, and a retained ability to spell irregular words, which are exception words where spelling is dissociated from pronunciation--compare “steak” with “beak.” The reverse is found in lexical agraphia. Dyscravia is a more recently described disorder of phoneme-to-grapheme conversion in which written words are misspelled using proximate sounds, such as substituting a “t” for a “d”; dyscravia classifies as a subtype of phonological agraphia. Pure Apraxic Agraphia: Pure apraxic agraphia is task-specific apraxia. As with pure linguistic agraphia, in pure apraxic agraphia, there is an isolated impairment in written language in the presence of intact verbal language and reading ability. However, the writing impairment here stems from disruption to processes involved in the motor output of writing, downstream of linguistic processes. As such, impaired calligraphy is often considered a hallmark of apraxic agraphia. There should be no other manifestation of ideomotor or ideational apraxia for apraxic agraphia to be considered “pure.” In some cases of pure apraxic agraphia, findings may be as subtle as a selective impairment in font, such as cursive script (“allographic agraphia”), or case (such as an isolated inability to write in upper-case). Distinguishing between pure linguistic and pure apraxic agraphia: The distinction between pure linguistic apraxia and pure apraxic agraphia has been viewed as a significant diagnostic challenge. Certain techniques may help distinguish these two entities: Calligraphy (writing quality): Calligraphy is often impaired in pure apraxic agraphia. As such, several authors have suggested that the presence of intact calligraphy points to pure linguistic agraphia. However, it remains unclear if one can have an isolated impairment of calligraphy involving linguistic processes affected in central agraphia with nonfluent aphasia. Spelling: Oral spelling, which is considered a non-motor modality of “writing,” maybe affected in linguistic agraphia, but intact in apraxic agraphia. Copying: Writing that improves with copying written text may be useful in identifying pure linguistic agraphia, on the grounds that writing praxis is intact. Non-motor writing: Besides oral spelling, other non-motor modalities to “write,” such as keyboard typing and mobile phone texting, may be preserved in pure apraxic agraphia and impaired in pure linguistic agraphia. Pseudowords and irregular words: The writing of pseudowords and irregular words are used in the clinical neuropsychologic assessment of writing to localize disruptions in “phonological” and “lexical” processes, respectively. Such techniques may help identify pure linguistic agraphias if writing impairments are limited to these specific linguistic features. Peripheral (Nonlinguistic or Nonaphasic) Agraphia: Apraxic Agraphia: In apraxic agraphia, there is an impairment in the motor planning of writing. Apraxic agraphia can occur with or without other forms of apraxia; when isolated, it can be designated as pure apraxic agraphia. Apraxic agraphia is most commonly a form of ideomotor apraxia, in which case the individual has a desire to write but is unable to do so. However, ideational agraphia--in which the knowledge of the concept of writing itself is lost--has also been described. Motor Agraphia: Motor agraphia is broad and occurs due to the disruption of the motor system downstream of praxis, anywhere from the motor cortex to the peripheral nerve and muscle. Paretic agraphia is a result of paresis regardless of localization. Micrographia is hypokinetic motor agraphia most commonly associated with Parkinsonism and attributed to bradykinesia; it is marked by a progressive decrement of handwriting size. Hyperkinetic agraphia can result from a number of movement disorders such as tremor or chorea. Writer’s cramp is a task-specific focal dystonia of forearm and hand muscles activated by writing. Writer’s cramp is considered simple when isolated to writing, and complex (or dystonic) when it carries over into other non-writing activities. Reiterative Agraphia: The reiterative agraphias include features such as perseveration, echographia (rewriting of phrases produced by the examiner), or paligraphia (rewriting of the same phrase produced by the patient). Visuospatial Agraphia: Visuospatial agraphia is writing impairment due to errors of orientation to the writing instrument and/or writing surface. One common cause of visuospatial agraphia is hemispatial neglect, where one is unaware of half of the page--most frequently this manifests with a blank left-hand side of a page. Other features suggesting visuospatial agraphia include errors of word spacing or word grouping, as well as specific letter-writing errors such as incorrectly repeating strokes, or even repeatedly writing the same letter multiple times. Letters or words may be superimposed. In these cases, writing errors are attributed to constructional apraxia. Note that the term “constructional apraxia” is a visuospatial disorder and does not refer to true apraxia (i.e., an error of a skilled motor task), and is not to be confused with apraxic agraphia. Visuospatial agraphia can also be due to optic ataxia, in which there are errors of visual depth perception or oculomotor deficits. Functional (Psychogenic) Agraphia: Functional agraphia can also occur as a manifestation of conversion syndrome. As with other functional neurologic disorders, framing functional agraphia within the model of traditional neuroanatomic localization can be challenging.
AD  - Washington University School of Medicine
AN  - 32809557
AU  - Tiu, J. B.
AU  - Carter, A. R.
CY  - Treasure Island (FL)
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PB  - StatPearls Publishing
Copyright © 2020, StatPearls Publishing LLC.
PY  - 2020
ST  - Agraphia
T2  - StatPearls
TI  - Agraphia
ID  - 204746
ER  - 


TY  - THES
AB  - This action research study used narrative analysis to explore the role of the body in the writing process of creative writers. Specifically, the purpose of this action research study was threefold: it was first to examine how professional creative writers describe their writing process with particular attention to their perceptions of the role and awareness of the body in the writing process itself; secondly, it was to engage these writers in a series of exercises about body awareness; finally, it was to explore their perceptions about the effects of an increased body awareness on their writing process. The theoretical framework of the study was grounded in the phenomenology of the body of philosopher Maurice Merleau-Ponty, and the work of psychologists who have studied writing and healing. The study focused on four creative writers who explored their body awareness as it informed their writing process. Data collection consisted of two participant interviews, one at the beginning and one at the end of the study, and journals kept by the participants during the six-week period where they were engaged in exercises intended to increase body awareness. The participants' narratives were analyzed for emergent themes and connections. The findings revealed first, that participants shared stories of being encouraged to write as children, and how writing became a source of creativity and consolation. Second and related, their writing became an effective tool for coping with emotional and physical turmoil revealing implications for healing. Third, their engagement in activities intended to increase body awareness seemed to increase their ability to get into a state of flow, where they were able to tap into embodied knowledge, thus writing from a more holistic and embodied perspective. The study ends with a consideration of the findings in light of the theory, and offers implications for adult education practice and further 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  - Tobin, Jennifer Ann
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Human Body
Personal Narratives
Writing Processes
Creative Writing
Self Concept
Phenomenology
Theory of Mind
Metacognition
Interviews
Journal Writing
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-51118-8
ST  - Embodied Learning and Creative Writing: An Action Research Study
TI  - Embodied Learning and Creative Writing: An Action Research Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED546934&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:3521207
ID  - 205191
ER  - 


TY  - JOUR
AB  - This pilot study aims to evaluate the effectiveness of a school-based intervention using visual strategies for improving accurate use of auxiliary and copula marking in singular and plural, past and present tense by students with moderate learning disability and complex needs. Eleven students, aged 10-14 years, in a specialist school based in the UK, participated in the study. A within participants design was used which included testing at baseline, pre- and post-intervention to consider progress with intervention as compared with progress during a baseline period of similar length. The experimental intervention consisted of eight, bi-weekly, 20 minute sessions, over a four week period, in small groups, in a classroom setting. Half of the participants focused on the auxiliary and half on the copula, but all were tested on both. Techniques included the use of visual templates and rules (the Shape Coding(TM) system) to support explicit instruction. Eight participants made greater progress during the intervention term than during the baseline term and this was significant at a group level (d = 0.92). A comparison of progress to zero was not significant during the baseline period (d = 0.15) but was during the intervention period (d = 1.07). Progress also appeared to generalise from the targeted to non-targeted structure. This pilot study therefore provides preliminary evidence that older students with complex needs can make progress with morphology when intervention includes explicit instruction and visual templates and that generalisation may be observed.
AD  - a Parayhouse School , London , UK.
b Moor House Research and Training Institute , Moor House School & College , Oxted , UK.
c Department of Language and Cognition , University College London , UK.
AN  - 30047781
AU  - Tobin, L. M.
AU  - Ebbels, S. H.
DO  - 10.1080/02699206.2018.1501608
DP  - NLM
ET  - 2018/07/27
J2  - Clinical linguistics & phonetics
KW  - Anxiety
Child
Humans
Language Development Disorders/*therapy
*Linguistics
Pilot Projects
*Schools
United Kingdom
*Copula
*Down syndrome
*auxiliary
*intervention
*tense marking
LA  - eng
M1  - 1-2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0269-9206
SP  - 175-190
ST  - Effectiveness of intervention with visual templates targeting tense and plural agreement in copula and auxiliary structures in school-aged children with complex needs: a pilot study
T2  - Clin Linguist Phon
TI  - Effectiveness of intervention with visual templates targeting tense and plural agreement in copula and auxiliary structures in school-aged children with complex needs: a pilot study
VL  - 33
ID  - 204828
ER  - 


TY  - JOUR
AB  - A systematic review of the literature was conducted to investigate what is currently known about support for social participation for adults with autism spectrum disorders (ASD). A computerized database search followed by hand searching was conducted to locate empirical studies published after 1995 in peer-reviewed journals that described social participation or social support for adults with ASD. 14 studies were identified, evaluated for strength of evidence, and organized into topical themes. These studies focused on support for social participation from two perspectives: social functioning and quality of life (QoL). Supporting social functioning and social participation is important, as this is one route through which individuals with ASD may be able to form relationships and establish natural support networks, which can in turn contribute to QoL. In addition, working to improve social skills is of key importance as social functioning heavily impacts outcomes in a variety of areas. Social participation, social functioning, and QoL for adults with ASD appear to be facilitated through informal social support from social networks, participation in social skills groups, and membership in support groups. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Tobin, Megan C., Department of Communication Sciences and Disorders, Pennsylvania State University, 308 Ford Building, University Park, PA, US, 16802
AN  - 2014-03699-008
AU  - Tobin, Megan C.
AU  - Drager, Kathryn D. R.
AU  - Richardson, Laura F.
DB  - APA PsycInfo
DO  - 10.1016/j.rasd.2013.12.002
DP  - EBSCOhost
KW  - social participation
autism spectrum disorders
support
social functioning
quality of life
Social Skills
Participation
Social Interaction
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 1750-9467
1878-0237
SP  - 214-229
ST  - A systematic review of social participation for adults with autism spectrum disorders: Support, social functioning, and quality of life
T2  - Research in Autism Spectrum Disorders
TI  - A systematic review of social participation for adults with autism spectrum disorders: Support, social functioning, and quality of life
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-03699-008&site=ehost-live&scope=site
lfd116@psu.edu
kdd5@psu.edu
mct163@psu.edu
VL  - 8
ID  - 204868
ER  - 


TY  - THES
AB  - This dissertation describes the development of a state-of-the-art immersive media environment and its potential to motivate high school youth with autism to vocally express themselves. Due to the limited availability of media environments in public education settings, studies on the use of such systems in special education contexts are rare. A study called "Sea of Signs" utilized the Situated Multimodal Art Learning Lab (SMALLab), to present a custom-designed conversational scenario for pairs of youth with autism. Heuristics for building the scenario were developed following a 4-year design-based research approach that fosters social interaction, communication, and self-expression through embodied design. "Sea of Signs" implemented these heuristics through an immersive experience, supported by spatial and audio-visual feedback that helped clarify and reinforce students' vocal expressions within a partner-based conversational framework. A multiple-baseline design across participants was used to determine the extent to which individuals exhibited observable change as a result of the activity in SMALLab. Teacher interviews were conducted prior to the experimental phase to identify each student's pattern of social interaction, communication, and problem-solving strategies in the classroom. Ethnographic methods and video coding were used throughout the experimental phase to assess whether there were changes in (a) speech duration per session and per turn, (b) turn-taking patterns, and (c) teacher prompting per session. In addition, teacher interviews were conducted daily after every SMALLab session to further triangulate the nature of behaviors observed in each session. Final teacher interviews were conducted after the experimental phase to collect data on possible transfer of behavioral improvements into students' classroom lives beyond SMALLab. Results from this study suggest that the activity successfully increased independently generated speech in some students, while increasing a focus on seeking out social partners in others. Furthermore, the activity indicated a number of future directions in research on the nature of voice and discourse, rooted in the use of aesthetics and phenomenology, to augment, extend, and encourage developments in directed communication skills for youth with autism. [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  - Tolentino, Lisa
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Educational Media
High School Students
Verbal Communication
Special Education
Learning Laboratories
Heuristics
Interaction
Social Development
Communication Skills
Self Expression
Design
Spatial Ability
Auditory Stimuli
Visual Stimuli
Feedback (Response)
Peer Relationship
Program Effectiveness
Interviews
Teacher Attitudes
Secondary School Teachers
Problem Solving
Ethnography
Coding
Video Technology
Prompting
Transfer of Training
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-05940-7
ST  - Immersive Media Environments for Special Education: Developing Agency in Communication for Youth with Autism
TI  - Immersive Media Environments for Special Education: Developing Agency in Communication for Youth with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED553356&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:3560190
ID  - 205231
ER  - 


TY  - JOUR
AB  - S1 Health literacy and health education in adolescence Catarina Cardoso Tomás S2 The effect of a walking program on the quality of life and well-being of people with schizophrenia Emanuel Oliveira, D. Sousa, M. Uba-Chupel, G. Furtado, C. Rocha, A. Teixeira, P. Ferreira S3 Diagnosis and innovative treatments - the way to a better medical practice Celeste Alves S4 Simulation-based learning and how it is a high contribution Stefan Gisin S5 Formative research about acceptability, utilization and promotion of a home fortification programme with micronutrient powders (MNP) in the Autonomous Region of Príncipe, São Tomé and Príncipe Elisabete Catarino, Nelma Carvalho, Tiago Coucelo, Luís Bonfim, Carina Silva S6 Safety culture of the patient: a reflexion about the therapeutic approach on the patient with vocal pathology Débora Franco S7 About wine, fortune cookies and patient experience Jesús Alcoba González O1 The psychological impact on the emergency crews after the disaster event on February 20, 2010 Helena G. Jardim, Rita Silva O2 Musculoskeletal disorders in midwives Cristina L. Baixinho, Mª Helena Presado, Mª Fátima Marques, Mário E. Cardoso O3 Negative childhood experiences and fears of compassion: Implications for psychological difficulties in adolescence Marina Cunha, Joana Mendes, Ana Xavier, Ana Galhardo, Margarida Couto O4 Optimal age to give the first dose of measles vaccine in Portugal João G. Frade, Carla Nunes, João R. Mesquita, Maria S. Nascimento, Guilherme Gonçalves O5 Functional assessment of elderly in primary care Conceição Castro, Alice Mártires, Mª João Monteiro, Conceição Rainho O6 Smoking and coronary events in a population of Spanish health-care centre: An observational study Francisco P. Caballero, Fatima M. Monago, Jose T. Guerrero, Rocio M. Monago, Africa P. Trigo, Milagros L. Gutierrez, Gemma M. Milanés, Mercedes G. Reina, Ana G. Villanueva, Ana S. Piñero, Isabel R. Aliseda, Francisco B. Ramirez O7 Prevalence of musculoskeletal injuries in Portuguese musicians Andrea Ribeiro, Ana Quelhas, Conceição Manso O8 Hip fractures, psychotropic drug consumption and comorbidity in patients of a primary care practice in Spain Francisco P. Caballero, Jose T. Guerrero, Fatima M. Monago, Rafael B. Santos, Nuria R. Jimenez, Cristina G. Nuñez, Inmaculada R. Gomez, Mª Jose L. Fernandez, Laura A. Marquez, Ana L. Moreno, Mª Jesus Tena Huertas, Francisco B. Ramirez O9 The role of self-criticism and shame in social anxiety in a clinical SAD sample Daniel Seabra, Mª Céu Salvador O10 Obstruction and infiltration: a proposal of a quality indicator Luciene Braga, Pedro Parreira, Anabela Salgueiro-Oliveira, Cristina Arreguy-Sena, Bibiana F. Oliveira, Mª Adriana Henriques O11 Balance and anxiety and depression symptoms in old age people Joana Santos, Sara Lebre, Alda Marques O12 Prevalence of postural changes and risk factors in school children and adolescents in a northern region (Porto) Clarinda Festas, Sandra Rodrigues, Andrea Ribeiro, José Lumini O13 Ischemic stroke vs. haemorrhagic stroke survival rate Ana G. Figueiredo O14 Chronobiological factors as responsible for the appearance of locomotor pathology in adolescents Francisco J. Hernandez-Martinez, Liliana Campi, Mª Pino Quintana-Montesdeoca, Juan F. Jimenez-Diaz, Bienvenida C. Rodriguez-De-Vera O15 Risk of malnutrition in the elderly of Bragança Alexandra Parente, Mª Augusta Mata, Ana Mª Pereira, Adília Fernandes, Manuel Brás O16 A Lifestyle Educational Programme for primary care diabetic patients: the design of a complex nursing intervention Mª Rosário Pinto, Pedro Parreira, Marta L. Basto, Ana C. Rei, Lisete M. Mónico O17 Medication adherence in elderly people Gilberta Sousa, Clementina Morna, Otília Freitas, Gregório Freitas, Ana Jardim, Rita Vasconcelos O18 Hospitalization for cervical cancer of residents in the metropolitan region of Porto Alegre, Southern Brazil, 2012 to 2014 Lina G. Horta, Roger S. Rosa, Luís F. Kranz, Rita C. Nugem, Mariana S. Siqueira, Ronaldo Bordin O19 Oncologic assistance of high complexity: evaluation of regulating accesses Rosiane Kniess, Josimari T. Lacerda O20 Perceived barriers for using health care services by the older population as seen by the social sector: findings from the Vila Nova de Gaia Gerontological Plan Joana Guedes, Idalina Machado, Sidalina Almeida, Adriano Zilhão, Helder Alves, Óscar Ribeiro O21 Sleep difficulties and depressive symptoms in college students Ana P. Amaral, Ana Santos, Joana Monteiro, Mª Clara Rocha, Rui Cruz O22 Psychopathological symptoms and medication use in higher education Ana P. Amaral, Marina Lourenço, Mª Clara Rocha, Rui Cruz O23 Sexually transmitted diseases in higher education institutions Sandra Antunes, Verónica Mendonça, Isabel Andrade, Nádia Osório, Ana Valado, Armando Caseiro, António Gabriel, Anabela C. Martins, Fernando Mendes O24 Alcohol consumption and suicide ideation in higher education students Lídia Cabral, Manuela Ferreira, Amadeu Gonçalves O25 Quality of life in university students Tatiana D. Luz, Leonardo Luz, Raul Martins O26 Male and female adolescent antisocial behaviour: characterizing vulnerabilities in a Portuguese sample Alice Morgado, Maria L. Vale-Dias O27 Risk factors for mental health in higher education students of health sciences Rui Porta-Nova O28 International classification of functioning disability and health as reflexive reasoning in primary attention in health Tânia C. Fleig, Éboni M. Reuter, Miriam B. Froemming, Sabrina L. Guerreiro, Lisiane L. Carvalho O29 Risk factors and cardiovascular disease in Portalegre Daniel Guedelha, P. Coelho, A. Pereira O30 Health status of the elderly population living in Portalegre historic city centre: A longitudinal study António Calha, Raul Cordeiro O31 Student’s sleep in higher education: sleep quality among students of the IPB Ana Gonçalves, Ana Certo, Ana Galvão, Mª Augusta Mata O32 Trend in mortality from cervical cancer in the metropolitan area of Florianópolis, state of Santa Catarina, Brazil, 2000 to 2013 Aline Welter, Elayne Pereira, Sandra Ribeiro, Marcia Kretzer O33 Adherence to treatment in the elderly in an urban environment in Spain Juan-Fernando Jiménez-Díaz, Carla Jiménez-Rodríguez, Francisco-José Hernández-Martínez, Bienvenida-Del-Carmen Rodríguez-De-Vera, Alexandre Marques-Rodrigues O34 Beira Baixa Blood Pressure Study (Study PABB) Patrícia Coelho, Tiago Bernardes, Alexandre Pereira O35 Trends in cervical cancer mortality statistics in Santa Catarina State, Brazil, by age group and macro-region, from 2000 to 2013 Patrícia Sousa, João G. Filho, Nazare Nazario, Marcia Kretzer O36 Sleep problems among Portuguese adolescents: a public health issue Odete Amaral, António Garrido, Nélio Veiga, Carla Nunes, Ana R. Pedro, Carlos Pereira O37 Association between body fat and health-related quality of life in patients with type 2 diabetes António Almeia, Helder M. Fernandes, Carlos Vasconcelos, Nelson Sousa, Victor M. Reis, M. João Monteiro, Romeu Mendes O38 Therapy adherence and polypharmacy in non-institutionalized elderly from Amares county, Portugal Isabel C. Pinto, Tânia Pires, João Gama O39 Prevalence of surgical site infection in adults at a hospital unit in the North of Portugal Vera Preto, Norberto Silva, Carlos Magalhães, Matilde Martins O40 Frailty phenotype in old age: implications to intervention Mafalda Duarte, Constança Paúl, Ignácio Martín O41 Portuguese women: sexual symptoms in perimenopause Arminda A. Pinheiro O42 Predictive ability of the Perinatal Depression Screening and Prevention Tool – preliminary results of the categorical approach Sandra Xavier, Julieta Azevedo, Elisabete Bento, Cristiana Marques, Mariana Marques, António Macedo, Ana T. Pereira O43 Aging and muscle strength in patients with type 2 diabetes: cross sectional analysis José P. Almeida, António Almeida, Josiane Alves, Nelson Sousa, Francisco Saavedra, Romeu Mendes O44 Accessibility of the elderly in the prevention of hypertension in a family health unit Ana S. Maia, Michelle T. Oliveira, Anderson R. Sousa, Paulo P. Ferreira, Luci S. Lopes, Eujcely C. Santiago O45 Community Health screenings and self-reported chronic diseases Sílvia Monteiro, Ângelo Jesus, Armanda Colaço, António Carvalho, Rita P. Silva, Agostinho Cruz O46 Evaluation of indoor air quality in Kindergartens Ana Ferreira, Catarina Marques, João P. Figueiredo, Susana Paixão O47 Atmospheric exposure to chemical agents under the occupational activity of pathology technicians Ana Ferreira, Carla Lopes, Fernando Moreira, João P. Figueiredo O48 Occupational exposure to air pollutants in night entertainment venues workers Ana Ferreira, Diana Ribeiro, Fernando Moreira, João P. Figueiredo, Susana Paixão O49 Beliefs and attitudes of young people towards breastfeeding Telma Fernandes, Diogo Amado, Jéssica Leal, Marcelo Azevedo, Sónia Ramalho O50 Profiling informal caregivers: surveying needs in the care of the elderly Catarina Mangas, Jaime Ribeiro, Rita Gonçalves O51 Visual health in teenagers Amélia F Nunes, Ana R. Tuna, Carlos R. Martins, Henriqueta D. Forte O52 Amenable mortality and the geographic accessibility to healthcare in Portugal Cláudia Costa, José A. Tenedório, Paula Santana O53 Bacterial contamination of door handles in a São Paulo See Metropolitan Cathedral public restrooms in Brazil J. A. Andrade, J. L. Pinto, C. Campofiorito, S. Nunes, A. Carmo, A. Kaliniczenco, B. Alves, F. Mendes, C. Jesus, F. Fonseca, F. Gehrke O54 Adherence of patients to rehabilitation programmes Carlos Albuquerque, Rita Batista, Madalena Cunha, António Madureira, Olivério Ribeiro, Rosa Martins O55 Prevalence of malnutrition among Portuguese elderly living in nursing homes: preliminary results of the PEN-3S project Teresa Madeira, Catarina Peixoto-Plácido, Nuno Santos, Osvaldo Santos, Astrid Bergland, Asta Bye, Carla Lopes, Violeta Alarcão, Beatriz Goulão, Nuno Mendonça, Paulo Nicola, João G. Clara O56 Relation between emotional intelligence and mental illness in health students João Gomes, Ana Querido, Catarina Tomás, Daniel Carvalho, Marina Cordeiro P1 Fall risk factors in people older than 50 years old – a pilot report Marlene C. Rosa, Alda Marques P2 What about the Portuguese oldest old? A global overview using census data Daniela Brandão, Óscar Ribeiro, Lia Araújo, Constança Paúl P3 Prevalence of injuries in senior amateur volleyball athletes in Alentejo and Algarve clubs, Portugal: factors associated Beatriz Minghelli, Sylvina Richaud P4 Shame feelings and quality of life: the role of acceptance and decentring Ana L. Mendes, Joana Marta-Simões, Inês A. Trindade, Cláudia Ferreira P5 Assessment of social support during deployment in portuguese colonial war veterans Teresa Carvalho, Marina Cunha, José Pinto-Gouveia P6 Hospitalization for acute viral bronchiolitis of residents in the metropolitan region of Porto Alegre, Southern Brazil, 2012 to 2014 Morgana C. Fernandes, Roger S. Rosa, Rita C. Nugem, Luís F. Kranz, Mariana S. Siqueira, Ronaldo Bordin P7 Falls-risk screening – an opportunity for preventing falls in the elderly from Nordeste Anabela C. Martins, Anabela Medeiros, Rafaela Pimentel, Andreia Fernandes, Carlos Mendonça, Isabel Andrade, Susana Andrade, Ruth L. Menezes P8 Aging provokes chronodisruption in mature people in temperature circadian rhythm Rafael Bravo, Marta Miranda, Lierni Ugartemendia, José Mª Tena, Francisco L. Pérez-Caballero, Lorena Fuentes-Broto, Ana B. Rodríguez, Barriga Carmen P9 The influence of climate and pollution factors in dengue cases of great ABC region, São Paulo M. A. Carneiro, J. N. Domingues, S. Paixão, J. Figueiredo, V. B. Nascimento, C. Jesus, F Mendes, F. Gehrke, B. Alves, L. Azzalis, F. Fonseca P10 Visual function and impact of visual therapy in children with learning disabilities: a pilot study Ana R. Martins, Amélia Nunes, Arminda Jorge P11 Edentulism and the need of oral rehabilitation among institutionalized elderly Nélio Veiga, Ana Amorim, André Silva, Liliana Martinho, Luís Monteiro, Rafael Silva, Carina Coelho, Odete Amaral, Inês Coelho, Carlos Pereira, André Correia P12 Therapy adherence of outpatients in the pharmacy services of a hospital unit Diana Rodrigues, Nídia Marante, Pedro Silva, Sara Carvalho, André Rts Araujo, Maximiano Ribeiro, Paula Coutinho, Sandra Ventura, Fátima Roque P13 Universal access and comprehensive care of oral health: an availability study Cristina Calvo, Manoela Reses P14 Is the respiratory function of children a predictor of air quality? Coimbra as a case study Jorge Conde, Ana Ferreira, João Figueiredo P15 Meaning-in-life of college students David Silva, Luís Seiça, Raquel Soares, Ricardo Mourão, Teresa Kraus O57 Training needs for nurses in palliative care Ana C. Abreu, José M. Padilha, Júlia M. Alves O58 Impact of computerized information systems in the global nurses’ workload: nurses’ perceptions and real-time Paulino Sousa, Manuel Oliveira, Joana Sousa O59 The perspective of health care professionals on self-care in hereditary neurodegenerative disease: a qualitative study Sónia Novais, Felismina Mendes O60 Contribution for health-related physical fitness reference values in healthy adolescents Joana Pinto, Joana Cruz, Alda Marques School of Health Sciences, University of Aveiro, 3810-193 Aveiro, Portugal O61 Perception of learning, satisfaction and self-efficacy of nursing students about High-Fidelity Simulation Hugo Duarte, Maria Dos Anjos Dixe, Pedro Sousa O62 Analysis of statements of diagnosis about health deviation in self-care requisites customized in a Nursing Practice Support System (SAPE®): Management of therapeutic regimen Inês Cruz, Fernanda Bastos, Filipe Pereira O63 Hybrid management and hospital governance: doctors and nurses as managers Francisco L. Carvalho, Teresa T. Oliveira, Vítor R. Raposo O64 Time management in health professionals Conceição Rainho, José C. Ribeiro, Isabel Barroso, Vítor Rodrigues O65 Financial rewards and wellbeing in primary health care Carmo Neves, Teresa C. Oliveira O66 Patient safety promotion in the operating room Bárbara Oliveira, Mª Carminda Morais, Pilar Baylina O67 Difficulties and needs of pre-graduate nursing students in the area of Geriatrics/Gerontology Rogério Rodrigues, Zaida Azeredo, Corália Vicente O68 Teaching and learning sexuality in nursing education Hélia Dias, Margarida Sim-Sim O69 Entrepreneurial Motivations Questionnaire: AFC and CFA in academy Pedro Parreira, Anabela Salgueiro-Oliveira, Amélia Castilho, Rosa Melo, João Graveto, José Gomes, Marina Vaquinhas, Carla Carvalho, Lisete Mónico, Nuno Brito O70 Nursing intervention to patient with Permanent Pacemakers and Implantable Cardioverter Defibrillators: a qualitative analysis Cassilda Sarroeira, José Amendoeira, Fátima Cunha, Anabela Cândido, Patrícia Fernandes, Helena R. Silva, Elsa Silva O71 Alcohol consumption among nursing students: where does education fail? Isabel Barroso, Leila Lapa, Cristina Antunes O72 Labour stress in nursing Ana Gonçalves, Ana Galvão, Mª José Gomes, Susana R. Escanciano O73 The influence of safe staff nursing in patient satisfaction with nursing care Maria Freitas, Pedro Parreira, João Marôco O74 Intention to use eHealth strategies with nursing students Ana R. Fernandes, Cremilde Cabral, Samuel Alves, Pedro Sousa O75 Community Based Mental Health: contributions of an interdisciplinary international program for students in higher health education António Ferreira, Fernanda Príncipe, Ulla-Maija Seppänen, Margarida Ferreira, Maribel Carvalhais, Marilene Silva O76 Study of satisfaction at work of graduates in nursing: 2002-2014 Manuela Ferreira, Joana Silva, Jéssica Neves, Diana Costa, Bruno Santos, Soraia Duarte O77 Health professionals’ attitudes towards breastfeeding Sílvia Marques, Sónia Ramalho, Isabel Mendes O78 Continuity of nursing care to person with type 2 diabetes Clarisse Louro, Eva Menino, Maria Dixe, Sara S. Dias O79 Stigma toward mental illness among future health professionals Marina Cordeiro, Catarina Tomás, Ana Querido, Daniel Carvalho, João Gomes O80 Working with fears and anxieties of medical students in search of a humanized care Frederico C. Valim, Joyce O. Costa, Lúcia G. Bernardes P16 Surgical paediatrics patients’ psycho prophylaxis at a teaching hospital Helena Prebianchi P17 Patient-perceived outcomes in physiotherapy – a pilot study Marlene Cristina Rosa P18 Building competencies for managers in nursing Narcisa Gonçalves, Maria M. Martins, Paulina Kurcgant P19 Theoretical basis underlying physiotherapy practice in stroke rehabilitation André Vieira P20 When the life-cycle ends: the nurse’s confrontation with death Sandrina Bento, Sérgio Deodato, Isabel Rabiais P21 Nursing students’ opinion about the supervision relationship during their first clinical experience Laura Reis P22 Nursing Relational Laboratory: Pedagogical, dialogic and critical project Ana Torres, Sérgio Soares, Margarida Ferreira, Pedro Graça P23 Job satisfaction of bioscientists at a Lisbon hospital Céu Leitão, Renato Abreu, Fernando Bellém, Ana Almeida, Edna Ribeiro-Varandas, Ana Tavares P24 Sociodemographic and professional profile of nurses and its relation with the importance of family in nursing practices João G. Frade, Carolina Henriques, Eva Menino, Clarisse Louro, Célia Jordão P25 Professional satisfaction of rehabilitation nurses Sofia Neco, Carminda Morais, Pedro Ferreira P26 The person living with a stoma: the formalization of knowledge in nursing Carla R. Silva, Alice Brito, Antónia Silva P27 Validation of the Portuguese versions of the nursing students’ perceptions of learning and learner satisfaction with simulation tool Hugo Duarte, Maria Dos Anjos Dixe, Pedro Sousa P28 Physiotherapists’ perceived knowledge on technologies for electronic health records for physiotherapy Gabriela Postolache, Raul Oliveira, Isabel Moreira, Luísa Pedro, Sónia Vicente, Samuel Domingos, Octavian Postolache P29 Quality of life and physical activity of medicine undergraduate students in the University of Southern Santa Catarina, Brazil Darlen Silva, João G. Filho, Nazare Nazario, Marcia Kretzer, Dulcineia Schneider P30 The curricular skills for decision making education in a Nursing Degree Fátima M. Marques P31 Effect of nurses’ mobilization in satisfaction at work and turnover: An empirical study in the hospital setting Pedro Parreira, Carla Carvalho, Lisete M. Mónico, Carlos Pinto, Sara Vicente, São João Breda P32 Entrepreneurial skills of students of polytechnic higher education in Portugal: Business influences José H. Gomes, Rosa Melo, Pedro Parreira, Anabela Salgueiro, João Graveto, Marina Vaquinhas, Amélia Castilho P33 Design and assessment of e-learning modules for Pharmacology Ângelo Jesus, Nuno Duarte, José C. Lopes, Hélder Nunes, Agostinho Cruz P34 Perspective of nurses involved in an action-research study on the changes observed in care provision: results from a focus group Anabela Salgueiro-Oliveira, Pedro Parreira, Marta L. Basto, Luciene M. Braga P35 Use of peer feedback by nursing students during clinical training: teacher’s perception António Ferreira, Beatriz Araújo, José M. Alves, Margarida Ferreira, Maribel Carvalhais, Marilene Silva, Sónia Novais P36 What’s new on endotracheal suctioning recommendations Ana S. Sousa, Cândida Ferrito P37 Assessment of the nurses satisfaction on the Central Region of Portugal Pedro L. Ferreira, Alexandre Rodrigues, Margarida Ferreira, Isabel Oliveira P38 Study of graduate’s satisfaction with the school of nursing Manuela Ferreira, Jéssica Neves, Diana Costa, Soraia Duarte, Joana Silva, Bruno Santos P39 Partnership between the school of nursing and the hospital: Supervisors´ perspectives Cristina Martins, Ana P. Macedo, Odete Araújo, Cláudia Augusto, Fátima Braga, Lisa Gomes, Maria A. Silva, Rafaela Rosário P40 Coping strategies of college students Luís Pimenta, Diana Carreira, Patrícia Teles, Teresa Barros P41 Emotional intelligence and mental health stigma in health students Catarina Tomás, Ana Querido, Daniel Carvalho, João Gomes, Marina Cordeiro P42 Stigma of mental health assessment: Comparison between health courses Daniel Carvalho, Ana Querido, Catarina Tomás, João Gomes, Marina Cordeiro O81 Short- and long-term effects of pulmonary rehabilitation in mild COPD Cristina Jácome, Alda Marques O82 Phonological awareness programme for preschool children Sylvie Capelas, Andreia Hall, Dina Alves, Marisa Lousada O83 REforma ATIVA: An efficient health promotion program to be implemented during retirement Mª Helena Loureiro, Ana Camarneiro, Margarida Silva, Aida Mendes, Ana Pedreiro O84 Intervention for men who batter women, a case report Anne G.Silva, Elza S. Coelho O85 Immediate effects of Bowen Therapy on muscle tone and flexibility Flávio Melo, Fernando Ribeiro, Rui Torres, Rui Costa O86 Predictive equation for incremental shuttle walk test in adolescents Tânia Pinho, Cristina Jácome, Alda Marques O87 Life satisfaction and psychopathology in institutionalized elderly people: The results of an adapted Mindfulness-Based Stress Reduction program Bárbara Cruz, Daniel Seabra, Diogo Carreira, Maria Ventura O88 Outcome changes in COPD rehabilitation: exploring the relationship between physical activity and health-related outcomes Joana Cruz, Dina Brooks, Alda Marques O89 Assessing the effectiveness of a Complex Nursing Intervention M Rosário Pinto, Pedro Parreira, Marta Lima-Basto, Miguel Neves, Lisete M. Mónico O90 Psychotherapeutic intervention in addiction disorders: Change in psychopathological symptoms and emotional states Carla Bizarro, Marina Cunha, Ana Galhardo, Couto Margarida, Ana P. Amorim, Eduardo Silva O91 Economic impact of a nursing intervention program to promote self-management in COPD Susana Cruz, José M. Padilha, Jorge Valente O92 Multimodal acute pain management during uterine artery embolization in treatment of uterine myomas José T. Guerrero, Francisco P. Caballero, Rafael B. Santos, Estefania P. Gonzalez, Fátima M. Monago, Lierni U. Ugalde, Marta M. Vélez, Maria J. Tena O93 Fluid administration strategies in major surgery: Goal-directed therapy José T. Guerrero, Rafael Bravo, Francisco L. Pérez-Caballero, Isabel A. Becerra, Mª Elizabeth Agudelo, Guadalupe Acedo, Roberto Bajo O94 Development and implementation of a self-management educational programme using lay-led’s in adolescents Spina Bifida: A pilot study Isabel Malheiro, Filomena Gaspar, Luísa Barros O95 Influence of chair-based yoga exercises on salivary anti-microbial proteins in institutionalized frail-elderly women: a preliminary study Guilherme Furtado, Mateus Uba-Chupel, Mariana Marques, Luís Rama, Margarida Braga, José P. Ferreira, Ana Mª Teixeira O96 High intensity interval training vs moderate intensity continuous training impact on diabetes 2 João Cruz, Tiago Barbosa, Ângela Simões, Luís Coelho O97 Family caregiver of people with pressure ulcer: Nursing intervention plan Alexandre Rodrigues, Juan-Fernando Jiménez-Díaz, Francisco Martinez-Hernández, Bienvenida Rodriguez-De-Vera, Pedro Ferreira, Alexandrina Rodrigues O98 Chronic effects of exercise on motor memory consolidation in elderly people André Ramalho, João Petrica, Pedro Mendes, João Serrano, Inês Santo, António Rosado O99 Impression cytology of the ocular surface: Collection technique and sample processing Paula Mendonça, Kátia Freitas O100 Does sport practice affect the reaction time in neuromuscular activity? Dora Ferreira, António Brito, Renato Fernandes O101 Efficiency of the enteral administration of fibbers in the treatment of chronic obstipation Sofia Gomes, Fernando Moreira, Cláudia Pinho, Rita Oliveira, Ana I. Oliveira O102 Fast decalcifier in compact bone and spongy bone Paula Mendonça, Ana P. Casimiro, Patrícia Martins, Iryna Silva O103 Health promotion in the elderly – Intervention project in dementia Diana Evangelista O104 Prevention of musculoskeletal disorders through an exercise protocol held in labour context Catarina Leitão, Fábia Velosa, Nélio Carecho, Luís Coelho O105 Knowledge of teachers and other education agents on diabetes type 1: Effectiveness of an intervention program Eva Menino, Anjos Dixe, Helena Catarino, Fátima Soares, Ester Gama, Clementina Gordo O106 Treatment of diabetic peripheral neuropathic pain: a systematic review of clinical trials of phase II and III Eliana Moreira, Cristiana Midões, Marlene Santos O107 New drugs for osteoporosis treatment: Systematic review of clinical trials of phase II and III Sara Machado, Vânia P. Oliveira, Marlene Santos O108 Promoting hope at the end of life: Effectiveness of an Intervention Programme Ana Querido, Anjos Dixe, Rita Marques, Zaida Charepe P43 Psychomotor therapy effects on adaptive behaviour and motor proficiency of adults with intellectual disability Ana Antunes, Sofia Santos P44 The effect of exercise therapy in multiple sclerosis – a single study case Marlene C. Rosa P45 Physical condition and self-efficacy in people with fall risk – a preliminary study Marlene C. Rosa, Silvana F. Marques P46 Shock waves: their effectiveness in improving the symptoms of calcifying tendinitis of the shoulder Beatriz Minghelli, Eulália Caro P47 Pacifier – construction and pilot application of a parenting intervention for parents of babies until six months in primary health care Mª José Luís, Teresa Brandão P48 The influence of Motor Imagery in fine motor skills of individuals with disabilities Pedro Mendes, Daniel Marinho, João Petrica, Diogo Monteiro, Rui Paulo, João Serrano, Inês Santo P49 Evaluation of the effects of a walking programme on the fall risk factors in older people – a longitudinal pilot study Lina Monteiro, Fátima Ramalho, Rita Santos-Rocha, Sónia Morgado, Teresa Bento P50 Nursing intervention programme in lifestyles of adolescents Gilberta Sousa, Otília Freitas, Isabel Silva, Gregório Freitas, Clementina Morna, Rita Vasconcelos P51 The person submitted to hip replacement rehabilitation, at home Tatiana Azevedo, Salete Soares, Jacinta Pisco P52 Effects of Melatonin use in the treatment of neurovegetative diseases Paulo P. Ferreira, Efrain O. Olszewer, Michelle T. Oliveira, Anderson R. Sousa, Ana S. Maia, Sebastião T. Oliveira P53 Review of Phytotherapy and other natural substances in alcohol abuse and alcoholism Erica Santos, Ana I. Oliveira, Carla Maia, Fernando Moreira, Joana Santos, Maria F. Mendes, Rita F. Oliveira, Cláudia Pinho P54 Dietary programme impact on biochemical markers in diabetics: systematic review Eduarda Barreira, Ana Pereira, Josiana A. Vaz, André Novo P55 Biological approaches to knee osteoarthritis: platelet-rich plasma and hyaluronic acid Luís D. Silva, Bruno Maia, Eduardo Ferreira, Filipa Pires, Renato Andrade, Luís Camarinha P56 Platelet-rich plasma and hyaluronic acid intra-articular injections for the treatment of ankle osteoarthritis Luís D. Silva, Bruno Maia, Eduardo Ferreira, Filipa Pires, Renato Andrade, Luís Camarinha P57 The impact of preventive measures in the incidence of diabetic foot ulcers: a systematic review Ana F. César, Mariana Poço, David Ventura, Raquel Loura, Pedro Gomes, Catarina Gomes, Cláudia Silva, Elsa Melo, João Lindo P58 Dating violence among young adolescents Joana Domingos, Zaida Mendes, Susana Poeta, Tiago Carvalho, Catarina Tomás, Helena Catarino, Mª Anjos Dixe P59 Physical activity and motor memory in pedal dexterity André Ramalho, António Rosado, Pedro Mendes, Rui Paulo, Inês Garcia, João Petrica P60 The effects of whole body vibration on the electromyographic activity of thigh muscles Sandra Rodrigues, Rui Meneses, Carlos Afonso, Luís Faria, Adérito Seixas P61 Mental health promotion in the workplace Marina Cordeiro, Paulo Granjo, José C. Gomes P62 Influence of physical exercise on the self-perception of body image in elderly women: A systematic review of qualitative studies Nelba R. Souza, Guilherme E. Furtado, Saulo V. Rocha, Paula Silva, Joana Carvalho O109 Psychometric properties of the Portuguese version of the Éxamen Geronto-Psychomoteur (P-EGP) Marina Ana Morais, Sofia Santos, Paula Lebre, Ana Antunes O110 Symptoms of depression in the elderly population of Portugal, Spain and Italy António Calha O111 Emotion regulation strategies and psychopathology symptoms: A comparison between adolescents with and without deliberate self-harm Ana Xavier, Marina Cunha, José Pinto-Gouveia O112 Prevalence of physical disability in people with leprosy Liana Alencar, Madalena Cunha, António Madureira O113 Quality of life and self-esteem in type 1 and type 2 diabetes mellitus patients Ilda Cardoso, Ana Galhardo, Fernanda Daniel, Vítor Rodrigues O114 Cross-cultural comparison of gross motor coordination in children from Brazil and Portugal Leonardo Luz, Tatiana Luz, Maurício R. Ramos, Dayse C. Medeiros, Bruno M. Carmo, André Seabra, Cristina Padez, Manuel C. Silva O115 Electrocardiographic differences between African and Caucasian people António Rodrigues, Patrícia Coelho, Alexandre Coelho O116 Factors associated with domestic, sexual and other types of violence in the city of Palhoça - Brazil Madson Caminha, Filipe Matheus, Elenice Mendes, Jony Correia, Marcia Kretzer O117 Tinnitus prevalence study of users of a hospital of public management - Spain Francisco J. Hernandez-Martinez, Juan F. Jimenez-Diaz, Bienvendida C. Rodriguez-De-Vera, Carla Jimenez-Rodriguez, Yadira Armas-Gonzalez O118 Difficulties experienced by parents of children with diabetes mellitus of preschool age in therapeutic and nutritional management Cátia Rodrigues, Rosa Pedroso O119 E-mental health - “nice to have” or “must have”? Exploring the attitudes towards e-mental health in the general population Jennifer Apolinário-Hagen, Viktor Vehreschild O120 Violence against children and adolescents and the role of health professionals: Knowing how to identify and care Milene Veloso, Celina Magalhães, Isabel Cabral, Maira Ferraz O121 Marital violence. A study in the Algarve population Filipe Nave, Emília Costa, Filomena Matos, José Pacheco O122 Clinical factors and adherence to treatment in ischemic heart disease António Dias, Carlos Pereira, João Duarte, Madalena Cunha, Daniel Silva O123 Can religiosity improve optimism in participants in states of illness, when controlling for life satisfaction? Lisete M. Mónico, Valentim R. Alferes, Mª São João Brêda, Carla Carvalho, Pedro M. Parreira O124 Empowerment, knowledge and quality of life of people with diabetes type 2 in the Alto Minho Health Local Unit Mª Carminda Morais, Pedro Ferreira, Rui Pimenta, José Boavida O125 Antihypertensive therapy adherence among hypertensive patients from Bragança county, Portugal Isabel C. Pinto, Tânia Pires, Catarina Silva O126 Subjective perception of sexual achievement - An exploratory study on people with overweight Maria Ribeiro, Maria Viega-Branco, Filomena Pereira, Ana Mª Pereira O127 Physical activity level and associated factors in hypertensive individuals registered in the family health strategy of a basic health unit from the city of Palhoça, Santa Catarina, Brazil Fabrícia M. Almeida, Gustavo L. Estevez, Sandra Ribeiro, Marcia R. Kretzer O128 Perception of functional fitness and health in non-institutionalised elderly from rural areas Paulo V. João, Paulo Nogueira, Sandra Novais, Ana Pereira, Lara Carneiro, Maria Mota O129 Medication adherence in patients with type 2 diabetes mellitus treated at primary health care in Coimbra Rui Cruz, Luiz Santiago, Carlos Fontes-Ribeiro O130 Multivariate association between body mass index and multi-comorbidities in elderly people living in low socio-economic status context Guilherme Furtado, Saulo V. Rocha, André P. Coutinho, João S. Neto, Lélia R. Vasconcelos, Nelba R. Souza, Estélio Dantas O131 Metacognition, rumination and experiential avoidance in Borderline Personality Disorder Alexandra Dinis, Sérgio Carvalho, Paula Castilho, José Pinto-Gouveia O132 Health issues in a vulnerable population: nursing consultation in a public bathhouse in Lisbon Alexandra Sarreira-Santos, Amélia Figueiredo, Lurdes Medeiros-Garcia, Paulo Seabra O133 The perception of quality of life in people with multiple sclerosis accompanied in External Consultation of the Local Health Unit of Alto Minho Rosa Rodrigues, Mª Carminda Morais, Paula O. Fernandes O134 Representation of interaction established between immigrant women and nurse during pregnancy to postpartum, from the perspective of immigrant women Conceição Santiago, Mª Henriqueta Figueiredo, Marta L. Basto O135 Illness perceptions and medication adherence in hypertension Teresa Guimarães, André Coelho, Anabela Graça, Ana M. Silva, Ana R. Fonseca O136 A Portuguese study on adults’ intimate partner violence, interpersonal trust and hope Luz Vale-Dias, Bárbara Minas, Graciete Franco-Borges P63 QOL’ predictors of people with intellectual disability and general population Cristina Simões, Sofia Santos P64 Content validation of the Communication Disability Profile (CDP) - Portuguese Version Ana Serra, Maria Matos, Luís Jesus P65 Study of biochemical and haematological changes in football players Ana S. Tavares, Ana Almeida, Céu Leitão, Edna Varandas, Renato Abreu, Fernando Bellém P66 Body image dissatisfaction in inflammatory bowel disease: exploring the role of chronic illness-related shame Inês A. Trindade, Cláudia Ferreira, José Pinto-Gouveia, Joana Marta-Simões P67 Obesity and sleep in the adult population - a systematic review Odete Amaral, Cristiana Miranda, Pedro Guimarães, Rodrigo Gonçalves, Nélio Veiga, Carlos Pereira P68 Frequency of daytime sleepiness and obstructive sleep apnea risk in COPD patients Tânia C. Fleig, Elisabete A. San-Martin, Cássia L. Goulart, Paloma B. Schneiders, Natacha F. Miranda, Lisiane L. Carvalho, Andrea G. Silva P69 Working with immigrant-origin clients: discourses and practices of health professionals Joana Topa, Conceição Nogueira, Sofia Neves P70 Systemic Lupus Erythematosus – what are audiovestibular changes? Rita Ventura, Cristina Nazaré P71 Mental disorders in the oldest old: findings from the Portuguese national hospitalization database Daniela Brandão, Alberto Freitas, Óscar Ribeiro, Constança Paúl P72 Recurrence analysis in postural control in children with cerebral palsy Cristiana Mercê, Marco Branco, Pedro Almeida, Daniela Nascimento, Juliana Pereira, David Catela P73 The experience of self-care in the elderly with COPD: contributions to reflect proximity care Helga Rafael P74 Culturally competent nurses: managing unpredictability in clinical practice with immigrants Alcinda C. Reis O137 Paediatric speech and language screening: An instrument for health professionals Ana Mendes, Ana R. Valente, Marisa Lousada O138 Anthropometric and nutritional assessment in bodybuilders Diana Sousa, Ana L. Baltazar, Mª Helena Loureiro O139 Computerized adventitious respiratory sounds in children with lower respiratory tract infections Ana Oliveira, José Aparício, Alda Marques O140 Role of computerized respiratory sounds as a marker in LRTI Alda Marques, Ana Oliveira, Joana Neves, Rodrigo Ayoub O141 Confirmatory factor analysis of the Personal Wellbeing Index in people with chronic kidney disease Luís Sousa, Cristina Marques-Vieira, Sandy Severino, Helena José O142 Phonological awareness skills in school aged children Inês Cadorio, Marisa Lousada O143 Assessment of early memories of warmth and safeness in interaction with peers: its relationship with psychopathology in adolescence Marina Cunha, Diogo Andrade, Ana Galhardo, Margarida Couto O144 The molecular effects induced by single shot irradiation on a diffuse large B cell lymphoma cell line Fernando Mendes, Cátia Domingues, Susann Schukg, Ana M. Abrantes, Ana C. Gonçalves, Tiago Sales, Ricardo Teixo, Rita Silva, Jéssica Estrela, Mafalda Laranjo, João Casalta-Lopes, Clara Rocha, Paulo C. Simões, Ana B. Sarmento-Ribeiro, Mª Filomena Botelho, Manuel S. Rosa O145 Morpho-functional characterization of cardiac chambers by Transthoracic Echocardiography, in young athletes of gymnastics competition Virgínia Fonseca, Diogo Colaço, Vanessa Neves O146 Prevalence of the antibodies of the new histo-blood system – FORS system Carlos Jesus, Camilla Hesse, Clara Rocha, Nádia Osório, Ana Valado, Armando Caseiro, António Gabriel, Lola Svensson, Fernando Mendes, Wafa A. Siba, Cristina Pereira, Jorge Tomaz O147 Assessment of the war-related perceived threat in Portuguese Colonial War Veterans Teresa Carvalho, José Pinto-Gouveia, Marina Cunha O148 Pulse transit time estimation for continuous blood pressure measurement: A comparative study Diana Duarte, Nuno V. Lopes, Rui Fonseca-Pinto O149 Blood pressure assessment during standard clinical manoeuvres: A non-invasive PPT based approach Diana Duarte, Nuno V. Lopes, Rui Fonseca-Pinto O150 Development and initial validation of the Activities and Participation Profile related to Mobility (APPM) Anabela C. Martins O151 MEASYCare-2010 Standard–A geriatric evaluation system in primary health care: Reliability and validity of the latest version in Portugal Piedade Brandão, Laura Martins, Margarida Cardoso O152 Interrater and intrarater reliability and agreement of the range of shoulder flexion in the standing upright position through photographic assessment Nuno Morais, Joana Cruz O153 Three-dimensional biofabrication techniques for tissue regeneration Nuno Alves, Paula Faria, Artur Mateus, Pedro Morouço O154 A new computer tool for biofabrication applied to tissue engineering Nuno Alves, Nelson Ferreira, Artur Mateus, Paula Faria, Pedro Morouço O155 Development and psychometric qualities of a scale to measure the functional independence of adolescents with motor impairment Isabel Malheiro, Filomena Gaspar, Luísa Barros O156 Organizational Trust in Health services: Exploratory and Confirmatory factor analysis of the Organizational Trust Inventory- Short Form (OTI-SF) Pedro Parreira, Andreia Cardoso, Lisete Mónico, Carla Carvalho, Albino Lopes, Anabela Salgueiro-Oliveira O157 Thermal symmetry: An indicator of occupational task asymmetries in physiotherapy Adérito Seixas, Valter Soares, Tiago Dias, Ricardo Vardasca, Joaquim Gabriel, Sandra Rodrigues O158 A study of ICT active monitoring adoption in stroke rehabilitation Hugo Paredes, Arsénio Reis, Sara Marinho, Vítor Filipe, João Barroso O159 Paranoia Checklist (Portuguese Version): Preliminary studies in a mixed sample of patients and healthy controls Carolina Da Motta, Célia B. Carvalho, José Pinto-Gouveia, Ermelindo Peixoto O160 Reliability and validity of the Composite Scale on Morningness: European Portuguese version, in adolescents and young adults Ana A. Gomes, Vanessa Costa, Diana Couto, Daniel R. Marques, José A. Leitão, José Tavares, Maria H. Azevedo, Carlos F. Silva O161 Evaluation scale of patient satisfaction with nursing care: Psychometric properties evaluation João Freitas, Pedro Parreira, João Marôco O162 Impact of fibromyalgia on quality of life: Comparing results from generic instruments and FIQR Miguel A. Garcia-Gordillo, Daniel Collado-Mateo, Gang Chen, Angelo Iezzi, José A. Sala, José A. Parraça, Narcis Gusi O163 Preliminary study of the adaptation and validation of the Rating Scale of Resilient Self: Resilience, self-harm and suicidal ideation in adolescents Jani Sousa, Mariana Marques, Jacinto Jardim, Anabela Pereira, Sónia Simões, Marina Cunha O164 Development of the first pressure ulcer in inpatient setting: Focus on length of stay Pedro Sardo, Jenifer Guedes, João Lindo, Paulo Machado, Elsa Melo O165 Forms of Self-Criticizing and Self-Reassuring Scale: Adaptation and early findings in a sample of Portuguese children Célia B. Carvalho, Joana Benevides, Marina Sousa, Joana Cabral, Carolina Da Motta O166 Predictive ability of the Perinatal Depression Screening and Prevention Tool – Preliminary results of the dimensional approach Ana T. Pereira, Sandra Xavier, Julieta Azevedo, Elisabete Bento, Cristiana Marques, Rosa Carvalho, Mariana Marques, António Macedo O167 Psychometric properties of the BaSIQS-Basic Scale on insomnia symptoms and quality of sleep, in adults and in the elderly Ana M. Silva, Juliana Alves, Ana A. Gomes, Daniel R. Marques, Mª Helena Azevedo, Carlos Silva O168 Enlightening the human decision in health: The skin melanocytic classification challenge Ana Mendes, Huei D. Lee, Newton Spolaôr, Jefferson T. Oliva, Wu F. Chung, Rui Fonseca-Pinto O169 Test-retest reliability household life study and health questionnaire Pomerode (SHIP-BRAZIL) Keila Bairros, Cláudia D. Silva, Clóvis A. Souza, Silvana S. Schroeder O170 Characterization of sun exposure behaviours among medical students from Nova Medical School Elsa Araújo, Helena Monteiro, Ricardo Costa, Sara S. Dias, Jorge Torgal O171 Spirituality in pregnant women Carolina G. Henriques, Luísa Santos, Elisa F. Caceiro, Sónia A. Ramalho O172 Polypharmacy in older patients with cancer Rita Oliveira, Vera Afreixo, João Santos, Priscilla Mota, Agostinho Cruz, Francisco Pimentel O173 Quality of life of caregivers of people with advanced chronic disease: Translation and validation of the quality of life in life threatening illness - family carer version (QOLLTI-C-PT) Rita Marques, Mª Anjos Dixe, Ana Querido, Patrícia Sousa O174 The psychometric properties of the brief Other as Shamer Scale for Children (OAS-C): preliminary validation studies in a sample of Portuguese children Joana Benevides, Carolina Da Motta, Marina Sousa, Suzana N. Caldeira, Célia B. Carvalho O175 Measuring emotional intelligence in health care students – Revalidation of WLEIS-P Ana Querido, Catarina Tomás, Daniel Carvalho, João Gomes, Marina Cordeiro O176 Health indicators in prenatal assistance: The impact of computerization and of under-production in basic health centres Joyce O. Costa, Frederico C. Valim, Lígia C. Ribeiro O177 Hope genogram: Assessment of resources and interaction patterns in the family of the child with cerebral palsy Zaida Charepe, Ana Querido, Mª Henriqueta Figueiredo O178 The influence of childbirth type in postpartum quality of life Priscila S. Aquino, Samila G. Ribeiro, Ana B. Pinheiro, Paula A. Lessa, Mirna F. Oliveira, Luísa S. Brito, Ítalo N. Pinto, Alessandra S. Furtado, Régia B. Castro, Caroline Q. Aquino, Eveliny S. Martins O179 Women’s beliefs about pap smear test and cervical cancer: influence of social determinants Ana B Pinheiro, Priscila S. Aquino, Lara L. Oliveira, Patrícia C. Pinheiro, Caroline R. Sousa, Vívien A. Freitas, Tatiane M. Silva, Adman S. Lima, Caroline Q. Aquino, Karizia V. Andrade, Camila A. Oliveira, Eglidia F. Vidal O180 Validity of the Portuguese version of the ASI-3: Is anxiety sensitivity a unidimensional or multidimensional construct? Ana Ganho-Ávila, Mariana Moura-Ramos, Óscar Gonçalves, Jorge Almeida O181 Lifestyles of higher education students: the influence of self-esteem and psychological well-being Armando Silva, Irma Brito, João Amado P75 Assessing the quality of life of persons with significant intellectual disability: Portuguese version of Escala de San Martín António Rodrigo, Sofia Santos, Fernando Gomes P76 Childhood obesity and breastfeeding - A systematic review Marlene C. Rosa, Silvana F. Marques P77 Cross-cultural adaptation of the Foot and Ankle Ability Measure (FAAM) for the Portuguese population Sara Luís, Luís Cavalheiro, Pedro Ferreira, Rui Gonçalves P78 Cross-cultural adaptation of the Patient-Rated Wrist Evaluation score (PRWE) for the Portuguese population Rui S. Lopes, Luís Cavalheiro, Pedro Ferreira, Rui Gonçalves P79 Cross-cultural adaptation of the Myocardial Infraction Dimensional Assessment Scale (MIDAS) for Brazilian Portuguese language Bruno H. Fiorin, Marina S. Santos, Edmar S. Oliveira, Rita L. Moreira, Elizabete A. Oliveira, Braulio L. Filho P80 The revised Portuguese version of the Three-Factor Eating Questionnaire: A confirmatory factor analysis Lara Palmeira, Teresa Garcia, José Pinto-Gouveia, Marina Cunha P81 Assessing weight-related psychological inflexibility: An exploratory factor analysis of the AAQW’s Portuguese version Sara Cardoso, Lara Palmeira, Marina Cunha; José Pinto-Gouveia P82 Validation of the Body Appreciation Scale-2 for Portuguese women Joana Marta-Simões, Ana L. Mendes, Inês A. Trindade, Sara Oliveira, Cláudia Ferreira P83 The Portuguese validation of the Dietary Intent Scale Ana L. Mendes, Joana Marta-Simões, Inês A. Trindade, Cláudia Ferreira P84 Construction and validation of the Inventory of Marital Violence (IVC) Filipe Nave P85 Portable continuous blood pressure monitor system Mariana Campos, Iris Gaudêncio, Fernando Martins, Lino Ferreira, Nuno Lopes, Rui Fonseca-Pinto P86 Construction and validation of the Scale of Perception of the Difficulties in Caring for the Elderly (SPDCE) Rogério Rodrigues, Zaida Azeredo, Corália Vicente P87 Development and validation of a comfort rating scale for the elderly hospitalized with chronic illness Joana Silva, Patrícia Sousa, Rita Marques P88 Construction and validation of the Postpartum Paternal Quality of Life Questionnaire (PP-QOL) Isabel Mendes, Rogério Rodrigues, Zaida Azeredo, Corália Vicente P89 Infrared thermal imaging: A tool for assessing diabetic foot ulcers Ricardo Vardasca, Ana R. Marques, Adérito Seixas, Rui Carvalho, Joaquim Gabriel P90 Pressure ulcers in an intensive care unit: An experience report Paulo P. Ferreira, Michelle T. Oliveira, Anderson R. Sousa, Ana S. Maia, Sebastião T. Oliveira, Pablo O. Costa, Maiza M. Silva P91 Validation of figures used in evocations: instrument to capture representations Cristina Arreguy-Sena, Nathália Alvarenga-Martins, Paulo F. Pinto, Denize C. Oliveira, Pedro D. Parreira, Antônio T. Gomes, Luciene M. Braga P92 Telephone assistance to decrease burden in informal caregivers of stroke older people: Monitoring and diagnostic evaluation Odete Araújo, Isabel Lage, José Cabrita, Laetitia Teixeira P93 Hope of informal caregivers of people with chronic and advanced disease Rita Marques, Mª Anjos Dixe, Ana Querido, Patrícia Sousa P94 Functionality and quality information from the Portuguese National Epidemiological Surveillance System Sara Silva, Eugénio Cordeiro, João Pimentel P95 Resting metabolic rate objectively measured vs. Harris and Benedict formula Vera Ferro-Lebres, Juliana A. Souza, Mariline Tavares O182 Characteristics of non-urgent patients: Cross-sectional study of an emergency department Mª Anjos Dixe, Pedro Sousa, Rui Passadouro, Teresa Peralta, Carlos Ferreira, Georgina Lourenço O183 Physical fitness and health in children of the 1st Cycle of Education João Serrano, João Petrica, Rui Paulo, Samuel Honório, Pedro Mendes O184 The impact of physical activity on sleep quality, in children Alexandra Simões, Lucinda Carvalho, Alexandre Pereira O185 What is the potential for using Information and Communication Technologies in Arterial Hypertension self-management? Sara Silva, Paulino Sousa, José M. Padilha O186 Exploring psychosocial factors associated with risk of falling in older patients undergoing haemodialysis Daniela Figueiredo, Carolina Valente, Alda Marques O187 Development of pressure ulcers on the face in patients undergoing non-invasive ventilation Patrícia Ribas, Joana Sousa, Frederico Brandão, Cesar Sousa, Matilde Martins O188 The elder hospitalized: Limiting factors of comfort Patrícia Sousa, Rita Marques O189 Physical activity and health state self-perception by Portuguese adults Francisco Mendes, Rosina Fernandes, Emília Martins, Cátia Magalhães, Patrícia Araújo O190 Satisfaction with social support in the elderly of the district of Bragança Carla Grande, Mª Augusta Mata, Juan G. Vieitez O191 Prevalence of death by traumatic brain injury and associated factors in intensive care unit of a general hospital, Brazil Bruna Bianchini, Nazare Nazario, João G. Filho, Marcia Kretzer O192 Relation between family caregivers burden and health status of elderly dependents Tânia Costa, Armando Almeida, Gabriel Baffour O193 Phenomena sensitive to nursing care in day centre Armando Almeida, Tânia Costa, Gabriel Baffour O194 Frailty: what do the elderly think? Zaida Azeredo, Carlos Laranjeira, Magda Guerra, Ana P. Barbeiro O195 The therapeutic self-care as a nursing-sensitive outcome: A correlational study Regina Ferreira O196 Phonetic-phonological acquisition for the European Portuguese from 18 months to 6 years and 12 months Sara Lopes, Liliana Nunes, Ana Mendes O197 Quality of life of patients undergoing liver transplant surgery Julian Martins, Dulcineia Schneider, Marcia Kretzer, Flávio Magajewski O198 Professional competences in health: views of older people from different European Countries Célia Soares, António Marques O199 Life satisfaction of working adults due to the number of hours of weekly exercise Marco Batista, Ruth J. Castuera, Helena Mesquita, António Faustino, Jorge Santos, Samuel Honório O200 Therapeutic itinerary of women with breast cancer in Santa Maria City/RS Betina P. Vizzotto, Leticia Frigo, Hedioneia F. Pivetta O201 The breastfeeding prevalence at 4 months: Maternal experience as a determining factor Dolores Sardo O202 The impact of the transition to parenthood in health and well-being Cristina Martins, Wilson Abreu, Mª Céu Figueiredo P96 Self-determined motivation and well-being in Portuguese active adults of both genders Marco Batista, Ruth Jimenez-Castuera, João Petrica, João Serrano, Samuel Honório, Rui Paulo, Pedro Mendes P97 The geriatric care: ways and means of comforting Patrícia Sousa, Rita Marques P98 The influence of relative age, subcutaneous adiposity and physical growth on Castelo Branco under-15 soccer players 2015 António Faustino, Paulo Silveira, João Serrano, Rui Paulo, Pedro Mendes, Samuel Honório P99 Data for the diagnostic process focused on self-care – managing medication regime: An integrative literature review Catarina Oliveira, Fernanda Bastos, Inês Cruz P100 Art therapy as mental health promotion for children Cláudia K. Rodriguez, Márcia R. Kretzer, Nazaré O. Nazário P101 Chemical characterization of fungal chitosan for industrial applications Pedro Cruz, Daniela C. Vaz, Rui B. Ruben, Francisco Avelelas, Susana Silva, Mª Jorge Campos P102 The impact of caring older people at home Maria Almeida, Liliana Gonçalves, Lígia Antunes P103 Development of the first pressure ulcer in an inpatient setting: Focus on patients’ characteristics Pedro Sardo, Jenifer Guedes, João Simões, Paulo Machado, Elsa Melo P104 Association between General Self-efficacy and Physical Activity among Adolescents Susana Cardoso, Osvaldo Santos, Carla Nunes, Isabel Loureiro O203 Characterization of the habits of online acquisition of medicinal products in Portugal Flávia Santos, Gilberto Alves O204 Waiting room – A space for health education Cláudia Soar, Teresa O. Marsi O205 Safey culture evaluation in hospitalized children Ernestina Silva, Dora Pedrosa, Andrea Leça, Daniel Silva O206 Sexual Self-awareness and Body Image Ana Galvão, Maria Gomes, Paula Fernandes, Ana Noné O207 Perception of a Portuguese population regarding the acquisition and consumption of functional foods Jaime Combadão, Cátia Ramalhete, Paulo Figueiredo, Patrícia Caeiro O208 The work process in primary health care: evaluation in municipalities of southern Brazil Karine C. Fontana, Josimari T. Lacerda, Patrícia O. Machado O209 Exploration and evaluation of potential probiotic lactic acid bacteria isolated from Amazon buffalo milk Raphaelle Borges, Flávio Barbosa, Dayse Sá O210 Road safety for children: Using children’s observation, as a passenger Germana Brunhoso, Graça Aparício, Amâncio Carvalho O211 Perception and application of quality-by-design by the Pharmaceutical industry in Portugal Ana P. Garcia, Paula O. Fernandes, Adriana Santos O212 Oral health among Portuguese children and adolescents: a public health issue Nélio Veiga, Carina Brás, Inês Carvalho, Joana Batalha, Margarida Glória, Filipa Bexiga, Inês Coelho, Odete Amaral, Carlos Pereira O213 Plant species as a medicinal resource in Igatu-Chapada Diamantina (Bahia, Brazil) Cláudia Pinho, Nilson Paraíso, Ana I. Oliveira, Cristóvão F. Lima, Alberto P. Dias O214 Characterization of cognitive and functional performance in everyday tasks: Implications for health in institutionalised older adults Pedro Silva, Mário Espada, Mário Marques, Ana Pereira O215 BMI and the perception of the importance given to sexuality in obese and overweight people Ana Mª Pereira, Mª Veiga-Branco, Filomena Pereira, Maria Ribeiro O216 Analysis and comparison of microbiological contaminations of two different composition pacifiers Vera Lima, Ana I. Oliveira, Cláudia Pinho, Graça Cruz, Rita F. Oliveira, Luísa Barreiros, Fernando Moreira O217 Experiences of couple relationships in the transition to retirement Ana Camarneiro, Mª Helena Loureiro, Margarida Silva O218 Preventive and corrective treatment of drug-induced calcium deficiency: an analysis in a community pharmacy setting Catarina Duarte, Ângelo Jesus, Agostinho Cruz O219 Profile of mood states in physically active elderly subjects: Is there a relation with health perception? Maria Mota, Sandra Novais, Paulo Nogueira, Ana Pereira, Lara Carneiro, Paulo V. João O220 (Un)Safety behaviour at work: the role of education towards a health and safety culture Teresa Maneca Lima O221 Analysis of the entrepreneurial profile of students attending higher education in Portugal: the Carland Entrepreneurship Index application Anabela Salgueiro-Oliveira, Marina Vaquinhas, Pedro Parreira, Rosa Melo, João Graveto, Amélia Castilho, José H. Gomes O222 Evaluation of welfare and quality of life of pregnant working women regarding the age of the pregnant María S. Medina, Valeriana G. Blanco O223 Psychological wellbeing protection among unemployed and temporary workers: Uncovering effective community-based interventions with a Delphi panel Osvaldo Santos, Elisa Lopes, Ana Virgolino, Alexandra Dinis, Sara Ambrósio, Inês Almeida, Tatiana Marques, Mª João Heitor O224 Chilean population norms derived from the Health-related quality of life SF-6D Miguel A. Garcia-Gordillo, Daniel Collado-Mateo, Pedro R. Olivares, José A. Parraça, José A. Sala O225 Motivation of college students toward Entrepreneurship: The influence of social and economic instability Amélia Castilho, João Graveto, Pedro Parreira, Anabela Oliveira, José H. Gomes, Rosa Melo, Marina Vaquinhas O226 Use of aromatic and medicinal plants, drugs and herbal products in Bragança city Mónia Cheio, Agostinho Cruz, Olívia R. Pereira O227 Edible flowers as new novel foods concept for health promotion Sara Pinto, Adriana Oliveira, M. Conceição Manso, Carla Sousa, Ana F. Vinha O228 The influence of leisure activities on the health and welfare of older people living in nursing homes Mª Manuela Machado, Margarida Vieira O229 Risk of falling, fear of falling and functionality in community-dwelling older adults Beatriz Fernandes, Teresa Tomás, Diogo Quirino O230 Musculoskeletal pain and postural habits in children and teenage students Gustavo Desouzart, Rui Matos, Magali Bordini, Pedro Mouroço O231 What's different in Southern Europe? The question of citizens’ participation in health systems Ana R. Matos, Mauro Serapioni O232 Occupational stress in Portuguese police officers Teresa Guimarães, Virgínia Fonseca, André Costa, João Ribeiro, João Lobato O233 Is occupational therapy culturally relevant to promote mental health in Burkina Faso? Inmaculada Z. Martin, Anita Björklund P105 Pay-for-performance satisfaction and quality in primary care Aida I. Tavares, Pedro Ferreira, Rui Passadouro P106 Economic development through life expectancy lenses Sónia Morgado P107 What is the effectiveness of exercise on smoking cessation to prevent clinical complications of smoking? Nuno Tavares, João Valente, Anabela C. Martins P108 A systematic review of the effects of yoga on mental health Patrícia Araújo, Rosina Fernandes, Francisco Mendes, Cátia Magalhães, Emília Martins P109 Healthy lifestyle: comparison between higher education students that lived until adult age in rural and urban environment Pedro Mendes, Rui Paulo, António Faustino, Helena Mesquita, Samuel Honório, Marco Batista P110 Evaluation of the Mobile Emergency Care Service (SAMU) in Brazil Josimari T. Lacerda, Angela B. Ortiga, Mª Cristina Calvo, Sônia Natal P111 Bioactive compounds - antioxidant activity of tropical fruits Marta Pereira P112 Use of non-pharmacological methods to relieve pain in labour Manuela Ferreira, Ana R. Prata, Paula Nelas, João Duarte P113 Mechanical safety of pacifiers sold in Portuguese pharmacies and childcare stores Juliana Carneiro, Ana I. Oliveira, Cláudia Pinho, Cristina Couto, Rita F. Oliveira, Fernando Moreira P114 The importance of prenatal consultation: Information to pregnant women given on a unit of primary care Ana S. Maia, Michelle T. Oliveira, Anderson R. Sousa, Paulo P. Ferreira, Géssica M. Souza, Lívia F. Almada, Milena A. Conceição, Eujcely C. Santiago P115 Influence of different backpack loading conditions on neck and lumbar muscles activity of elementary school children Sandra Rodrigues, Gabriela Domingues, Irina Ferreira, Luís Faria, Adérito Seixas P116 Efficacy and safety of dry extract Hedera helix in the treatment of productive cough Ana R. Costa, Ângelo Jesus, Américo Cardoso, Alexandra Meireles, Armanda Colaço, Agostinho Cruz P117 A portrait of the evaluation processes of education groups in primary health care Viviane L. Vieira, Kellem R. Vincha, Ana Mª Cervato-Mancuso P118 Benefits of vitamins C and E in sensorineural hearing loss: a review Melissa Faria, Cláudia Reis P119 BODY SNAPSHOT – a web-integrated anthropometric evaluation system Marco P. Cova, Rita T. Ascenso, Henrique A. Almeida, Eunice G. Oliveira P120 Anthropometric evaluation and variation during pregnancy Miguel Santana, Rafael Pereira, Eunice G. Oliveira, Henrique A. Almeida, Rita T. Ascenso P121 Knowledge of college students on the amendments of their eating habits and physical activity index in the transition to higher education Rita Jesus, Rodrigo Tapadas, Carolina Tim-Tim, Catarina Cezanne, Matilde Lagoa, Sara S. Dias, Jorge Torgal P122 Muscular activity of a rally race car driver João Lopes, Henrique Almeida, Sandra Amado, Luís Carrão O234 Literacy and results in health Madalena Cunha, Luís Saboga-Nunes, Carlos Albuquerque, Olivério Ribeiro O235 Literacy promotion and empowerment of type 2 diabetics elderly in four family health units of the group of health centers of Dão Lafões Suzete Oliveira, Mª Carminda Morais O236 Mediterranean diet, health and life quality among Portuguese children Emília Martins, Francisco Mendes, Rosina Fernandes, Cátia Magalhães, Patrícia Araújo O237 Health literacy, from data to action - translation, validation and application of the European Health Literacy Survey in Portugal (HLS-EU-PT) Ana R. Pedro, Odete Amaral, Ana Escoval O238 Oral health literacy evaluation in a Portuguese military population Victor Assunção, Henrique Luís, Luís Luís O239 Preferences to Internet-based cognitive behavioural therapy – do attachment orientations matter? Jennifer Apolinário-Hagen, Viktor Vehreschild O240 A comparative transnational study in health literacy between Austria and Portugal Ulrike Fotschl, Gerald Lirk, Anabela C. Martins, Isabel Andrade, Fernando Mendes O241 Health literacy and social behaviours: relationship with sexually transmitted diseases? Verónica Mendonça, Sandra Antunes, Isabel Andrade, Nádia Osório, Ana Valado, Armando Caseiro, António Gabriel, Anabela C. Martins, Fernando Mendes O242 Parenting styles and attachment to parents: what relationships? Paula A. Silva, Lisete M. Mónico, Pedro M. Parreira, Carla Carvalho O243 Work-life balance in health professionals and professors: comparative study of workers with shift work and fixed schedule Carla Carvalho, Pedro M. Parreira, Lisete M. Mónico, Joana Ruivo O244 Technology literacy in self-management of diabetes Vânia Silva, Paulino Sousa, José M. Padilha O245 Satisfaction with therapeutic education and its relationship with clinical variables in children with type 1 diabetes Vera Ferraz, Graça Aparício, João Duarte O246 Nutrition-related knowledge in middle-age and older patients with type 2 diabetes Carlos Vasconcelos, António Almeida, Joel Neves, Telma Correia, Helena Amorim, Romeu Mendes O247 Validating the HLS-EU-(PT) questionnaire to measure health literacy in adolescents (CrAdLiSa project: HLS-EU-PT) Luís Saboga-Nunes, Madalena Cunha, Carlos Albuquerque O248 Health education in people with coronary heart disease: Experience of the cardiology department of a hospital on the outskirts of Lisbon Elsa S. Pereira, Leonino S. Santos, Ana S. Reis, Helena R. Silva, João Rombo, Jorge C. Fernandes, Patrícia Fernandes O249 Information and training needs of informal caregivers of individuals with stroke sequelae: a qualitative survey Jaime Ribeiro, Catarina Mangas, Ana Freire O250 Prevention of psychoactive substances consumption in students from 6th grade of Albergaria-a-Velha´s School Group Sara Silva, Irene Francisco, Ana Oliveira O251 Promoting healthy sexuality: shared responsibility for family, youth and educators Helena Catarino, Mª Anjos Dixe, Mª Clarisse Louro O252 Sexual risk behaviour in adolescents and young people Saudade Lopes, Anjos Dixe O253 Knowledge of school staff on type 1 diabetes Mª Anjos Dixe, Eva Menino, Helena Catarino, Fátima Soares, Ana P. Oliveira, Sara Gordo, Teresa Kraus O254 Sexual health in adolescents: the impact of information search in literacy Catarina Tomás, Paulo Queirós, Teresa Rodrigues P123 Improving basic life support skills in adolescents through a training programme Pedro Sousa, João G. Frade, Catarina Lobão P124 Difficulties in sexual education reported by basic education teachers in the city of Foz do Iguaçu - Brazil Cynthia B. Moura, Laysa C. Dreyer, Vanize Meneghetti, Priscila P. Cabral P125 Breast cancer survivors: subjects and resources for information. A qualitative systematic review Francisca Pinto, Paulino Sousa, Mª Raquel Esteves P126 Relationship between health literacy and prevalence of STI in Biomedical Laboratory Science students Sofia Galvão, Ite Tytgat, Isabel Andrade, Nádia Osório, Ana Valado, Armando Caseiro, António Gabriel, Anabela C. Martins, Fernando Mendes P127 Health literacy, risk behaviours and sexually transmitted diseases among blood donors Mónica Casas-Novas, Helena Bernardo, Isabel Andrade, Gracinda Sousa, Ana P. Sousa, Clara Rocha, Pedro Belo, Nádia Osório, Ana Valado, Armando Caseiro, António Gabriel, Anabela C. Martins, Fernando Mendes P128 Promoting literacy in pregnancy health-care Fátima Martins, Montserrat Pulido-Fuentes P129 The lifestyles of the operating assistants of education Isabel Barroso, Gil Cabral, M. João Monteiro, Conceição Rainho P130 Experiences of service-learning health and the literary art: reflections about the health education Alessandro Prado, Yara M. Carvalho P131 Life long swimming – a European Erasmus + project Maria Campos, Liliana Moreira, José Ferreira, Ana Teixeira, Luís Rama
AD  - Health Sciences Research Unit: Nursing, Collegue of College of Health Technology of Coimbra, Coimbra, Portugal
Sisters Hospitallers of the Sacred Heart of Jesus, Casa de Saúde Rainha Santa Isabel, Coimbra, Portugal
Research Unit for Sport and Physical Activity, Faculty of Sport Sciences and Physical Education, University of Coimbra, Coimbra, Portugal
Complementary Sciences- INESCC, Coimbra, Portugal
CUF Hospitals, Lisbon, Portugal
Breast Unit, Champalimaud Clinical Center, Lisbon, Portugal
Swiss Centre for Medical Simulation & Swiss Association of Simulation in Healthcare, 4031 Basel, Switzerland
Basel University Hospital, 4056 Basel, Switzerland
HELPO Association, 2750-318 Cascais, Portugal
Centro de Linguística, Universidade de Lisboa, Lisboa, Portugal
Centro Superior de Estudios Universitarios La Salle, Madrid, Spain
Universidade da Madeira, 9000-082 Funchal, Portugal
Serviço de Saúde da Região Autónoma da Madeira, E.P.E., 9004-514 Funchal, Portugal
Escola Superior de Enfermagem de Lisboa, 1700-063 Lisboa, Portugal
Instituto Superior Miguel Torga, Coimbra, 3000-132 Coimbra Portugal
Centro de Investigação do Núcleo de Estudos e Intervenção Cognitivo Comportamental, Universidade de Coimbra, Coimbra, 3001-802 Portugal
Escola Superior de Saúde de Leiria & Unidade de Investigação em Saúde, Instituto Politécnico de Leiria, 2411-901 Leiria, Portugal
National School of Public Health & Centro de Investigação em Saúde Pública, Universidade Nova de Lisboa, 1600-560 Lisboa, Portugal
Agrarian Superior School, Polytechnic Institute of Viseu, 3500-606 Viseu, Portugal
Laboratory of Microbiology, Department of Biological Sciences, Faculty of Pharmacy, University of Porto, 4050-313 Porto, Portugal
Unit for Multidisciplinary Biomedical Research, Institute of Biomedical Sciences Abel Salazar, University of Porto, 4050-313 Porto, Portugal
Agrupamento de Centros de Saúde (ACES) Baixo Mondego, 3080-199 Figueira da Foz, Portugal
Universidade de Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Portugal
Centro de Salud La Paz, Badajoz, 06011 Badajoz España
Centro de Salud San Fernando, Badajoz, 06006 Badajoz España
Complejo Hospitalario Universitario de Badajoz, Badajoz, 06080 Badajoz España
Hospital Don Benito-Villanueva, Don Benito, 06400 Badajoz España
Centro de Salud Villanueva Norte, Villanueva de la Serena, 06700 Badajoz España
Centro de Salud Gevora, 06180 Gévora, Badajoz España
Universidade Fernando Pessoa, Porto, 4249-004 Portugal
Centro de Salud La Paz, Badajoz, 06011 España
Universidad de Extremadura, Badajoz, 06071 Badajoz España
Faculty of Psychology and Education Sciences, University of Coimbra, Coimbra, 3001-802 Coimbra Portugal
Universidade Federal de Viçosa, Viçosa, Minas Gerais 36570-900 Brasil
Escola Superior de Enfermagem de Coimbra, 3046-851 Coimbra, Portugal
Universidade Federal de Juiz de Fora, Juiz de Fora, Minas Gerais 36036-330 Brasil
Centro Hospitalar e Universitário de Coimbra, 3000-075 Coimbra, Portugal
School of Health Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
Universidade Fernando Pessoa, 4249-004 Porto, Portugal
Escola Superior de Saúde Dr. Lopes Dias, Instituto Politécnico de Castelo Branco, 6000-767 Castelo Branco, Portugal
Cabildo de Lanzarote, 35500 Arrecife, Lanzarote, Las Palmas España
Servicio Canario de la Salud, 35500 Arrecife, Lanzarote, Las Palmas España
Universidad de Las Palmas de Gran Canaria, 35001 Las Palmas de Gran Canaria, Las Palmas España
Escola Superior de Saúde, Instituto Politécnico de Bragança, 5300-121 Bragança, Portugal
Escola Superior de Saúde de Santarém, Santarém, 2005-075 Portugal
Escola Superior de Enfermagem de Coimbra, Coimbra, 3046-851 Portugal
Escola Superior de Enfermagem de Lisboa, Lisboa, 1700-063 Portugal
Hospital Distrital de Santarém, EPE, Santarém, 2005-177 Portugal
Universidade de Coimbra, 3004-504 Coimbra, Portugal
Federal University of Rio Grande do Sul, Porto Alegre Rio Grande do Sul, 90050-170 Brasil
Universidade Federal de Santa Catarina, Florianópolis, 88040-900 Brasil
Instituto Superior de Serviço Social do Porto, 44600-362 Sra. da Hora, Portugal
Escola Superior de Tecnologia da Saúde de Coimbra, São Martinho do Bispo, 3046-854 Coimbra, Portugal
Escola Superior de Saúde, Instituto Politécnico de Viseu, 3504-510 Viseu, Portugal
Universidade Federal de Alagoas, Maceió, Alagoas, 57072-900 Brasil
Faculdade de Ciências do Desporto e Educação Física, Universidade de Coimbra, 3040-248 Coimbra, Portugal
Faculty of Psychology and Education Sciences, University of Coimbra, Coimbra, 3000-115 Portugal
Escola Superior da Saúde da Cruz Vermelha Portuguesa, Lisboa, 1300-125 Portugal
Universidade de Santa Cruz do Sul, Santa Cruz do Sul, Rio Grande do Sul 96815-900 Brasil
Instituto Politécnico de Portalegre, 7301-901 Portalegre, Portugal
Instituto Politécnico de Bragança, Bragança, 5300-121 Portugal
Universidade do Sul de Santa Catarina, Palhoça, Santa Catarina 88137-270 Brasil
Secretaria Municipal de Saúde de Palhoça, Palhoça, Santa Catarina 88132-149 Brasil
Cabildo de Lanzarote, 35500 Lanzarote, Las Palmas España
Universidade de Aveiro, 3810-193 Aveiro, Portugal
Escola Superior de Saúde Dr. Lopes Dias, Castelo Branco, 6000-767 Portugal
Centro de estudos em educação, tecnologias e saúde, Instituto Politécnico de Viseu, 3504-510 Viseu, Portugal
Casa de Saúde de São Mateus, Viseu, 3500-106 Portugal
Universidade Católica Portuguesa, Viseu, 3504-505 Portugal
Escola Nacional de Saúde Pública, Lisboa, 1600-560 Portugal
Research Centre Sports Sciences, Health Sciences and Human Development, University of Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Portugal
Polytechnic Institute of Viseu, Viseu, 3504-510 Portugal
Unidade de Saúde Pública do ACES Douro I—Marão e Douro Norte, Administração Regional de Saúde do Norte, IP, 5000-524 Vila Real, Portugal
Núcleo de Investigação e Intervenção no Idoso, Departamento de Tecnologias de Diagnóstico e Terapêutica, Escola Superior de Saúde, Instituto Politécnico de Bragança, Bragança, 5300-253 Portugal
Centro de Investigação de Montanha, Escola Superior Agrária, Instituto Politécnico de Bragança, 5300-253 Bragança, Portugal
Escola Superior de Saúde, Instituto Politécnico de Bragança, 5300-253 Bragança, Portugal
Programa de Prevenção e Controlo de Infeções e de Resistência aos Antimicrobianos, Unidade Local de Saúde do Nordeste, Bragança, 5301-852 Portugal
Departamento de Urgência e Emergência Unidade, Unidade Local de Saúde do Nordeste, Bragança, 5301-852 Portugal
Departamento de Enfermagem, Escola Superior de Saúde, Instituto Politécnico de Bragança, 5300-121 Bragança, Portugal
Centro de Investigação em Desporto, Saúde e Desenvolvimento Humano, Departamento de Enfermagem, Escola Superior de Saúde, Instituto Politécnico de Bragança, 5300-121 Bragança, Portugal
Health Superior School of Alto Ave, 4830-345 Póvoa de Lanhoso, Portugal
Unidade de Investigação e Formação sobre Adultos e Idosos, Instituto de Ciências Biomédicas Abel Salazar, Universidade do Porto, 4050-313 Porto, Portugal
Center for Health Technology and Services Research, Faculdade de Medicina, Universidade do Porto, 4200-450 Porto, Portugal
Escola Superior de Enfermagem, Universidade do Minho, Braga, 4710-057 Portugal
Faculty of Medicine, University of Coimbra, 3000-354 Coimbra, Portugal
Centro de responsabilidade integrado, Serviço Psiquiatria, Centro Hospitalar e Universitário de Coimbra, 3000-354 Coimbra, Portugal
University of Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Portugal
Unidade de Saúde Pública, ACES Douro I, Marão e Douro Norte, Administração Regional de Saúde do Norte, 5000-524 Vila Real, Portugal
Faculdade Nobre, Feira de Santana, Bahia 44001-008 Brasil
Secretaria de Saúde do Estado da Bahia, Salvador, Bahia 41745-900 Brasil
Hospital Estadual da Criança, Vila Valqueire, Rio de Janeiro Brasil
Escola Superior de Tecnologia da Saúde, Instituto Politécnico do Porto, 4400-330 Vila Nova de Gaia, Portugal
Centro Hospitalar de São João, EPE, Porto, 4200-319 Porto Portugal
Unidade Local de Saúde de Matosinhos, EPE, 4454 509 Senhora da Hora, Portugal
College of Health Technology, Polytechnic Institute of Coimbra, São Martinho do Bispo, 3046-854 Coimbra, Portugal
Escola Superior de Saúde de Leiria, Instituto Politécnico de Leiria, 2411-901 Leiria, Portugal
School of Health Sciences, Polytechnic institute of Leiria, 2411-901 Leiria, Portugal
Unidade de Investigação Inclusão e Acessibilidade em Acção “iACT” e Escola Superior Educação e Ciências Sociais, Instituto Politécnico de Leiria, 2411-901 Leiria, Portugal
Unidade de Investigação em Saúde, Escola Superior de Saúde de Leiria eCADR& Centro de Investigação Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, 3810-193 Aveiro, Portugal
Instituto Politécnico de Leiria, 2411-901 Leiria, Portugal
Universidade da Beira Interior, Covilhã, 6201-001 Portugal
Unidade de Saúde Pública, Agrupamento de Centros de Saúde Cova da Beira, 6200-251 Covilhã, Portugal
Centre of Studies on Geography and Spatial Planning, University of Coimbra, 3000-043 Coimbra, Portugal
Research Centre for Geography and Regional Planning, Universidade Nova de Lisboa, 1069-061 Lisboa, Portugal
Biomedical Sciences Department, Paulista University, São Paulo, 04026-002 Brazil
Pharmacy Department, Paulista University, São Paulo, 04026-002 Brazil
Molecular Laboratory of Diagnosis, ABC Medical School, Santo André, São Paulo 09080-650 Brazil
Biomedical Science Department, College of Health Technology of Coimbra, Polytechnic Institute of Coimbra, São Martinho do Bispo, 3046-854 Coimbra, Portugal
Hospital Sousa Martins, 6300-858 Guarda, Portugal
Instituto de Medicina Preventiva e Saúde Pública, Faculdade de Medicina, Universidade de Lisboa, 1649-028 Lisboa, Portugal
Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, 1649-028 Lisboa, Portugal
Faculdade de Medicina, Universidade de Lisboa, 1649-028 Lisboa, Portugal
Oslo and Akershus University College of Applied Sciences, 0167 Oslo, Norway
Newcastle University Institute for Ageing, Newcastle upon Tyne, NE4 5PL United Kingdom
Hospital de Santo André, Centro Hospitalar de Leiria, 2410-197 Leiria, Portugal
Secção Autónoma das Ciências da Saúde, Universidade de Aveiro, 3810-193 Aveiro, Portugal
Faculdade de Medicina da Universidade do Porto, 4200-450 Porto, Portugal
Escola Superior de Educação de Viseu, 3504-501 Viseu, Portugal
Research in Education and Community Intervention, Escola Superior de Saúde Jean Piaget, Silves, 8300-025 Portugal
Escola Superior de Saúde Jean Piaget, Silves, 8300-025 Portugal
Cognitive and Behavioural Centre for Research and Intervention, Faculty of Psychology and Education Sciences, University of Coimbra, 3000-115 Coimbra, Portugal
Centro de Investigação do Núcleo de Estudos e Intervenção Cognitivo-Comportamental, Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, 3001-802 Coimbra, Portugal
Instituto Superior Miguel Torga, Coimbra, 3000-132 Portugal
Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul 90050-170 Brasil
Municipality of Nordeste, 9630 Nordeste, Azores Portugal
University of Brasilia, Brasília, Distrito Federal 70910-900 Brasil
Universidad de Extremadura, Badajoz, 06071 España
Chrononutrition Laboratory, Department of Physiology, Faculty of Science, University of Extremadura, Badajoz, 06071 España
Department of Anestesiology, Complejo Hospitalario Universitario de Badajoz, 06080 Badajoz, España
Aragon Institute for Health Research, Zaragoza, 50009 España
ABC Medical School, Santo André, São Paulo 09210-180 Brazil
Department of Complementary Sciences, College of Health Technology of Coimbra, Polytechnic Institute of Coimbra, São Martinho do Bispo, 3046-854 Coimbra, Portugal
Federal University of São Paulo, Diadema campus, Diadema, São Paulo 09913-030 Brazil
Centro Hospitalar Cova da Beira, Covilhã, 6200-251 Portugal
Departamento de Ciências da Saúde, Universidade Católica Portuguesa, Viseu, 3504-505 Portugal
Centro de Investigação Interdisciplinar em Saúde, Universidade Católica Portuguesa, 3504-505 Viseu, Portugal
Unidade de Saúde Familiar Grão Vasco, Viseu, 3500-177 Portugal
School of Health Sciences, Polytechnic Institute of Guarda, 6301-559 Guarda, Portugal
Research Unit for Inland Development, Polytechnic Institute of Guarda, 6301-559 Guarda, Portugal
Centro de Ciências da Saúde, Departamento de Saúde Pública, Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina 88040-900 Brasil
College of Health Technology, Polytechnic Institute of Coimbra, 340-162 Coimbra, Portugal
Oporto Portuguese Institute of Oncology FG, EPE, 4200-072 Porto, Portugal
Porto Nursing School, 4200-072 Porto, Portugal
Oporto Central Hospital, 4099-001 Porto, Portugal
Escola Superior Escola Superior de Enfermagem do Porto, 4200-072 Porto, Portugal
Centro Hospitalar do Porto, 4099-001 Porto, Portugal
Instituto de Ciências da Saúde, Universidade Católica Portuguesa, 1649-023 Lisboa, Portugal
Escola Superior de Enfermagem de S. João de Deus, Universidade de Évora, 7004-516 Évora, Portugal
Health Research Unit & School of Health Sciences, Polytechnic institute of Leiria, 2411-901 Leiria, Portugal
Escola Superior de Enfermagem do Porto, Porto, 4200-072 Portugal
Faculdade de Economia, Universidade de Coimbra, 3004-512 Coimbra, Portugal
Centro Hospitalar de Trás-os-Montes e Alto Douro, Vila Real, 5000-508 Portugal
Escola Superior de Saúde, Instituto Politécnico de Viana do Castelo, 4900-347 Viana do Castelo, Portugal
Centro de Estudos e Investigação em Saúde, Universidade de Coimbra, 3004-512 Coimbra, Portugal
Escola Superior de Tecnologia da Saúde do Porto, Instituto Politécnico do Porto, Vila Nova de Gaia, 4400-330 Portugal
Research in Education and Community Intervention, Escola Superior de Saúde Jean Piaget, 4405-678 Gulpilhares, Vila Nova de Gaia Portugal
Instituto de Ciências Biomédicas Abel Salazar, Universidade do Porto, 4050-313 Porto, Portugal
Escola Superior de Saúde, Instituto Politécnico de Santarém, Santarém, 2005-075 Portugal
Escola Superior de Enfermagem S. João de Deus, Universidade de Évora, 7000-811 Évora, Portugal
Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra, 3001-802 Coimbra, Portugal
Instituto Politécnico de Viana do Castelo, 4900-347 Viana do Castelo, Portugal
Escola Superior de Saúde, Instituto Politécnico de Santarém, 2005-075 Santarém, Portugal
Unidade de Investigação do Instituto Politécnico de Santarém, 2001-904 Santarém, Portugal
Unidade de Monitorização de Indicadores em Saúde, Instituto Politécnico de Santarém, 2005-075 Santarém, Portugal
Life Quality Research Centre, Instituto Politécnico de Santarém, 2001-904 Santarém, Portugal
Hospital Prof. Doutor Fernando Fonseca E.P.E., Amadora, 2720-276 Portugal
Instituto Politécnico de Bragança, Bragança, 5300-121 Bragança Portugal
Universidad de León, 24004 León, España
Instituto de Ciências da Saúde, Universidade Católica Portuguesa, Lisboa, 1649-023 Portugal
Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, 1149-041 Lisboa, Portugal
Escola Superior de Enfermagem da Cruz Vermelha Portuguesa de Oliveira de Azeméis,, 3720-126 Oliveira de Azeméis, Portugal
Oulu University of Applied Sciences, 90250 Oulu, Finlândia
Unidade de Saúde Familiar - Espaço Saúde, Porto, 4100-503 Portugal
Escola Superior de Enfermagem da Cruz Vermelha Portuguesa, 3720-126 Oliveira de Azeméis, Portugal
Administração Regional de Saúde de Lisboa e Vale do Tejo, 1749-096 Lisboa, Portugal
Departamento de Saúde Pública & Centro de Estudos de Doenças Crónicas, Faculdade de Ciências Médicas, Universidade Nova de Lisboa, 1169-056 Lisboa, Portugal
Faculdade de Medicina, Universidade José do Rosario Vellano, Divinópolis, Minas Gerais 35502-634 Brasil
Pontifícia Universidade Católica de Campinas, Campinas, São Paulo 13086-900 Brasil
Secção Autónoma das Ciências da Saúde, Universidade de Aveiro, Aveiro, 3810-193 Portugal
Escola Superior de Enfermagem do Porto, 4200-072 Porto, Portugal
Universidade de São Paulo, 05403-000 São Paulo, Brasil
Universidade Católica Portuguesa, Lisboa, 1649-023 Portugal
Escola Superior de Enfermagem da Cruz Vermelha Portuguesa de Oliveira de Azeméis, 3720-126 Oliveira de Azeméis, Portugal
Academia de Teatro, 4465-095 S. Mamede de Infesta, Portugal
Escola Superior de Tecnologia da Saúde de Lisboa, 1990-096 Lisboa, Portugal
Unidade de Investigação em Saúde, Escola Superior de Saúde de Leiria, 2411-901 Leiria, Portugal
Hospital Santa Maria Maior de Barcelos, 4754-909 Barcelos, Portugal
Centro de Estudos e Investigação em Saúde, Faculdade de Economia, Universidade de Coimbra, 3004-512 Coimbra, Portugal
Universidade Católica Portuguesa/Porto, 4202-401 Porto, Portugal
Instituto de Medicina Molecular, Universidade de Lisboa, 1649-028 Lisboa, Portugal
Faculdade de Motricidade Humana, Universidade de Lisboa, Cruz quebrada, 1499-002 Lisboa Portugal
Faculdade de Medicina, Universidade de Porto, 4200-319 Porto, Portugal
Escola Superior de Tecnologias de Saúde, Instituto Politécnico de Lisboa, 1990-096 Lisboa, Portugal
Escola Superior de Saúde, Universidade Atlântica, 2745-615 Barcarena, Portugal
Instituto de Telecomunicações, Lisboa, 1049-001 Portugal
Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina 88040-900 Brasil
Farmácia Outeiro do Linho, 4440-762 Valongo, Portugal
Hospital Militar Regional n.°1, Porto, 4150-113 Portugal
Universidade Católica Portuguesa, Porto, 4202-401 Portugal
Administração Regional de Saúde do Norte, Porto, 4000-447 Portugal
Centro Hospitalar De São João, E.P.E., Porto, 4200-319 Portugal
Escola Superior de Saúde, Instituto Politécnico de Setúbal, 2910-761 Setúbal, Portugal
Ordem dos Enfermeiros da zona Centro, Coimbra, 3000-076 Portugal
Research Centre in Physical Activity, Health and Leisure, Faculty of Sports, University of Porto, 4200-450 Porto, Portugal
Lab 3R – Respiratory Research and Rehabilitation Laboratory, School of Health Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
Unidade de Surdos, Escola de Referência para a Educação Bilingue, 3830-195 Ílhavo, Portugal
Center for Research and Development in Mathematics and Applications, University of Aveiro, 3810-193 Aveiro, Portugal
Department of Mathematics, University of Aveiro, 3810-193 Aveiro, Portugal
School of Health Care, Polytechnic Institute of Setúbal, 2910-761 Setúbal, Portugal
Centro de Linguística da Universidade de Lisboa, Faculdade de Letras, Universidade de Lisboa, 1600-214 Lisboa, Portugal
Center for Health Technology and Services Research, School of Health Sciences, University of Aveiro, Aveiro, 3810-193 Portugal
Unidade de Investigação em Ciências da Saúde: Enfermagem, Escola Superior de Enfermagem de Coimbra, 3046-851 Coimbra, Portugal
School of Health Sciences, University of Aveiro, Aveiro, 3810-193 Aveiro, Portugal
Peroneo Centro Terapêutico Lda, Amieiro, Montemor-o-velho, 3140-021 Arazede Portugal
Institute for Research in Biomedicine, University of Aveiro, Aveiro, 3810-292 Portugal
Department of Physiotherapy, North Polytechnic Institute of Health, Gandra, 4585-116 Portugal
Center for Health Technology and Services Research, University of Aveiro, Aveiro, 3810-193 Portugal
Irmandade da Misericórdia de Albergaria-a-Velha, 3850-069 Albergaria-a-Velha, Portugal
Gabinete de Apoio Psicológico, Instituto Superior Miguel Torga, Coimbra, 3000-132 Portugal
Rehabilitation Science Institute and Department of Physical Therapy, University of Toronto, Toronto, Ontario M5S 1A1 Canada
Unidade de Investigação & Desenvolvimento em Enfermagem, Escola Superior de Enfermagem de Lisboa, Lisboa, 1700-063 Portugal
Centro de Tratamento Internacional VillaRamadas, 2460-355 Cela, Alcobaça, Portugal
Faculdade de Economia, Universidade do Porto, 4200-464 Porto, Portugal
Complejo Hospitalario Universitario de Badajoz, Badajoz, 06080 España
Centro de Salud San Fernando, Badajoz, 06006 España
Faculdade de Psicologia, Universidade de Lisboa, 1649-013 Lisboa, Portugal
Centro de Investigação do Desporto e da Atividade Física, Faculdade de Ciências do Desporto e Educação Física, 3040-156 Coimbra, Portugal
Fundação Capes, Ministério da Educação, 70.040-020 Brasília, Distrito Federal Brasil
Faculty of Medicine, University of Porto, Porto, 4200-450 Portugal
School of Education and Social Sciences, Polytechnic Institute of Leiria, Leiria, 2411-901 Portugal
Life Quality Research Centre – IPLeiria Branch, Polytechnic Institute of Leiria, Leiria, 2411-901 Portugal
Universidad de Las Palmas de Gran Canaria, 35001 Las Palmas de Gran Canaria, España
Unidade de Cuidados na Comunidade da Ponte da Barca, 4980-620 Ponte da Barca, Portugal
Escola Superior de Educação, Instituto Politécnico de Castelo Branco, 6000-767 Castelo Branco, Portugal
Centro de Estudos em Educação, Tecnologias e Saúde, Escola Superior de Saúde, Instituto Politécnico de Viseu, 3504-510 Viseu, Portugal
Studio Osteopatico Franchi, 6512 Giubiasco, Switzerland
Faculty of Human Kinetics, University of Lisbon, 1649-028 Lisboa, Portugal
Escola Superior de Tecnologia da Saúde de Lisboa, Instituto Politécnico de Lisboa, 1549-020 Lisboa, Portugal
Escola Superior Desporto De Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
Department of Legal Medicine and Forensic Sciences, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal
Portugal & Pharmaceutical Services, Centro Hospitalar de Vila Nova de Gaia/Espinho, EPE, Vila Nova de Gaia, 4400-129 Portugal
Núcleo de Investigação e Intervenção em Farmácia, Centro de Investigação em Saúde e Ambiente, Instituto Politécnico do Porto, Vila Nova de Gaia, 4400-330 Portugal
Secção Autónoma de Ciências da Saúde, Universidade de Aveiro, 3810-193 Aveiro, Portugal
Hospital SAMS – Serviços de Assistência Médico-social do Sindicato dos Bancários, 1849-017 Lisboa, Portugal
North Tyneside General Hospital, Tyne and Wear, NE29 8NH Newcastle UK
Life Quality Research Centre, Instituto Politécnico de Castelo Branco, 6000-767 Castelo Branco, Portugal
School of Education and Social Sciences, Polytechnic Institute of Leiria, 2411-901 Leiria, Portugal
Unidade de Saúde Pública, ACES Pinhal Litoral, ARS Centro, 3100-462 Pombal, Portugal
Health Research Unit, School of Health Sciences, Polytechnic institute of Leiria, 2411-901 Leiria, Portugal
Hospital de Santa Maria, Centro Hospitalar Lisboa Norte, 1649-035 Lisboa, Portugal
Associação Portuguesa de Pais e Amigos do Cidadão Deficiente Mental, 6200-050 Covilhã, Portugal
Unidade de Cuidados na Comunidade, Centro de Saúde de Anadia, 3780-780 Anadia, Portugal
Fisiatris - Recuperação Física, Lda, Sacavém, 2685-010 Portugal
Research Centre of Sports Sciences, Health Sciences and Human Development, Universidade da Beira Interior, Covilhã, 6201-001 Covilhã Portugal
Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
Research, Education and Community Intervention, Instituto Piaget, 3515-776 Galifonge, Viseu Portugal
Centro Interdisciplinar de Estudo da Performance Humana, Faculdade de Motricidade Humana, Universidade Nova de Lisboa, 1499-002 Cruz Quebrada, Portugal
Centro de Investigação e Qualidade de Vida, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
Research Centre in Sports Sciences, Health and Human Development, University of Trás-os-Montes and Alto Douro, Vila Real, 5001-801 Portugal
Lar Cantinho dos Avós - Santa Casa da Misericórdia de Melgaço, 4960-570 Melgaço, Portugal
Unidade Local de Saúde do Alto Minho, EPE, 4904-858 Viana do Castelo, Portugal
Fundação de amparo à pesquisa e inovação do Espírito Santo, Vitória, Esprito Santo 29066-380 Brasil
Universidade Estadual de Feira de Santana, Feira de Santana, Bahia 44036-900 Brasil
Centro de Investigação em Saúde e Ambiente, Instituto Politécnico do Porto, Vila Nova de Gaia, 4400-330 Portugal
Hospital de Santo Antonio, Centro Hospitalar do Porto, EPE, 4099-001 Porto, Portugal
Pharmaceutical Services, Centro Hospitalar de Vila Nova de Gaia/Espinho, EPE, Vila Nova de Gaia, 4400-129 Portugal
Centro Hospitalar de São João, EPE, Porto, 4200-319 Portugal
Escola Superior de Saúde, Instituto Politécnico de Bragança, Bragança, 5300-253 Portugal
Unidade Local de Saúde da Guarda, E.P.E, 6300-858 Guarda, Portugal
Clínica Espregueira-Mendes Sports Centre, FIFA Medical Centre of Excellence, 4350-415 Porto, Portugal
Faculdade de Desporto, Universidade do Porto, 4200-450 Porto, Portugal
Centro de Ação Social do Concelho de Ílhavo, 3830-201 Ílhavo, Portugal
Zelar, Serviços de Apoio Domiciliário, 3810-232 Aveiro, Portugal
Walk’In Clinics, Esgueira, 3800-042 Aveiro, Portugal
São João de Deus Clinic, 1749-098 Lisboa, Portugal
Arrabida Hospital, 4400-346 Vila Nova de Gaia, Portugal
Yasmin Residence, 2500-064 Caldas da Rainha, Portugal
Faro unit, Algarve Hospital, 8000-386 Faro, Portugal
School of Health Sciences, University of Aveiro, Aveiro, 3810-193 Portugal
School of Health Sciences, Polytechnic institute of Leiria, Leiria, 2411-901 Portugal
Health Research Unit, Polytechnic institute of Leiria, Leiria, 2411-901 Portugal
Instituto de Ciências Sociais da Universidade de Lisboa, Universidade de Lisboa, 1600-189 Lisboa, Portugal
Núcleo de Estudos em Saúde da População, Universidade Estadual do Sudoeste da Bahia, Itapetinga, Bahia 45700-000 Brasil
Casa de Saúde da Idanha, Instituto das Irmãs Hospitaleiras, 2605-077 Belas, Portugal
Cognitive-Behavioural Research Centre, Faculty of Psychology and Education Sciences, University of Coimbra, 3001-802 Coimbra, Portugal
Faculty of Medicine, University of Coimbra, 3000-548 Coimbra, Portugal
Centro de Investigação do Núcleo de Estudos e Intervenção Cognitivo Comportamental, Universidade de Coimbra, 3001-802 Coimbra, Portugal
Centre for Health Studies and Research, University of Coimbra, 3004-512 Coimbra, Portugal
Universidade Federal de Alagoas, Maceió, 57072-900 Alagoas Brasil
Instituto Federal de Alagoas, Maceió, 57035-660 Alagoas Brasil
Centro Universitário Cesmac, Maceió, 57051-160 Alagoas Brasil
Universidade do Porto, Porto, 4099-002 Portugal
Universidade de Coimbra, Coimbra, 3004-504 Portugal
Escola Superior de Saúde Dr. Lopes Dias, Instituto Politécnico de Castelo Branco, Castelo Branco, 6000-767 Portugal
Department for Health Psychology, FernUniversität in Hagen, 58084 Hagen, Germany
Universidade Federal do Pará, Belém, Pará 66075-110 Brasil
Escola Superior de Saúde, Universidade do Algarve, Faro, 8000-510 Portugal
Centro de Estudos e Investigação em Saúde, Faculdade de Economia,, Universidade de Coimbra, 3004-512 Coimbra, Portugal
Direção geral de Saúde (DGS), 1049-005 Lisboa, Portugal
Instituto Politécnico de Bragança, Bragança, 5300-253 Portugal
Centro de Investigação de Montanha, Escola Superior Agrária, 5300-253 Bragança, Portugal
Escola Superior Agrária, Instituto Politécnico de Bragança, 5300-253 Bragança, Portugal
Centro de Estudos Transdisciplinares para o Desenvolvimento, Universidade de Trás-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal
Research Centre for Sports Sciences, Health Sciences and Human Development, University of Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Portugal
Department of Sport Sciences, Exercise and Health, University of Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Portugal
Polytechnic Institute of Setúbal, 2910-761 Setúbal, Portugal
College of Health Technology of Coimbra, Polytechnic Institute of Coimbra, São Martinho do Bispo, 3046-854 Coimbra Portugal
Departamento de Farmacologia e Terapêutica, Faculdade de Medicina, Universidade de Coimbra, Coimbra, 3000-548 Portugal
Universidade Estadual do Sudoeste da Bahia, Itapetinga, Bahia 45700-000 Brasil
Universidade Tiradentes, Aracaju, Sergipe & Laboratório de Biociências da Motricidade Humana, 49030-620 Aracaju, Brazil
Escola Superior de Tecnologia e Gestão, Instituto Politécnico de Bragança, 5300-253 Bragança, Portugal
Universidade de Lisboa, 1649-003 Lisboa, Portugal
Universidade de Aveiro, Aveiro, 3810-193 Portugal
Instituto Superior da Maia, 4475-690 Avioso São Pedro, Portugal
Centro Interdisciplinar de Estudos de Género, Instituto Superior de Ciências Sociais e Políticas, 1300-663 Lisboa, Portugal
College of Health Technology, Polytechnic Institute of Coimbra, São Martinho do Bispo, 3046-854 Coimbra Portugal
Universidade de Aveiro, 3810–193 Aveiro, Portugal e Instituto Superior De Serviço Social Do Porto, 44600-362 Sra. da Hora, Portugal
School of Health Sciences, Polytechnic Institute of Setúbal, 2910-761 Setúbal, Portugal
Institute of Electronics and Informatics Engineering of Aveiro, 3810-193 Aveiro, Portugal
Department of Education, University of Aveiro, 3810-193 Aveiro, Portugal
Center for Health Technology and Services Research & School of Health Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
Pediatrics Emergency Department, Hospital Lusíadas, Porto, 4050 113 Portugal
Centro Hospitalar do Baixo Vouga, Aveiro, 3814-501 Portugal
Hospital Curry Cabral, Centro Hospitalar Lisboa Central, 1069-166 Lisboa, Portugal
Centro de Formação Multiperfil, Luanda, PR - 56Q Angola
Center for Health Technology and Services Research, University of Aveiro, Aveiro, 3810-193 Aveiro Portugal
Centre of Investigation in Environment, Genetics and Oncobiology, Faculty of Medicine, University of Coimbra, 3000-548 Coimbra, Portugal
Biomedical Laboratory Sciences Department, University of Gothenburg, S-405 30 Gothenburg, Sweden
Biophysics and Biomathematics Institute, Institute for Biomedical Imaging and Life Sciences, Faculty of Medicine, University of Coimbra, 3000-354 Coimbra, Portugal
Oncobiology and Haematology Laboratory of Applied Molecular Biology & Clinical University of Hematology, Faculty of Medicine, University of Coimbra, 3000-354 Coimbra, Portugal
Radiation Oncology Department, Coimbra Hospital and Universitary Centre, 3000-075 Coimbra, Portugal
Clinical University of Hematology, Coimbra Hospital and Universitary Centre, 3000-075 Coimbra, Portugal
Imunology Institute, Faculty of Medicine, University of Coimbra, 3000-354 Coimbra, Portugal
Escola Superior de Tecnologia da Saúde de Lisboa, Instituto Politécnico de Lisboa, Lisboa, 1549-020 Portugal
Department of Clinical Chemistry and Transfusion Medicine, Sahlgrenska University Hospital, Göteborg, 413 45 Göteborg Switzerland
Complementary Sciences Department, College of Health Technology of Coimbra, Polytechnic Institute of Coimbra, São Martinho do Bispo, 3046-854 Coimbra, Portugal
Medical Laboratory Sciences Department, Al-Quds University, Abu Dis, P.O Box 89, Abu Dis, Palestinian National Authority
Blood Bank Service, Coimbra Hospital and Universitary Center, 3000-075 Coimbra, Portugal
Escola Superior de Tecnologia e Gestão, Instituto Politécnico de Leiria, 2411-901 Leiria, Portugal
Centre for the Research and Technology of Agro-Environmental and Biological Sciences, University of Trás-os-Montes and Alto Douro, 5001-801 Vila Real, Portugal
Instituto de Telecomunicações, Instituto Politécnico de Leiria, 2411-901 Leiria, Portugal
Escola Superior de Tecnologia da Saúde de Coimbra, São Martinho do Bispo, 3046-854 Coimbra Portugal
Escola Superior de Saúde, Universidade de Aveiro, 3810-193 Aveiro, Portugal
Center for Health Technology and Services Research, Universidade do Porto, 4200-450 Porto, Portugal
Instituto de Ciências Biomédicas Abel Salazar, Universidade do Porto, Porto, 4050-313 Porto Portugal
Interdisciplinary Centre of Marine and Environmental Research, Universidade do Porto, 4050-123 Porto, Portugal
Centre for Rapid and Sustainable Product Development, Polytechnic Institute of Leiria, 2430-028 Marinha Grande, Portugal
Birmingham Hospitals, Birmingham, B15 2GW United Kingdom
Instituto Superior de Ciências Sociais e Políticas, 1300-663 Lisboa, Portugal
Universidade Fernando Pessoa, Porto, 4249-004 Porto Portugal
Faculdade de Engenharia, Universidade do Porto, 4200-465 Porto, Portugal
Universidade de Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Vila Real, Portugal
Instituto de Engenharia de Sistemas e Computadores, Tecnologia e Ciência, 4200-465 Porto, Portugal
Centro de Medicina de Reabilitação da Região Centro - Rovisco Pais, 3064-908 Tocha, Portugal
Azores University, São Miguel, 9501-855 Ponta Delgada Portugal
Department of Education and Psychology, University of Aveiro, Aveiro, 3810-193 Aveiro Portugal
Center for Health Technology and Services Research, Faculty of Medicine, University of Porto, Porto, 4200-450 Porto Portugal
Faculty of Psychology and Education Sciences, University of Coimbra, Coimbra, 3000-115 Coimbra Portugal
Centro de investigação em educação e ciências do comportamento, Universidade de Aveiro, Aveiro, 3810-193 Aveiro Portugal
Instituto de Imagem Biomédica e Ciências da Vida, Faculdade de Medicina, Universidade de Coimbra, Coimbra, 3000-548 Coimbra Portugal
Centro de Investigação do Núcleo de Estudos e Intervenção Cognitivo Comportamental, Universidade de Coimbra, Coimbra, 3001-802 Coimbra Portugal
Instituto de Ciências da Saúde, Universidade Católica Portuguesa, Lisboa, 1649-023 Lisboa Portugal
University of Extremadura, Badajoz, 06071 Badajoz España
Flinders Health Economics Group, Flinders University, Adelaide, 5001 Australia
Centre for Health Economics, Monash University, Victoria, 3800 Australia
Universidade de Évora, 7004-516 Évora, Portugal
Centro de Literaturas e Culturas Lusófonas e Europeias, Universidade de Lisboa, 1600-214 Lisboa, Portugal
School of Health Sciences, University of Aveiro, Aveiro, 3810-193 Aveiro Portugal
Centro Hospitalar do Baixo Vouga, Aveiro, 3814-501 Aveiro, Portugal
Escola Superior de Enfermagem do Porto, Porto, 4200-072 Porto Portugal
Department of Psychological Medicine, Faculty of Medicine, University of Coimbra, 3000-354 Coimbra, Portugal
Unidade de Saúde Familiar – Topázio, Eiras, 3020-171 Coimbra Portugal
Instituto Superior Miguel Torga, Coimbra, 3000 Coimbra Portugal
University of Aveiro, Aveiro, 3810-193 Aveiro Portugal
Instituto de Imagem Biomédica e Ciências da Vida, Faculdade de Medicina, Universidade de Coimbra, 3000-548 Coimbra, Portugal
Laboratory of Bioinformatics, Graduate Program in Engineering and Computing, West Paraná State University, Cascavel, Paraná 85819-110 Brasil
Universidade Estadual de Campinas, Campinas, São Paulo 13083-970 Brasil
Fundação Universidade Regional de Blumenau, Blumenau, Santa Catarina 89012-900 Brasil
Departamento de Saúde Pública, Faculdade de Ciências Médicas, Universidade Nova de Lisboa, 1169-056 Lisboa, Portugal
Centro de Estudos de Doenças Crónicas, Universidade Nova de Lisboa, 1150-082 Lisboa, Portugal
Health Research Unit, Polytechnic institute of Leiria, 2411-901 Leiria, Portugal
Universidade Católica Portuguesa, Lisboa, 1649-023 Lisboa Portugal
Centro Interdisciplinar de Ciências Sociais, Universidade dos Açores, São Miguel, 9501-855 Ponta Delgada, Região Autónoma dos Açores Portugal
Faculdade de Medicina, Universidade José do Rosario Vellano, Divinópolis, Minas Gerais, 35502-634 Brasil
Universidade Católica Portuguesa, Lisboa, 1649-023 Lisboa, Portugal
Federal University of Ceará, Fortaleza, Ceará 60020-181 Brazil
Federal University of Piauí, Teresina, Piauí, 64049-550 Brazil
Federal Institute of Education, Science and Technology of Ceará, Fortaleza, Ceará, 60040-531 Brazil
Federal University of Cariri, Juazeiro do Norte, Ceará, 63048-080 Brazil
Federal University of Cariri, Juazeiro do Norte, Ceará 63048-080 Brazil
Centro de Investigação em Psicologia, Escola de Psicologia, Universidade do Minho, 4710-057 Braga, Portugal
Cognitive and Behavioural Centre for Research and Intervention, Faculty of Psychology and Educational Sciences, University of Coimbra, 3000-115 Coimbra, Portugal
PROACTION Laboratory, 3001-802 Coimbra, Portugal
Universidade Católica Portuguesa, Porto, 4202-401 Porto Portugal
Cáritas Diocesana de Coimbra - Centro Rainha Santa Isabel, 3030-382 Coimbra, Portugal
Cáritas Diocesana de Coimbra, Centro Rainha Santa Isabel, 3030-382 Coimbra Portugal
Fundação Mário da Cunha Brito, 3360-908 S. Pedro de Alva, Portugal
Escola Superior de Tecnologia da Saúde de Coimbra, Instituto Politécnico de Coimbra, São Martinho do Bispo, 3046-854 Coimbra, Portugal
Centro de Estudos e Investigação em Saúde da Universidade Coimbra, Faculdade de Economia, Universidade de Coimbra, 3004-512 Coimbra, Portugal
Universidade Federal de São Paulo, São Paulo, 04021-001 Brasil
Escola superior de Ciências da Santa Casa de Misericórdia de Vitória, Vitória- Esprito Santo, 29045-402 Brasil
Faculdade Católica Salesiana do Espírito Santo, Vitória- Esprito Santo, 29017-950 Brasil
Cognitive-Behavioural Research Centre, Faculty of Psychology and Education Sciences, University of Coimbra, Coimbra, 3001-802 Coimbra Portugal
Cognitive and Behavioural Centre for Research and Intervention, Faculty of Psychology and Education Sciences, University of Coimbra, Coimbra, 3000-115 Coimbra Portugal
Centro de Estudos em Saúde, Escola Superior de Saúde, Universidade do Algarve, 8000-510 Faro, Portugal
Escola Superior de Enfermagem de Coimbra, Coimbra, 3046-851 Coimbra Portugal
Centro Hospitalar do Porto, Porto, 4099-001 Porto Portugal
Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 20550-900 Brasil
Faculdade de Farmácia, Universidade de Lisboa, 1649-003 Lisboa, Portugal
Unidade de Saúde Pública, Centro Hospitalar do Baixo Vouga, Aveiro, 3814-501 Portugal
Centro Hospitalar do Porto, Porto, 4099-001 Portugal
Center for Health Technology and Services Research, Faculty of Medicine, University of Porto, Porto, 4099-002 Portugal
Centro Hospitalar Tâmega e Sousa, Penafiel, 4564-007 Portugal
Centro de Investigação em Desporto, Saúde e Desenvolvimento Humano, Escola Superior de Saúde, Instituto Politécnico de Bragança, Bragança, 5300-253 Portugal
Centro de Estudos em Educação, Tecnologias e Saúde, Escola Superior de Educação de Viseu, 3504-501 Viseu, Portugal
Universidade Católica Portuguesa – Porto, 4202-401 Porto, Portugal
Unidade Local de Saúde do Nordeste, Bragança, 5301-852 Portugal
Instituto de Ciências da Saúde, Universidade Católica Portuguesa, Porto, 4202-401 Porto Portugal
Escola Superior de Saúde, Instituto Politécnico de Santarém, Santarém, 2005-075 Santarém, Portugal
Instituto Politécnico de Castelo Branco, 6000-767 Castelo Branco, Portugal
Research in Education and Community Intervention, Instituto Piaget, 3515-776 Galifonge, Viseu Portugal
Universidad de Extremadura, 10003 Cáceres, España
Centro Universitário Franciscano, Santa Maria, Rio Grande do Sul 97010-032 Brasil
Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul 97105-900 Brasil
Unidade de Transplante Hepático e Pancreático, Centro Hospitalar do Porto, 4099-001 Porto, Portugal
Universidade Estadual Paulista ‘Júlio de Mesquita Filho”, 01049-010 São Paulo, Brazil
Universidade do Sul de Santa Catarina, Palhoça, Santa Catarina 88137-270 Brazil
Coimbra Chemistry Centre, Chemistry Department, University of Coimbra, 3004-535 Coimbra, Portugal
MARE, Instituto Politécnico de Leiria, Peniche, 2520-641 Portugal
Hospital Arcebispo João Crisóstomo, Cantanhede, 3060 Cantanhede Portugal
Hospital José Luciano de Castro, Anadia, 3780-226 Anadia Portugal
Hospital de Aveiro, Centro Hospitalar do Baixo Vouga E.P.E., Aveiro, 3814-501 Portugal
Instituto de Medicina Preventiva, Faculdade de Medicina de Lisboa, Universidade de Lisboa, 1649-028 Lisboa, Portugal
Faculty of Health Sciences, University of Beira Interior, Covilhã, 6200-506 Covilhã Portugal
Health Sciences Research Centre, University of Beira Interior, Covilhã, 6200-506 Covilhã Portugal
Centre for Neuroscience and Cell Biology, University of Coimbra, 3004-504 Coimbra, Portugal
Universidade do Vale do Paraíba, São José dos Campos, São Paulo 12244-000 Brasil
Maternidade Daniel de Matos, Centro Hospitalar e Universitário de Coimbra, 3000-075 Coimbra, Portugal
Hospital Dr. Nélio Mendonça, Região Autónoma da Madeira, Funchal, 9004-514 Portugal
Universidade New Atlântica, 2745-615 Barcarena, Portugal
Universidade Federal do Amapá, Macapá, Amapá 68903-419 Brasil
Universidade Federal do Sergipe, São Cristóvão, Sergipe 49100-000 Brasil
Centro Hospitalar de Trás –os-Montes e Alto Douro, Vila Real, 5000-508 Portugal
Escola Superior de Enfermagem de Vila Real, Universidade de Trás –os-Montes e Alto Douro, Vila Real, 5000-232 Lordelo Portugal
Health Sciences Research Centre, Faculty of Health Sciences, University of Beira Interior, Covilhã, 6201-001 Portugal
Unidade de Investigação Aplicada em Gestão, Instituto Politécnico de Bragança, Bragança, 5300-253 Portugal
Research Unit in Business Sciences, University of Beira Interior, Covilhã, 6201-001 Portugal
Escola Superior de Tecnologia da Saúde do Porto, Instituto Politécnico do Porto, Vila Nova de Gaia, 4400-330 Vila Nova de Gaia, Portugal
Universidade Federal da Bahia, Salvador da Bahia, 0170-115 Brazil
Centro de Investigação e de Tecnologias Agro-Ambientais e Biológicas, Universidade de Trás-os-Montes e Alto Douro, 5001-801 Vila Real, Portugal & Universidade do Minho, 4704-553 Braga, Portugal
Universidade da Beira Interior, Covilhã, 6201-001 Covilhã, Portugal
Associação de Melhoramentos Pró Outeiro, Oliveira de Azeméis, 3720-514 Santiago de Riba-Ul Portugal
School of Education, Polytechnic Institute of Setúbal, 2910-761 Setúbal, Portugal
Centro Interdisciplinar da Performance Humana, Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz Quebrada, Portugal
Research Centre Sports Sciences, Health Sciences and Human Development, University of Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Vila Real, Portugal
Escola Superior de Saúde de Bragança, Instituto Politécnico de Bragança, 5300-121 Bragança, Portugal
Centro de Investigação em Saúde e Ambiente, Instituto Politécnico do Porto, Vila Nova de Gaia, 4400-330 Vila Nova de Gaia, Portugal
Secção Autónoma das Ciências da Saúde, Universidade de Aveiro, Aveiro, 3810-193 Aveiro, Portugal
UCBIO-REQUIMTE Rede de Química e Tecnologia, 4051-401 Porto, Portugal
Departamento de Ciências Químicas, Faculdade de Farmácia, Universidade do Porto, Porto, 4050-313 Porto Portugal
Department of Legal Medicine and Forensic Sciences, Faculty of Medicine, University of Porto, Porto, 4200-319 Porto Portugal
Pharmaceutical Services, Centro Hospitalar de Vila Nova de Gaia/Espinho, EPE, Vila Nova de Gaia, 4400-129 Vila Nova de Gaia, Portugal
Escola Superior de Tecnologia da Saúde do Porto, Instituto Politécnico do Porto, Vila Nova de Gaia, 4400-330 Vila Nova de Gaia Portugal
Research Centre for Sports Sciences, Health Sciences and Human Development, University of Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Vila Real Portugal
Department of Sport Sciences, Exercise and Health, University of Trás-os-Montes e Alto Douro, Vila Real, 5001-801 Vila Real Portugal
Centro de Estudos Sociais, Universidade de Coimbra, 3000-995 Coimbra, Portugal
GyM Prevención, Burgos, 09007 Burgos, España
Universidad de Burgos, 09001 Burgos, España
Faculdade de Medicina da Universidade de Lisboa, Lisboa, 1649-028 Lisboa Portugal
Hospital Beatriz Ângelo, Loures, 2674-514 Loures Portugal
Universidad Autonoma de Chile, Talca, 1670 Talca Chile
Escola Superior de Saúde, Instituto Politécnico de Bragança, Bragança, 5300-121 Bragança Portugal
Unidade de Investigação UFP em Energia, Ambiente e Saúde & Centro de Estudos em Biomedicina, Fundação Fernando Pessoa, Porto, 4249-004 Porto Portugal
REQUIMTE/LAQV, Departamento de Ciências Químicas, Faculdade de Farmácia, Universidade do Porto, 4050-313 Porto, Portugal
Escola Superior de Enfermagem, Universidade do Minho, Braga, 4710-057 Braga Portugal
Life Quality Research Centre, Polytechnic Institute of Santarém, 2001-904 Santarém, Portugal
Polytechnic Institute of Leiria, 2411-901 Leiria, Portugal
Jönköping University Foundation, 551 11 Jönköping, Sweden
ACES Pinhal Litoral, ARS Centro, Coimbra, 3001-553 Coimbra Portugal
Instituto Superior de Ciências Policiais e Segurança Interna, 1349-040 Lisboa, Portugal
Escola Superior de Tecnologia da Saúde de Coimbra, Instituto Politécnico de Coimbra, São Martinho do Bispo, 3046-854 Coimbra Portugal
Secretaria de estado da saúde de Santa Catarina, Florianópolis, Santa Catarina 88015-130 Brasil
Hospital Pêro da Covilhã, Centro Hospitalar Cova da Beira EPE, 6200-251 Covilhã, Portugal
Centro de Investigação em Saúde e Ambiente, Instituto Politécnico do Porto, Vila Nova de Gaia, 4400-330 Vila Nova de Gaia Portugal
Serviços farmacêuticos, Hospital Pedro Hispano, Unidade Local de Saúde de Matosinhos, EPE, 4454 509 Senhora da Hora, Portugal
Faculdade Nobre, Feira de Santana, Bahia, 44001-008 Brasil
Secretaria de Saúde do Estado da Bahia, Salvador, Bahia, 41745-900 Brasil
Escola Superior de Tecnologia da Saúde, Instituto Politécnico do Porto, Vila Nova de Gaia, 4400-330 Vila Nova de Gaia Portugal
Instituto Português de Oncologia do Porto FG, EPE, Porto, 4200-072 Porto Portugal
Centro Hospitalar São João, Porto, 4200-319 Porto Portugal
Universidade de São Paulo, São Paulo, 05403-000 Brasil
VOID – Software Development, 2415-767 Leiria, Portugal
Centre for Research in Informatics and Communications, Polytechnic Institute of Leiria, 2411-901 Leiria, Portugal
Instituto de Engenharia de Sistemas e Computadores de Coimbra, 3000-033 Coimbra, Portugal
Nova Medical School, Universidade Nova de Lisboa, 1169-056 Lisboa, Portugal
Escola Nacional de Saúde Publica, Lisboa, 1600-560 Lisboa Portugal
Escola Superior de Tecnologia e Saúde, Instituto Politécnico do Porto, 4400-330 Vila Nova de Gaia, Portugal
Escola Nacional de Saúde Pública, Lisboa, 1600-560 Lisboa Portugal
Escola Superior de Saúde, Instituto Politécnico de Portalegre, Portalegre, 7301-901 Portalegre Portugal
Faculdade de Medicina Dentária, Universidade de Lisboa, Lisboa, 1649-003 Lisboa Portugal
Escola Superior de Saúde, Instituto Politécnico de Leiria, 2411-901 Leiria, Portugal
Department of Biomedical Sciences, University of Applied Sciences Salzburg, A-5412 Puch, Salzburg Austria
Department of Medical and Bioinformatics, University of Applied Sciences Upper Austria, Hagenberg, A-4232 Hagenberg Austria
Center for Health Technology and Services Research, Faculty of Medicine, University of Porto, 4099-002 Porto, Portugal
Centro Hospitalar de Trás–os-Montes e Alto Douro, Vila Real, 5000-508 Portugal
Centro de Investigação em Saúde Pública, Escola Nacional de Saúde Publica, 1600-560 Lisboa, Portugal
Escola Superior de Saúde de Leiria eCADR& Centro de Investigação Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, 3810-193 Aveiro, Portugal
Unidade de Saúde Pública - ACES Pinhal Litoral, ARS Centro, 3100-462 Pombal, Portugal
Consulta Externa de Pediatria, Centro Hospitalar de Leiria, 2410-197 Leiria, Portugal
Universidade do Oeste do Paraná, Foz do Iguaçu, Paraná 85851-100 Brasil
Centro de Investigação Interdisciplinar em Saúde, Universidade Católica Portuguesa/Porto, 4202-401 Porto, Portugal
Instituto de Investigação e Formação Avançada em Ciências e Tecnologias da Saúde, Cooperativa De Ensino Superior Politécnico Universitário, Instituto Politécnico de Saúde do Norte, 4585-116 Gandra, Portugal
Escola Superior de Enfermagem do Porto, Porto, 4200-072 Porto, Portugal
Centre for Health Technology and Services Research, Faculdade de Medicina da Universidade do Porto, 4200-450 Porto, Portugal
University Thomas More, B - 2800 Mechelen, Belgium
Instituto Português do Sangue e da Transplantação, Lisboa, 1000-208 Portugal
Facultad de Terapia Ocupacional, Logopedia y Enfermería, Universidad de Castilla-La Mancha, 45600 Talavera de la Reina, Toledo España
AN  - 27409075
AU  - Tomás, C. C.
AU  - Oliveira, E.
AU  - Sousa, D.
AU  - Uba-Chupel, M.
AU  - Furtado, G.
AU  - Rocha, C.
AU  - Teixeira, A.
AU  - Ferreira, P.
AU  - Alves, C.
AU  - Gisin, S.
AU  - Catarino, E.
AU  - Carvalho, N.
AU  - Coucelo, T.
AU  - Bonfim, L.
AU  - Silva, C.
AU  - Franco, D.
AU  - González, J. A.
AU  - Jardim, H. G.
AU  - Silva, R.
AU  - Baixinho, C. L.
AU  - Presado Mª, H.
AU  - Marques Mª, F.
AU  - Cardoso, M. E.
AU  - Cunha, M.
AU  - Mendes, J.
AU  - Xavier, A.
AU  - Galhardo, A.
AU  - Couto, M.
AU  - Frade, J. G.
AU  - Nunes, C.
AU  - Mesquita, J. R.
AU  - Nascimento, M. S.
AU  - Gonçalves, G.
AU  - Castro, C.
AU  - Mártires, A.
AU  - Monteiro Mª, J.
AU  - Rainho, C.
AU  - Caballero, F. P.
AU  - Monago, F. M.
AU  - Guerrero, J. T.
AU  - Monago, R. M.
AU  - Trigo, A. P.
AU  - Gutierrez, M. L.
AU  - Milanés, G. M.
AU  - Reina, M. G.
AU  - Villanueva, A. G.
AU  - Piñero, A. S.
AU  - Aliseda, I. R.
AU  - Ramirez, F. B.
AU  - Ribeiro, A.
AU  - Quelhas, A.
AU  - Manso, C.
AU  - Caballero, F. P.
AU  - Guerrero, J. T.
AU  - Monago, F. M.
AU  - Santos, R. B.
AU  - Jimenez, N. R.
AU  - Nuñez, C. G.
AU  - Gomez, I. R.
AU  - Fernandez Mª, J. L.
AU  - Marquez, L. A.
AU  - Moreno, A. L.
AU  - Huertas Mª, J. T.
AU  - Ramirez, F. B.
AU  - Seabra, D.
AU  - Salvador Mª, C.
AU  - Braga, L.
AU  - Parreira, P.
AU  - Salgueiro-Oliveira, A.
AU  - Arreguy-Sena, C.
AU  - Oliveira, B. F.
AU  - Henriques Mª, A.
AU  - Santos, J.
AU  - Lebre, S.
AU  - Marques, A.
AU  - Festas, C.
AU  - Rodrigues, S.
AU  - Ribeiro, A.
AU  - Lumini, J.
AU  - Figueiredo, A. G.
AU  - Hernandez-Martinez, F. J.
AU  - Campi, L.
AU  - Quintana-Montesdeoca Mª, P.
AU  - Jimenez-Diaz, J. F.
AU  - Rodriguez-De-Vera, B. C.
AU  - Parente, A.
AU  - Mata Mª, A.
AU  - Pereira, Amª
AU  - Fernandes, A.
AU  - Brás, M.
AU  - Pinto Mª, R.
AU  - Parreira, P.
AU  - Basto, M. L.
AU  - Rei, A. C.
AU  - Mónico, L. M.
AU  - Sousa, G.
AU  - Morna, C.
AU  - Freitas, O.
AU  - Freitas, G.
AU  - Jardim, A.
AU  - Vasconcelos, R.
AU  - Horta, L. G.
AU  - Rosa, R. S.
AU  - Kranz, L. F.
AU  - Nugem, R. C.
AU  - Siqueira, M. S.
AU  - Bordin, R.
AU  - Kniess, R.
AU  - Lacerda, J. T.
AU  - Guedes, J.
AU  - Machado, I.
AU  - Almeida, S.
AU  - Zilhão, A.
AU  - Alves, H.
AU  - Ribeiro, Ó
AU  - Amaral, A. P.
AU  - Santos, A.
AU  - Monteiro, J.
AU  - Rocha Mª, C.
AU  - Cruz, R.
AU  - Amaral, A. P.
AU  - Lourenço, M.
AU  - Rocha Mª, C.
AU  - Cruz, R.
AU  - Antunes, S.
AU  - Mendonça, V.
AU  - Andrade, I.
AU  - Osório, N.
AU  - Valado, A.
AU  - Caseiro, A.
AU  - Gabriel, A.
AU  - Martins, A. C.
AU  - Mendes, F.
AU  - Cabral, L.
AU  - Ferreira, M.
AU  - Gonçalves, A.
AU  - Luz, T. D.
AU  - Luz, L.
AU  - Martins, R.
AU  - Morgado, A.
AU  - Vale-Dias, M. L.
AU  - Porta-Nova, R.
AU  - Fleig, T. C.
AU  - Reuter É, M.
AU  - Froemming, M. B.
AU  - Guerreiro, S. L.
AU  - Carvalho, L. L.
AU  - Guedelha, D.
AU  - Coelho, P.
AU  - Pereira, A.
AU  - Calha, A.
AU  - Cordeiro, R.
AU  - Gonçalves, A.
AU  - Certo, A.
AU  - Galvão, A.
AU  - Mata Mª, A.
AU  - Welter, A.
AU  - Pereira, E.
AU  - Ribeiro, S.
AU  - Kretzer, M.
AU  - Jiménez-Díaz, J. F.
AU  - Jiménez-Rodríguez, C.
AU  - Hernández-Martínez, F. J.
AU  - Rodríguez-De-Vera, B. D. C.
AU  - Marques-Rodrigues, A.
AU  - Coelho, P.
AU  - Bernardes, T.
AU  - Pereira, A.
AU  - Sousa, P.
AU  - Filho, J. G.
AU  - Nazario, N.
AU  - Kretzer, M.
AU  - Amaral, O.
AU  - Garrido, A.
AU  - Veiga, N.
AU  - Nunes, C.
AU  - Pedro, A. R.
AU  - Pereira, C.
AU  - Almeia, A.
AU  - Fernandes, H. M.
AU  - Vasconcelos, C.
AU  - Sousa, N.
AU  - Reis, V. M.
AU  - Monteiro, M. J.
AU  - Mendes, R.
AU  - Pinto, I. C.
AU  - Pires, T.
AU  - Gama, J.
AU  - Preto, V.
AU  - Silva, N.
AU  - Magalhães, C.
AU  - Martins, M.
AU  - Duarte, M.
AU  - Paúl, C.
AU  - Martín, I.
AU  - Pinheiro, A. A.
AU  - Xavier, S.
AU  - Azevedo, J.
AU  - Bento, E.
AU  - Marques, C.
AU  - Marques, M.
AU  - Macedo, A.
AU  - Pereira, A. T.
AU  - Almeida, J. P.
AU  - Almeida, A.
AU  - Alves, J.
AU  - Sousa, N.
AU  - Saavedra, F.
AU  - Mendes, R.
AU  - Maia, A. S.
AU  - Oliveira, M. T.
AU  - Sousa, A. R.
AU  - Ferreira, P. P.
AU  - Lopes, L. S.
AU  - Santiago, E. C.
AU  - Monteiro, S.
AU  - Jesus, Â
AU  - Colaço, A.
AU  - Carvalho, A.
AU  - Silva, R. P.
AU  - Cruz, A.
AU  - Ferreira, A.
AU  - Marques, C.
AU  - Figueiredo, J. P.
AU  - Paixão, S.
AU  - Ferreira, A.
AU  - Lopes, C.
AU  - Moreira, F.
AU  - Figueiredo, J. P.
AU  - Ferreira, A.
AU  - Ribeiro, D.
AU  - Moreira, F.
AU  - Figueiredo, J. P.
AU  - Paixão, S.
AU  - Fernandes, T.
AU  - Amado, D.
AU  - Leal, J.
AU  - Azevedo, M.
AU  - Ramalho, S.
AU  - Mangas, C.
AU  - Ribeiro, J.
AU  - Gonçalves, R.
AU  - Nunes, A. F.
AU  - Tuna, A. R.
AU  - Martins, C. R.
AU  - Forte, H. D.
AU  - Costa, C.
AU  - Tenedório, J. A.
AU  - Santana, P.
AU  - Andrade, J. A.
AU  - Pinto, J. L.
AU  - Campofiorito, C.
AU  - Nunes, S.
AU  - Carmo, A.
AU  - Kaliniczenco, A.
AU  - Alves, B.
AU  - Mendes, F.
AU  - Jesus, C.
AU  - Fonseca, F.
AU  - Gehrke, F.
AU  - Albuquerque, C.
AU  - Batista, R.
AU  - Cunha, M.
AU  - Madureira, A.
AU  - Ribeiro, O.
AU  - Martins, R.
AU  - Madeira, T.
AU  - Peixoto-Plácido, C.
AU  - Santos, N.
AU  - Santos, O.
AU  - Bergland, A.
AU  - Bye, A.
AU  - Lopes, C.
AU  - Alarcão, V.
AU  - Goulão, B.
AU  - Mendonça, N.
AU  - Nicola, P.
AU  - Clara, J. G.
AU  - Gomes, J.
AU  - Querido, A.
AU  - Tomás, C.
AU  - Carvalho, D.
AU  - Cordeiro, M.
AU  - Rosa, M. C.
AU  - Marques, A.
AU  - Brandão, D.
AU  - Ribeiro, Ó
AU  - Araújo, L.
AU  - Paúl, C.
AU  - Minghelli, B.
AU  - Richaud, S.
AU  - Mendes, A. L.
AU  - Marta-Simões, J.
AU  - Trindade, I. A.
AU  - Ferreira, C.
AU  - Carvalho, T.
AU  - Cunha, M.
AU  - Pinto-Gouveia, J.
AU  - Fernandes, M. C.
AU  - Rosa, R. S.
AU  - Nugem, R. C.
AU  - Kranz, L. F.
AU  - Siqueira, M. S.
AU  - Bordin, R.
AU  - Martins, A. C.
AU  - Medeiros, A.
AU  - Pimentel, R.
AU  - Fernandes, A.
AU  - Mendonça, C.
AU  - Andrade, I.
AU  - Andrade, S.
AU  - Menezes, R. L.
AU  - Bravo, R.
AU  - Miranda, M.
AU  - Ugartemendia, L.
AU  - Tena, Jmª
AU  - Pérez-Caballero, F. L.
AU  - Fuentes-Broto, L.
AU  - Rodríguez, A. B.
AU  - Carmen, B.
AU  - Carneiro, M. A.
AU  - Domingues, J. N.
AU  - Paixão, S.
AU  - Figueiredo, J.
AU  - Nascimento, V. B.
AU  - Jesus, C.
AU  - Mendes, F.
AU  - Gehrke, F.
AU  - Alves, B.
AU  - Azzalis, L.
AU  - Fonseca, F.
AU  - Martins, A. R.
AU  - Nunes, A.
AU  - Jorge, A.
AU  - Veiga, N.
AU  - Amorim, A.
AU  - Silva, A.
AU  - Martinho, L.
AU  - Monteiro, L.
AU  - Silva, R.
AU  - Coelho, C.
AU  - Amaral, O.
AU  - Coelho, I.
AU  - Pereira, C.
AU  - Correia, A.
AU  - Rodrigues, D.
AU  - Marante, N.
AU  - Silva, P.
AU  - Carvalho, S.
AU  - Araujo, A. R.
AU  - Ribeiro, M.
AU  - Coutinho, P.
AU  - Ventura, S.
AU  - Roque, F.
AU  - Calvo, C.
AU  - Reses, M.
AU  - Conde, J.
AU  - Ferreira, A.
AU  - Figueiredo, J.
AU  - Silva, D.
AU  - Seiça, L.
AU  - Soares, R.
AU  - Mourão, R.
AU  - Kraus, T.
AU  - Abreu, A. C.
AU  - Padilha, J. M.
AU  - Alves, J. M.
AU  - Sousa, P.
AU  - Oliveira, M.
AU  - Sousa, J.
AU  - Novais, S.
AU  - Mendes, F.
AU  - Pinto, J.
AU  - Cruz, J.
AU  - Marques, A.
AU  - Duarte, H.
AU  - Dixe, M. D. A.
AU  - Sousa, P.
AU  - Cruz, I.
AU  - Bastos, F.
AU  - Pereira, F.
AU  - Carvalho, F. L.
AU  - Oliveira, T. T.
AU  - Raposo, V. R.
AU  - Rainho, C.
AU  - Ribeiro, J. C.
AU  - Barroso, I.
AU  - Rodrigues, V.
AU  - Neves, C.
AU  - Oliveira, T. C.
AU  - Oliveira, B.
AU  - Morais Mª, C.
AU  - Baylina, P.
AU  - Rodrigues, R.
AU  - Azeredo, Z.
AU  - Vicente, C.
AU  - Dias, H.
AU  - Sim-Sim, M.
AU  - Parreira, P.
AU  - Salgueiro-Oliveira, A.
AU  - Castilho, A.
AU  - Melo, R.
AU  - Graveto, J.
AU  - Gomes, J.
AU  - Vaquinhas, M.
AU  - Carvalho, C.
AU  - Mónico, L.
AU  - Brito, N.
AU  - Sarroeira, C.
AU  - Amendoeira, J.
AU  - Cunha, F.
AU  - Cândido, A.
AU  - Fernandes, P.
AU  - Silva, H. R.
AU  - Silva, E.
AU  - Barroso, I.
AU  - Lapa, L.
AU  - Antunes, C.
AU  - Gonçalves, A.
AU  - Galvão, A.
AU  - Gomes Mª, J.
AU  - Escanciano, S. R.
AU  - Freitas, M.
AU  - Parreira, P.
AU  - Marôco, J.
AU  - Fernandes, A. R.
AU  - Cabral, C.
AU  - Alves, S.
AU  - Sousa, P.
AU  - Ferreira, A.
AU  - Príncipe, F.
AU  - Seppänen, U. M.
AU  - Ferreira, M.
AU  - Carvalhais, M.
AU  - Silva, M.
AU  - Ferreira, M.
AU  - Silva, J.
AU  - Neves, J.
AU  - Costa, D.
AU  - Santos, B.
AU  - Duarte, S.
AU  - Marques, S.
AU  - Ramalho, S.
AU  - Mendes, I.
AU  - Louro, C.
AU  - Menino, E.
AU  - Dixe, M.
AU  - Dias, S. S.
AU  - Cordeiro, M.
AU  - Tomás, C.
AU  - Querido, A.
AU  - Carvalho, D.
AU  - Gomes, J.
AU  - Valim, F. C.
AU  - Costa, J. O.
AU  - Bernardes, L. G.
AU  - Prebianchi, H.
AU  - Rosa, M. C.
AU  - Gonçalves, N.
AU  - Martins, M. M.
AU  - Kurcgant, P.
AU  - Vieira, A.
AU  - Bento, S.
AU  - Deodato, S.
AU  - Rabiais, I.
AU  - Reis, L.
AU  - Torres, A.
AU  - Soares, S.
AU  - Ferreira, M.
AU  - Graça, P.
AU  - Leitão, C.
AU  - Abreu, R.
AU  - Bellém, F.
AU  - Almeida, A.
AU  - Ribeiro-Varandas, E.
AU  - Tavares, A.
AU  - Frade, J. G.
AU  - Henriques, C.
AU  - Menino, E.
AU  - Louro, C.
AU  - Jordão, C.
AU  - Neco, S.
AU  - Morais, C.
AU  - Ferreira, P.
AU  - Silva, C. R.
AU  - Brito, A.
AU  - Silva, A.
AU  - Duarte, H.
AU  - Dixe, M. D. A.
AU  - Sousa, P.
AU  - Postolache, G.
AU  - Oliveira, R.
AU  - Moreira, I.
AU  - Pedro, L.
AU  - Vicente, S.
AU  - Domingos, S.
AU  - Postolache, O.
AU  - Silva, D.
AU  - Filho, J. G.
AU  - Nazario, N.
AU  - Kretzer, M.
AU  - Schneider, D.
AU  - Marques, F. M.
AU  - Parreira, P.
AU  - Carvalho, C.
AU  - Mónico, L. M.
AU  - Pinto, C.
AU  - Vicente, S.
AU  - Breda, S. J.
AU  - Gomes, J. H.
AU  - Melo, R.
AU  - Parreira, P.
AU  - Salgueiro, A.
AU  - Graveto, J.
AU  - Vaquinhas, M.
AU  - Castilho, A.
AU  - Jesus, Â
AU  - Duarte, N.
AU  - Lopes, J. C.
AU  - Nunes, H.
AU  - Cruz, A.
AU  - Salgueiro-Oliveira, A.
AU  - Parreira, P.
AU  - Basto, M. L.
AU  - Braga, L. M.
AU  - Ferreira, A.
AU  - Araújo, B.
AU  - Alves, J. M.
AU  - Ferreira, M.
AU  - Carvalhais, M.
AU  - Silva, M.
AU  - Novais, S.
AU  - Sousa, A. S.
AU  - Ferrito, C.
AU  - Ferreira, P. L.
AU  - Rodrigues, A.
AU  - Ferreira, M.
AU  - Oliveira, I.
AU  - Ferreira, M.
AU  - Neves, J.
AU  - Costa, D.
AU  - Duarte, S.
AU  - Silva, J.
AU  - Santos, B.
AU  - Martins, C.
AU  - Macedo, A. P.
AU  - Araújo, O.
AU  - Augusto, C.
AU  - Braga, F.
AU  - Gomes, L.
AU  - Silva, M. A.
AU  - Rosário, R.
AU  - Pimenta, L.
AU  - Carreira, D.
AU  - Teles, P.
AU  - Barros, T.
AU  - Tomás, C.
AU  - Querido, A.
AU  - Carvalho, D.
AU  - Gomes, J.
AU  - Cordeiro, M.
AU  - Carvalho, D.
AU  - Querido, A.
AU  - Tomás, C.
AU  - Gomes, J.
AU  - Cordeiro, M.
AU  - Jácome, C.
AU  - Marques, A.
AU  - Capelas, S.
AU  - Hall, A.
AU  - Alves, D.
AU  - Lousada, M.
AU  - Loureiro Mª, H.
AU  - Camarneiro, A.
AU  - Silva, M.
AU  - Mendes, A.
AU  - Pedreiro, A.
AU  - A, G. Silva
AU  - Coelho, E. S.
AU  - Melo, F.
AU  - Ribeiro, F.
AU  - Torres, R.
AU  - Costa, R.
AU  - Pinho, T.
AU  - Jácome, C.
AU  - Marques, A.
AU  - Cruz, B.
AU  - Seabra, D.
AU  - Carreiras, D.
AU  - Ventura, M.
AU  - Cruz, X.
AU  - Brooks, D.
AU  - Marques, A.
AU  - Pinto, M. R.
AU  - Parreira, P.
AU  - Lima-Basto, M.
AU  - Neves, M.
AU  - Mónico, L. M.
AU  - Bizarro, C.
AU  - Cunha, M.
AU  - Galhardo, A.
AU  - Margarida, C.
AU  - Amorim, A. P.
AU  - Silva, E.
AU  - Cruz, S.
AU  - Padilha, J. M.
AU  - Valente, J.
AU  - Guerrero, J. T.
AU  - Caballero, F. P.
AU  - Santos, R. B.
AU  - Gonzalez, E. P.
AU  - Monago, F. M.
AU  - Ugalde, L. U.
AU  - Vélez, M. M.
AU  - Tena, M. J.
AU  - Guerrero, J. T.
AU  - Bravo, R.
AU  - Pérez-Caballero, F. L.
AU  - Becerra, I. A.
AU  - Agudelo Mª, E.
AU  - Acedo, G.
AU  - Bajo, R.
AU  - Malheiro, I.
AU  - Gaspar, F.
AU  - Barros, L.
AU  - Furtado, G.
AU  - Uba-Chupel, M.
AU  - Marques, M.
AU  - Rama, L.
AU  - Braga, M.
AU  - Ferreira, J. P.
AU  - Teixeira, Amª
AU  - Cruz, J.
AU  - Barbosa, T.
AU  - Simões, Â
AU  - Coelho, L.
AU  - Rodrigues, A.
AU  - Jiménez-Díaz, J. F.
AU  - Martinez-Hernandez, F.
AU  - Rodriguez-De-Vera, B.
AU  - Ferreira, P.
AU  - Rodrigues, A.
AU  - Ramalho, A.
AU  - Petrica, J.
AU  - Mendes, P.
AU  - Serrano, J.
AU  - Santo, I.
AU  - Rosado, A.
AU  - Mendonça, P.
AU  - Freitas, K.
AU  - Ferreira, D.
AU  - Brito, A.
AU  - Fernandes, R.
AU  - Gomes, S.
AU  - Moreira, F.
AU  - Pinho, C.
AU  - Oliveira, R.
AU  - Oliveira, A. I.
AU  - Mendonça, P.
AU  - Casimiro, A. P.
AU  - Martins, P.
AU  - Silva, I.
AU  - Evangelista, D.
AU  - Leitão, C.
AU  - Velosa, F.
AU  - Carecho, N.
AU  - Coelho, L.
AU  - Menino, E.
AU  - Dixe, A.
AU  - Catarino, H.
AU  - Soares, F.
AU  - Gama, E.
AU  - Gordo, C.
AU  - Moreira, E.
AU  - Midões, C.
AU  - Santos, M.
AU  - Machado, S.
AU  - Oliveira, V. P.
AU  - Santos, M.
AU  - Querido, A.
AU  - Dixe, A.
AU  - Marques, R.
AU  - Charepe, Z.
AU  - Antunes, A.
AU  - Santos, S.
AU  - Rosa, M. C.
AU  - Rosa, M. C.
AU  - Marques, S. F.
AU  - Minghelli, B.
AU  - CaroMinghelli, E.
AU  - Luís Mª, J.
AU  - Brandão, T.
AU  - Mendes, P.
AU  - Marinho, D.
AU  - Petrica, J.
AU  - Monteiro, D.
AU  - Paulo, R.
AU  - Serrano, J.
AU  - Santo, I.
AU  - Monteiro, L.
AU  - Ramalho, F.
AU  - Santos-Rocha, R.
AU  - Morgado, S.
AU  - Bento, T.
AU  - Sousa, G.
AU  - Freitas, O.
AU  - Silva, I.
AU  - Freitas, G.
AU  - Morna, C.
AU  - Vasconcelos, R.
AU  - Azevedo, T.
AU  - Soares, S.
AU  - Pisco, J.
AU  - Ferreira, P. P.
AU  - Olszewer, E. O.
AU  - Oliveira, M. T.
AU  - Sousa, A. R.
AU  - Maia, A. S.
AU  - Oliveira, S. T.
AU  - Santos, E.
AU  - Oliveira, A. I.
AU  - Maia, C.
AU  - Moreira, F.
AU  - Santos, J.
AU  - Mendes, M. F.
AU  - Oliveira, R. F.
AU  - Pinho, C.
AU  - Barreira, E.
AU  - Pereira, A.
AU  - Vaz, J. A.
AU  - Novo, A.
AU  - Silva, L. D.
AU  - Maia, B.
AU  - Ferreira, E.
AU  - Pires, F.
AU  - Andrade, R.
AU  - Camarinha, L.
AU  - Silva, L. D.
AU  - Maia, B.
AU  - Ferreira, E.
AU  - Pires, F.
AU  - Andrade, R.
AU  - Camarinha, L.
AU  - César, A. F.
AU  - Poço, M.
AU  - Ventura, D.
AU  - Loura, R.
AU  - Gomes, P.
AU  - Gomes, C.
AU  - Silva, C.
AU  - Melo, E.
AU  - Lindo, J.
AU  - Domingos, J.
AU  - Mendes, Z.
AU  - Poeta, S.
AU  - Carvalho, T.
AU  - Tomás, C.
AU  - Catarino, H.
AU  - Dixe Mª, A.
AU  - Ramalho, A.
AU  - Rosado, A.
AU  - Mendes, P.
AU  - Paulo, R.
AU  - Garcia, I.
AU  - Petrica, J.
AU  - Rodrigues, S.
AU  - Meneses, R.
AU  - Afonso, C.
AU  - Faria, L.
AU  - Seixas, A.
AU  - Cordeiro, M.
AU  - Granjo, P.
AU  - Gomes, J. C.
AU  - Souza, N. R.
AU  - Furtado, G. E.
AU  - Rocha, S. V.
AU  - Silva, P.
AU  - Carvalho, J.
AU  - Morais, M. A.
AU  - Santos, S.
AU  - Lebre, P.
AU  - Antunes, A.
AU  - Calha, A.
AU  - Xavier, A.
AU  - Cunha, M.
AU  - Pinto-Gouveia, J.
AU  - Alencar, L.
AU  - Cunha, M.
AU  - Madureira, A.
AU  - Cardoso, I.
AU  - Galhardo, A.
AU  - Daniel, F.
AU  - Rodrigues, V.
AU  - Luz, L.
AU  - Luz, T.
AU  - Ramos, M. R.
AU  - Medeiros, D. C.
AU  - Carmo, B. M.
AU  - Seabra, A.
AU  - Padez, C.
AU  - Silva, M. C.
AU  - Rodrigues, A.
AU  - Coelho, P.
AU  - Coelho, A.
AU  - Caminha, M.
AU  - Matheus, F.
AU  - Mendes, E.
AU  - Correia, J.
AU  - Kretzer, M.
AU  - Hernandez-Martinez, F. J.
AU  - Jimenez-Diaz, J. F.
AU  - Rodriguez-De-Vera, B. C.
AU  - Jimenez-Rodriguez, C.
AU  - Armas-Gonzalez, Y.
AU  - Rodrigues, C.
AU  - Pedroso, R.
AU  - Apolinário-Hagen, J.
AU  - Vehreschild, V.
AU  - Veloso, M.
AU  - Magalhães, C.
AU  - Cabral, I.
AU  - Ferraz, M.
AU  - Nave, F.
AU  - Costa, E.
AU  - Matos, F.
AU  - Pacheco, J.
AU  - Dias, A.
AU  - Pereira, C.
AU  - Duarte, J.
AU  - Cunha, M.
AU  - Silva, D.
AU  - Mónico, L. M.
AU  - Alferes, V. R.
AU  - Brêda Mª, S. J.
AU  - Carvalho, C.
AU  - Parreira, P. M.
AU  - Morais Mª, C.
AU  - Ferreira, P.
AU  - Pimenta, R.
AU  - Boavida, J.
AU  - Pinto, I. C.
AU  - Pires, T.
AU  - Silva, C.
AU  - Ribeiro, M.
AU  - Viega-Branco, M.
AU  - Pereira, F.
AU  - Pereira, Amª
AU  - Almeida, F. M.
AU  - Estevez, G. L.
AU  - Ribeiro, S.
AU  - Kretzer, M. R.
AU  - João, P. V.
AU  - Nogueira, P.
AU  - Novais, S.
AU  - Pereira, A.
AU  - Carneiro, L.
AU  - Mota, M.
AU  - Cruz, R.
AU  - Santiago, L.
AU  - Fontes-Ribeiro, C.
AU  - Furtado, G.
AU  - Rocha, S. V.
AU  - Coutinho, A. P.
AU  - Neto, J. S.
AU  - Vasconcelos, L. R.
AU  - Souza, N. R.
AU  - Dantas, E.
AU  - Dinis, A.
AU  - Carvalho, S.
AU  - Castilho, P.
AU  - Pinto-Gouveia, J.
AU  - Sarreira-Santos, A.
AU  - Figueiredo, A.
AU  - Medeiros-Garcia, L.
AU  - Seabra, P.
AU  - Rodrigues, R.
AU  - Morais Mª, C.
AU  - Fernandes, P. O.
AU  - Santiago, C.
AU  - Figueiredo Mª, H.
AU  - Basto, M. L.
AU  - Guimarães, T.
AU  - Coelho, A.
AU  - Graça, A.
AU  - Silva, A. M.
AU  - Fonseca, A. R.
AU  - Vale-Dias, L.
AU  - Minas, B.
AU  - Franco-Borges, G.
AU  - Simões, C.
AU  - Santos, S.
AU  - Serra, A.
AU  - Matos, M.
AU  - Jesus, L.
AU  - Tavares, A. S.
AU  - Almeida, A.
AU  - Leitão, C.
AU  - Varandas, E.
AU  - Abreu, R.
AU  - Bellém, F.
AU  - Trindade, I. A.
AU  - Ferreira, C.
AU  - Pinto-Gouveia, J.
AU  - Marta-Simões, J.
AU  - Amaral, O.
AU  - Miranda, C.
AU  - Guimarães, P.
AU  - Gonçalves, R.
AU  - Veiga, N.
AU  - Pereira, C.
AU  - Fleig, T. C.
AU  - San-Martin, E. A.
AU  - Goulart, C. L.
AU  - Schneiders, P. B.
AU  - Miranda, N. F.
AU  - Carvalho, L. L.
AU  - Silva, A. G.
AU  - Topa, J.
AU  - Nogueira, C.
AU  - Neves, S.
AU  - Ventura, R.
AU  - Nazaré, C.
AU  - Brandão, D.
AU  - Freitas, A.
AU  - Ribeiro, Ó
AU  - Paúl, C.
AU  - Mercê, C.
AU  - Branco, M.
AU  - Almeida, P.
AU  - Nascimento, D.
AU  - Pereira, J.
AU  - Catela, D.
AU  - Rafael, H.
AU  - Reis, A. C.
AU  - Mendes, A.
AU  - Valente, A. R.
AU  - Lousada, M.
AU  - Sousa, D.
AU  - Baltazar, A. L.
AU  - Loureiro Mª, H.
AU  - Oliveira, A.
AU  - Aparício, J.
AU  - Marques, A.
AU  - Marques, A.
AU  - Oliveira, A.
AU  - Neves, J.
AU  - Ayoub, R.
AU  - Sousa, L.
AU  - Marques-Vieira, C.
AU  - Severino, S.
AU  - José, H.
AU  - Cadorio, I.
AU  - Lousada, M.
AU  - Cunha, M.
AU  - Andrade, D.
AU  - Galhardo, A.
AU  - Couto, M.
AU  - Mendes, F.
AU  - Domingues, C.
AU  - Schukg, S.
AU  - Abrantes, A. M.
AU  - Gonçalves, A. C.
AU  - Sales, T.
AU  - Teixo, R.
AU  - Silva, R.
AU  - Estrela, J.
AU  - Laranjo, M.
AU  - Casalta-Lopes, J.
AU  - Rocha, C.
AU  - Simões, P. C.
AU  - Sarmento-Ribeiro, A. B.
AU  - Botelho Mª, F.
AU  - Rosa, M. S.
AU  - Fonseca, V.
AU  - Colaço, D.
AU  - Neves, V.
AU  - Jesus, C.
AU  - Hesse, C.
AU  - Rocha, C.
AU  - Osório, N.
AU  - Valado, A.
AU  - Caseiro, A.
AU  - Gabriel, A.
AU  - Svensson, L.
AU  - Mendes, F.
AU  - Siba, W. A.
AU  - Pereira, C.
AU  - Tomaz, J.
AU  - Carvalho, T.
AU  - Pinto-Gouveia, J.
AU  - Cunha, M.
AU  - Duarte, D.
AU  - Lopes, N. V.
AU  - Fonseca-Pinto, R.
AU  - Duarte, D.
AU  - Lopes, N. V.
AU  - Fonseca-Pinto, R.
AU  - Martins, A. C.
AU  - Brandão, P.
AU  - Martins, L.
AU  - Cardoso, M.
AU  - Morais, N.
AU  - Cruz, J.
AU  - Alves, N.
AU  - Faria, P.
AU  - Mateus, A.
AU  - Morouço, P.
AU  - Alves, N.
AU  - Ferreira, N.
AU  - Mateus, A.
AU  - Faria, P.
AU  - Morouço, P.
AU  - Malheiro, I.
AU  - Gaspar, F.
AU  - Barros, L.
AU  - Parreira, P.
AU  - Cardoso, A.
AU  - Mónico, L.
AU  - Carvalho, C.
AU  - Lopes, A.
AU  - Salgueiro-Oliveira, A.
AU  - Seixas, A.
AU  - Soares, V.
AU  - Dias, T.
AU  - Vardasca, R.
AU  - Gabriel, J.
AU  - Rodrigues, S.
AU  - Paredes, H.
AU  - Reis, A.
AU  - Marinho, S.
AU  - Filipe, V.
AU  - Lains, J.
AU  - Barroso, J.
AU  - Da Motta, C.
AU  - Carvalho, C. B.
AU  - Pinto-Gouveia, J.
AU  - Peixoto, E.
AU  - Gomes, A. A.
AU  - Costa, V.
AU  - Couto, D.
AU  - Marques, D. R.
AU  - Leitão, J. A.
AU  - Tavares, J.
AU  - Azevedo, M. H.
AU  - Silva, C. F.
AU  - Freitas, J.
AU  - Parreira, P.
AU  - Marôco, J.
AU  - Garcia-Gordillo, M. A.
AU  - Collado-Mateo, D.
AU  - Chen, G.
AU  - Iezzi, A.
AU  - Sala, J. A.
AU  - Parraça, J. A.
AU  - Gusi, N.
AU  - Sousa, J.
AU  - Marques, M.
AU  - Jardim, J.
AU  - Pereira, A.
AU  - Simões, S.
AU  - Cunha, M.
AU  - Sardo, P.
AU  - Guedes, J.
AU  - Lindo, J.
AU  - Machado, P.
AU  - Melo, E.
AU  - Carvalho, C. B.
AU  - Benevides, J.
AU  - Sousa, M.
AU  - Cabral, J.
AU  - Da Motta, C.
AU  - Pereira, A. T.
AU  - Xavier, S.
AU  - Azevedo, J.
AU  - Bento, E.
AU  - Marques, C.
AU  - Carvalho, R.
AU  - Marques, M.
AU  - Macedo, A.
AU  - Silva, A. M.
AU  - Alves, J.
AU  - Gomes, A. A.
AU  - Marques, D. R.
AU  - Azevedo Mª, H.
AU  - Silva, C.
AU  - Mendes, A.
AU  - Lee, H. D.
AU  - Spolaôr, N.
AU  - Oliva, J. T.
AU  - Chung, W. F.
AU  - Fonseca-Pinto, R.
AU  - Bairros, K.
AU  - Silva, C. D.
AU  - Souza, C. A.
AU  - Schroeder, S. S.
AU  - Araújo, E.
AU  - Monteiro, H.
AU  - Costa, R.
AU  - Dias, S. S.
AU  - Torgal, J.
AU  - Henriques, C. G.
AU  - Santos, L.
AU  - Caceiro, E. F.
AU  - Ramalho, S. A.
AU  - Oliveira, R.
AU  - Afreixo, V.
AU  - Santos, J.
AU  - Mota, P.
AU  - Cruz, A.
AU  - Pimentel, F.
AU  - Marques, R.
AU  - Dixe Mª, A.
AU  - Querido, A.
AU  - Sousa, P.
AU  - Benevides, J.
AU  - Da Motta, C.
AU  - Sousa, M.
AU  - Caldeira, S. N.
AU  - Carvalho, C. B.
AU  - Querido, A.
AU  - Tomás, C.
AU  - Carvalho, D.
AU  - Gomes, J.
AU  - Cordeiro, M.
AU  - Costa, J. O.
AU  - Valim, F. C.
AU  - Ribeiro, L. C.
AU  - Charepe, Z.
AU  - Querido, A.
AU  - Figueiredo Mª, H.
AU  - Aquino, P. S.
AU  - Ribeiro, S. G.
AU  - Pinheiro, A. B.
AU  - Lessa, P. A.
AU  - Oliveira, M. F.
AU  - Brito, L. S.
AU  - Pinto Í, N.
AU  - Furtado, A. S.
AU  - Castro, R. B.
AU  - Aquino, C. Q.
AU  - Martins, E. S.
AU  - Pinheiro, A. B.
AU  - Aquino, P. S.
AU  - Oliveira, L. L.
AU  - Pinheiro, P. C.
AU  - Sousa, C. R.
AU  - Freitas, V. A.
AU  - Silva, T. M.
AU  - Lima, A. S.
AU  - Aquino, C. Q.
AU  - Andrade, K. V.
AU  - Oliveira, C. A.
AU  - Vidal, E. F.
AU  - Ganho-Ávila, A.
AU  - Moura-Ramos, M.
AU  - Gonçalves, Ó
AU  - Almeida, J.
AU  - Silva, A.
AU  - Brito, I.
AU  - Amado, J.
AU  - Rodrigo, A.
AU  - Santos, S.
AU  - Gomes, F.
AU  - Rosa, M. C.
AU  - Marques, S. F.
AU  - Luís, S.
AU  - Cavalheiro, L.
AU  - Ferreira, P.
AU  - Gonçalves, R.
AU  - Lopes, R. S.
AU  - Cavalheiro, L.
AU  - Ferreira, P.
AU  - Gonçalves, R.
AU  - Fiorin, B. H.
AU  - Santos, M. S.
AU  - Oliveira, E. S.
AU  - Moreira, R. L.
AU  - Oliveira, E. A.
AU  - Filho, B. L.
AU  - Palmeira, L.
AU  - Garcia, T.
AU  - Pinto-Gouveia, J.
AU  - Cunha, M.
AU  - Cardoso, S.
AU  - Palmeira, L.
AU  - Cunha, M.
AU  - Pinto-Gouveia, J.
AU  - Marta-Simões, J.
AU  - Mendes, A. L.
AU  - Trindade, I. A.
AU  - Oliveira, S.
AU  - Ferreira, C.
AU  - Mendes, A. L.
AU  - Marta-Simões, J.
AU  - Trindade, I. A.
AU  - Ferreira, C.
AU  - Nave, F.
AU  - Campos, M.
AU  - Gaudêncio, I.
AU  - Martins, F.
AU  - Ferreira, L.
AU  - Lopes, N.
AU  - Fonseca-Pinto, R.
AU  - Rodrigues, R.
AU  - Azeredo, Z.
AU  - Vicente, C.
AU  - Silva, J.
AU  - Sousa, P.
AU  - Marques, R.
AU  - Mendes, I.
AU  - Rodrigues, R.
AU  - Azeredo, Z.
AU  - Vicente, C.
AU  - Vardasca, R.
AU  - Marques, A. R.
AU  - Seixas, A.
AU  - Carvalho, R.
AU  - Gabriel, J.
AU  - Ferreira, P. P.
AU  - Oliveira, M. T.
AU  - Sousa, A. R.
AU  - Maia, A. S.
AU  - Oliveira, S. T.
AU  - Costa, P. O.
AU  - Silva, M. M.
AU  - Arreguy-Sena, C.
AU  - Alvarenga-Martins, N.
AU  - Pinto, P. F.
AU  - Oliveira, D. C.
AU  - Parreira, P. D.
AU  - Gomes, A. T.
AU  - Braga, L. M.
AU  - Araújo, O.
AU  - Lage, I.
AU  - Cabrita, J.
AU  - Teixeira, L.
AU  - Marques, R.
AU  - Dixe Mª, A.
AU  - Querido, A.
AU  - Sousa, P.
AU  - Silva, S.
AU  - Cordeiro, E.
AU  - Pimentel, J.
AU  - Ferro-Lebres, V.
AU  - Souza, J. A.
AU  - Tavares, M.
AU  - Dixe Mª, A.
AU  - Sousa, P.
AU  - Passadouro, R.
AU  - Peralta, T.
AU  - Ferreira, C.
AU  - Lourenço, G.
AU  - Serrano, J.
AU  - Petrica, J.
AU  - Paulo, R.
AU  - Honório, S.
AU  - Mendes, P.
AU  - Simões, A.
AU  - Carvalho, L.
AU  - Pereira, A.
AU  - Silva, S.
AU  - Sousa, P.
AU  - Padilha, J. M.
AU  - Figueiredo, D.
AU  - Valente, C.
AU  - Marques, A.
AU  - Ribas, P.
AU  - Sousa, J.
AU  - Brandão, F.
AU  - Sousa, C.
AU  - Martins, M.
AU  - Sousa, P.
AU  - Marques, R.
AU  - Mendes, F.
AU  - Fernandes, R.
AU  - Martins, E.
AU  - Magalhães, C.
AU  - Araújo, P.
AU  - Grande, C.
AU  - Mata Mª, A.
AU  - Vieitez, J. G.
AU  - Bianchini, B.
AU  - Nazario, N.
AU  - Filho, J. G.
AU  - Kretzer, M.
AU  - Costa, T.
AU  - Almeida, A.
AU  - Baffour, G.
AU  - Almeida, A.
AU  - Costa, T.
AU  - Baffour, G.
AU  - Azeredo, Z.
AU  - Laranjeira, C.
AU  - Guerra, M.
AU  - Barbeiro, A. P.
AU  - Ferreira, R.
AU  - Lopes, S.
AU  - Nunes, L.
AU  - Mendes, A.
AU  - Martins, J.
AU  - Schneider, D.
AU  - Kretzer, M.
AU  - Magajewski, F.
AU  - Soares, C.
AU  - Marques, A.
AU  - Batista, M.
AU  - Castuera, R. J.
AU  - Mesquita, H.
AU  - Faustino, A.
AU  - Santos, J.
AU  - Honório, S.
AU  - Vizzotto, B. P.
AU  - Frigo, L.
AU  - Pivetta, H. F.
AU  - Sardo, D.
AU  - Martins, C.
AU  - Abreu, W.
AU  - Figueiredo Mª, C.
AU  - Batista, M.
AU  - Jimenez-Castuera, R.
AU  - Petrica, J.
AU  - Serrano, J.
AU  - Honório, S.
AU  - Paulo, R.
AU  - Mendes, P.
AU  - Sousa, P.
AU  - Marques, R.
AU  - Faustino, A.
AU  - Silveira, P.
AU  - Serrano, J.
AU  - Paulo, R.
AU  - Mendes, P.
AU  - Honório, S.
AU  - Oliveira, C.
AU  - Bastos, F.
AU  - Cruz, I.
AU  - Rodriguez, C. K.
AU  - Kretzer, M. R.
AU  - Nazário, N. O.
AU  - Cruz, P.
AU  - Vaz, D. C.
AU  - Ruben, R. B.
AU  - Avelelas, F.
AU  - Silva, S.
AU  - Campos Mª, J.
AU  - Almeida, M.
AU  - Gonçalves, L.
AU  - Antunes, L.
AU  - Sardo, P.
AU  - Guedes, J.
AU  - Simões, J.
AU  - Machado, P.
AU  - Melo, E.
AU  - Cardoso, S.
AU  - Santos, O.
AU  - Nunes, C.
AU  - Loureiro, I.
AU  - Santos, F.
AU  - Alves, G.
AU  - Soar, C.
AU  - Marsi, T. O.
AU  - Silva, E.
AU  - Pedrosa, D.
AU  - Leça, A.
AU  - Silva, D.
AU  - Galvão, A.
AU  - Gomes, M.
AU  - Fernandes, P.
AU  - Noné, A.
AU  - Combadão, J.
AU  - Ramalhete, C.
AU  - Figueiredo, P.
AU  - Caeiro, P.
AU  - Fontana, K. C.
AU  - Lacerda, J. T.
AU  - Machado, P. O.
AU  - Borges, R.
AU  - Barbosa, F.
AU  - Sá, D.
AU  - Brunhoso, G.
AU  - Aparício, G.
AU  - Carvalho, A.
AU  - Garcia, A. P.
AU  - Fernandes, P. O.
AU  - Santos, A.
AU  - Veiga, N.
AU  - Brás, C.
AU  - Carvalho, I.
AU  - Batalha, J.
AU  - Glória, M.
AU  - Bexiga, F.
AU  - Coelho, I.
AU  - Amaral, O.
AU  - Pereira, C.
AU  - Pinho, C.
AU  - Paraíso, N.
AU  - Oliveira, A. I.
AU  - Lima, C. F.
AU  - Dias, A. P.
AU  - Silva, P.
AU  - Espada, M.
AU  - Marques, M.
AU  - Pereira, A.
AU  - Pereira, Amª
AU  - Veiga-Branco, Mª
AU  - Pereira, F.
AU  - Ribeiro, M.
AU  - Lima, V.
AU  - Oliveira, A. I.
AU  - Pinho, C.
AU  - Cruz, G.
AU  - Oliveira, R. F.
AU  - Barreiros, L.
AU  - Moreira, F.
AU  - Camarneiro, A.
AU  - Loureiro Mª, H.
AU  - Silva, M.
AU  - Duarte, C.
AU  - Jesus, Â
AU  - Cruz, A.
AU  - Mota, M.
AU  - Novais, S.
AU  - Nogueira, P.
AU  - Pereira, A.
AU  - Carneiro, L.
AU  - João, P. V.
AU  - Lima, T. M.
AU  - Salgueiro-Oliveira, A.
AU  - Vaquinhas, M.
AU  - Parreira, P.
AU  - Melo, R.
AU  - Graveto, J.
AU  - Castilho, A.
AU  - Gomes, J. H.
AU  - Medina, M. S.
AU  - Blanco, V. G.
AU  - Santos, O.
AU  - Lopes, E.
AU  - Virgolino, A.
AU  - Dinis, A.
AU  - Ambrósio, S.
AU  - Almeida, I.
AU  - Marques, T.
AU  - Heitor Mª, J.
AU  - Garcia-Gordillo, M. A.
AU  - Collado-Mateo, D.
AU  - Olivares, P. R.
AU  - Parraça, J. A.
AU  - Sala, J. A.
AU  - Castilho, A.
AU  - Graveto, J.
AU  - Parreira, P.
AU  - Oliveira, A.
AU  - Gomes, J. H.
AU  - Melo, R.
AU  - Vaquinhas, M.
AU  - Cheio, M.
AU  - Cruz, A.
AU  - Pereira, O. R.
AU  - Pinto, S.
AU  - Oliveira, A.
AU  - Manso, M. C.
AU  - Sousa, C.
AU  - Vinha, A. F.
AU  - Machado Mª, M.
AU  - Vieira, M.
AU  - Fernandes, B.
AU  - Tomás, T.
AU  - Quirino, D.
AU  - Desouzart, G.
AU  - Matos, R.
AU  - Bordini, M.
AU  - Mouroço, P.
AU  - Matos, A. R.
AU  - Serapioni, M.
AU  - Guimarães, T.
AU  - Fonseca, V.
AU  - Costa, A.
AU  - Ribeiro, J.
AU  - Lobato, J.
AU  - Martin, I. Z.
AU  - Björklund, A.
AU  - Tavares, A. I.
AU  - Ferreira, P.
AU  - Passadouro, R.
AU  - Morgado, S.
AU  - Tavares, N.
AU  - Valente, J.
AU  - Martins, A. C.
AU  - Araújo, P.
AU  - Fernandes, R.
AU  - Mendes, F.
AU  - Magalhães, C.
AU  - Martins, E.
AU  - Mendes, P.
AU  - Paulo, R.
AU  - Faustino, A.
AU  - Mesquita, H.
AU  - Honório, S.
AU  - Batista, M.
AU  - Lacerda, J. T.
AU  - Ortiga, A. B.
AU  - Calvo Mª, C.
AU  - Natal, S.
AU  - Pereira, M.
AU  - Ferreira, M.
AU  - Prata, A. R.
AU  - Nelas, P.
AU  - Duarte, J.
AU  - Carneiro, J.
AU  - Oliveira, A. I.
AU  - Pinho, C.
AU  - Couto, C.
AU  - Oliveira, R. F.
AU  - Moreira, F.
AU  - Maia, A. S.
AU  - Oliveira, M. T.
AU  - Sousa, A. R.
AU  - Ferreira, P. P.
AU  - Souza, G. M.
AU  - Almada, L. F.
AU  - Conceição, M. A.
AU  - Santiago, E. C.
AU  - Rodrigues, S.
AU  - Domingues, G.
AU  - Ferreira, I.
AU  - Faria, L.
AU  - Seixas, A.
AU  - Costa, A. R.
AU  - Jesus, Â
AU  - Cardoso, A.
AU  - Meireles, A.
AU  - Colaço, A.
AU  - Cruz, A.
AU  - Vieira, V. L.
AU  - Vincha, K. R.
AU  - Cervato-Mancuso, Amª
AU  - Faria, M.
AU  - Reis, C.
AU  - Cova, M. P.
AU  - Ascenso, R. T.
AU  - Almeida, H. A.
AU  - Oliveira, E. G.
AU  - Santana, M.
AU  - Pereira, R.
AU  - Oliveira, E. G.
AU  - Almeida, H. A.
AU  - Ascenso, R. T.
AU  - Jesus, R.
AU  - Tapadas, R.
AU  - Tim-Tim, C.
AU  - Cezanne, C.
AU  - Lagoa, M.
AU  - Dias, S. S.
AU  - Torgal, J.
AU  - Lopes, J.
AU  - Almeida, H.
AU  - Amado, S.
AU  - Carrão, L.
AU  - Cunha, M.
AU  - Saboga-Nunes, L.
AU  - Albuquerque, C.
AU  - Ribeiro, O.
AU  - Oliveira, S.
AU  - Morais Mª, C.
AU  - Martins, E.
AU  - Mendes, F.
AU  - Fernandes, R.
AU  - Magalhães, C.
AU  - Araújo, P.
AU  - Pedro, A. R.
AU  - Amaral, O.
AU  - Escoval, A.
AU  - Assunção, V.
AU  - Luís, H.
AU  - Luís, L.
AU  - Apolinário-Hagen, J.
AU  - Vehreschild, V.
AU  - Fotschl, U.
AU  - Lirk, G.
AU  - Martins, A. C.
AU  - Andrade, I.
AU  - Mendes, F.
AU  - Mendonça, V.
AU  - Antunes, S.
AU  - Andrade, I.
AU  - Osório, N.
AU  - Valado, A.
AU  - Caseiro, A.
AU  - Gabriel, A.
AU  - Martins, A. C.
AU  - Mendes, F.
AU  - Silva, P. A.
AU  - Mónico, L. M.
AU  - Parreira, P. M.
AU  - Carvalho, C.
AU  - Carvalho, C.
AU  - Parreira, P. M.
AU  - Mónico, L. M.
AU  - Ruivo, J.
AU  - Silva, V.
AU  - Sousa, P.
AU  - Padilha, J. M.
AU  - Ferraz, V.
AU  - Aparício, G.
AU  - Duarte, J.
AU  - Vasconcelos, C.
AU  - Almeida, A.
AU  - Neves, J.
AU  - Correia, T.
AU  - Amorim, H.
AU  - Mendes, R.
AU  - Saboga-Nunes, L.
AU  - Cunha, M.
AU  - Albuquerque, C.
AU  - Pereira, E. S.
AU  - Santos, L. S.
AU  - Reis, A. S.
AU  - Silva, H. R.
AU  - Rombo, J.
AU  - Fernandes, J. C.
AU  - Fernandes, P.
AU  - Ribeiro, J.
AU  - Mangas, C.
AU  - Freire, A.
AU  - Silva, S.
AU  - Francisco, I.
AU  - Oliveira, A.
AU  - Catarino, H.
AU  - Dixe Mª, A.
AU  - Louro Mª, C.
AU  - Lopes, S.
AU  - Dixe, A.
AU  - Dixe Mª, A.
AU  - Menino, E.
AU  - Catarino, H.
AU  - Soares, F.
AU  - Oliveira, A. P.
AU  - Gordo, S.
AU  - Kraus, T.
AU  - Tomás, C.
AU  - Queirós, P.
AU  - Rodrigues, T.
AU  - Sousa, P.
AU  - Frade, J. G.
AU  - Lobão, C.
AU  - Moura, C. B.
AU  - Dreyer, L. C.
AU  - Meneghetti, V.
AU  - Cabral, P. P.
AU  - Pinto, F.
AU  - Sousa, P.
AU  - Esteves Mª, R.
AU  - Galvão, S.
AU  - Tytgat, I.
AU  - Andrade, I.
AU  - Osório, N.
AU  - Valado, A.
AU  - Caseiro, A.
AU  - Gabriel, A.
AU  - Martins, A. C.
AU  - Mendes, F.
AU  - Casas-Novas, M.
AU  - Bernardo, H.
AU  - Andrade, I.
AU  - Sousa, G.
AU  - Sousa, A. P.
AU  - Rocha, C.
AU  - Belo, P.
AU  - Osório, N.
AU  - Valado, A.
AU  - Caseiro, A.
AU  - Gabriel, A.
AU  - Martins, A. C.
AU  - Mendes, F.
AU  - Martins, F.
AU  - Pulido-Fuentes, M.
AU  - Barroso, I.
AU  - Cabral, G.
AU  - Monteiro, M. J.
AU  - Rainho, C.
AU  - Prado, A.
AU  - Carvalho, Y. M.
AU  - Campos, M.
AU  - Moreira, L.
AU  - Ferreira, J.
AU  - Teixeira, A.
AU  - Rama, L.
AU  - Campos, M.
AU  - Moreira, L.
AU  - Ferreira, J.
AU  - Teixeira, A.
AU  - Rama, L.
C2  - Pmc4943498
DA  - Jul 6
DO  - 10.1186/s12913-016-1423-5
DP  - NLM
ET  - 2016/07/15
J2  - BMC health services research
LA  - eng
M1  - Suppl 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1472-6963
SP  - 200
ST  - Proceedings of the 3rd IPLeiria's International Health Congress : Leiria, Portugal. 6-7 May 2016
T2  - BMC Health Serv Res
TI  - Proceedings of the 3rd IPLeiria's International Health Congress : Leiria, Portugal. 6-7 May 2016
VL  - 16 Suppl 3
ID  - 204678
ER  - 


TY  - JOUR
AB  - Current policy and practice directed towards people with learning disabilities originates in the deinstitutionalisation processes, civil rights concerns and integrationist philosophies of the 1970s and 1980s. However, historians know little about the specific contexts within which these were mobilised. Although it is rarely acknowledged in the secondary literature, MIND was prominent in campaigning for rights-based services for learning disabled people during this time. This article sets MIND's campaign within the wider historical context of the organisation's origins as a main institution of the inter-war mental hygiene movement. The article begins by outlining the mental hygiene movement's original conceptualisation of 'mental deficiency' as the antithesis of the self-sustaining and responsible individuals that it considered the basis of citizenship and mental health. It then traces how this equation became unravelled, in part by the altered conditions under the post-war Welfare State, in part by the mental hygiene movement's own theorising. The final section describes the reconceptualisation of citizenship that eventually emerged with the collapse of the mental hygiene movement and the emergence of MIND. It shows that representations of MIND's rights-based campaigning (which have, in any case, focused on mental illness) as individualist, and fundamentally opposed to medicine and psychiatry, are inaccurate. In fact, MIND sought a comprehensive community-based service, integrated with the general health and welfare services and oriented around a reconstruction of learning disabled people's citizenship rights.
AN  - 28901871
AU  - Toms, J.
C2  - Pmc5629606
DA  - Oct
DO  - 10.1017/mdh.2017.55
DP  - NLM
ET  - 2017/09/14
J2  - Medical history
KW  - Charities/*history
Civil Rights/*history
Health Promotion/*history
History, 20th Century
Humans
Learning Disabilities/*history
United Kingdom
*Citizenship
*Deinstitutionalisation
*Learning disability
*Mind
*Mental hygiene
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0025-7273 (Print)
0025-7273
SP  - 481-499
ST  - Citizenship and Learning Disabled People: The Mental Health Charity MIND's 1970s Campaign in Historical Context
T2  - Med Hist
TI  - Citizenship and Learning Disabled People: The Mental Health Charity MIND's 1970s Campaign in Historical Context
VL  - 61
ID  - 203915
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To investigate machine learning for linking image content, human perception, cognition, and error in the diagnostic interpretation of mammograms. METHODS: Gaze data and diagnostic decisions were collected from three breast imaging radiologists and three radiology residents who reviewed 20 screening mammograms while wearing a head-mounted eye-tracker. Image analysis was performed in mammographic regions that attracted radiologists' attention and in all abnormal regions. Machine learning algorithms were investigated to develop predictive models that link: (i) image content with gaze, (ii) image content and gaze with cognition, and (iii) image content, gaze, and cognition with diagnostic error. Both group-based and individualized models were explored. RESULTS: By pooling the data from all readers, machine learning produced highly accurate predictive models linking image content, gaze, and cognition. Potential linking of those with diagnostic error was also supported to some extent. Merging readers' gaze metrics and cognitive opinions with computer-extracted image features identified 59% of the readers' diagnostic errors while confirming 97.3% of their correct diagnoses. The readers' individual perceptual and cognitive behaviors could be adequately predicted by modeling the behavior of others. However, personalized tuning was in many cases beneficial for capturing more accurately individual behavior. CONCLUSIONS: There is clearly an interaction between radiologists' gaze, diagnostic decision, and image content which can be modeled with machine learning algorithms.
AD  - Oak Ridge National Laboratory, Biomedical Science and Engineering Center, Oak Ridge, Tennessee, USA.
AN  - 23788627
AU  - Tourassi, G.
AU  - Voisin, S.
AU  - Paquit, V.
AU  - Krupinski, E.
C2  - Pmc3822113
DA  - Nov-Dec
DO  - 10.1136/amiajnl-2012-001503
DP  - NLM
ET  - 2013/06/22
J2  - Journal of the American Medical Informatics Association : JAMIA
KW  - *Artificial Intelligence
Breast Neoplasms/diagnostic imaging
*Cognition
*Diagnostic Errors
*Eye Movements
Humans
Image Processing, Computer-Assisted
*Mammography
Pilot Projects
*Radiology
*Visual Perception
eye-tracking
machine learning
mammography
user modeling
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1067-5027 (Print)
1067-5027
SP  - 1067-75
ST  - Investigating the link between radiologists' gaze, diagnostic decision, and image content
T2  - J Am Med Inform Assoc
TI  - Investigating the link between radiologists' gaze, diagnostic decision, and image content
VL  - 20
ID  - 204505
ER  - 


TY  - JOUR
AB  - We interpret early age-related developments in intentions and socially responsive behaviour with data from home videos of infants who later develop autism or Rett syndrome. Detailed evidence is given from a micro-analytic study of videos of monozygotic twin girls at 11 months, one of whom became autistic in the second year. Changes in this twin's attention, motor tonus, initiative and emotion reduce her prospective control of movements and her anticipations in awareness compared to her sister. These changes were reflected in the child's asynchronous social behaviour, which frustrated the father's attempts to support her attempts to walk, share toys, or play a game, confusing his anticipations, and this further reduced mutual attention and joint activity. Observations of the development of girls with Rett syndrome in the first year reveal changes in motor coordination, attention and communicative initiative, indicative of a failure of intrinsic core brain regulations of neural development and conscious activity. Notwithstanding that the two conditions show clear differences in both brain growth and early development of skills and sociability, the first signs of autism and Rett syndrome have important similarities. We conclude with recommendations for an approach to early diagnosis and treatment, applicable for the whole range of developmental brain disorders, including Rett syndrome and autism, that attempts to identify residual capacities for sympathetic motivation and collaborative learning-an approach that deliberately tries to support weakened rhythmic impulses for motor, perceptual and communicative functions in the growing infant brain.
AD  - Department of Psychology, The University of Edinburgh, 7 George Square, Edinburgh EH8 9JZ, Scotland, UK. c.trevarthen@ed.ac.uk
AN  - 16182487
AU  - Trevarthen, C.
AU  - Daniel, S.
DA  - Nov
DO  - 10.1016/j.braindev.2005.03.016
DP  - NLM
ET  - 2005/09/27
J2  - Brain & development
KW  - Attention/physiology
Autistic Disorder/*diagnosis/*physiopathology
Child Behavior Disorders
Developmental Disabilities
Diagnosis, Differential
Diseases in Twins
Female
Humans
Infant
Personality Assessment
Play and Playthings
Rett Syndrome/*diagnosis/*physiopathology
Social Behavior
Stereotyped Behavior
Video Recording/methods
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0387-7604 (Print)
0387-7604
SP  - S25-s34
ST  - Disorganized rhythm and synchrony: early signs of autism and Rett syndrome
T2  - Brain Dev
TI  - Disorganized rhythm and synchrony: early signs of autism and Rett syndrome
VL  - 27 Suppl 1
ID  - 204192
ER  - 


TY  - THES
AB  - The purpose of this quantitative action research study was to examine intervention specialists' self-reported knowledge about certain evidence-based practices, implementation of practices, and how intervention specialists are learning about these practices in educating students with autism. The population of this study included 49 intervention specialists who currently teach at least one student with autism in the Ohio counties of Butler, Clermont, Montgomery and Warren. Intervention specialists were surveyed and results were shared with the Regional Autism Advisory council to help inform professional development needs for the 2011-2012 school year. The results of this study found that Pivotal Response Training is a practice that intervention specialists reported to be least knowledgeable and also is the least frequently used practice. Intervention specialists most frequently reported the reason they many not use a particular practice was because of either not hearing of the practice or not being comfortable in implementing it. Respondents reported learning about the surveyed evidence-based practices most frequently through school-sponsored professional development. Finally, it was found that all counties surveyed would benefit from some form of professional 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  - Trowbridge, Megan D.
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Best Practices
Statistical Analysis
Action Research
Intervention
Knowledge Level
Specialists
Surveys
Professional Development
Educational Needs
Responses
Counties
Ohio
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-27961-3
ST  - Professional Development Needs of Intervention Specialists in the Area of Evidence-Based Practices for Students with Autism
TI  - Professional Development Needs of Intervention Specialists in the Area of Evidence-Based Practices for Students with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED549534&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:3504069
ID  - 205297
ER  - 


TY  - JOUR
AB  - Telehealth has become an increasingly applied solution to delivering health care to rural and underserved areas by remote health care professionals. This study integrated social capital theory, social cognitive theory, and the technology acceptance model (TAM) to develop a comprehensive behavioral model for analyzing the relationships among social capital factors (social capital theory), technological factors (TAM), and system self-efficacy (social cognitive theory) in telehealth. The proposed framework was validated with 365 respondents from Nantou County, located in Central Taiwan. Structural equation modeling (SEM) was used to assess the causal relationships that were hypothesized in the proposed model. The finding indicates that elderly residents generally reported positive perceptions toward the telehealth system. Generally, the findings show that social capital factors (social trust, institutional trust, and social participation) significantly positively affect the technological factors (perceived ease of use and perceived usefulness respectively), which influenced usage intention. This study also confirmed that system self-efficacy was the salient antecedent of perceived ease of use. In addition, regarding the samples, the proposed model fitted considerably well. The proposed integrative psychosocial-technological model may serve as a theoretical basis for future research and can also offer empirical foresight to practitioners and researchers in the health departments of governments, hospitals, and rural communities.
AD  - Department of Health Administration, Tzu Chi College of Technology, 880, Section 2, Chien-Kuo Road, Hualien 970, Taiwan. tsairob@tccn.edu.tw.
AN  - 24810577
AU  - Tsai, C. H.
C2  - Pmc4053889
DA  - May 7
DO  - 10.3390/ijerph110504905
DP  - NLM
ET  - 2014/05/09
J2  - International journal of environmental research and public health
KW  - Cognition
*Community Participation
*Health Behavior
*Models, Theoretical
Psychometrics
Rural Population
Self Efficacy
*Social Capital
*Social Theory
Surveys and Questionnaires
Taiwan
Technology
*Telemedicine
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1661-7827 (Print)
1660-4601
SP  - 4905-25
ST  - Integrating social capital theory, social cognitive theory, and the technology acceptance model to explore a behavioral model of telehealth systems
T2  - Int J Environ Res Public Health
TI  - Integrating social capital theory, social cognitive theory, and the technology acceptance model to explore a behavioral model of telehealth systems
VL  - 11
ID  - 203943
ER  - 


TY  - JOUR
AB  - This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."
AD  - Department of Education in Technology and Science, Technion-Israel Institute of Technology, Haifa 32000, Israel. tmasha@gmail.com
AN  - 23222836
AU  - Tsaushu, M.
AU  - Tal, T.
AU  - Sagy, O.
AU  - Kali, Y.
AU  - Gepstein, S.
AU  - Zilberstein, D.
C2  - Pmc3516796
DA  - Winter
DO  - 10.1187/cbe.12-04-0042
DP  - NLM
ET  - 2012/12/12
J2  - CBE life sciences education
KW  - Achievement
Biology/*education/standards
Cognition
Humans
*Peer Group
*Problem-Based Learning
*Students
Technology/*education
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1931-7913
SP  - 402-12
ST  - Peer learning and support of technology in an undergraduate biology course to enhance deep learning
T2  - CBE Life Sci Educ
TI  - Peer learning and support of technology in an undergraduate biology course to enhance deep learning
VL  - 11
ID  - 203907
ER  - 


TY  - JOUR
AB  - Online learning can play an important role in engaging language learners and fostering autonomy. The LondonMet e-pack, which provides online interactive language learning materials, is used as a case study to illustrate some of the theoretical and practical issues faced by those implementing online language learning programmes. This article begins by providing a brief overview of research in this area before offering a pragmatic definition of learner/teacher autonomy. It then discusses some benefits of online language learning and the implications it has for learners, teachers and the curriculum. A detailed discussion follows of the structure of e-packs and how they are integrated into the language programme. The second half of the article reports on an action research approach to evaluating the project. On the positive side, the research shows that students enjoy working with the e-pack, and believe that it makes a significant contribution to the learning of the module. They also appear to be able to exercise autonomy in different ways and to different degrees. On the negative side, some problems have been experienced with co-ordinating online study and taught classes. The article concludes by offering practical solutions to these problems, with special emphasis on staff development and student support. (Contains 2 tables.)
AN  - EJ833126
AU  - Tschirhart, Cecile
AU  - Rigler, Elina
DA  - 04/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Professional Autonomy
Action Research
Online Courses
Pragmatics
Personal Autonomy
Independent Study
Second Language Learning
Second Languages
Electronic Learning
Metacognition
Interviews
Student Surveys
Foreign Countries
College Students
College Faculty
England (London)
United Kingdom (London)
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 0957-1736
SP  - 71-83
ST  - LondonMet e-Packs: A Pragmatic Approach to Learner/Teacher Autonomy
T2  - Language Learning Journal
TI  - LondonMet e-Packs: A Pragmatic Approach to Learner/Teacher Autonomy
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ833126&site=ehost-live&scope=site
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/09571730802404394
VL  - 37
ID  - 205264
ER  - 


TY  - JOUR
AB  - The successful use of memory requires us to be sensitive to the cues that will be present during retrieval. In many situations, we have some control over the external cues that we will encounter. For instance, learners create shopping lists at home to help remember what items to later buy at the grocery store, and they generate computer file names to help remember the contents of those files. Generating cues in the service of later cognitive goals is a complex task that lies at the intersection of metacognition, communication, and memory. In this series of experiments, we investigated how and how well learners generate external mnemonic cues. Across 5 experiments, learners generated a cue for each target word in a to-be-remembered list and received these cues during a later cued recall test. Learners flexibly generated cues in response to different instructional demands and study list compositions. When generating mnemonic cues, as compared to descriptions of target items, learners produced cues that were more distinct than mere descriptions and consequently elicited greater cued recall performance than those descriptions. When learners were aware of competing targets in the study list, they generated mnemonic cues with smaller cue-to-target associative strength but that were even more distinct. These adaptations led to fewer confusions among competing targets and enhanced cued recall performance. These results provide another example of the metacognitively sophisticated tactics that learners use to effectively support future retrieval.
AD  - Department of Educational Psychology, University of Arizona, 1430 E. Second Street, Tucson, AZ, 85721, USA, jonathantullis@gmail.com.
AN  - 25777138
AU  - Tullis, J. G.
AU  - Benjamin, A. S.
DA  - Aug
DO  - 10.3758/s13421-015-0517-3
DP  - NLM
ET  - 2015/03/18
J2  - Memory & cognition
KW  - Adult
*Association
*Cues
Humans
Mental Recall/*physiology
Metacognition/*physiology
Young Adult
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0090-502x
SP  - 922-38
ST  - Cue generation: How learners flexibly support future retrieval
T2  - Mem Cognit
TI  - Cue generation: How learners flexibly support future retrieval
VL  - 43
ID  - 204281
ER  - 


TY  - JOUR
AB  - Many situations require us to generate external cues to support later retrieval from memory. For instance, we create file names in order to cue our memory to a file's contents, and instructors create lecture slides to remember what points to make during classes. We even generate cues for others when we remind friends of shared experiences or send colleagues a computer file that is named in such a way so as to remind them of its contents. Here we explore how and how well learners tailor retrieval cues for different intended recipients. Across three experiments, subjects generated verbal cues for a list of target words for themselves or for others. Learners generated cues for others by increasing the normative cue-to-target associative strength but also by increasing the number of other words their cues point to, relative to cues that they generated for themselves. This strategy was effective: such cues supported higher levels of recall for others than cues generated for oneself. Generating cues for others also required more time than generating cues for oneself. Learners responded to the differential demands of cue generation for others by effortfully excluding personal, episodic knowledge and including knowledge that they estimate to be broadly shared.
AD  - Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA, jonathantullis@gmail.com.
AN  - 25377508
AU  - Tullis, J. G.
AU  - Benjamin, A. S.
DA  - May
DO  - 10.3758/s13421-014-0478-y
DP  - NLM
ET  - 2014/11/08
J2  - Memory & cognition
KW  - Adult
*Association
*Cues
Humans
Mental Recall/*physiology
Metacognition/*physiology
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0090-502x
SP  - 634-46
ST  - Cueing others' memories
T2  - Mem Cognit
TI  - Cueing others' memories
VL  - 43
ID  - 204291
ER  - 


TY  - JOUR
AB  - Identifying risk factors for sexual abuse in men who work with children and who have already abused a child could lead to more appropriate screening and prevention strategies and is thus of major scientific and societal relevance. A total of 8649 German men from the community were assessed in an extensive anonymous and confidential online survey. Of those, 37 (0.4 %) could be classified as child sexual abusers working with children, 90 (1.0 %) as child sexual abusers not working with children, and 816 (9.4 %) as men who work with children and who have not abused a child. We assessed the impact of working with children as an individual risk factor for self-reported child sexual abuse and compared personal factors, pedophilic sexual fantasies, deviant sexual behaviors, antisocial behaviors, and hypersexuality among the three groups. Most interestingly, working with children was significantly associated with a self-reported sexual offense against children; however, it explained only three percent of its variance. Child sexual abusers working with children admitted more antisocial and more sexually deviant behaviors than child sexual abusers not working with children and than men working with children who have not abused a child. Our findings support some of the suggestions made by other researchers concerning factors that could be considered in applicants for child- or youth-serving institutions. However, it has to be pointed out that the scientific basis still seems premature.
AD  - Institute for Sex Research and Forensic Psychiatry, University Medical Center Hamburg-Eppendorf, Martinistrasse 52, 20246, Hamburg, Germany. turner.daniel@gmx.de.
Institute of Clinical Psychology and Psychotherapy, Technische Universität Dresden, Dresden, Germany.
Institute for Health and Behaviour, Health Promotion and Aggression Prevention, University of Luxembourg, Esch-sur-Alzette, Luxembourg.
Institute for Sex Research and Forensic Psychiatry, University Medical Center Hamburg-Eppendorf, Martinistrasse 52, 20246, Hamburg, Germany.
AN  - 27184566
AU  - Turner, D.
AU  - Hoyer, J.
AU  - Schmidt, A. F.
AU  - Klein, V.
AU  - Briken, P.
DA  - Oct
DO  - 10.1007/s10508-016-0746-y
DP  - NLM
ET  - 2016/05/18
J2  - Archives of sexual behavior
KW  - Adolescent
Adult
Child
Child Abuse, Sexual/prevention & control/*statistics & numerical data
Child, Preschool
Fantasy
Female
Humans
Logistic Models
Male
Residence Characteristics
Risk Assessment
Risk Factors
Self Report
Sexual Behavior/*psychology
Substance-Related Disorders
*Antisocial behaviors
*Child sexual abuse
*Hypersexuality
*Pedophilic behaviors
*Pedophilic sexual interests
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0004-0002
SP  - 1851-61
ST  - Risk Factors for Sexual Offending in Men Working With Children: A Community-Based Survey
T2  - Arch Sex Behav
TI  - Risk Factors for Sexual Offending in Men Working With Children: A Community-Based Survey
VL  - 45
ID  - 204589
ER  - 


TY  - JOUR
AB  - In today's global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies influence pedagogy? How are student knowledge, attitudes, and behaviors changed? What are the best ways to assess students' digital and media literacy? These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate. Experimental and pilot programs in the digital and media literacy fields are yielding insights, but gaps in understanding and lack of support for research and development continue to impede growth in these areas. Learning environments no longer depend on seat time in factory-like school settings. Learning happens anywhere, anytime, and productivity in the workplace depends on digital and media literacy. To create the human capital necessary for success and sustainability in a technology-driven world, we must invest in the literacy practices of our youth. In this article, we make recommendations for research and policy priorities.
AD  - Drew University, Madison, New Jersey; krturner@fordham.edu.
Center for Media Literacy, Malibu, California.
University of Ottawa, Ottawa, Ontario, Canada.
College of Charleston, Charleston, South Carolina.
Central Michigan University, Mount Pleasant, Michigan.
California State University Northridge, Northridge, California; and.
Kent State University, Kent, Ohio.
AN  - 29093046
AU  - Turner, K. H.
AU  - Jolls, T.
AU  - Hagerman, M. S.
AU  - O'Byrne, W.
AU  - Hicks, T.
AU  - Eisenstock, B.
AU  - Pytash, K. E.
DA  - Nov
DO  - 10.1542/peds.2016-1758P
DP  - NLM
ET  - 2017/11/03
J2  - Pediatrics
KW  - Adolescent
Child
*Comprehension
Computer Literacy/*trends
Computers/*statistics & numerical data/*trends
Humans
*Learning
conflicts of interest to disclose.
LA  - eng
M1  - Suppl 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0031-4005
SP  - S122-s126
ST  - Developing Digital and Media Literacies in Children and Adolescents
T2  - Pediatrics
TI  - Developing Digital and Media Literacies in Children and Adolescents
VL  - 140
ID  - 204409
ER  - 


TY  - GEN
AB  - This publication and its companion, "Personal Competencies/Personalized Learning: Lesson Plan Reflection Guide," were created in response to a request for further development of the practical application of personalized learning concepts by teachers. Personalized learning varies the time, place, and pace of learning for each student, and involves the student as a partner in their own education. Personal competencies underlie all learning. The four main competency areas are the following: (1) Cognitive Competency; (2) Metacognitive Competency; (3) Motivational Competency; and (4) Social/Emotional Competency. Personal competencies appear integral to learning, as they are acquired through learning and applied in the learning process. Personalized learning often amplifies the importance of personal competencies. As students are given greater choice and control over learning, their more prominent role in the entire learning process only magnifies the importance of personal competencies, and how educators may enhance and support them. This document features a peer-to-peer observation tool designed to help teachers support and learn from one another in the course of personalized learning, enhance personal competencies for all students, and use technology to support instruction. Using the tool enhances the ability to review and reflect on the lesson with accuracy and specificity--with a focus on student benefits across both instructional goals and personal competencies. Sustained use should strengthen educators' ability to engage in honest, supportive, and deep reflection, with the goal of continued improvements in teaching and learning.
AU  - Twyman, Janet
AU  - Redding, Sam
AU  - Council of Chief State School, Officers
DB  - ERIC
DP  - EBSCOhost
J2  - Council of Chief State School Officers
KW  - Reflection
Instruction
Individualized Instruction
Individualized Programs
Cognitive Ability
Metacognition
Motivation
Emotional Development
Interpersonal Competence
Learning Processes
Peer Evaluation
Lesson Observation Criteria
Transformative Learning
Reflective Teaching
Interviews
Educational Practices
Teaching Guides
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Council of Chief State School Officers
PY  - 2015
ST  - Personal Competencies/Personalized Learning: Reflection on Instruction. A Peer-to-Peer Learning and Observation Tool
TI  - Personal Competencies/Personalized Learning: Reflection on Instruction. A Peer-to-Peer Learning and Observation Tool
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED558120&site=ehost-live&scope=site
ID  - 205289
ER  - 


TY  - JOUR
AB  - BACKGROUND: The theoretical framework of the current study is based on mediated learning experience (MLE) theory, which is similar to the scaffolding concept. The main question of the current study was to what extent mother-child MLE strategies affect psychological resilience and cognitive modifiability of boys with learning disability (LD). Secondary questions were to what extent the home environment, severity of boy's LD, and mother's attitude towards her child's LD affect her MLE strategies and consequently the child's psychological resilience and cognitive modifiability. AIMS: The main objectives of this study were the following: (a) to investigate the effects of mother-child MLE strategies on psychological resilience and cognitive modifiability among 7- to 10-year-old boys with LD, (b) to study the causal effects of distal factors (i.e., socio-economic status [SES], home environment, severity of child's LD, mother's attitude towards LD) and proximal factors (i.e., MLE strategies) on psychological resilience and cognitive modifiability. METHODS: A sample of mother-child dyads (n = 100) were videotaped during a short teaching interaction. All children were boys diagnosed as children with LD. The interaction was analysed for MLE strategies by the Observation of Mediation Interaction scale. Children were administered psychological resilience tests and their cognitive modifiability was measured by dynamic assessment using the Analogies subtest from the Cognitive Modifiability Battery. Home environment was rated by the Home Observation for Measurement of the Environment (HOME), and mothers answered a questionnaire of attitudes towards child's LD. RESULTS: The findings showed that mother-child MLE strategies, HOME, and socio-economic level contributed significantly to prediction of psychological resilience (78%) and cognitive modifiability (51%). Psychological resilience was positively correlated with cognitive modifiability (Rc = 0.67). Structural equation modelling analysis supported, in general, the hypotheses about the causal effects of distal and proximal factors of psychological resilience and cognitive modifiability. CONCLUSION: The findings validate and extend the MLE theory by showing that mother-child MLE strategies significantly predict psychological resilience and cognitive modifiability among boys with LD. Significant correlation between psychological resilience and cognitive modifiability calls for further research exploring the role of MLE strategies in development of both.
AD  - Bar Ilan University, Ramat Gan, Israel.
Kibbutzim College of Education, Tel Aviv-Yafo, Israel.
AN  - 29573411
AU  - Tzuriel, D.
AU  - Shomron, V.
DA  - Jun
DO  - 10.1111/bjep.12219
DP  - NLM
ET  - 2018/03/25
J2  - The British journal of educational psychology
KW  - Behavior/physiology
Child
Child Development/*physiology
Cognition/*physiology
Female
Humans
Learning Disabilities/*psychology
Male
Mothers/*psychology
Resilience, Psychological
Social Class
Psychological resilience
cognitive modifiability
home environment
learning disability
mediated learning
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0007-0998
SP  - 236-260
ST  - The effects of mother-child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability
T2  - Br J Educ Psychol
TI  - The effects of mother-child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability
VL  - 88
ID  - 203903
ER  - 


TY  - JOUR
AB  - AIM: Augmentative and alternative communication devices proved to be effective in patients with severe intellectual disability to overcome their communication impairments. In order to give a contribution for design of augmentative and alternative communication systems that better meet the needs of beginning communicators we decided to report our clinical experience about using augmentative and alternative communication in adolescents with severe intellectual disability. METHODS: Five patients who underwent a long time traditional speech rehabilitation program (at least 5 years) with scant improvements in linguistic function were recruited and evaluated by means of the Vineland Adaptive Behaviour Scale before and after a three years augmentative and alternative communication intervention carried out by a multidisciplinary team. RESULTS: After the rehabilitative intervention patients showed an improvement in communication, daily living skills and socialization as measured by the Vineland Adaptive Behaviour Scale. CONCLUSION: Augmentative and alternative communication is an effective rehabilitation approach to people with severe intellectual disability and impairments in linguistic expression. Moreover augmentative and alternative communication is a useful tool allowing these patients to increase their social participation also enhancing their self-esteem. Our clinical experience confirmed these topics also in adolescents who underwent a long time traditional speech rehabilitation program with scant improvements, providing practical information to clinicians.
AD  - Department of Physical and Rehabilitation Medicine A.S.R.E.M., Campobasso, Italy. ulianodomenico@yahoo.it
AN  - 20485219
AU  - Uliano, D.
AU  - Falciglia, G.
AU  - Del Viscio, C.
AU  - Picelli, A.
AU  - Gandolfi, M.
AU  - Passarella, A.
DA  - Jun
DP  - NLM
ET  - 2010/05/21
J2  - European journal of physical and rehabilitation medicine
KW  - *Activities of Daily Living
Adolescent
*Communication Aids for Disabled
Communication Disorders/*rehabilitation
Humans
Intellectual Disability/*rehabilitation
Male
*Socialization
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1973-9087
SP  - 147-52
ST  - Augmentative and alternative communication in adolescents with severe intellectual disability: a clinical experience
T2  - Eur J Phys Rehabil Med
TI  - Augmentative and alternative communication in adolescents with severe intellectual disability: a clinical experience
VL  - 46
ID  - 204020
ER  - 


TY  - JOUR
AB  - The aim of this study is to compare effectiveness and efficiency of least-to-most prompting and video modeling for teaching pretend play skills to children with autism spectrum disorder. The adapted alternating treatment model, a single-subject design, was used in the study. Three students, one girl and two boys, between the ages of 5-6 participated in the study. The effectiveness results of the study showed that there is no marked difference between least-to-most prompting and video modeling for teaching pretend play skills to children with autism spectrum disorder in terms of acquisition, maintenance, and generalization. However, when these two teaching processes are compared in terms of efficiency parameters, it was observed that teaching with least-to-most prompting is more efficient in comparison to video modeling for two subjects. The social validity findings of the study showed that the mothers of the subjects and the graduate students who studied and had already taken certain courses for their master's degree in the Applied Behavior Analysis Program expressed positive opinions about the study. Findings obtained from the study were discussed and suggestions were given for further studies.
AN  - EJ1060193
AU  - Ulke-Kurkcuoglu, Burcu
DA  - 04/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Video Technology
Modeling (Psychology)
Play
Skill Development
Imagination
Autism
Pervasive Developmental Disorders
Young Children
Teaching Methods
Maintenance
Generalization
Instructional Effectiveness
Mothers
Graduate Students
Attitude Measures
Foreign Countries
Peer Influence
Intervention
Turkey
Leiter International Performance Scale
Turkey
Leiter International Performance Scale
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1303-0485
SP  - 499-517
ST  - A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder
T2  - Educational Sciences: Theory and Practice
TI  - A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1060193&site=ehost-live&scope=site
VL  - 15
ID  - 205070
ER  - 


TY  - JOUR
AB  - This study aims to investigate the effectiveness of the instruction process provided through computer-assisted activity schedules in the instruction of on-schedule and role-play skills to children with autism spectrum disorder. Herein, a multiple probe design with probe conditions across participants among single subject designs was used. Four children aged between four and ten participated in the study. The findings of the study showed that the instruction process provided through computer-assisted activity schedules has an effect upon the acquisition, maintenance, and generalization of the on-schedule and role-play skills of the children participating in the study. With respect to the social validity findings of the study, families and teachers gave positive opinions about the instruction process. In this paper, the findings obtained from the study are discussed and suggestions are made regarding implications and future research.
AN  - EJ1067459
AU  - Ulke-Kurkcuoglu, Burcu
AU  - Bozkurt, Funda
AU  - Cuhadar, Selmin
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Computer Uses in Education
Scheduling
Role Playing
Skill Development
Children
Maintenance
Generalization
Teacher Attitudes
Parent Attitudes
Foreign Countries
Males
Reinforcement
Prompting
Responses
Observation
Turkey
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1303-0485
SP  - 671-689
ST  - Effectiveness of Instruction Performed through Computer-Assisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder
T2  - Educational Sciences: Theory and Practice
TI  - Effectiveness of Instruction Performed through Computer-Assisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1067459&site=ehost-live&scope=site
VL  - 15
ID  - 205166
ER  - 


TY  - JOUR
AB  - This study examined the efficacy of a systematic process for matching behavioral interventions to assessed function(s) of problem behavior with adults with developmental disabilities in a community-based day program. Previous applications of the technique were found to be effective with school-age students in classroom settings. Participants were three adults (ages 48–63) with developmental disabilities who displayed longstanding inappropriate social interactions. The study was conducted in two phases. In Phase 1, descriptive FBAs were conducted. Each FBA included structured interviews and direct observations that were used to identify the functions of target behaviors. In Phase 2, function-based interventions were systematically constructed for each participant, and then implemented for an extended period (8 weeks) within ongoing activities at their day program. The mean response rates of appropriate social interaction increased immediately when intervention was introduced, whereas the mean response rates of inappropriate social interaction decreased. Data on treatment integrity (level of implementation) were collected for every session and documented that the interventions were implemented with high levels of fidelity. In addition, staff gave the function-based interventions high acceptability ratings, indicating they viewed the interventions as socially valid and preferable to the procedures they used before intervention. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Umbreit, John, University of Arizona, Department of Special Education, PO Box 210069, Tucson, AZ, US, 85721-0069
AN  - 2010-15584-003
AU  - Underwood, Martha A.
AU  - Umbreit, John
AU  - Liaupsin, Carl
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - designing function-based intervention
adults
communities
developmental disabilities
behavioral intervention
social interaction
Behavioral Assessment
Intervention
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2009
SN  - 1547-0350
SP  - 25-38
ST  - Efficacy of a systematic process for designing function-based interventions for adults in a community setting
T2  - Education and Training in Developmental Disabilities
TI  - Efficacy of a systematic process for designing function-based interventions for adults in a community setting
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-15584-003&site=ehost-live&scope=site
VL  - 44
ID  - 204924
ER  - 


TY  - JOUR
AB  - PLAIN ENGLISH SUMMARY: (Please see www.Toolsfortalking.co.uk for an easy read summary of the project.) The Tools for Talking are a set of resources that were developed through collaboration between Black, Asian and minority ethnic people with learning disabilities and researchers at the University of Birmingham. The resources were designed to be used by people with learning disabilities and service providers to facilitate culturally-sensitive communication and information sharing, service planning and delivery. They comprise illustrative videos and exploratory activities relating to five topics, namely, culture, activities, support from staff, important people, choices and independence. These topics emerged as important to people with learning disabilities during the 'Access to Social Care-Learning Disabilities' (ASC-LD) study which involved interviews with 32 adults with learning disabilities from Black, Asian and minority ethnic communities. The results of the ASC-LD study were used to develop a set of draft resources which were then co-developed through collaboration with people with learning disabilities and service providers. A 'Partnership event' was convened to involve stakeholders in the development of the resources. This paper describes the refinement of these materials by people with learning disabilities from Black, Asian and minority ethnic backgrounds in cooperation with a range of other stakeholders. ABSTRACT: Background Black, Asian and minority ethnic people with learning disabilities face inequities in health and social care provision. Lower levels of service uptake and satisfaction with services have been reported, however, this is largely based on the views of carers. The 'Access to Social Care: Learning Disabilities (ASC-LD)' study sought to explore the views and experiences of social support services among adults with learning disabilities from Black, Asian and minority ethnic communities. Interviews with 32 Black, Asian and minority ethnic adults with learning disabilities were conducted to explore participants' cultural identities, their understanding and experience of 'support'. The views and experiences expressed in the ASC-LD study were used in the 'Tools for Talking project' to develop a suite of resources designed to facilitate culturally-sensitive communication and information-sharing, service planning and delivery through improved mutual understanding between providers and users of services. This paper describes the Tools for Talking project which sought to co-develop the resources through a partnership event. Methods An inclusive approach was adopted to address issues that are important to people with learning disabilities, to represent their views and experiences, and to involve Black, Asian and minority ethnic people with learning disabilities in the research process. Partnerships were developed with provider organisations and service users who were invited to a 'Partnership Event'. Collaborators at the partnership event were asked to comment on and evaluate draft resources which included a series of videos and activities to explore topics that emerged as important in the ASC-LD study. Their comments were collated and the tools developed as they suggested. Results Using the results from the ASC-LD study helped to ensure that the draft resources were relevant to service users, addressing topics that were important to them. The partnership event was an effective method to collaborate with a relatively large number of stakeholders. However, the event was resource intensive and required substantial planning to ensure active and meaningful participation. Considerations, such as inviting stakeholders, developing the programme and selecting a venue are discussed. Conclusions The partnership approach has led to the development of a set of five illustrative videos and accompanying activities that address issues that emerged from the collaborative process including: culture, activities, support from staff, important people, choices and independence. These resources are freely available at: www.Toolsfortalking.co.uk. They are designed to be used by users and providers of services, but may also be useful in other settings.
AD  - University of Birmingham, School of Psychology, Edgbaston, Birmingham B15 2TT UK. GRID: grid.6572.6. ISNI: 0000000419367486
St. Andrews Healthcare, Academic Unit, Northampton, UK.
Independent service user advisor, Dudley, UK.
AN  - 29062518
AU  - Unwin, G.
AU  - Larkin, M.
AU  - Rose, J.
AU  - Kroese, B. S.
AU  - Malcolm, S.
C2  - Pmc5611676
DO  - 10.1186/s40900-016-0031-1
DP  - NLM
ET  - 2016/05/18
J2  - Research involvement and engagement
KW  - Asian
Black
Inclusion
Intellectual disabilities
Learning disabilities
Minority ethnic
Partnership
Social support
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2056-7529 (Print)
2056-7529
SP  - 17
ST  - Developing resources to facilitate culturally-sensitive service planning and delivery - doing research inclusively with people with learning disabilities
T2  - Res Involv Engagem
TI  - Developing resources to facilitate culturally-sensitive service planning and delivery - doing research inclusively with people with learning disabilities
VL  - 2
ID  - 204753
ER  - 


TY  - JOUR
AB  - The purpose of this paper is to describe the metacognitive strategies applied during the controlling-correcting activities of three hearing-impaired youths' written answers to text-related questions. The data have been derived from a pilot action research effort. The research journal, students' portfolios, archival information, interviews, surveys and the videotaped data of this action research effort have been compiled based on the cyclical actions and analysed inductively. The metacognitive strategies the instructor applied seemed to create a supportive environment for the students to contribute to the activity, utilising some of their metacognitive strategies and skills. However, it is suggested that for their internalisation of those metacognitive strategies, they would need more practice and various experiences in meaningful learning environments.
AN  - EJ941972
AU  - Uzuner, Yildiz
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Metacognition
Hearing Impairments
Cognitive Processes
Classroom Environment
Portfolios (Background Materials)
Interviews
Surveys
Video Technology
Student Behavior
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1471-3802
SP  - 47-54
ST  - Metacognitive Strategies Applied during Correcting Text-Related Answers of Three Students with Hearing Loss
T2  - Journal of Research in Special Educational Needs
TI  - Metacognitive Strategies Applied during Correcting Text-Related Answers of Three Students with Hearing Loss
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ941972&site=ehost-live&scope=site
http://dx.doi.org/10.1111/j.1471-3802.2008.00101.x
VL  - 8
ID  - 205271
ER  - 


TY  - JOUR
AB  - BACKGROUND: Schizophrenia can be interpreted as a pathology involving the neocortex whose cognitive dysfunctions represent a central and persistent characteristic of the disease, as well as one of the more important symptoms in relation to the impairment of psychosocial functioning and the resulting disabilities. Given the implication of cognitive functions in everyday life, they can better predict the degree of schizophrenia. The study proposes to use Machine Learning techniques to identify the specific cognitive deficits of schizophrenia that mostly characterize the disorder, as well as to develop a predictive system that can diagnose the presence of schizophrenia based on neurocognitive tests. BACKGROUND: The study employs a dataset of neurocognitive assessments carried out on 201 people (86 schizophrenic patients and 115 healthy patients) recruited by the Neuroscience Group of the University of Bari "A. Moro". A data analysis process has been carried out, with the aim of selecting the most relevant features as well as to prepare data for training a number of "off-the-shelf" machine learning methods (Decision Tree, Random Forest, Logistic Regression, k-Nearest Neighbor, Neural Network, Support Vector Machine), which have been evaluated in terms of classification accuracy according to stratified 20-fold cross-validation. RESULTS: Among all variables, 14 were selected as the most influential for the classification problem. The variables with greater influence are related to working memory, executive functions, attention, verbal fluency, memory. The best algorithms turned out to be Support Vector Machine (SVM) and Neural Network, showing an accuracy of 87.8% and 84.8% on a test set. CONCLUSIONS: Machine Learning provides "cheap" and non-invasive methods that potentially enable early intervention with specific rehabilitation interventions. The results suggest the need to integrate a thorough neuropsychological evaluation into the more general diagnostic evaluation of patients with schizophrenia disorder.
AD  - Città Solidale Società Cooperativa Sociale, Via Anania Lamarina, 75, 72022 Latiano (BR), Italy, antonellavacca@yahoo.com.
AN  - 31488738
AU  - Vacca, A.
AU  - Longo, R.
AU  - Mencar, C.
DA  - Sep
DP  - NLM
ET  - 2019/09/07
J2  - Psychiatria Danubina
KW  - Cognition
Cognition Disorders/*complications/*diagnosis
Cognitive Dysfunction/*complications/*diagnosis
Humans
*Machine Learning
Neuropsychological Tests
Schizophrenia/*complications/*diagnosis
Schizophrenic Psychology
LA  - eng
M1  - Suppl 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0353-5053 (Print)
0353-5053
SP  - 261-264
ST  - Identification and evaluation of cognitive deficits in schizophrenia using "Machine learning"
T2  - Psychiatr Danub
TI  - Identification and evaluation of cognitive deficits in schizophrenia using "Machine learning"
VL  - 31
ID  - 204520
ER  - 


TY  - JOUR
AB  - About a half a century has passed since dopamine was identified as a neurotransmitter, and it has been several decades since it was established that people with Parkinson's disease receive motor symptom relief from oral levodopa. Despite the evidence that levodopa can reduce motor symptoms, there has been a developing body of literature that dopaminergic therapy can improve cognitive functions in some patients but make them worse in others. Over the past two decades, several laboratories have shown that dopaminergic medications can impair the action of intact neural structures and impair the behaviors associated with these structures. In this review, we consider the evidence that has accumulated in the areas of reversal learning, motor sequence learning, and other cognitive tasks. The purported inverted-U shaped relationship between dopamine levels and performance is complex and includes many contributory factors. The regional striatal topography of nigrostriatal denervation is a critical factor, as supported by multimodal neuroimaging studies. A patient's individual genotype will determine the relative baseline position on this inverted-U curve. Dopaminergic pharmacotherapy and individual gene polymorphisms can affect the mesolimbic and prefrontal cortical dopaminergic functions in a comparable, inverted-U dose-response relationship. Depending on these factors, a patient can respond positively or negatively to levodopa when performing reversal learning and motor sequence learning tasks. These tasks may continue to be relevant as our society moves to increased technological demands of a digital world that requires newly learned motor sequences and adaptive behaviors to manage daily life activities.
AD  - Department of Applied Physiology and Kinesiology, University of Florida, Gainesville, Florida, USA; Department of Neurology, University of Florida, Gainesville, Florida, USA; Department of Biomedical Engineering, University of Florida, Gainesville, Florida, USA.
AN  - 24123087
AU  - Vaillancourt, D. E.
AU  - Schonfeld, D.
AU  - Kwak, Y.
AU  - Bohnen, N. I.
AU  - Seidler, R.
C2  - Pmc3859825
C6  - Nihms521970
DA  - Dec
DO  - 10.1002/mds.25687
DP  - NLM
ET  - 2013/10/15
J2  - Movement disorders : official journal of the Movement Disorder Society
KW  - Brain/drug effects/*metabolism
Cognition Disorders/*drug therapy/etiology
Dopamine/*metabolism
Dopamine Agents/*adverse effects
Humans
Learning Disabilities/drug therapy/etiology
Levodopa/*adverse effects
Parkinson Disease/*complications/drug therapy/pathology
dopamine
dorsal striatum
learning
prefrontal cortex
ventral striatum
LA  - eng
M1  - 14
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0885-3185 (Print)
0885-3185
SP  - 1920-9
ST  - Dopamine overdose hypothesis: evidence and clinical implications
T2  - Mov Disord
TI  - Dopamine overdose hypothesis: evidence and clinical implications
VL  - 28
ID  - 204105
ER  - 


TY  - JOUR
AB  - Autism spectrum disorders lead to a long-term and severe impairment of communication and social interactions. The expansion of information and communication technologies, through digital applications which can be used on different devices, can be used to support these functions necessary for the development of children with ASD. Applications, serious games and even humanoid robots help to boost children's interest in learning. They must however form part of a broader range of therapies.
AD  - Pôle universitaire de psychiatrie de l'enfant et de l'adolescent, centre hospitalier spécialisé Henri Laborit-université de Poitiers, CMPEA, 7, rue des Anciennes-Serres, 86280 Saint-Benoît, France.
Pôle universitaire de psychiatrie de l'enfant et de l'adolescent, unité de recherche clinique (URC), centre hospitalier spécialisé Henri Laborit-université de Poitiers, Faculté de médecine et de pharmacie, 6, rue de la Milétrie, TSA 51115, 86073 Poitiers cedex 9, France. Electronic address: ludovic.gicquel@univ-poitiers.fr.
AN  - 28683883
AU  - Vallart, E.
AU  - Gicquel, L.
DA  - Jul-Aug
DO  - 10.1016/j.spsy.2017.04.009
DP  - NLM
ET  - 2017/07/08
J2  - Soins. Psychiatrie
KW  - Autism Spectrum Disorder/*nursing/*psychology
Child
Humans
Interpersonal Relations
Mobile Applications
Motivation
Robotics
*Smartphone
Social Communication Disorder/nursing/psychology
*Social Support
*Therapy, Computer-Assisted
Video Games
accompagnement
application
autism spectrum disorder
information and communication technology
interaction sociale
social interaction
support
technologie d’information et de communication
trouble du spectre de l’autisme
LA  - fre
M1  - 311
N1  - PubMed NLM literature search August 25, 2020
OP  - Accompagner l’enfant avec autisme grâce aux outils numériques.
PY  - 2017
SN  - 0241-6972 (Print)
0241-6972
SP  - 30-33
ST  - [Supporting an ASD child with digital tools]
T2  - Soins Psychiatr
TI  - [Supporting an ASD child with digital tools]
VL  - 38
ID  - 203987
ER  - 


TY  - JOUR
AB  - This paper analyzes children&rsquo;s imaginaries of Human-Robots Interaction (HRI) in the context of social robots in healthcare, and it explores ethical and social issues when designing a social robot for a children&rsquo;s hospital. Based on approaches that emphasize the reciprocal relationship between society and technology, the analytical force of imaginaries lies in their capacity to be embedded in practices and interactions as well as to affect the construction and applications of surrounding technologies. The study is based on a participatory process carried out with six-year-old children for the design of a robot. Imaginaries of HRI are analyzed from a care-centered approach focusing on children&rsquo;s values and practices as related to their representation of care. The conceptualization of HRI as an assemblage of interactions, the prospective bidirectional care relationships with robots, and the engagement with the robot as an entity of multiple potential robots are the major findings of this study. The study shows the potential of studying imaginaries of HRI, and it concludes that their integration in the final design of robots is a way of including ethical values in it.
AD  - Department of Social Psychology, Universitat Autònoma de Barcelona, 08193 Barcelona, Spain. nuria.valles@uab.cat.
Automatic Control Department, Universitat Politècnica de Catalunya, UPC BarcelonaTech, 08028 Barcelona, Spain. cecilio.angulo@upc.edu.
Department of Social Psychology, Universitat Autònoma de Barcelona, 08193 Barcelona, Spain. miquel.domenech@uab.cat.
AN  - 29757221
AU  - Vallès-Peris, N.
AU  - Angulo, C.
AU  - Domènech, M.
C2  - Pmc5982009
DA  - May 12
DO  - 10.3390/ijerph15050970
DP  - NLM
ET  - 2018/05/15
J2  - International journal of environmental research and public health
KW  - Child
Community-Based Participatory Research
*Equipment Design/ethics/methods/psychology
Female
*Hospitals, Pediatric
Humans
*Imagination
Male
Prospective Studies
Psychology, Child
*Robotics/ethics/instrumentation/methods
*Social Behavior
Social Values
*children’s hospital
*ethics of care
*imaginaries
*participatory process
*social robots
the design of the study
in the collection, analyses, or interpretation of data
in
the writing of the manuscript, or in the decision to publish the results.
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1661-7827 (Print)
1660-4601
ST  - Children's Imaginaries of Human-Robot Interaction in Healthcare
T2  - Int J Environ Res Public Health
TI  - Children's Imaginaries of Human-Robot Interaction in Healthcare
VL  - 15
ID  - 203882
ER  - 


TY  - JOUR
AB  - It is estimated that the human mitochondrial proteome consists of 1000-1500 distinct proteins. The majority of these support the various biochemical pathways that are active in these organelles. Individuals with an oxidative phosphorylation disorder of unknown cause provide a unique opportunity to identify novel genes implicated in mitochondrial biology. We identified a homozygous deletion of CEP89 in a patient with isolated complex IV deficiency, intellectual disability and multisystemic problems. CEP89 is a ubiquitously expressed and highly conserved gene of unknown function. Immunocytochemistry and cellular fractionation experiments showed that CEP89 is present both in the cytosol and in the mitochondrial intermembrane space. Furthermore, we ascertained in vitro that downregulation of CEP89 resulted in a severe decrease in complex IV in-gel activity and altered mobility, suggesting that the complex is aberrantly formed. Two-dimensional BN-SDS gel analysis revealed that CEP89 associates with a high-molecular weight complex. Together, these data confirm a role for CEP89 in mitochondrial metabolism. In addition, we modeled CEP89 loss of function in Drosophila. Ubiquitous knockdown of fly Cep89 decreased complex IV activity and resulted in complete lethality. Furthermore, Cep89 is required for mitochondrial integrity, membrane depolarization and synaptic transmission of photoreceptor neurons, and for (sub)synaptic organization of the larval neuromuscular junction. Finally, we tested neuronal Cep89 knockdown flies in the light-off jump reflex habituation assay, which revealed its role in learning. We conclude that CEP89 proteins play an important role in mitochondrial metabolism, especially complex IV activity, and are required for neuronal and cognitive function across evolution.
AD  - Department of Human Genetics, Radboud University Medical Centre, 6500 HB, Nijmegen, The Netherlands.
AN  - 23575228
AU  - van Bon, B. W.
AU  - Oortveld, M. A.
AU  - Nijtmans, L. G.
AU  - Fenckova, M.
AU  - Nijhof, B.
AU  - Besseling, J.
AU  - Vos, M.
AU  - Kramer, J. M.
AU  - de Leeuw, N.
AU  - Castells-Nobau, A.
AU  - Asztalos, L.
AU  - Viragh, E.
AU  - Ruiter, M.
AU  - Hofmann, F.
AU  - Eshuis, L.
AU  - Collavin, L.
AU  - Huynen, M. A.
AU  - Asztalos, Z.
AU  - Verstreken, P.
AU  - Rodenburg, R. J.
AU  - Smeitink, J. A.
AU  - de Vries, B. B.
AU  - Schenck, A.
DA  - Aug 1
DO  - 10.1093/hmg/ddt170
DP  - NLM
ET  - 2013/04/12
J2  - Human molecular genetics
KW  - Animals
Cell Cycle Proteins/genetics/*metabolism
Child
Chromosomes, Human, Pair 19
Cytochrome-c Oxidase Deficiency/genetics/metabolism
Cytosol
Disease Models, Animal
Drosophila/genetics/*metabolism
Drosophila Proteins/genetics/*metabolism
Female
Gene Deletion
Gene Expression
Gene Knockdown Techniques
Homozygote
Humans
Learning
Microtubule-Associated Proteins
Mitochondria/genetics/*metabolism
Mutation
Neurons/*metabolism
Organ Specificity/genetics
Polymorphism, Single Nucleotide
Protein Transport
Synapses/genetics/metabolism
LA  - eng
M1  - 15
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0964-6906
SP  - 3138-51
ST  - CEP89 is required for mitochondrial metabolism and neuronal function in man and fly
T2  - Hum Mol Genet
TI  - CEP89 is required for mitochondrial metabolism and neuronal function in man and fly
VL  - 22
ID  - 204836
ER  - 


TY  - JOUR
AB  - We compared speed of acquisition and preference for using a speech-generating device (SGD) versus manual signing (MS) as augmentative and alternative communication (AAC) options. Four children with developmental disabilities (DD), aged 5-10 years, were taught to request preferred objects using an iPod(®)-based SGD and MS. Intervention was introduced in a multiple-probe across participants design and SGD and MS conditions were compared in an alternating treatments design. A systematic choice-making paradigm was implemented to determine if the children showed a preference for using SGD or MS. All participants showed increased use of SGD when intervention was introduced, but only three learned under the MS condition. Three participants exhibited a preference for the SGD while the remaining participant demonstrated a preference for using MS. Results support previous studies showing that individuals with DD often show a preference for different AAC options and extend previous data by suggesting that acquisition and maintenance was better for the preferred option.
AD  - School of Educational Psychology and Pedagogy, Victoria University of Wellington, Karori, Wellington, New Zealand. larah.vandermeer@vuw.ac.nz
AN  - 22554812
AU  - van der Meer, L.
AU  - Kagohara, D.
AU  - Achmadi, D.
AU  - O'Reilly, M. F.
AU  - Lancioni, G. E.
AU  - Sutherland, D.
AU  - Sigafoos, J.
DA  - Sep-Oct
DO  - 10.1016/j.ridd.2012.04.004
DP  - NLM
ET  - 2012/05/05
J2  - Research in developmental disabilities
KW  - Child
Child Development Disorders, Pervasive/rehabilitation
Child, Preschool
*Communication Aids for Disabled
Developmental Disabilities/*rehabilitation
Down Syndrome/rehabilitation
Education, Special
Humans
*MP3-Player
Male
Myotonic Dystrophy/rehabilitation
*Patient Preference
*Sign Language
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0891-4222
SP  - 1658-69
ST  - Speech-generating devices versus manual signing for children with developmental disabilities
T2  - Res Dev Disabil
TI  - Speech-generating devices versus manual signing for children with developmental disabilities
VL  - 33
ID  - 204065
ER  - 


TY  - JOUR
AB  - Purpose: To determine the feasibility of the Dutch Geriatric Intervention Programme (DGIP) in primary care. Within the DGIP, a nurse cooperates with a General Practitioner (GP) and a clinical geriatrician to assess and manage care for community-living older patients. The aim of this study was to describe both views of care receivers and those of professionals in order to identify facilitating factors and barriers for implementation of the DGIP. Method: Combined quantitative and qualitative data collection methods were used. Pre- and post-questionnaires were taken from GPs (n = 15), nurses (n = 6) and geriatricians (n = 2). These professionals were also interviewed. In addition patients (n = 11 out of total n = 54) and their carers (n = 37) were interviewed. Results: GPs appreciated the support by the DGIP for problems in cognition, mood and mobility. Lack of knowledge and time restriction was the cause of their incapability at that point. In the cooperation between professionals, nurses felt that they had to initiate the contact. Personal contact helped the mutual communication. Involving the carer of the patient proved very important. All disciplines found this of crucial importance in order to deliver a tailored intervention and create conditions for optimal care. Barriers, for which the programme was tailored during the implementation, were: resistance in referrals of patients to the programme, nurses' and GPs' knowledge of diagnostic tests, communication problems and insufficient involvement of caregivers. Conclusions: The implementation of the DGIP was feasible, but several barriers need ongoing attention by implementation, like communication between disciplines. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Van Eijken, Monique, Radboud University Nijmegen Medical Centre, Centre for Quality of Care Research, 117, PO Box 9101, 6500 HB, Nijmegen, Netherlands
AN  - 2008-07449-004
AU  - Van Eijken, Monique
AU  - Melis, René
AU  - Wensing, Michel
AU  - Rikkert, Marcel Olde
AU  - Van Achterberg, Theo
DB  - APA PsycInfo
DO  - 10.1080/09638280701400508
DP  - EBSCOhost
KW  - community based geriatric intervention program
general practitioners
nurses
geriatricians
caregivers
cognition
mood
Aged
Aged, 80 and over
Attitude of Health Personnel
Feasibility Studies
Female
Frail Elderly
Health Services for the Aged
Home Care Services
Humans
Interviews as Topic
Male
Netherlands
Physician-Nurse Relations
Physicians, Family
Referral and Consultation
Crisis Intervention
Geriatrics
Emotional States
M1  - 9
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2008
SN  - 0963-8288
1464-5165
SP  - 696-708
ST  - Feasibility of a new community-based geriatric intervention programme: An exploration of experiences of GPs, nurses, geriatricians, patients and caregivers
T2  - Disability and Rehabilitation: An International, Multidisciplinary Journal
TI  - Feasibility of a new community-based geriatric intervention programme: An exploration of experiences of GPs, nurses, geriatricians, patients and caregivers
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-07449-004&site=ehost-live&scope=site
ORCID: 0000-0002-7863-4738
m.vaneijken@kwazo.umcn.nl
VL  - 30
ID  - 204936
ER  - 


TY  - JOUR
AB  - Intellectual developmental disorders (IDD), characterized by significant impairment of cognitive functions, with limitations of learning, adaptive behavior and skills, are frequent (2.5% of the population affected) and present with significant co-morbidity. The burden of IDD, in terms of emotional suffering and associated health care costs, is significant; prevention and treatment therefore are important. A systematic literature review, updated in 2013, identified 89 inborn errors of metabolism (IEMs), which present with IDD as prominent feature and are amenable to causal therapy. Therapeutic effects include improvement and/or stabilization of psychomotor/cognitive development, behavior/psychiatric disturbances, seizures, neurologic and systemic manifestations. The levels of available evidence for the various treatments range from Level 1b, c (n=5); Level 2a, b, c (n=14); Level 4 (n=53), and Levels 4-5 (n=27). For a target audience comprising clinical and biochemical geneticists, child neurologists and developmental pediatricians, five experts translated....this data into a 2-tiered diagnostic algorithm: The first tier comprises metabolic "screening" tests in urine and blood, which are relatively accessible, affordable, less invasive, and have the potential to identify 60% of all treatable IEMs. The second tier investigations for the remaining disorders are ordered based on individual clinical signs and symptoms. This algorithm is supported by an App www.treatable-id.org, which comprises up-to-date information on all 89 IEMs, relevant diagnostic tests, therapies and a search function based on signs and symptoms. These recommendations support the clinician in early identification of treatable IEMs in the child with IDD, allowing for timely initiation of therapy with the potential to improve neurodevelopmental outcomes. The need for future studies to determine yield and usefulness of these recommendations, with subsequent updates and improvements to developments in the field, is outlined.
AD  - Division of Biochemical Diseases, Department of Pediatrics, BC Children's Hospital, Child & Family Research Institute, University of British Columbia, Vancouver, Canada; Treatable Intellectual Disability Endeavor in British Columbia (TIDE-BC (TIDE-BC, www.tidebc.org)), Canada. Electronic address: cvankarnebeek@cw.bc.ca.
Department of Pediatrics, Montreal Children's Hospital, McGill University, Montreal, Canada; Department of Neurology/Neurosurgery, Montreal Children's Hospital, McGill University, Montreal, Canada.
Division of Human Genetics, Medical University of Innsbruck, Innsbruck, Austria.
Geisel School of Medicine at Dartmouth College, Lebanon, NH, USA.
Division of Biochemical Diseases, Department of Pediatrics, BC Children's Hospital, Child & Family Research Institute, University of British Columbia, Vancouver, Canada; Treatable Intellectual Disability Endeavor in British Columbia (TIDE-BC (TIDE-BC, www.tidebc.org)), Canada.
AN  - 24518794
AU  - van Karnebeek, C. D.
AU  - Shevell, M.
AU  - Zschocke, J.
AU  - Moeschler, J. B.
AU  - Stockler, S.
DA  - Apr
DO  - 10.1016/j.ymgme.2014.01.011
DP  - NLM
ET  - 2014/02/13
J2  - Molecular genetics and metabolism
KW  - Algorithms
Child
Costs and Cost Analysis
Developmental Disabilities/*diagnosis/economics/therapy
Health Planning Guidelines
Humans
Intellectual Disability/*diagnosis/economics/therapy
*Internet
Metabolism, Inborn Errors/diagnosis/economics/therapy
Algorithm
App
Cognition
Diagnosis
Inborn errors of metabolism
Treatable
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1096-7192
SP  - 428-38
ST  - The metabolic evaluation of the child with an intellectual developmental disorder: diagnostic algorithm for identification of treatable causes and new digital resource
T2  - Mol Genet Metab
TI  - The metabolic evaluation of the child with an intellectual developmental disorder: diagnostic algorithm for identification of treatable causes and new digital resource
VL  - 111
ID  - 204019
ER  - 


TY  - JOUR
AB  - The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased.
AN  - EJ1182115
AU  - Van Laarhoven, Toni
AU  - Carreon, Adam
AU  - Bonneau, Wendy
AU  - Lagerhausen, Ashli
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Intellectual Disability
Handheld Devices
Prompting
Job Skills
Video Technology
Adolescents
Student Employment
Usability
Decision Making
Problem Solving
Skill Development
M1  - 7
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0162-3257
SP  - 2516-2529
ST  - Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/Or Intellectual Disabilities Using Universally-Designed Prompting Systems
T2  - Journal of Autism and Developmental Disorders
TI  - Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/Or Intellectual Disabilities Using Universally-Designed Prompting Systems
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1182115&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-018-3512-2
VL  - 48
ID  - 205108
ER  - 


TY  - JOUR
AB  - The purpose of this study was to evaluate the effectiveness of using a video iPod as a prompting device for teaching three job-related tasks to a young man with developmental disabilities in a community-based employment setting. The effectiveness of the prompting device was evaluated using a multiple probe across behaviors design. Results indicated that the introduction of the video iPod was associated with immediate and substantial gains in independent correct responding with an associated decrease in the number of prompts given from a job coach. In addition, the participant used the video iPod independently. Instructional implications and future research will be discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Van Laarhoven, Toni, Department of Teaching & Learning, Northern Illinois University, Graham Hall 240, De Kalb, IL, US, 60115
AN  - 2009-07414-002
AU  - Van Laarhoven, Toni
AU  - Johnson, Jesse W.
AU  - Van Laarhoven-Myers, Traci
AU  - Grider, Kristin L.
AU  - Grider, Katie M.
DB  - APA PsycInfo
DO  - 10.1007/s10864-009-9077-6
DP  - EBSCOhost
KW  - video iPOD
prompting device
employment status
developmental disabilities
instructional method
Teaching Methods
Video Display Units
Prompting
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2009
SN  - 1053-0819
1573-3513
SP  - 119-141
ST  - The effectiveness of using a video iPod as a prompting device in employment settings
T2  - Journal of Behavioral Education
TI  - The effectiveness of using a video iPod as a prompting device in employment settings
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-07414-002&site=ehost-live&scope=site
tvanlaar@niu.edu
VL  - 18
ID  - 205033
ER  - 


TY  - JOUR
AB  - This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments design. The results can be interpreted to conclude that video prompting was slightly more effective in terms of independent correct responding, fewer external prompts for task completion, and fewer prompts to use instructional materials. In addition, when efficiency scores were calculated by considering the ratio of each participant's growth (from pretest to posttest) to the measured "cost" of minutes required to create instructional materials, video prompting was considerably more efficient than picture prompting. (Contains 4 figures.)
AN  - EJ910634
AU  - Van Laarhoven, Toni
AU  - Kraus, Erika
AU  - Karpman, Keri
AU  - Nizzi, Rosemary
AU  - Valentino, Joe
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Prompting
Instructional Materials
Daily Living Skills
Video Technology
Pictorial Stimuli
Skill Development
Adolescents
Comparative Analysis
Teaching Methods
Pretests Posttests
Mental Retardation
Educational Technology
Illinois
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 1088-3576
SP  - 195-208
ST  - A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals with Autism
T2  - Focus on Autism and Other Developmental Disabilities
TI  - A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ910634&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357610380412
VL  - 25
ID  - 205071
ER  - 


TY  - JOUR
AB  - This study evaluated the effectiveness of using a pocket PC to teach two adolescents with mild and moderate cognitive impairments vocational tasks in competitive, community-based settings. Participants were taught three different tasks in their respective work sites through video rehearsal and video feedback strategies. Video files were presented on a pocket PC prior to task engagement and following repeated errors (video feedback). Effectiveness of the video-based strategies and the utility of the handheld device were evaluated using a multiple probe design across tasks and participants. Outcomes of the study indicate that the introduction of the video-based procedures was associated with significant increases in independent responding and participants met criterion on all three tasks within 3-7 sessions (M = 5 sessions). Although there were large changes in the level of data once the video-based materials were presented, outcomes are somewhat tempered by the fact that some of the baselines for each participant were slightly ascending prior to the introduction of the independent variable. (Contains 4 figures.)
AN  - EJ899364
AU  - Van Laarhoven, Toni
AU  - Van Laarhoven-Myers, Traci
AU  - Zurita, Leslie M.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Handheld Devices
Video Technology
Feedback (Response)
Adolescents
Mental Retardation
Developmental Disabilities
Instructional Effectiveness
Vocational Education
Community Based Instruction (Disabilities)
Illinois
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2007
SN  - 1938-727X
SP  - 28-45
ST  - The Effectiveness of Using a Pocket PC as a Video Modeling and Feedback Device for Individuals with Developmental Disabilities in Vocational Settings
T2  - Assistive Technology Outcomes and Benefits
TI  - The Effectiveness of Using a Pocket PC as a Video Modeling and Feedback Device for Individuals with Developmental Disabilities in Vocational Settings
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ899364&site=ehost-live&scope=site
VL  - 4
ID  - 205364
ER  - 


TY  - JOUR
AB  - This study compared the effectiveness of self-, other-, and subjective-video models on teaching daily living skills to three individuals with developmental disabilities. Results indicated that all conditions were effective in promoting independent correct responding in both instructional and generalization settings and that the effects maintained over time. Two of the three participants engaged in more independent correct responding when they were taught skills with the other model condition, while the other participant engaged in more independent responding on the target skill when the subjective model condition was the instructional procedure. However, there were significant differences between the model types when time needed to create the stimulus materials was considered. Creation of self-modeling materials required almost twice as much time as the other- and subjective-modeling materials, which made self-models less cost effective in terms of teacher time and outcomes. (Contains 1 table and 6 figures.)
AN  - EJ883886
AU  - Van Laarhoven, Toni
AU  - Zurita, Leslie M.
AU  - Johnson, Jesse W.
AU  - Grider, Katie M.
AU  - Grider, Kristin L.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Daily Living Skills
Teaching Methods
Educational Technology
Computer Software
Models
Simulation
Skill Development
High School Students
Prompting
Instructional Effectiveness
Comparative Analysis
Responses
Effect Size
Video Technology
Special Needs Students
Illinois
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 1547-0350
SP  - 509-522
ST  - Comparison of Self, Other, and Subjective Video Models for Teaching Daily Living Skills to Individuals with Developmental Disabilities
T2  - Education and Training in Developmental Disabilities
TI  - Comparison of Self, Other, and Subjective Video Models for Teaching Daily Living Skills to Individuals with Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ883886&site=ehost-live&scope=site
http://www.dddcec.org/etmrddv/TOC/etddv44n4.htm#six
VL  - 44
ID  - 205120
ER  - 


TY  - JOUR
AB  - The traditional view on the cerebellum is that it controls motor behavior. Although recent work has revealed that the cerebellum supports also nonmotor functions such as cognition and affect, only during the last 5 years it has become evident that the cerebellum also plays an important social role. This role is evident in social cognition based on interpreting goal-directed actions through the movements of individuals (social "mirroring") which is very close to its original role in motor learning, as well as in social understanding of other individuals' mental state, such as their intentions, beliefs, past behaviors, future aspirations, and personality traits (social "mentalizing"). Most of this mentalizing role is supported by the posterior cerebellum (e.g., Crus I and II). The most dominant hypothesis is that the cerebellum assists in learning and understanding social action sequences, and so facilitates social cognition by supporting optimal predictions about imminent or future social interaction and cooperation. This consensus paper brings together experts from different fields to discuss recent efforts in understanding the role of the cerebellum in social cognition, and the understanding of social behaviors and mental states by others, its effect on clinical impairments such as cerebellar ataxia and autism spectrum disorder, and how the cerebellum can become a potential target for noninvasive brain stimulation as a therapeutic intervention. We report on the most recent empirical findings and techniques for understanding and manipulating cerebellar circuits in humans. Cerebellar circuitry appears now as a key structure to elucidate social interactions.
AD  - Department of Psychology and Center for Neuroscience, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussels, Belgium. Frank.VanOverwalle@vub.ac.be.
Mediathèque Jean Jacquy, Service de Neurologie, CHU-Charleroi, Charleroi, Belgium.
Service des Neurosciences, Université de Mons, Mons, Belgium.
University of Milano-Bicocca, 20126, Milan, Italy.
IRCCS Mondino Foundation, Pavia, Italy.
Ataxia Laboratory, IRCCS Fondazione Santa Lucia, 00179, Rome, Italy.
Department of Psychology, Sapienza University of Rome, Rome, Italy.
University of Pavia, 27100, Pavia, Italy.
McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, USA.
Ataxia Unit, Cognitive Behavioral Neurology Unit, Laboratory for Neuroanatomy and Cerebellar Neurobiology, Department of Neurology, Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA.
Department of Psychology and Center for Neuroscience, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussels, Belgium.
Service de Neurologie & Neuroscape@NeuroTech Platform, Département des Neurosciences Cliniques, Centre Hospitalier Universitaire Vaudois (CHUV), Service de Neurologie Lausanne, Lausanne, Switzerland.
Department of Neurosciences, University of Padua, Padua, Italy.
Department of Psychology and Department of Neuroscience, American University, Washington, DC, USA.
Program in Behavioral Neuroscience, Sapienza University of Rome, Rome, Italy.
Department of Neurology, University Neurorehabilitation, University Hospital Inselspital, University of Bern, Bern, Switzerland.
Wellcome Centre for Human Neuroimaging, Institute of Neurology, University College London (UCL), London, UK.
Neuroscape Center, Weill Institute for Neurosciences, Department of Neurology, University of California San Francisco, San Francisco, CA, USA.
Neurologic Rehabilitation Research, Rehabilitation Research Institute (REVAL), Hasselt University, 3590, Diepenbeek, Belgium.
American Nonlinear Systems, 1529 W. Courtland Avenue, Spokane, WA, 99205-2608, USA.
AN  - 32632709
AU  - Van Overwalle, F.
AU  - Manto, M.
AU  - Cattaneo, Z.
AU  - Clausi, S.
AU  - Ferrari, C.
AU  - Gabrieli, J. D. E.
AU  - Guell, X.
AU  - Heleven, E.
AU  - Lupo, M.
AU  - Ma, Q.
AU  - Michelutti, M.
AU  - Olivito, G.
AU  - Pu, M.
AU  - Rice, L. C.
AU  - Schmahmann, J. D.
AU  - Siciliano, L.
AU  - Sokolov, A. A.
AU  - Stoodley, C. J.
AU  - van Dun, K.
AU  - Vandervert, L.
AU  - Leggio, M.
DA  - Jul 7
DO  - 10.1007/s12311-020-01155-1
DP  - NLM
ET  - 2020/07/08
J2  - Cerebellum (London, England)
KW  - Body language reading
Cerebellar stimulation
Crus I/II
Innate hand-tool overlap
Mind reading
Posterior cerebellum
Social action sequences
Social cognition
Social mentalizing
Social mirroring
Stone-tool making
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1473-4222
ST  - Consensus Paper: Cerebellum and Social Cognition
T2  - Cerebellum
TI  - Consensus Paper: Cerebellum and Social Cognition
ID  - 204747
ER  - 


TY  - JOUR
AB  - It is the position of the American Dietetic Association that nutrition services provided by registered dietitians (RDs) and dietetic technicians, registered (DTRs), are essential components of comprehensive care for all people with developmental disabilities and special health care needs. Nutrition services should be provided throughout life in a manner that is interdisciplinary, family-centered, community-based, and culturally competent. People with developmental disabilities and special health care needs frequently have nutrition concerns, including growth alterations (failure to thrive, obesity, or growth retardation), metabolic disorders, poor feeding skills, medication-nutrient interactions, and sometimes partial or total dependence on enteral or parenteral nutrition. Individuals with special needs are also more likely to develop comorbid conditions such as obesity or endocrine disorders that require nutrition interventions. Poor health habits, limited access to services, and long-term use of multiple medications are considered health risk factors. Health maintenance and avoidance of complications can be promoted by timely and cost-effective nutrition interventions. Public policy for individuals with special needs has evolved over time, resulting in a transition from institutional facilities and programs to community living. The expansion of public access to technology and health information on the Internet challenges RDs and DTRs to provide accurate scientific information for those with developmental disabilities and special health care needs. Nationally credentialed RDs and DTRs are best prepared to provide appropriate nutrition information for wellness and quality of life.
AD  - The University of Nebraska Medical Center Munroe-Meyer Institute, Omaha, NE, USA.
AN  - 20112461
AU  - Van Riper, C. L.
AU  - Wallace, L. S.
DA  - Feb
DO  - 10.1016/j.jada.2009.12.003
DP  - NLM
ET  - 2010/02/02
J2  - Journal of the American Dietetic Association
KW  - Child
Child Health Services/*standards
Developmental Disabilities/*therapy
Dietetics/*standards
Health Services Needs and Demand
Humans
Needs Assessment
Nutrition Assessment
*Nutrition Policy
*Nutritional Requirements
Risk Factors
Societies
United States
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0002-8223
SP  - 296-307
ST  - Position of the American Dietetic Association: Providing nutrition services for people with developmental disabilities and special health care needs
T2  - J Am Diet Assoc
TI  - Position of the American Dietetic Association: Providing nutrition services for people with developmental disabilities and special health care needs
VL  - 110
ID  - 204237
ER  - 


TY  - JOUR
AB  - Although relatively many studies have addressed staff training and its effect on trainer behavior, the effects of staff training on trainee's adaptive behaviors have seldomly been examined. We therefore assessed effectiveness of staff training, consisting of instruction and video feedback, on (a) staff's response prompting, and (b) staff's trainer behavior during one-to-one training with four direct-care staff who acted as trainers. Next to this, we evaluated the effects of staff training on adaptive skills in four children with severe to profound intellectual disability. A non-concurrent multiple baseline design across staff-trainee dyads was used. Intervention resulted in an immediate and substantial increase in percentage correct response prompting and percentage correct trainer behavior by staff. The intervention was also effective in increasing percentage of trainee's correct responses. Staff rated instruction and video feedback as effective and acceptable. Results are discussed in terms of their implications for future research. (Contains 1 table and 4 figures.)
AN  - EJ878782
AU  - van Vonderen, Annemarie
AU  - de Swart, Charlotte
AU  - Didden, Robert
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Children
Severe Mental Retardation
Training
Instructional Effectiveness
Video Technology
Feedback (Response)
Prompting
Trainees
Adjustment (to Environment)
Child Caregivers
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 0891-4222
SP  - 829-838
ST  - Effectiveness of Instruction and Video Feedback on Staff's Use of Prompts and Children's Adaptive Responses during One-to-One Training in Children with Severe to Profound Intellectual Disability
T2  - Research in Developmental Disabilities: A Multidisciplinary Journal
TI  - Effectiveness of Instruction and Video Feedback on Staff's Use of Prompts and Children's Adaptive Responses during One-to-One Training in Children with Severe to Profound Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ878782&site=ehost-live&scope=site
http://dx.doi.org/10.1016/j.ridd.2010.02.008
VL  - 31
ID  - 205165
ER  - 


TY  - JOUR
AB  - In this study, the effectiveness of instruction and video feedback on response prompting and trainer behavior of direct-care staff during one-to-one training with five children with severe intellectual disability was assessed. During instruction, written information and verbal instruction were given concerning correct and incorrect trainer behavior and response prompting. Video feedback consisted of (a) interrupting a video presentation if an error occurred, (b) providing positive feedback, and (c) prompting the trainer to avoid errors or omissions. The results showed that instruction resulted in an improvement (though not significantly) in correct trainer behavior while video feedback was significantly effective in improving correct trainer behavior. Results were maintained at a 5-week follow-up. (Contains 2 figures and 2 tables.)
AN  - EJ947543
AU  - van Vonderen, Annemarie
AU  - Didden, Robert
AU  - Beeking, Fenneke
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Severe Mental Retardation
Children
Instructional Effectiveness
Feedback (Response)
Video Technology
Prompting
Teacher Behavior
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 0891-4222
SP  - 283-290
ST  - Effectiveness of Instruction and Video Feedback on Staff's Trainer Behavior during One-to-One Training with Children with Severe Intellectual Disabilities
T2  - Research in Developmental Disabilities: A Multidisciplinary Journal
TI  - Effectiveness of Instruction and Video Feedback on Staff's Trainer Behavior during One-to-One Training with Children with Severe Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ947543&site=ehost-live&scope=site
http://dx.doi.org/10.1016/j.ridd.2011.07.040
VL  - 33
ID  - 205164
ER  - 


TY  - JOUR
AB  - We investigated the effectiveness of instruction and video feedback on correct trainer behaviour and the use of prompt sequences of 10 direct-care staff during one-to-one training with 10 young children with severe intellectual disability. Following baseline, trainers received instruction (written and verbal) concerning (in)correct trainer behaviour and response prompting. Then, video feedback was implemented and consisted of (a) interrupting a video presentation if an error occurred, (b) providing positive feedback, and (c) prompting the trainer to avoid errors or omissions. Data were collected in a non-concurrent multiple baseline design. The results showed that instruction and video feedback were highly effective in improving correct trainer behaviour. During baseline, trainers were inconsistent in their use of prompt sequences (21 correct prompt sequences were used as well as 17 incorrect prompt sequences). The intervention was effective in decreasing the number of incorrect prompt sequences. The trainers rated instruction and video feedback as an acceptable and effective intervention. (Contains 3 tables and 2 figures.)
AN  - EJ900437
AU  - van Vonderen, Annemarie
AU  - Duker, Pieter
AU  - Didden, Robert
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Feedback (Response)
Intervention
Mental Retardation
Prompting
Young Children
Instructional Effectiveness
Training
Child Care
Video Technology
Behavior
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 0891-4222
SP  - 1481-1490
ST  - Instruction and Video Feedback to Improve Staff's Trainer Behaviour and Response Prompting during One-to-One Training with Young Children with Severe Intellectual Disability
T2  - Research in Developmental Disabilities: A Multidisciplinary Journal
TI  - Instruction and Video Feedback to Improve Staff's Trainer Behaviour and Response Prompting during One-to-One Training with Young Children with Severe Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ900437&site=ehost-live&scope=site
http://dx.doi.org/10.1016/j.ridd.2010.06.009
VL  - 31
ID  - 205246
ER  - 


TY  - JOUR
AB  - OBJECTIVE: This study investigated the effectiveness of iPad-presented social stories in increasing the on-task behaviour of three young children with autism. METHOD: A single-subject with multiple baseline across participants design was employed with three 4-year-old children to assess intervention effectiveness during structured table top activities. Observational data were digitally recorded, scored, graphed, and interpreted using 10-second interval measures over 5-min periods across baseline, intervention, and withdrawal phases. RESULTS: The combination of the social story together with the iPad proved to be an effective intervention for one of the three child participants. These findings confirm that the intervention may be effective with some children, but not others. CONCLUSION: Overall, this study builds on existing research that supports social stories as a promising practice. Further research into the use of iPad-presented social stories, particularly for children of varying ages, abilities, and learning styles is recommended.
AD  - Griffith Institute for Educational Research, Griffith University , Brisbane , Australia.
AN  - 23815083
AU  - Vandermeer, J.
AU  - Beamish, W.
AU  - Milford, T.
AU  - Lang, W.
DA  - Apr
DO  - 10.3109/17518423.2013.809811
DP  - NLM
ET  - 2013/07/03
J2  - Developmental neurorehabilitation
KW  - Autistic Disorder/psychology/*rehabilitation
Behavior Therapy/*methods
Child, Preschool
Female
Humans
Male
*Social Behavior
Treatment Outcome
Autism
iPad
single subject design
social stories
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1751-8423
SP  - 75-81
ST  - iPad-presented social stories for young children with autism
T2  - Dev Neurorehabil
TI  - iPad-presented social stories for young children with autism
VL  - 18
ID  - 203990
ER  - 


TY  - THES
AB  - White matter hyperintensities (WMH) are commonly observed on brain magnetic resonance imaging (MRI) of neurologically healthy adults, and are associated with poorer cognitive functioning and future stroke. Prior research suggests a threshold effect, wherein WMH relate more robustly to cognition in those evidencing substantial WMH burden. Other evidence suggests that WMH location contributes to patterns of neuropsychological deficits. Methodological limitations have contributed to the lack of consensus regarding the significance of WMH. Most prior investigations have utilized visual semi-quantitative WMH ratings. This study investigated continuous, aggregate white matter volumes, in various brain regions, as they relate to neuropsychological test performance within a representative sample of community-dwelling adults. WMH-cognition threshold effects were tested in relation to total, periventricular, and deep WMH. Age and education were assessed as to their potential moderating influence on WMH-cognition associations. Participants included 230 reasonably healthy adults ranging in age from 21 to 96. WMH volumes were measured via computerized, manual tracing on axial T2 and proton density-weighted brain MRIs. Participants completed a comprehensive battery of neuropsychological tests. Multiple regression analyses were conducted adjusting for sex, age, and education. Evidence did not indicate the presence of threshold effects, as cognitive performance showed either inverse linear, or weak quadratic associations with WMH burden. Total WMH evidenced linear associations with tests of verbal learning, memory, attention, and processing speed, as well as nonlinear associations with tests of visual memory, attention, and processing speed. Periventricular WMH also showed linear associations with tests of verbal learning, memory, attention, and processing speed, in addition to nonlinear associations with tests of attention and processing speed. Finally, deep WMH showed linear associations with working memory and verbal fluency scores, as well as nonlinear associations with executive functioning scores. Age and education did not moderate the relationship between WMH and neuropsychological test performance. The present study is the first investigation to report both linear and nonlinear associations between WMH and cognitive functioning. While the clinical significance of these findings is unclear at the individual level, they are important from a public health perspective with respect to the preservation of cognitive functioning in community-dwelling adults. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2007-99018-033
AU  - Vannorsdall, Tracy D.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - white matter hyperintensities
neuropsychological correlates
community-dwelling adults
cognition
Brain
Neuropsychology
White Matter
Community Services
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2007
SN  - 0419-4217
SP  - 1948-1948
ST  - White matter hyperintensities: Neuropsychological correlates in a community-based sample
TI  - White matter hyperintensities: Neuropsychological correlates in a community-based sample
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-99018-033&site=ehost-live&scope=site
VL  - 68
ID  - 205063
ER  - 


TY  - JOUR
AB  - BACKGROUND: Concepts of successful aging (SA), usual aging (UA), and mild cognitive impairment (MCI) have been developed to identify older adults at high risk of Alzheimer's diseases (AD), however, the predictors have rarely been investigated in a single study. Thus, this study aims to explore the risk factors of MCI as compared to UA and SA among older adults, in a large community based cohort study in Malaysia. METHOD: 1993 subjects from four states in Malaysia were recruited. A comprehensive interview-based questionnaire was administered to determine socio-demographic information, followed by assessments to evaluate cognitive function, functional status, dietary intake, lifestyle and psychosocial status. Risk factors of cognitive impairment were assessed using the ordinal logistic regression (OLR). RESULT: The prevalence of SA, UA and MCI in this study was 11, 73 and 16 % respectively. OLR indicated that higher fasting blood sugar, hyperlipidemia, disability, lower education level, not regularly involved in technical based activities, limited use of modern technologies, lower intake of fruits and fresh fruit juices and not practicing calorie restriction were among the risk factors of poor cognitive performance in this study. CONCLUSION: This study will be a stepping stone for future researchers to develop intervention strategies to prevent cognitive decline.
AD  - Dietetic Programme, School of Healthcare Sciences, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, 50300, Kuala Lumpur, Malaysia.
Dietetic Programme, School of Healthcare Sciences, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, 50300, Kuala Lumpur, Malaysia. suzana.shahar@gmail.com.
Health Psychology Programme, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, 50300, Kuala Lumpur, Malaysia.
Institute of Public Health, Ministry of Health, Jalan Bangsar, Federal Hill, 59000, Kuala Lumpur, Malaysia.
Ageing and Age-Associated Disorders Research Group, Division of Geriatric Medicine, Faculty of Medicine, University of Malaya, 50603, Kuala Lumpur, Malaysia.
Department of Psychiatry, Faculty of Medicine, Universiti Kebangsaan Malaysia, Cheras, 56000, Kuala Lumpur, Malaysia.
Malaysian Research Institute on Ageing, Universiti Putra Malaysia, 43300, Serdang, Selangor, Malaysia.
AN  - 26980453
AU  - Vanoh, D.
AU  - Shahar, S.
AU  - Din, N. C.
AU  - Omar, A.
AU  - Vyrn, C. A.
AU  - Razali, R.
AU  - Ibrahim, R.
AU  - Hamid, T. A.
DA  - Apr
DO  - 10.1007/s40520-016-0553-2
DP  - NLM
ET  - 2016/03/17
J2  - Aging clinical and experimental research
KW  - Aged
Aged, 80 and over
*Aging/physiology/psychology
*Alzheimer Disease/diagnosis/epidemiology/psychology
Cognition
Cohort Studies
Feeding Behavior
Female
Geriatric Assessment/methods
Health Status
Humans
Logistic Models
Malaysia/epidemiology
Male
Middle Aged
Prevalence
Risk Factors
Socioeconomic Factors
Surveys and Questionnaires
Calorie restriction
Education
Mild cognitive impairment
Successful aging
Usual aging
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1594-0667
SP  - 173-182
ST  - Predictors of poor cognitive status among older Malaysian adults: baseline findings from the LRGS TUA cohort study
T2  - Aging Clin Exp Res
TI  - Predictors of poor cognitive status among older Malaysian adults: baseline findings from the LRGS TUA cohort study
VL  - 29
ID  - 204642
ER  - 


TY  - JOUR
AB  - This case-comparison study explores the underlying mechanisms of imitation problems in school-aged males with autism. Analysis of congruent error types in their imitation performance was made and compared with appropriate comparisons. Fifty-five males (eight low-functioning with autism: mean age 6y 2mo [SD 7.6mo]; 13 low-functioning with learning disabilities: mean age 6y 3mo [SD 2.8mo]; 17 high-functioning with autism: mean age 8y 9mo [SD 11mo]; and 17 typically developing: mean age 8y 8mo [SD 11.6mo]) were assessed on 18 single gestures and six sequences of hand postures. Imitation performance was videotaped for blind scoring on 21 possible errors by two independent observers. Results revealed that in both groups with autism, imitation required far more effort (more attempts) than in the comparison groups and was less precise (more spatial errors). Typical for low-functioning participants with autism was their less mature imaginary grip in transitive gestures. Typical for high-functioning participants with autism was their preference for immature mirror-image imitations. These observations support the assumption that the underlying mechanisms in motor imitation problems are linked more to the action production system and less to the action conceptual system or to behavioural problems. We postulate that the action production system is delayed rather than deficient.
AD  - Department of Health Sciences-Physiotherapy, Paediatric Rehabilitation, Provinciale Hogeschool, Limburg, Belgium. Marleen.Vanvuchelen@uz.kuleuven.ac.be
AN  - 17209969
AU  - Vanvuchelen, M.
AU  - Roeyers, H.
AU  - De Weerdt, W.
DA  - Jan
DO  - 10.1017/s0012162207000047.x
DP  - NLM
ET  - 2007/01/11
J2  - Developmental medicine and child neurology
KW  - Autistic Disorder/*epidemiology
Child
Child, Preschool
Education, Special
Gestures
Hand Strength
Humans
*Imitative Behavior
Male
Motor Skills Disorders/*diagnosis/*epidemiology
Perceptual Disorders/epidemiology
Severity of Illness Index
Space Perception
Time Perception
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0012-1622 (Print)
0012-1622
SP  - 6-12
ST  - Nature of motor imitation problems in school-aged males with autism: how congruent are the error types?
T2  - Dev Med Child Neurol
TI  - Nature of motor imitation problems in school-aged males with autism: how congruent are the error types?
VL  - 49
ID  - 204349
ER  - 


TY  - JOUR
AB  - Children with learning disabilities (LD) and autism spectrum disorder (ASD) get anxious while attending healthcare settings as it is not part of their usual routine. They often understand visual symbols better than speech. Many of these children are accustomed to using symbols at school and at home to support their verbal understanding. A list of commonly conducted physical examinations, medical investigations and treatment procedures was compiled by the author with the help of parent support groups for ASD and Down's syndrome. In total, 150 visual symbols were developed for use in healthcare settings in consultation with parents, special needs teachers and a software company. Overall, 50 health professionals from 12 clinical areas in the hospital and community were consulted for their views on introducing symbols in healthcare settings. All had experienced difficulties in gaining cooperation from this group of children and strongly endorsed the use of symbols. They suggested using symbols in clinics and sending visual symbols home before the appointments to improve the children's understanding and cooperation.
AD  - South Warwickshire NHS Foundation Trust, UK.
AN  - 23411823
AU  - Vaz, I.
DA  - Feb 14-28
DO  - 10.12968/bjon.2013.22.3.156
DP  - NLM
ET  - 2013/02/16
J2  - British journal of nursing (Mark Allen Publishing)
KW  - Child
Child Development Disorders, Pervasive
*Communication
Cooperative Behavior
Health Care Surveys
Humans
Learning Disabilities
Stress, Psychological/prevention & control
*Symbolism
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0966-0461 (Print)
0966-0461
SP  - 156-9
ST  - Visual symbols in healthcare settings for children with learning disabilities and autism spectrum disorder
T2  - Br J Nurs
TI  - Visual symbols in healthcare settings for children with learning disabilities and autism spectrum disorder
VL  - 22
ID  - 203948
ER  - 


TY  - JOUR
AB  - This paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master's Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.
AN  - EJ1106187
AU  - Vázquez-Cano, Esteban
AU  - Martín-Monje, Elena
AU  - Castrillo de Larreta-Azelain, María Dolores
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Open Education
Educational Resources
Information Technology
Masters Degrees
Distance Education
Foreign Countries
Information Needs
Ethnography
Social Networks
Network Analysis
Graphs
Editing
Student Centered Learning
Knowledge Management
Metacognition
Teaching Methods
Learning Strategies
Educational Environment
Case Studies
Universities
Qualitative Research
Action Research
Spain
M1  - 29
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 2013-9144
SP  - 62-85
ST  - Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia
T2  - Digital Education Review
TI  - Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1106187&site=ehost-live&scope=site
ID  - 205091
ER  - 


TY  - JOUR
AB  - Electroencephalographic (EEG) rhythms are linked to any kind of learning and cognitive performance including motor tasks. The brain is a complex network consisting of spatially distributed networks dedicated to different functions including cognitive domains where dynamic interactions of several brain areas play a pivotal role. Brain connectome could be a useful approach not only to mechanisms underlying brain cognitive functions, but also to those supporting different mental states. This goal was approached via a learning task providing the possibility to predict performance and learning along physiological and pathological brain aging. Eighty-six subjects (22 healthy, 47 amnesic mild cognitive impairment, 17 Alzheimer's disease) were recruited reflecting the whole spectrum of normal and abnormal brain connectivity scenarios. EEG recordings were performed at rest, with closed eyes, both before and after the task (Sensory Motor Learning task consisting of a visual rotation paradigm). Brain network properties were described by Small World index (SW), representing a combination of segregation and integration properties. Correlation analyses showed that alpha 2 SW in pre-task significantly predict learning (r  =  -0.2592, p < 0.0342): lower alpha 2 SW (higher possibility to increase during task and better the learning of this task), higher the learning as measured by the number of reached targets. These results suggest that, by means of an innovative analysis applied to a low-cost and widely available techniques (SW applied to EEG), the functional connectome approach as well as conventional biomarkers would be effective methods for monitoring learning progress during training both in normal and abnormal conditions.
AD  - Brain Connectivity Laboratory, IRCCS San Raffaele Pisana, Rome, Italy.
Università Cattolica del Sacro Cuore, Istituto di Neurologia, Roma, Italia.
Fondazione Policlinico Universitario A. Gemelli IRCCS, Area di Neuroscienze, Roma, Italia.
AN  - 30282357
AU  - Vecchio, F.
AU  - Miraglia, F.
AU  - Quaranta, D.
AU  - Lacidogna, G.
AU  - Marra, C.
AU  - Rossini, P. M.
DO  - 10.3233/jad-180342
DP  - NLM
ET  - 2018/10/05
J2  - Journal of Alzheimer's disease : JAD
KW  - Aged
Alzheimer Disease/*complications/diagnostic imaging/pathology
Brain Waves/*physiology
Cognitive Dysfunction/*complications/diagnostic imaging/pathology
Electroencephalography
Female
Functional Laterality
Humans
Learning Disabilities/diagnostic imaging/*etiology
Magnetic Resonance Imaging
Male
Mental Status Schedule
Neural Pathways/*physiopathology
Psychomotor Performance/*physiology
*Alpha band
*Alzheimer’s disease
*Eeg
*eLORETA
*functional brain connectivity
*graph theory
*learning
*mild cognitive impairment
*precision medicine
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1387-2877
SP  - 471-481
ST  - Learning Processes and Brain Connectivity in A Cognitive-Motor Task in Neurodegeneration: Evidence from EEG Network Analysis
T2  - J Alzheimers Dis
TI  - Learning Processes and Brain Connectivity in A Cognitive-Motor Task in Neurodegeneration: Evidence from EEG Network Analysis
VL  - 66
ID  - 203837
ER  - 


TY  - GEN
AB  - This paper introduces four principles for the establishment of a technology-enhanced learning environment with and for children with autism spectrum disorders and presents results on how the principles were actualized in relation to children's actions in the environment. The study was conducted as action research premised on the children's active roles as participants and developers, the empowerment of children's strengths and creativity, and the modifiability and transformability of technology solutions. The learning environment consisted of four workstations: symbol matching, building with bricks, storytelling, and game playing. According to results, the strength-based approach and versatile technology solutions engaged children with autistic features as active participants and creative actors. This engagement is crucial for creating new possibilities for the children's education and everyday life. [For Full Proceedings, see: ED562107.]
AU  - Vellonen, Virpi
AU  - Kärnä, Eija
AU  - Virnes, Marjo
DB  - ERIC
DP  - EBSCOhost
J2  - International Association for Development of the Information Society
KW  - Technology Uses in Education
Educational Technology
Technology Integration
Children
Autism
Pervasive Developmental Disorders
Action Research
Empowerment
Special Schools
Workstations
Qualitative Research
Video Technology
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - International Association for Development of the Information Society
PY  - 2013
ST  - Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment
TI  - Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562242&site=ehost-live&scope=site
ID  - 205334
ER  - 


TY  - JOUR
AB  - Despite numerous calls for improvement, the US biosurveillance enterprise remains a patchwork of uncoordinated systems that fail to take advantage of the rapid progress in information processing, communication, and analytics made in the past decade. By synthesizing components from the extensive biosurveillance literature, we propose a conceptual framework for a national biosurveillance architecture and provide suggestions for implementation. The framework differs from the current federal biosurveillance development pathway in that it is not focused on systems useful for "situational awareness" but is instead focused on the long-term goal of having true warning capabilities. Therefore, a guiding design objective is the ability to digitally detect emerging threats that span jurisdictional boundaries, because attempting to solve the most challenging biosurveillance problem first provides the strongest foundation to meet simpler surveillance objectives. Core components of the vision are: (1) a whole-of-government approach to support currently disparate federal surveillance efforts that have a common data need, including those for food safety, vaccine and medical product safety, and infectious disease surveillance; (2) an information architecture that enables secure national access to electronic health records, yet does not require that data be sent to a centralized location for surveillance analysis; (3) an inference architecture that leverages advances in "big data" analytics and learning inference engines-a significant departure from the statistical process control paradigm that underpins nearly all current syndromic surveillance systems; and (4) an organizational architecture with a governance model aimed at establishing national biosurveillance as a critical part of the US national infrastructure. Although it will take many years to implement, and a national campaign of education and debate to acquire public buy-in for such a comprehensive system, the potential benefits warrant increased consideration by the US government.
AN  - 27314659
AU  - Velsko, S.
AU  - Bates, T.
DA  - May-Jun
DO  - 10.1089/hs.2015.0063
DP  - NLM
ET  - 2016/06/18
J2  - Health security
KW  - Access to Information
Awareness
Biosurveillance/*methods
Communicable Diseases, Emerging/diagnosis/*prevention & control
Disease Outbreaks/*prevention & control
Electronic Health Records
Federal Government
Humans
Machine Learning
Models, Statistical
United States
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2326-5094
SP  - 189-201
ST  - A Conceptual Architecture for National Biosurveillance: Moving Beyond Situational Awareness to Enable Digital Detection of Emerging Threats
T2  - Health Secur
TI  - A Conceptual Architecture for National Biosurveillance: Moving Beyond Situational Awareness to Enable Digital Detection of Emerging Threats
VL  - 14
ID  - 204576
ER  - 


TY  - JOUR
AB  - BACKGROUND: There is evidence to suggest that adherence with prescribed medication is lower amongst adolescents and children than in adults. Medication adherence rates between 11 and 93 % in paediatric patients have been reported. More research needs to be carried out in order to understand why medicines adherence is low and how adherence can be improved in children with long-term conditions. Personal communication with paediatricians in secondary care has highlighted that problems are most likely to be encountered by parents, carers, nurses and children themselves when administering medicines for prevalent long-term childhood conditions. OBJECTIVE: To explore problems with oral medicines prescribed to paediatric patients from the perspectives of medical practitioners, pharmacists and nurses. Setting Two NHS trusts in the West Midlands, UK. METHODS: Four focus groups (FG) were conducted. Five nurses, eight medical practitioners and six pharmacists participated in focus groups. The themes explored were problems experienced when prescribing, dispensing and administering oral medicines for children. Main outcome measure Themes evolving from Healthcare professionals reports on problems with administering medicines to paediatric patients. RESULTS: Two main themes: sensory and non-sensory emerged from the data. Included within these were taste, texture, colour, smell, size, swallowing, quantity, volume and manipulation with food. Taste was the most commonly reported barrier to medicines administration. Texture was reported to be a significant problem for the learning disability population. Medicines manipulation techniques were revealed across the groups, yet there was limited knowledge regarding the evidence base for such activity. Problems surrounding the supply of Specials medicines were discussed in-depth by the pharmacists. CONCLUSION: Organoleptic and physical properties of medicines are key barriers to medicines administration. A robust scientific evidence-based approach is warranted to inform standardised protocols guiding healthcare professionals to support safe and effective medicines manipulation across all settings. Pharmacists' knowledge of Specials medicines needs to be recognised as a valuable resource for doctors. Findings of this study should help to optimise paediatric prescribing and direct future formulation work.
AD  - School of Pharmacy, Keele University, Keele, Staffordshire, ST5 5BG, UK. r.h.venables@keele.ac.uk.
Pharmacy and Therapeutics Section, School of Clinical and Experimental Medicine, College of Medical and Dental Sciences (CMDS), Medical School Building, University of Birmingham, Edgbaston, B15 2TT, UK. r.h.venables@keele.ac.uk.
Paediatric Department, University Hospitals Coventry and Warwickshire, Clifford Bridge Road, Walsgrave, Coventry, CV2 2DX, UK. heather.stirling@uhcw.nhs.uk.
Pharmacy and Therapeutics Section, School of Clinical and Experimental Medicine, College of Medical and Dental Sciences (CMDS), Medical School Building, University of Birmingham, Edgbaston, B15 2TT, UK. h.k.batchelor@bham.ac.uk.
Pharmacy and Therapeutics Section, School of Clinical and Experimental Medicine, College of Medical and Dental Sciences (CMDS), Medical School Building, University of Birmingham, Edgbaston, B15 2TT, UK. j.f.marriott@bham.ac.uk.
AN  - 26173937
AU  - Venables, R.
AU  - Stirling, H.
AU  - Batchelor, H.
AU  - Marriott, J.
DA  - Dec
DO  - 10.1007/s11096-015-0152-x
DP  - NLM
ET  - 2015/07/16
J2  - International journal of clinical pharmacy
KW  - *Administration, Oral
*Chemistry, Pharmaceutical
Child
Drug-Related Side Effects and Adverse Reactions
Focus Groups
Humans
Medication Adherence
Nurses
Parents
Pediatrics
Pharmacists
Schools
Secondary Care
Sensation
Taste
United Kingdom
Adherence
Healthcare professionals
Medicines administration
Prescribing
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SP  - 1057-67
ST  - Problems with oral formulations prescribed to children: a focus group study of healthcare professionals
T2  - Int J Clin Pharm
TI  - Problems with oral formulations prescribed to children: a focus group study of healthcare professionals
VL  - 37
ID  - 204834
ER  - 


TY  - JOUR
AB  - The first four levels of Bloom's taxonomy were used to create quiz questions designed to assess student learning of the gross anatomy, histology, and physiology of the gastrointestinal (GI) system. Information on GI histology and physiology was presented to separate samples of medical, dental, and podiatry students in computer based tutorials where the information from the two disciplines was presented either separately or in an integrated fashion. All students were taught GI gross anatomy prior to this study by course faculty as part of the required curriculum of their respective program. Student responses to the quiz questions were analyzed to assess both the validity of Bloom's cumulative hierarchy and the effectiveness of an integrated curriculum. No statistically significant differences were found between quiz scores from students who received the integrated tutorial and from those who received the separate tutorials. Multiple regression analyses provided partial support for a cumulative hierarchy where scores on the lower levels of Bloom's taxonomy predicted scores on higher levels. Notably, in the majority of regression analyses, the comprehension score was the key foundational predictor for application and analysis scores. This study supports the suggestion that educators increase the number of comprehension level questions, even at the expense of knowledge level questions, in course assessments both to evaluate lower order cognitive skills and also as a predictor of success on questions requiring application and analysis levels of the higher order cognitive skills of Bloom's taxonomy. Anat Sci Educ 11: 433-444. © 2018 American Association of Anatomists.
AD  - Department of Anatomy and Cell Biology, Lewis Katz School of Medicine, Temple University Philadelphia, Philadelphia, Pennsylvania.
STEM Division, Department of Biology, Delaware County Community College, Media, Pennsylvania.
Widener University School of Nursing, Chester, Pennsylvania.
Department of Education and Society, Miami University Regionals, Middletown, Ohio.
Department of Educational Psychology, Miami University, Oxford, Ohio.
AN  - 29346708
AU  - Verenna, A. A.
AU  - Noble, K. A.
AU  - Pearson, H. E.
AU  - Miller, S. M.
DA  - Sep
DO  - 10.1002/ase.1768
DP  - NLM
ET  - 2018/01/19
J2  - Anatomical sciences education
KW  - Anatomy/*education
*Comprehension
Curriculum
Educational Measurement/*methods
Gastrointestinal Tract/*anatomy & histology/physiology
Health Occupations/*education
Humans
Learning
Physiology/education
Pilot Projects
Students, Health Occupations/*psychology
Thinking
Bloom's taxonomy
cognitive skills
critical thinking
dental education
gross anatomy education
histology education
physiology education
podiatric medicine education
undergraduate medical education
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1935-9772
SP  - 433-444
ST  - Role of comprehension on performance at higher levels of Bloom's taxonomy: Findings from assessments of healthcare professional students
T2  - Anat Sci Educ
TI  - Role of comprehension on performance at higher levels of Bloom's taxonomy: Findings from assessments of healthcare professional students
VL  - 11
ID  - 204508
ER  - 


TY  - THES
AB  - This action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology, the researcher found that participants were in the initial "reactive" state in Phase 1, experiencing conflict, resistance, stress, and victim identity. These characteristics were unknown to participants who were just reacting to everyday life experiences. In Phase 2, participants became aware of their behaviors, but could not stop non-beneficial behaviors. In Phase 3, they could observe their unknown behaviors and then change their sabotaging behaviors. Other salient characteristics from Phase 3 were happiness, being at peace with themselves, tolerance, and effectiveness. There is a tendency to believe that change does not come easily, especially for adults, because our mental models rule our lives (subconsciously). However, participants were all adults from distinct walks of life who observed their unknown assumptions and reported change in their lives and in perceptions of their world. Furthermore, this intervention helped participants manage "dissonance" in their lives and produce changes specific and relevant to each individual, i.e., adults in the Kichwa community changed their assumptions and got rid of the mining company without violence. Moreover, the students who conducted research in the Amazon rainforest changed their research approach from top-down (doing research on people) to human development co-creation (doing research with people). Lastly, students in the academic institutions changed their way of interacting with their environment and others, and most importantly observed and changed behaviors that were sabotaging their efforts to succeed in life. They overcame their assumption of "knowing" and became more open to others' perspectives. Each change was specific to the individual, resulting in the betterment of their lives. [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  - Vergara, Mariana Ines
DB  - ERIC
DP  - EBSCOhost
KW  - Metacognition
Action Research
Grounded Theory
Stress Variables
Intervention
Transformative Learning
American Indians
Foreign Countries
Conflict
Self Concept
Behavior Change
Psychological Patterns
Negative Attitudes
Mining
Prosocial Behavior
Peace
Outcomes of Treatment
United States
Ecuador
Norway
Amazon Basin
Ecuador
Norway
United States
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2016
SN  - 978-1-339-48220-0
ST  - Mindfulness into Action: Transformational Learning through Collaborative Inquiry
TI  - Mindfulness into Action: Transformational Learning through Collaborative Inquiry
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED566836&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:10013911
ID  - 205272
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To define the cognitive and physical attributes of regular social dancing so as to help establish its health benefits and help plan future dance interventions to prevent adverse outcomes in older adults such as falls, slow gait, and dementia. DESIGN: Cross-sectional survey with two-group comparison. SETTING: Bronx County, New York. PARTICIPANTS: Twenty-four cognitively normal older social dancers (OSDs) were compared with 84 age-, sex-, and education-matched older nondancers (ONDs) participating in a community-based study. MEASUREMENTS: Motor and cognitive performance was assessed using validated clinical and quantitative methods. RESULTS: There were no differences in the frequency of participation in other cognitive and physical leisure activities, chronic illnesses, or falls between OSDs and ONDs. Cognitive test performance was not different between OSDs and ONDs. OSDs had better balance but not strength than ONDs. OSDs had a longer mean stride+/-standard deviation than ONDs (117.8+/-10.5 cm vs 103.4+/-20.2 cm, P=.008) on quantitative gait assessment, with a more stable pattern during walking with reduced stance time (63.9% vs 65.9%, P=.01), longer swing time (36.1% vs 34.1%, P=.01), and shorter double support time (27.9% vs 30.9%, P=.03). CONCLUSION: The results of this study suggest that long-term social dancing may be associated with better balance and gait in older adults.
AD  - Department of Neurology, Albert Einstein College of Medicine, Bronx, NY 10461, USA. jverghese@aecom.yu.edu
AN  - 16913992
AU  - Verghese, J.
C2  - Pmc1550765
C6  - Nihms9253
DA  - Aug
DO  - 10.1111/j.1532-5415.2006.00808.x
DP  - NLM
ET  - 2006/08/18
J2  - Journal of the American Geriatrics Society
KW  - Activities of Daily Living
Age Factors
Aged, 80 and over
Cognition/*physiology
Cross-Sectional Studies
Dancing/*psychology
Female
Gait/physiology
*Geriatric Assessment
Health Status
Humans
Male
Motor Activity/*physiology
New York/epidemiology
Prognosis
Risk Factors
*Social Class
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0002-8614 (Print)
0002-8614
SP  - 1241-4
ST  - Cognitive and mobility profile of older social dancers
T2  - J Am Geriatr Soc
TI  - Cognitive and mobility profile of older social dancers
VL  - 54
ID  - 204373
ER  - 


TY  - JOUR
AB  - The purpose of this article is to gain an insight into the effects of practicing short, frequent, and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardized control trial with two groups of secondary school pupils. The study shows that while performance is not affected by these embedded "reflection rituals," they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions.
AN  - EJ1099696
AU  - Verpoorten, Dominique
AU  - Westera, Wim
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Reflection
Teaching Methods
Secondary School Students
Online Courses
Time on Task
Prompting
Self Evaluation (Individuals)
Hypothesis Testing
Control Groups
Experimental Groups
Comparative Analysis
Foreign Countries
Metacognition
Technology Uses in Education
Questionnaires
Pretests Posttests
Teacher Attitudes
Student Attitudes
Scores
Performance
Likert Scales
Netherlands
Mann Whitney U Test
Netherlands
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1049-4820
SP  - 606-624
ST  - Structured Reflection Breaks Embedded in an Online Course--Effects on Learning Experience, Time on Task and Performance
T2  - Interactive Learning Environments
TI  - Structured Reflection Breaks Embedded in an Online Course--Effects on Learning Experience, Time on Task and Performance
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1099696&site=ehost-live&scope=site
http://dx.doi.org/10.1080/10494820.2014.910531
VL  - 24
ID  - 205326
ER  - 


TY  - JOUR
AB  - This paper provides a theoretical framework for "reflection amplifiers" that are used in online courses. Such reflection amplifiers are intervention techniques that aim at provoking reflective practices in learning, in order to enhance the quality and effectiveness of learning and promote meta-cognition. A literature survey identified a sample of 35 different techniques, revealing a great variety of reflection amplifiers in today's educational practice. For the support of research into this topic, the paper provides a theoretical classification framework structured along two relevant attributes of reflection amplifiers: (a) the type of interaction which enacts the reflection amplifiers, and (b) the educational objective of the reflective activities. The framework provides a concrete and ordered expression of pursued reflective or meta-learning approaches. It has been used to create a mapping of the 35 identified techniques, enabling their detailed positioning, qualification and comparison. The framework also helps guiding future research activities and to create awareness among online course developers about the different approaches available. The paper concludes with the identification of relevant research challenges associated with the topic. (Contains 3 figures and 3 tables.)
AN  - EJ937024
AU  - Verpoorten, Dominique
AU  - Westera, Wim
AU  - Specht, Marcus
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Intervention
Educational Objectives
Educational Practices
Classification
Literature Reviews
Metacognition
Reflection
Prompting
Research Needs
Web Based Instruction
Online Courses
Instructional Design
Instructional Effectiveness
Interaction
Learning Activities
Learning Theories
Learning Processes
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 1093-023X
SP  - 167-190
ST  - Reflection Amplifiers in Online Courses: A Classification Framework
T2  - Journal of Interactive Learning Research
TI  - Reflection Amplifiers in Online Courses: A Classification Framework
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ937024&site=ehost-live&scope=site
http://www.editlib.org/p/33033
VL  - 22
ID  - 205309
ER  - 


TY  - JOUR
AB  - This paper reports on a controlled experiment on the effects of three types of reflection triggers in an online course. Fifty-four volunteers, distributed in five groups, used these structured opportunities for reflection during learning. Results show that reflection triggers were extensively employed by the test persons and were perceived as quite useful to reflection and learning. Test persons in the experimental groups reported significantly more reflective prompting and more intensive reflection than those in the control group. In contrast, no positive effects on learner performance and retention could be established. This paradox elicits different possible explanations, which are discussed in the light of the common pedagogical claim that more thoughtful approaches to learning should be promoted. (Contains 2 figures and 3 tables.)
AN  - EJ988509
AU  - Verpoorten, Dominique
AU  - Westera, Wim
AU  - Specht, Marcus
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Foreign Countries
Online Courses
Web Based Instruction
Open Source Technology
Integrated Learning Systems
Instructional Design
College Instruction
Instructional Effectiveness
Control Groups
Experimental Groups
Comparative Analysis
Predictor Variables
Questionnaires
Data Analysis
Content Analysis
Online Surveys
Use Studies
Reflection
Educational Experiments
Retention (Psychology)
Prompting
Intervention
Metacognition
Tests
Netherlands
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 0007-1013
SP  - 1030-1040
ST  - Using Reflection Triggers while Learning in an Online Course
T2  - British Journal of Educational Technology
TI  - Using Reflection Triggers while Learning in an Online Course
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ988509&site=ehost-live&scope=site
http://dx.doi.org/10.1111/j.1467-8535.2011.01257.x
VL  - 43
ID  - 205426
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To measure change in patient activation and self-efficacy in individuals with phenylketonuria (PKU) before and after a 6-month phone-based motivational interviewing (MI) intervention and determine the feasibility of implementing dietary counseling for PKU using an MI approach. METHODS: Participants (n = 31) included preadolescents (7-12 years), adolescents (13-17 years), and adults (18-35 years) with early-treated PKU. Participants completed online questionnaires assessing self-reported stage of change (SOC), patient activation, and self-efficacy for PKU self-management behaviors. The intervention included monthly phone-based dietary counseling using MI during which participants set monthly goals. RESULTS: Patient activation and self-efficacy were significantly different by age group (both p < 0.01) with higher scores in older participants. Self-efficacy significantly increased from baseline to month 6 among adolescents and adults (7.4 ± 1.9 and 8.6 ± 1.3, respectively, p = 0.002). Preadolescents did not have a significant change in self-efficacy (p = 0.79). There was no increase in patient activation for preadolescents or adolescents/adults (p = 0.19 and p = 0.24, respectively). Indicators of learning problems were not significantly associated with self-efficacy (p = 0.33) or patient activation (p = 0.83). CONCLUSION: These results demonstrate the feasibility of implementing phone-based dietary counseling for PKU using MI. This study also supports further investigation of MI as an intervention approach to improving self-efficacy and self-management behaviors in adolescents and adults with PKU.
AD  - Department of Pediatrics, University of Utah, 295 Chipeta Way, Salt Lake City, UT 84108, USA; Department of Family and Preventive Medicine, University of Utah, 375 Chipeta Way, Suite A, Salt Lake City, UT 84108, USA.
Department of Family and Preventive Medicine, University of Utah, 375 Chipeta Way, Suite A, Salt Lake City, UT 84108, USA.
Department of Internal Medicine, University of Utah, 295 Chipeta Way, Salt Lake City, UT 84108, USA.
Department of Psychiatry, University of Utah, 650 Komas Drive, Suite 200, Salt Lake City, UT 84108, USA.
AN  - 27014576
AU  - Viau, K. S.
AU  - Jones, J. L.
AU  - Murtaugh, M. A.
AU  - Gren, L. H.
AU  - Stanford, J. B.
AU  - Bilder, D. A.
C2  - Pmc4789343
DA  - Mar
DO  - 10.1016/j.ymgmr.2016.01.002
DP  - NLM
ET  - 2016/03/26
J2  - Molecular genetics and metabolism reports
KW  - ID, intellectual disability
IEP, individualized education program
IQR, interquartile range
MI, motivational interviewing
Motivational interviewing
PAM, Patient Activation Measure
PKU, phenylketonuria
Phe, phenylalanine
Phenylketonuria
SOC, stages of change
Self-efficacy
Stages of change
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2214-4269 (Print)
2214-4269
SP  - 27-33
ST  - Phone-based motivational interviewing to increase self-efficacy in individuals with phenylketonuria
T2  - Mol Genet Metab Rep
TI  - Phone-based motivational interviewing to increase self-efficacy in individuals with phenylketonuria
VL  - 6
ID  - 204808
ER  - 


TY  - JOUR
AB  - We propose and investigate the fuzzy ARTMAP neural network in off and online classification of fluorescence in situ hybridization image signals enabling clinical diagnosis of numerical genetic abnormalities. We evaluate the classification task (detecting a several abnormalities separately or simultaneously), classifier paradigm (monolithic or hierarchical), ordering strategy for the training patterns (averaging or voting), training mode (for one epoch, with validation or until completion) and model sensitivity to parameters. We find the fuzzy ARTMAP accurate in accomplishing both tasks requiring only very few training epochs. Also, selecting a training ordering by voting is more precise than if averaging over orderings. If trained for only one epoch, the fuzzy ARTMAP provides fast, yet stable and accurate learning as well as insensitivity to model complexity. Early stop of training using a validation set reduces the fuzzy ARTMAP complexity as for other machine learning models but cannot improve accuracy beyond that achieved when training is completed. Compared to other machine learning models, the fuzzy ARTMAP does not loose but gain accuracy when overtrained, although increasing its number of categories. Learned incrementally, the fuzzy ARTMAP reaches its ultimate accuracy very fast obtaining most of its data representation capability and accuracy by using only a few examples. Finally, the fuzzy ARTMAP accuracy for this domain is comparable with those of the multilayer perceptron and support vector machine and superior to those of the naive Bayesian and linear classifiers.
AD  - Pattern Analysis and Machine Learning Laboratory, Department of Electrical and Computer Engineering, Ben-Gurion University, Beer-Sheva 84105, Israel. boaz@ee.bgu.ac.il
AN  - 17001988
AU  - Vigdor, B.
AU  - Lerner, B.
DA  - Sep
DO  - 10.1109/tnn.2006.877532
DP  - NLM
ET  - 2006/09/28
J2  - IEEE transactions on neural networks
KW  - Artificial Intelligence
Chromosomes, Human, Pair 13/*genetics
Down Syndrome/*diagnosis/*genetics
Fuzzy Logic
Genetic Testing/methods
Humans
Image Interpretation, Computer-Assisted/*methods
In Situ Hybridization, Fluorescence/*methods
Microscopy, Fluorescence/methods
Online Systems
Pattern Recognition, Automated/methods
Reproducibility of Results
Sensitivity and Specificity
Trisomy/*diagnosis/*genetics
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 1045-9227 (Print)
1045-9227
SP  - 1288-300
ST  - Accurate and fast off and online fuzzy ARTMAP-based image classification with application to genetic abnormality diagnosis
T2  - IEEE Trans Neural Netw
TI  - Accurate and fast off and online fuzzy ARTMAP-based image classification with application to genetic abnormality diagnosis
VL  - 17
ID  - 203975
ER  - 


TY  - JOUR
AB  - Telehealth or online communication technologies may lessen the gap between intervention requirements for children with autism spectrum disorders (ASDs) and the available resources to provide these services. This study used a video conferencing and self-guided website to provide parent training in the homes of children with ASD. The first eight families to complete the 12-week online intervention and three-month follow up period served as pilot data. Parents' intervention skills and engagement with the website, as well as children's verbal language and joint attention skills were assessed. Preliminary research suggests telehealth may support parental learning and improve child behaviors for some families. This initial assessment of new technologies for making parent training resources available to families with ASD merits further, in-depth study.
AD  - Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA, laurie.vismara@ucdmc.ucdavis.edu.
AN  - 23677382
AU  - Vismara, L. A.
AU  - McCormick, C.
AU  - Young, G. S.
AU  - Nadhan, A.
AU  - Monlux, K.
DA  - Dec
DO  - 10.1007/s10803-013-1841-8
DP  - NLM
ET  - 2013/05/17
J2  - Journal of autism and developmental disorders
KW  - Autistic Disorder/*therapy
Child
Child Behavior
Child Language
Child, Preschool
Female
Humans
Male
Parents/*education
Telemedicine/*methods
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0162-3257
SP  - 2953-69
ST  - Preliminary findings of a telehealth approach to parent training in autism
T2  - J Autism Dev Disord
TI  - Preliminary findings of a telehealth approach to parent training in autism
VL  - 43
ID  - 204204
ER  - 


TY  - JOUR
AB  - Although there is consensus that parents should be involved in interventions designed for young children with autism spectrum disorder (ASD), parent participation alone does not ensure consistent, generalized gains in children's development. Barriers such as costly intervention, time-intensive sessions, and family life may prevent parents from using the intervention at home. Telehealth integrates communication technologies to provide health-related services at a distance. A 12 one-hour per week parent intervention program was tested using telehealth delivery with nine families with ASD. The goal was to examine its feasibility and acceptance for promoting child learning throughout families' daily play and caretaking interactions at home. Parents became skilled at using teachable moments to promote children's spontaneous language and imitation skills and were pleased with the support and ease of telehealth learning. Preliminary results suggest the potential of technology for helping parents understand and use early intervention practices more often in their daily interactions with children.
AD  - Department of Psychiatry and Behavioral Sciences, Medical Investigation of Neurodevelopmental Disorders (MIND) Institute, University of California, Davis 2825 50th Street, Sacramento, CA 95817, USA.
AN  - 23227334
AU  - Vismara, L. A.
AU  - Young, G. S.
AU  - Rogers, S. J.
C2  - Pmc3512210
DO  - 10.1155/2012/121878
DP  - NLM
ET  - 2012/12/12
J2  - Autism research and treatment
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 2090-1925 (Print)
2090-1933
SP  - 121878
ST  - Telehealth for expanding the reach of early autism training to parents
T2  - Autism Res Treat
TI  - Telehealth for expanding the reach of early autism training to parents
VL  - 2012
ID  - 204716
ER  - 


TY  - JOUR
AB  - Although knowledge about the efficacy of behavioral interventions for children with autism spectrum disorders (ASD) is increasing, studies of effectiveness and transportability to community settings are needed. The current study conducted an effectiveness trial to compare distance learning vs. live instruction for training community-based therapists to implement the Early Start Denver Model. Findings revealed: (a) distance learning and live instruction were equally effective for teaching therapists to both implement the model and to train parents; (b) didactic workshops and team supervision were required to improve therapists’ skill use; (c) significant child gains occurred over time and across teaching modalities; and (d) parents implemented the model more skillfully after coaching. Implications are discussed in relation to the economic and clinical utility of distance learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Vismara, Laurie A., Department of Psychiatry and Behavioral Sciences, Davis, M.I.N.D. Institute, University of California, 2825 50th Street, Sacramento, CA, US, 95817
AN  - 2009-21951-002
AU  - Vismara, Laurie A.
AU  - Young, Gregory S.
AU  - Stahmer, Aubyn C.
AU  - Griffith, Elizabeth McMahon
AU  - Rogers, Sally J.
DB  - APA PsycInfo
DO  - 10.1007/s10803-009-0796-2
DP  - EBSCOhost
KW  - autism spectrum disorders
evidence-based practice
therapist training effectiveness
distance learning vs live instruction
Child Development Disorders, Pervasive
Child, Preschool
Education, Distance
Health Knowledge, Attitudes, Practice
Health Personnel
Humans
Infant
Psychotherapy
Clinical Methods Training
Distance Education
Evidence Based Practice
Therapists
Therapist Characteristics
M1  - 12
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2009
SN  - 0162-3257
1573-3432
SP  - 1636-1651
ST  - Dissemination of evidence-based practice: Can we train therapists from a distance?
T2  - Journal of Autism and Developmental Disorders
TI  - Dissemination of evidence-based practice: Can we train therapists from a distance?
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-21951-002&site=ehost-live&scope=site
sally.rogers@ucdmc.ucdavis.edu
egriffit@uab.edu
astahmer@casrc.org
gregorys.young@ucdmc.ucdavis.edu
laurie.vismara@ucdmc.ucdavis.edu
VL  - 39
ID  - 204914
ER  - 


TY  - JOUR
AB  - BACKGROUND: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. AIMS: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). METHODS AND PROCEDURES: We used linear regressions based on data from a general population sample (N = 3014) collected using online assessment of 3(rd) and 4(th) grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. OUTCOMES AND RESULTS: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. CONCLUSIONS AND IMPLICATIONS: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems.
AD  - DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323, Frankfurt am Main, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, 60323, Frankfurt am Main, Germany. Electronic address: Linda.Visser@dipf.de.
DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323, Frankfurt am Main, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, 60323, Frankfurt am Main, Germany. Electronic address: Linkersdoerfer@dipf.de.
DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323, Frankfurt am Main, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, 60323, Frankfurt am Main, Germany. Electronic address: Hasselhorn@dipf.de.
AN  - 31884314
AU  - Visser, L.
AU  - Linkersdörfer, J.
AU  - Hasselhorn, M.
DA  - Feb
DO  - 10.1016/j.ridd.2019.103552
DP  - NLM
ET  - 2019/12/31
J2  - Research in developmental disabilities
KW  - Adhd
Academic achievement
Anxiety
Conduct problems
Depression
potential conflicts of interest.
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0891-4222
SP  - 103552
ST  - The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms
T2  - Res Dev Disabil
TI  - The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms
VL  - 97
ID  - 204842
ER  - 


TY  - JOUR
AB  - BACKGROUND: Several studies have identified better visual-spatial than verbal memory skills in children with Down's syndrome (DS); however, research in both typical development and DS points to a relative dissociation between visual and spatial memory processing, questioning the notion of a unitary visual-spatial memory construct. The insufficient and often contradictory results regarding the visual-spatial memory domain probably reflect the heterogeneity of memory tests employed by these studies and the different memory systems that they evaluate. METHOD: We administered five visual-spatial memory tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB) to 25 children with DS and to 25 controls matched for mental age (MA) and basic psychomotor speed and accuracy. The memory tasks measure spatial span, visual and spatial recognition, paired associates learning and self-ordered search abilities. RESULTS: The results confirm the relative sparing of the spatial short-term memory (STM) capacity in children with DS; however, as memory load increases, in recognition tasks, or when visual and spatial demands are combined, their performance is impaired compared with MA controls. The same impairment is generated by additional executive demands in the self-ordered search task, although search strategy is similar to the one presented by MA controls. CONCLUSIONS: We did not find support for a visual vs. spatial dissociation in recognition memory. Performance impairment in the visual-spatial domain parallels the increase in working memory (WM) load or in the executive demands of the task. Possible neurobiological implications of the observed performance on the CANTAB tasks are also considered.
AD  - Department of Psychology, Babeş-Bolyai University, Cluj-Napoca, Romania. laurapetra@psychology.ro
AN  - 17991001
AU  - Visu-Petra, L.
AU  - Benga, O.
AU  - Tincaş, I.
AU  - Miclea, M.
DA  - Dec
DO  - 10.1111/j.1365-2788.2007.01002.x
DP  - NLM
ET  - 2007/11/10
J2  - Journal of intellectual disability research : JIDR
KW  - Adolescent
Adult
Child
*Diagnosis, Computer-Assisted
Down Syndrome/*complications
Female
Humans
Male
Memory Disorders/*diagnosis/*etiology
Perceptual Disorders/diagnosis/*etiology
*Space Perception
*Visual Perception
LA  - eng
M1  - Pt 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0964-2633 (Print)
0964-2633
SP  - 942-52
ST  - Visual-spatial processing in children and adolescents with Down's syndrome: a computerized assessment of memory skills
T2  - J Intellect Disabil Res
TI  - Visual-spatial processing in children and adolescents with Down's syndrome: a computerized assessment of memory skills
VL  - 51
ID  - 204568
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The objective of this study was to describe the changes in behaviors as reported by nursing leaders following participation in a leadership development program (LDP). BACKGROUND: There is a scarcity of research examining changes in leadership behaviors following LDP participation. A growing body of literature links critical behaviors and traits to outcomes among nurse managers and executives. Literature supports that leadership behaviors can be learned in educational programs if the environment is right and if the talent and capacity are present. METHODS: Focus groups and online responses were guided by a structured interview protocol to elicit responses from the participants of the behavioral changes that have occurred in them as a result of their participation in an LDP. RESULTS: Seven themes describing leadership behaviors were identified. These self-reported behaviors were present 5 to 9 months after completion of the LDP.
AD  - Author Affiliations: Perioperative Nursing, In-Patient Surgical Nursing and Clinical Services, Brigham and Women's Hospital, Boston, Massachusetts.
AN  - 24531290
AU  - Vitello-Cicciu, J. M.
AU  - Weatherford, B.
AU  - Gemme, D.
AU  - Glass, B.
AU  - Seymour-Route, P.
DA  - Mar
DO  - 10.1097/nna.0000000000000046
DP  - NLM
ET  - 2014/02/18
J2  - The Journal of nursing administration
KW  - Adult
*Awareness
Female
Focus Groups
Humans
*Interprofessional Relations
*Leadership
Male
Middle Aged
Nurse Administrators/*education/organization & administration
Nursing Administration Research
Nursing Education Research
Nursing Evaluation Research
Professional Competence
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0002-0443
SP  - 170-4
ST  - The effectiveness of a leadership development program on self-awareness in practice
T2  - J Nurs Adm
TI  - The effectiveness of a leadership development program on self-awareness in practice
VL  - 44
ID  - 204609
ER  - 


TY  - JOUR
AB  - People with intellectual disabilities (ID) have unhealthier lifestyles than the general population. To sustainably improve their lifestyle and health status, a whole-system approach to creating healthy environments is crucial. To gain insight into how support for physical activity and healthy nutrition can be embedded in a setting, asset mapping can be helpful. Asset mapping involves creating a bottom-up overview of promoting and protective factors for health. However, there is no asset mapping tool available for ID support settings. This study aims to develop an asset mapping tool in collaboration with people with ID to gain insight into assets for healthy nutrition and physical activity in such settings. The tool is based on previous research and development continued in an iterative and inclusive process in order to create a clear, comprehensive, and usable tool. Expert interviews (n = 7), interviews with end-users (n = 7), and pilot testing (n = 16) were conducted to refine the tool. Pilot participants perceived the tool as helpful in pinpointing perceived assets and in prompting ideas on how to create inclusive environments with support for physical activity and healthy nutrition. This overview of assets can be helpful for mobilizing assets and building the health-promoting capacities of ID support settings.
AD  - Department of Primary and Community Care, Intellectual Disabilities and Health, Radboud Institute for Health Sciences, Radboud University Medical Center, P.O box 9101, 6500 HB Nijmegen, The Netherlands.
Department of Physical Therapy, University of Nevada, Las Vegas, NV 89154-3029, USA.
Department of General Practice, Intellectual Disability Medicine, Erasmus University Medical Center, Rotterdam, P.O box 2040, 3000 CA Rotterdam, The Netherlands.
Department of Primary and Community Care, Radboud Institute for Health Sciences, Radboud University Medical Center, P.O box 9101, 6500 HB Nijmegen, The Netherlands.
AN  - 32012833
AU  - Vlot-van Anrooij, K.
AU  - Hilgenkamp, T. I. M.
AU  - Leusink, G. L.
AU  - van der Cruijsen, A.
AU  - Jansen, H.
AU  - Naaldenberg, J.
AU  - van der Velden, K.
C2  - Pmc7037294
DA  - Jan 28
DO  - 10.3390/ijerph17030794
DP  - NLM
ET  - 2020/02/06
J2  - International journal of environmental research and public health
KW  - *community participation
*context-based interventions
*empowerment
*health assets
*health promotion
*inclusion
*inclusive research
*intellectual disability
*lifestyle
*settings approach
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1661-7827 (Print)
1660-4601
ST  - Improving Environmental Capacities for Health Promotion in Support Settings for People with Intellectual Disabilities: Inclusive Design of the DIHASID Tool
T2  - Int J Environ Res Public Health
TI  - Improving Environmental Capacities for Health Promotion in Support Settings for People with Intellectual Disabilities: Inclusive Design of the DIHASID Tool
VL  - 17
ID  - 204855
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Evaluate graduate students' experience in a flipped metabolism course using periodic learning reflections. METHODS: Two cohorts of graduate students (n = 17, total) were recruited from an advanced metabolism course using a flipped learning approach during the fall 2016 and 2017 semesters. After course completion, 2 investigators used content analysis to develop themes from 8 structured learning reflections. RESULTS: Four themes were developed from the reflections: responsibility for learning, metacognition, team-based learning, and transfer of skills. Resistance to flipped learning peaked at week 4 of the semester. By the end of the semester, students seemed to embrace the flipped approach and self-directed learning. CONCLUSIONS AND IMPLICATIONS: Despite reporting being better self-directed learners by the end of the semester, students may struggle with the flipped learning format early in the semester. Thus, instructors may need to adopt supportive techniques with students initially.
AD  - Department of Family and Consumer Sciences, Bradley University, Peoria, IL. Electronic address: rvollmer@fsmail.bradley.edu.
Department of Family and Consumer Sciences, Bradley University, Peoria, IL.
AN  - 31879172
AU  - Vollmer, R. L.
AU  - Drake, T.
DA  - Apr
DO  - 10.1016/j.jneb.2019.11.014
DP  - NLM
ET  - 2019/12/28
J2  - Journal of nutrition education and behavior
KW  - dietetics education
flipped learning
learning reflections
self-directed learning
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1499-4046
SP  - 407-414
ST  - Exploration of Dietetics Graduate Students' Experience in a Flipped Course Using Learning Reflections
T2  - J Nutr Educ Behav
TI  - Exploration of Dietetics Graduate Students' Experience in a Flipped Course Using Learning Reflections
VL  - 52
ID  - 204826
ER  - 


TY  - JOUR
AB  - BACKGROUND: Health risk assessment tools compute an individual's risk of developing a disease. Routine use of such tools by primary care physicians (PCPs) is potentially useful in chronic disease prevention. We sought physicians' awareness and perceptions of the usefulness, usability and feasibility of performing assessments with computer-based risk assessment tools in primary care settings. METHODS: Focus groups and usability testing with a computer-based risk assessment tool were conducted with PCPs from both university-affiliated and community-based practices. Analysis was derived from grounded theory methodology. RESULTS: PCPs (n = 30) were aware of several risk assessment tools although only select tools were used routinely. The decision to use a tool depended on how use impacted practice workflow and whether the tool had credibility. Participants felt that embedding tools in the electronic medical records (EMRs) system might allow for health information from the medical record to auto-populate into the tool. User comprehension of risk could also be improved with computer-based interfaces that present risk in different formats. CONCLUSIONS: In this study, PCPs chose to use certain tools more regularly because of usability and credibility. Despite there being differences in the particular tools a clinical practice used, there was general appreciation for the usefulness of tools for different clinical situations. Participants characterised particular features of an ideal tool, feeling strongly that embedding risk assessment tools in the EMR would maximise accessibility and use of the tool for chronic disease management. However, appropriate practice workflow integration and features that facilitate patient understanding at point-of-care are also essential.
AD  - University of Toronto, Canada. teja.voruganti@mail.utoronto.ca.
University of Toronto, Canada. maryann.obrien@utoronto.ca.
University of Toronto, Canada. sharon.straus@utoronto.ca.
University of Toronto, Canada. John.McLaughlin@oahpp.ca.
University of Toronto, Canada. eva.grunfeld@utoronto.ca.
AN  - 26577424
AU  - Voruganti, T. R.
AU  - O'Brien, M. A.
AU  - Straus, S. E.
AU  - McLaughlin, J. R.
AU  - Grunfeld, E.
DA  - Sep 24
DO  - 10.14236/jhi.v22i3.153
DP  - NLM
ET  - 2015/11/19
J2  - Journal of innovation in health informatics
KW  - Adult
Aged
Awareness
Decision Support Systems, Clinical/*statistics & numerical data
*Disease Management
Electronic Health Records/*organization & administration
Female
Humans
Male
Middle Aged
Physicians, Primary Care/*psychology
Point-of-Care Systems
Qualitative Research
Risk Assessment/*organization & administration
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 2058-4555
SP  - 333-9
ST  - Primary care physicians' perspectives on computer-based health risk assessment tools for chronic diseases: a mixed methods study
T2  - J Innov Health Inform
TI  - Primary care physicians' perspectives on computer-based health risk assessment tools for chronic diseases: a mixed methods study
VL  - 22
ID  - 204567
ER  - 


TY  - JOUR
AB  - An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students' metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years involving 35, 20 and 24 students in each year. The interventions included providing students with clearly stated focused outcomes about the relevant science concepts, engaging in collaborative group work, reading scientific texts and using concept mapping techniques. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and posttest results of the "Metacognitive Support Questionnaire" ("MSpQ"). The results showed gains in the "MSpQ."
AN  - EJ1115558
AU  - Wagaba, Francis
AU  - Treagust, David F.
AU  - Chandrasegaran, A. L.
AU  - Won, Mihye
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Metacognition
Curriculum Enrichment
Scientific Concepts
Concept Teaching
Light
Environmental Education
Ecology
Genetics
Intervention
Relevance (Education)
Pretests Posttests
Questionnaires
Teaching Methods
Educational Strategies
Instructional Effectiveness
Secondary School Students
Foreign Countries
Australia
M1  - 12
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1306-3065
SP  - 5376-5395
ST  - An Action Research in Science: Providing Metacognitive Support to Year 9 Students
T2  - International Journal of Environmental and Science Education
TI  - An Action Research in Science: Providing Metacognitive Support to Year 9 Students
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1115558&site=ehost-live&scope=site
VL  - 11
ID  - 205086
ER  - 


TY  - JOUR
AB  - BACKGROUND: In developing countries, obtaining reliable prevalence rates for children with special health care needs (CSHCN) is challenging. One of the tools used to identify CSHCN is the CSHCN Screener (not available in Arabic). The aim is to test the feasibility of using an Arabic version of CSHCN screener in identifying CSHCN in the Egyptian setup and to estimate their prevalence in Alexandria. METHODS: A community-based survey was conducted among a representative sample of children using a multistage cluster sampling technique. A pre-designed interviewing questionnaire and the Arabic translation of CSHCN screener were used. RESULTS: The prevalence of CSHCN was 12.2% and 91.8% of them had the three domains of health care needs. The most prevalent conditions requiring special health care were sensory and cognitive impairments and impaired mobility. Type of family was the only significant factor associated with special health care needs. CONCLUSION: It is concluded that the screener can easily be used and help in identifying the majority of children that need to be the focus of the National health care services. It is recommended that the school health services add the screener to assist depicting the existing gaps in the health care system.
AD  - Department of Epidemiology, High Institute of Public Health, Alexandria University, Alexandria, Egypt.
Department of Epidemiology, High Institute of Public Health, Alexandria University, Alexandria, Egypt. dr.elnimr@gmail.com.
AN  - 29795196
AU  - Wahdan, I. H.
AU  - El-Nimr, N. A.
DA  - Jul
DO  - 10.1038/s41390-018-0008-x
DP  - NLM
ET  - 2018/05/26
J2  - Pediatric research
KW  - Adolescent
Child
Child Health Services/*organization & administration
Chronic Disease
Cluster Analysis
Developmental Disabilities/diagnosis
Disabled Persons
Egypt/epidemiology
Female
*Health Services Needs and Demand
*Health Surveys
Humans
Language
Male
Mass Screening/*methods
Prevalence
*Surveys and Questionnaires
United States
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0031-3998
SP  - 57-61
ST  - Identifying children with Special Health Care Needs in Alexandria, Egypt
T2  - Pediatr Res
TI  - Identifying children with Special Health Care Needs in Alexandria, Egypt
VL  - 84
ID  - 204028
ER  - 


TY  - JOUR
AB  - Parent-mediated interventions for young children with autism spectrum disorder (ASD) are highly under-utilized in community settings. A challenge to the dissemination of these programs is that provider training protocols must teach both the intervention techniques, and the parent coaching strategies. The current study assesses the feasibility an innovative multimodal training protocol to teach community-based intervention providers Project ImPACT (Improving Parents as Communication Teachers). A total of 30 providers (90% female; 76% Caucasian, 13.3% Multiracial/Other, 3.3% Hispanic/Latino, and 3.3% Asian/Pacific Islander) participated in Phase 1, and 15 of these participants (80% female; 60% Caucasian, 33.3% multiracial, and 6.6% Hispanic/Latino) participated in Phase 2. In Phase 1, providers completed questionnaires and videotaped interactions before and after a web-based tutorial and interactive workshop focused on intervention techniques. In Phase 2, providers completed questionnaires and videotaped interactions before and after a second interactive workshop focused on parent coaching. Results from Phase 1 indicate that the addition of the workshop resulted in higher ratings of training satisfaction (p < .01), training adequacy (p < .01), and self-efficacy (p < .01) of the intervention techniques. Results from Phase 2 indicate the addition of the second workshop resulted in greater training adequacy of the parent coaching strategies, p < .01. These results suggest that use of this training protocol is a feasible way to increase access to high quality training in evidence-based intervention for providers working with children with ASD in the community; however, larger scale community-based trials of the training protocol are an important next step. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Wainer, Allison L.
AN  - 2017-07431-001
AU  - Wainer, Allison L.
AU  - Pickard, Katherine
AU  - Ingersoll, Brooke R.
DB  - APA PsycInfo
DO  - 10.1007/s10826-017-0671-2
DP  - EBSCOhost
KW  - Autism spectrum disorder (ASD)
Provider training
Parent-mediated intervention
Naturalistic developmental behavioral intervention (NDBI)
Project ImPACT
Computer Assisted Instruction
Educational Programs
Intervention
Professional Consultation
Health Personnel
Communities
Parents
M1  - 6
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1062-1024
1573-2843
SP  - 1592-1602
ST  - Using web-based instruction, brief workshops, and remote consultation to teach community-based providers a parent-mediated intervention
T2  - Journal of Child and Family Studies
TI  - Using web-based instruction, brief workshops, and remote consultation to teach community-based providers a parent-mediated intervention
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-07431-001&site=ehost-live&scope=site
ORCID: 0000-0002-1357-5829
allison_wainer@rush.edu
VL  - 26
ID  - 205057
ER  - 


TY  - JOUR
AB  - BACKGROUND: Patient portals specifically designed for the inpatient setting have significant potential to improve patient care. However, little is known about how the users of this technology, the patients, may interact with the inpatient portals. As a result, hospitals have limited ability to design approaches that support patient use of the portal. OBJECTIVES: This study aims to evaluate the user experience associated with an inpatient portal. METHODS: We used a Think-Aloud protocol to study user interactions with a commercially available inpatient portal-MyChart Bedside (MCB). Study participants included 19 English-speaking adults over the age of 18 years. In one-on-one sessions, participants narrated their experience using the MCB application and completing eight specific tasks. Recordings were transcribed and coded into three dimensions of the user experience: physical, cognitive, and sociobehavioral. RESULTS: Our analysis of the physical experience highlighted the navigational errors and technical challenges associated with the use of MCB. We also found that issues associated with the cognitive experience included comprehension problems that spurred anxiety and uncertainty. Analysis of the sociobehavioral experience suggested that users have different learning styles and preferences for learning including self-guided, handouts, and in-person training. CONCLUSION: Inpatient portals may be an effective tool to improve the patient experience in the hospital. Moreover, making this technology available to inpatients may help to foster ongoing use of technology across the care continuum. However, deriving the benefits from the technology requires appropriate support. We identified multiple opportunities for hospital management to intervene. In particular, teaching patients to use the application by making a variety of instructional materials available could help to reduce several identified barriers to use. Additionally, hospitals should be prepared to manage patient anxiety and increased questioning arising from the availability of information in the inpatient portal application.
AN  - 29444536
AU  - Walker, D. M.
AU  - Menser, T.
AU  - Yen, P. Y.
AU  - McAlearney, A. S.
C2  - Pmc5843764
DA  - Jan
DO  - 10.1055/s-0037-1621732
DP  - NLM
ET  - 2018/02/15
J2  - Applied clinical informatics
KW  - Adult
Behavior
Cognition
Female
Humans
*Inpatients
Male
Middle Aged
Patient Portals/*statistics & numerical data
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1869-0327
SP  - 105-113
ST  - Optimizing the User Experience: Identifying Opportunities to Improve Use of an Inpatient Portal
T2  - Appl Clin Inform
TI  - Optimizing the User Experience: Identifying Opportunities to Improve Use of an Inpatient Portal
VL  - 9
ID  - 204390
ER  - 


TY  - JOUR
AB  - In the United States, Medicaid is the primary source of funding for many services on which individuals with intellectual and developmental disabilities depend. Case management, one such service, links individuals with intellectual and developmental disabilities to community‐based speech and language therapy, adaptive technology, medical care, and other support services. Case management can facilitate navigation in a complex system of care. State and federal concerns about the rising cost of Medicaid and case management have led to changes in payment methodologies. This analysis of one state's case management expenditure during 2007 and 2008 found payment changes were associated with a decrease in the average annual cost per person. Comparing these two years, the largest decrease in cost was found among children and youth, those individuals with less severe disabilities, and persons from ethnic/racial minorities. As such changes could delay early intervention, over time, they could have a negative effect on both cost and outcomes. While this is a case study of a single service in a large urban area of one state, the results may apply to other health and human services and to other locales where fee‐for‐service arrangements are used. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Walker, Melissa A., Hugo Wall School of Urban and Public Affairs, Fairmount College of Liberal Arts and Sciences, Wichita State University, 1845 Fairmount Street, Box 155, Wichita, KS, US, 67260-0155
AN  - 2015-03212-004
AU  - Walker, Melissa A.
DB  - APA PsycInfo
DO  - 10.1111/jppi.12100
DP  - EBSCOhost
KW  - case management
developmental disability
intellectual disability
Medicaid fee‐for‐service
mental retardation
Developmental Disabilities
Health Care Services
Intellectual Development Disorder
Funding
Medicaid
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 1741-1122
1741-1130
SP  - 268-278
ST  - Payment and delivery of case management for individuals with intellectual and developmental disabilities
T2  - Journal of Policy and Practice in Intellectual Disabilities
TI  - Payment and delivery of case management 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=2015-03212-004&site=ehost-live&scope=site
melissa.walker@wichita.edu
VL  - 11
ID  - 204993
ER  - 


TY  - JOUR
AB  - As part of the Learning to Learn Phase 3 Evaluation [for full detail see Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). "Learning to Learn in Schools Phase 3 Evaluation: Final Report." London: Campaign for Learning. Available at: www.campaignforlearning.org.uk; Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). "Learning to Learn in Schools Phase 3 Evaluation Year One Final Report." London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk; Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P. et al. (2006). "Learning to Learn in Schools Phase 3 Evaluation: Year Two Report." London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk] teachers across three Local Authorities in England were supported in using an approach fitting ideas of professional enquiry through action research [Baumfield, V., Hall, E., & Wall, K. (2008). "Action research in the classroom." London: Sage]. In this complex project, teachers have explored different innovations that they believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning [Kagan, S. (2001). "Cooperative learning." Kagan Publishing. www.Kaganonline.com] to Assessment for Learning [Black, P. J. & Wiliam, D. (1998). Assessment and classroom learning. "Assessment in Education", 5, 7-73] to Thinking Skills [Baumfield, V. & Higgins, S. (1997). But no one has maths at a party: Pupils' reasoning strategies in a thinking skills programme. "Curriculum, 18"(3), 140-148]. As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds to debates around pupil voice [for example, Flutter, J. & Ruddock, J. (2004). "Consulting pupils: What's in it for schools?" London: Routledge Falmer], and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy [Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006) Learning to Learn: Teacher research in the zone of proximal development. "Teacher Development, 10"(2)] This paper will use the method of pupil views templates [Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: A research and learning tool. "International Journal of Research and Methods in Education, 29"(1), 39-53] used by teachers as a pragmatic tool [Baumfield, V., Hall, E., Higgins, S., & Wall, K. (2007). Tools for enquiry and the role of feedback in teachers' learning. "Paper presented at the European Association for Research in Learning and Instruction Conference"] to research pupils' perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils' declarative knowledge of the process of learning and therefore aspects of their metacognitive knowledge and skillfulness [Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task difference. "Learning and Individual Differences, 15", 159-176].
AN  - EJ796708
AU  - Wall, Kate
DA  - 04/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Learning Strategies
Cooperative Learning
Metacognition
Learning Processes
Foreign Countries
Internet
Thinking Skills
Teaching Methods
Inquiry
Student Attitudes
Feedback (Response)
Teacher Researchers
England
United Kingdom (England)
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1871-1871
SP  - 23-33
ST  - Understanding Metacognition through the Use of Pupil Views Templates: Pupil Views of Learning to Learn
T2  - Thinking Skills and Creativity
TI  - Understanding Metacognition through the Use of Pupil Views Templates: Pupil Views of Learning to Learn
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ796708&site=ehost-live&scope=site
http://dx.doi.org/10.1016/j.tsc.2008.03.004
VL  - 3
ID  - 205396
ER  - 


TY  - JOUR
AB  - This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three-way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms.
AN  - EJ734545
AU  - Wall, Kate
AU  - Higgins, Steve
DA  - 04/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Metacognition
Research Tools
Student Attitudes
Teacher Student Relationship
Classroom Environment
Action Research
Learning Processes
Interviews
Learning Activities
Data Collection
Context Effect
Student Rights
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2006
SN  - 1743-727X
SP  - 39-53
ST  - Facilitating Metacognitive Talk: A Research and Learning Tool
T2  - International Journal of Research & Method in Education
TI  - Facilitating Metacognitive Talk: A Research and Learning Tool
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ734545&site=ehost-live&scope=site
http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=R03013115V6QR18R
VL  - 29
ID  - 205218
ER  - 


TY  - JOUR
AB  - Ingvarsson and Hollobaugh (2011) investigated tact- or echoic-to-intraverbal transfer of stimulus control to "wh" questions for three preschool-aged boys with autism. The current study was a systematic replication of this study with an adolescent girl with Down syndrome. A multi-element design was used to compare the effectiveness and efficiency of picture or echoic prompts presented on an iPad or in vivo to teach "wh" questions. All prompt conditions were effective. Conclusions and recommendations for practice are presented.
AN  - EJ1122126
AU  - Wallace, Abigail M.
AU  - Bechtel, D. Reed
AU  - Heatter, Sue
AU  - Barry, Leasha M.
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Comparative Analysis
Prompting
Adolescents
Down Syndrome
Verbal Communication
Females
Replication (Evaluation)
Instructional Effectiveness
Efficiency
Visual Aids
Handheld Devices
Computer Uses in Education
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 0889-9401
SP  - 225-232
ST  - A Comparison of Prompting Strategies to Teach Intraverbals to an Adolescent with Down Syndrome
T2  - Analysis of Verbal Behavior
TI  - A Comparison of Prompting Strategies to Teach Intraverbals to an Adolescent with Down Syndrome
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1122126&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s40616-016-0058-2
VL  - 32
ID  - 205072
ER  - 


TY  - JOUR
AB  - Positive behavioral support (PBS) employs applied behavioral analysis to enhance the quality of life of people who behave in challenging ways. PBS builds on the straightforward and intuitively appealing notion that if people know how to control their environments, they will have less need to behave in challenging ways. Accordingly, PBS focuses on the perspective of those who have behavioral issues, and assesses success via reduction in incidences of challenging behaviors. The qualitative research presented in this report approaches PBS from a different viewpoint and, using thematic analysis, considers the impact of PBS training on the lived experience of staff who deliver services. Thirteen support staff who work for a company supplying social care and supported living services for people with learning disabilities and complex needs in the northwest of England took part. Analysis of interviews identified five major themes. These were: (1) training: enjoyable and useful; (2) widening of perspective: different ways of thinking; (3) increased competence: better outcomes; (4) spill over into private lives: increased tolerance in relationships; and (5) reflecting on practice and moving to a holistic view: "I am aware that people…are not just being naughty." These themes evidenced personal growth on the part of service providers receiving training. Explicitly, they demonstrated that greater awareness of PBS equipped recipients with an appropriate set of values, and the technical knowledge required to realize them.
AD  - Department of Psychology, Manchester Metropolitan University, Manchester, United Kingdom.
Acquired Brain Injury Ireland, Co., Offaly, Ireland.
Future Directions CIC, Greater Manchester, United Kingdom.
AN  - 31736821
AU  - Walsh, R. S.
AU  - McClean, B.
AU  - Doyle, N.
AU  - Ryan, S.
AU  - Scarborough-Lang, S. J.
AU  - Rishton, A.
AU  - Dagnall, N.
C2  - Pmc6828942
DO  - 10.3389/fpsyg.2019.02408
DP  - NLM
ET  - 2019/11/19
J2  - Frontiers in psychology
KW  - challenging behavior
positive behavioral support (PBS)
staff experience
thematic analysis
training
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1664-1078 (Print)
1664-1078
SP  - 2408
ST  - A Thematic Analysis Investigating the Impact of Positive Behavioral Support Training on the Lives of Service Providers: "It Makes You Think Differently"
T2  - Front Psychol
TI  - A Thematic Analysis Investigating the Impact of Positive Behavioral Support Training on the Lives of Service Providers: "It Makes You Think Differently"
VL  - 10
ID  - 204813
ER  - 


TY  - JOUR
AB  - The purposes of this paper were to identify and compare goals and objectives addressed by music therapists that are contained in the SCERTS Model, for use with children at risk or diagnosed with a communication impartment including Autism Spectrum Disorder (ASD). A video analysis of music therapists working with clients at risk or diagnosed with ASD (N = 33) was conducted to: (a) identify the areas of the SCERTS assessment model that music therapists are currently addressing within their sessions for clients with ASD, and (b) compare the frequency of SCERTS domains and goals addressed by music therapists within sessions. Results of the analysis revealed that all three domains of social communication, emotional regulation, and transactional support were addressed within music therapy sessions. Within each domain both broad goals were all addressed including joint attention and symbol use for social communication, self-regulation and mutual regulation for emotional regulation, and interpersonal support and learning support for transactional support. Overall, music therapists addressed transactional support goals and subgoals more often than social communication and emotional regulation goals and subgoals. The highest frequency goal area addressed was interpersonal support (73.96%) and the lowest goal area addressed was joint attention (35.96%). For the social partner and language partner language stages, 58 of the 320 possible subgoals were addressed with 90% frequency or higher, while 13 of the same subgoals were never addressed. The SCERTS Model is designed for use by a multidisciplinary team of professionals and family members throughout a client's treatment and contains an ongoing assessment tool with resulting goals and objectives. This analysis indicates that many SCERTS goals and objectives can be addressed in music therapy interventions. Additionally, goals and subgoals not previously recognized in music therapy treatment can be generated by the use of the SCERTS Model.
AD  - Florida State University.
AN  - 19757876
AU  - Walworth, D. D.
AU  - Register, D.
AU  - Engel, J. N.
DA  - Fall
DO  - 10.1093/jmt/46.3.204
DP  - NLM
ET  - 2009/09/18
J2  - Journal of music therapy
KW  - Adolescent
Adult
Autistic Disorder/prevention & control/*therapy
Child
Child, Preschool
Cognition Disorders/etiology/*therapy
Developmental Disabilities/etiology/*therapy
Female
Humans
Male
Music Therapy/*methods
Patient Care Planning/organization & administration
Program Evaluation
*Quality of Life
Social Behavior
Social Environment
Treatment Outcome
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0022-2917 (Print)
0022-2917
SP  - 204-16
ST  - Using the SCERTS model assessment tool to identify music therapy goals for clients with autism spectrum disorder
T2  - J Music Ther
TI  - Using the SCERTS model assessment tool to identify music therapy goals for clients with autism spectrum disorder
VL  - 46
ID  - 204200
ER  - 


TY  - JOUR
AB  - Recent models of the early emergence of autism spectrum disorder (ASD) propose an interaction between risk susceptibility and the infant's social environment, resulting in a progressively atypical developmental trajectory. The infant's early social environmental experience consists mostly of interaction with caregivers, yet there has been little systematic study of early parent–infant interaction in infants at risk of ASD. This study examined the global characteristics of parent–infant interaction in 6- to 10-month-old infants with an older sibling diagnosed with ASD (at-risk sibs), in comparison with a group of infants with no family history of ASD (low-risk sibs). As part of the British Autism Study of Infant Siblings (BASIS), 6-min videotaped unstructured play interactions of mother–infant dyads (45 at-risk sibs and 47 low-risk sibs) were rated on global aspects of parent–infant interaction, blind to participant information. Differences in global characteristics of interaction were observed in both infant and parent contributions in the at-risk group compared to low-risk controls. In analyses adjusted for age and developmental level, at-risk sib infants were less lively, and their parents showed higher directiveness, and lower sensitive responding (as a trend after adjustment). Level of infant liveliness was independent of other interactive behaviour. Consistent with reports in previous literature in older children with autism and in other neurodevelopmental disorders, our findings may suggest that infants at genetic risk are exposed to a more directive interactive style relatively early in infancy. We discuss possible explanations for these findings and implications for further developmental study and intervention. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Wan, Ming Wai
AN  - 2012-03966-018
AU  - Wan, Ming Wai
AU  - Green, Jonathan
AU  - Elsabbagh, Mayada
AU  - Johnson, Mark
AU  - Charman, Tony
AU  - Plummer, Faye
DB  - APA PsycInfo
DO  - 10.1016/j.ridd.2011.12.011
DP  - EBSCOhost
KW  - parent–infant interaction
siblings
at risk populations
autism
susceptibility
social environment
Character
Child Development Disorders, Pervasive
Female
Genetic Predisposition to Disease
Great Britain
Humans
Infant
Male
Maternal Behavior
Mother-Child Relations
Play and Playthings
Risk Factors
Autism Spectrum Disorders
Mother Child Relations
Social Environments
Susceptibility (Disorders)
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2012
SN  - 0891-4222
1873-3379
SP  - 924-932
ST  - Parent–infant interaction in infant siblings at risk of autism
T2  - Research in Developmental Disabilities
TI  - Parent–infant interaction in infant siblings at risk of autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-03966-018&site=ehost-live&scope=site
ORCID: 0000-0003-1993-6549
ORCID: 0000-0003-4229-2585
ORCID: 0000-0002-0143-181X
m.w.wan@manchester.ac.uk
VL  - 33
ID  - 204987
ER  - 


TY  - JOUR
AB  - Background: There are no reliable estimates of the prevalences of autism and autism spectrum disorders (ASD) in China. Objective: Combine results across studies to estimate the prevalences of autism and ASD among Chinese children under the age of 18, and assess variations in the prevalences with respect to gender, ethnicity, and urban versus rural residence. Methods: Based on pre-defined inclusion and exclusion criteria, studies were identified by searching the following databases: Chinese National Knowledge Infrastructure, Chongqing VIP database for Chinese Technical Periodicals, WANFANG DATA, Chinese Biological Medical Literature Database, Pubmed, and Web of Science. Statistical analysis was conducted using R-2.15.2 software. Results: The 24 studies meeting inclusion criteria included 5 registry studies from Taiwan and Hong Kong (covering a total of 14570 369 children) and 19 community-based screening and diagnostic studies from mainland China (with a combined sample of 771 413 children). The annually reported prevalence of autism in the registry studies ranged from 1.8 to 424.6 per 10 000. A meta-analysis of 18 of the studies from mainland China (excluding a large nationwide study with the lowest prevalence of autism) with a range in rates from 2.8 to 30.4 per 10 000 generated an estimated pooled prevalence of autism of 12.8 per 10 000 (95%CI, 9.4 to 17.5). The pooled prevalence of ASD estimated from 5 of these studies (which had a range in rates from 7.3 to 75.3 per 10 000) was 24.5 per 10000 (95%CI, 10.4 to 57.4). The reported prevalence of autism varied substantially by gender, location of residence, date of publication, and source of the sample. Conclusion: The huge difference between the rates for autism reported from registry systems in Hong Kong and Taiwan (a 200-fold difference) and the large differences in rates reported from community-based screening studies in mainland China (a 10- to 15-fold difference) highlight the urgent need for establishing standardized methods for estimating the prevalences of autism and ASD. Until these methodological improvements have been made, it will not be possible to develop evidence-based prevention and treatment strategies for the management of these uncommon but seriously disabling conditions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Li, Chunbo
AN  - 2015-36515-003
AU  - Wan, Yumei
AU  - Hu, Qiang
AU  - Li, Ting
AU  - Jiang, Lijuan
AU  - Du, Yasong
AU  - Feng, Lei
AU  - Chee-Meng Wong, John
AU  - Li, Chunbo
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - prevalence
autism spectrum disorders
Chinese children
ethnicity
residence status
gender
urban versus rural residence
Childhood Development
Ethnic Identity
Human Sex Differences
Rural Environments
Social Environments
Urban Environments
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 1002-0829
SP  - 70-80
ST  - Prevalence of autism spectrum disorders among children in China: A systematic review
T2  - Shanghai Archives of Psychiatry
TI  - Prevalence of autism spectrum disorders among children in China: A systematic review
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-36515-003&site=ehost-live&scope=site
chunbo_li@yahoo.com
VL  - 25
ID  - 205002
ER  - 


TY  - JOUR
AB  - BACKGROUND: There are no reliable estimates of the prevalences of autism and autism spectrum disorders (ASD) in China. OBJECTIVE: Combine results across studies to estimate the prevalences of autism and ASD among Chinese children under the age of 18, and assess variations in the prevalences with respect to gender, ethnicity, and urban versus rural residence. METHODS: Based on pre-defined inclusion and exclusion criteria, studies were identified by searching the following databases: Chinese National Knowledge Infrastructure, Chongqing VIP database for Chinese Technical Periodicals, WANFANG DATA, Chinese Biological Medical Literature Database, Pubmed, and Web of Science. Statistical analysis was conducted using R-2.15.2 software. RESULTS: The 24 studies meeting inclusion criteria included 5 registry studies from Taiwan and Hong Kong (covering a total of 14570 369 children) and 19 community-based screening and diagnostic studies from mainland China (with a combined sample of 771 413 children). The annually reported prevalence of autism in the registry studies ranged from 1.8 to 424.6 per 10 000. A meta-analysis of 18 of the studies from mainland China (excluding a large nationwide study with the lowest prevalence of autism) with a range in rates from 2.8 to 30.4 per 10 000 generated an estimated pooled prevalence of autism of 12.8 per 10 000 (95%CI, 9.4 to 17.5). The pooled prevalence of ASD estimated from 5 of these studies (which had a range in rates from 7.3 to 75.3 per 10 000) was 24.5 per 10000 (95%CI, 10.4 to 57.4). The reported prevalence of autism varied substantially by gender, location of residence, date of publication, and source of the sample. CONCLUSION: The huge difference between the rates for autism reported from registry systems in Hong Kong and Taiwan (a 200-fold difference) and the large differences in rates reported from community-based screening studies in mainland China (a 10- to 15-fold difference) highlight the urgent need for establishing standardized methods for estimating the prevalences of autism and ASD. Until these methodological improvements have been made, it will not be possible to develop evidence-based prevention and treatment strategies for the management of these uncommon but seriously disabling conditions.
AD  - Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
Department of Psychological Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
Department of Psychological Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore ; Department of Psychological Medicine, National University Hospital, Singapore.
AN  - 24991138
AU  - Wan, Y.
AU  - Hu, Q.
AU  - Li, T.
AU  - Jiang, L.
AU  - Du, Y.
AU  - Feng, L.
AU  - Wong, J. C.
AU  - Li, C.
C2  - PMC4054540 article.
DA  - Apr
DO  - 10.3969/j.issn.1002-0829.2013.02.003
DP  - NLM
ET  - 2013/04/01
J2  - Shanghai archives of psychiatry
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1002-0829 (Print)
1002-0829
SP  - 70-80
ST  - Prevalence of autism spectrum disorders among children in China: a systematic review
T2  - Shanghai Arch Psychiatry
TI  - Prevalence of autism spectrum disorders among children in China: a systematic review
VL  - 25
ID  - 204676
ER  - 


TY  - JOUR
AB  - Alzheimer's disease (AD), an irreversible progressive neurodegenerative disease, causes characteristic cognitive impairment, and no curative treatments are currently available. Stem cell transplantation offers a powerful tool for the treatment of AD. We conducted a systematic review and meta-analysis of data from controlled studies to study the impact of stem cell biology and experimental design on learning and memory function following stem cell transplantation in animal models of AD. A total of 58 eligible controlled studies were included by searching PubMed, EMBASE, and Web of Science up to April 13, 2015. Meta-analysis showed that stem cell transplantation could promote both learning and memory recovery. Stratified meta-analysis was used to explore the influence of the potential factors on the estimated effect size, and meta-regression analyses were undertaken to explore the sources of heterogeneity for learning and memory function. Publication bias was assessed using funnel plots and Egger's test. The present review reinforces the evidence supporting stem cell transplantation in experimental AD. However, it highlights areas that require well-designed and well-reported animal studies.
AD  - Department of Integrated Chinese and Western Medicine, The Second Xiangya Hospital, Central South University, Changsha 410011, P.R. China.
Institute of Integrated Medicine, Xiangya Hospital, Central South University, Changsha 410008, P.R. China.
AN  - 26159750
AU  - Wang, Z.
AU  - Peng, W.
AU  - Zhang, C.
AU  - Sheng, C.
AU  - Huang, W.
AU  - Wang, Y.
AU  - Fan, R.
C2  - Pmc4498325
DA  - Jul 10
DO  - 10.1038/srep12134
DP  - NLM
ET  - 2015/07/15
J2  - Scientific reports
KW  - Alzheimer Disease/*physiopathology
Animals
Cognition/*physiology
Cognition Disorders/*physiopathology
Disease Models, Animal
Humans
Stem Cell Transplantation/*adverse effects
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 2045-2322
SP  - 12134
ST  - Effects of stem cell transplantation on cognitive decline in animal models of Alzheimer's disease: A systematic review and meta-analysis
T2  - Sci Rep
TI  - Effects of stem cell transplantation on cognitive decline in animal models of Alzheimer's disease: A systematic review and meta-analysis
VL  - 5
ID  - 204072
ER  - 


TY  - JOUR
AB  - Over the last few decades, considerable evidence shows that greater levels of aerobic exercise and cardiovascular fitness benefit cognitive performance. However, the degree to which free-living activity in community settings is related to cognitive performance remains unclear, particularly in older adults vulnerable to disability. Also, it is unknown whether the manner in which daily physical activity (PA) and sedentary time are accumulated throughout the day is associated with cognition. Cross-sectional associations between accelerometer-characterized PA and sedentary patterns and cognitive performance were examined in 1,274 mobility-limited older adults. Percent time spent in various bout lengths of PA (≥1, ≥2, and ≥5 min) and sedentary (≥1, ≥30, and ≥60 min) was defined as the number of minutes registered divided by total wear time × 100. Percent time was then tertiled for each bout length. Multiple linear regression models were used to estimate the associations between accelerometer bout variables and separate cognitive domains that included processing speed (Digit Symbol Coding; DSC), immediate and delayed recall (Hopkins Verbal Learning Test; HVLT), information processing and selective attention (Flanker), working memory (n-back), reaction time (switch and non-switch reaction time), and a composite score that averaged results from all cognitive tests. After adjusting for demographics, behavioral factors, and morbid conditions, more time spent in PA was associated with higher DSC for all bout lengths (p < 0.03 for all). Higher PA was associated with higher HVLT and global cognition scores but only for longer bout lengths (p < 0.05 for all). The association was largely driven by participants who spent the lowest amount of time performing activity while awake (p < 0.04). An inverse linear relationship was observed between total sedentary time and DSC (p = 0.02), but not for other measures of cognition. These results suggest that, while higher PA was associated with higher cognitive performance, PA’s association with memory was sensitive to bout duration. The time, but not the manner, spent in sedentary behaviors showed a minor association with executive function. Further research is warranted to characterize longitudinal changes in daily activity and sedentary patterns as potential biophysical markers of cognitive status in older adults. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Nocera, Joe R.
AN  - 2018-61674-001
AU  - Wanigatunga, Amal A.
AU  - Manini, Todd M.
AU  - Cook, Delilah R.
AU  - Katula, Jeffrey
AU  - Fielding, Roger A.
AU  - Kramer, Arthur F.
AU  - Verghese, Joe
AU  - Rapp, Stephen R.
AU  - Sink, Kaycee M.
AU  - King, Abby C.
AU  - Buford, Thomas W.
AU  - Anton, Steve
AU  - Nadkarni, Neelesh
AU  - Jennings, Janine M.
AU  - Reid, Kieran
AU  - Espeland, Mark A.
AU  - Gill, Thomas M.
AU  - Pahor, Marco
AU  - Nocera, Joe R.
DB  - APA PsycInfo
DO  - 10.3389/fnagi.2018.00341
DP  - EBSCOhost
KW  - accelerometer
wearables
executive function
cognition
aging
physical inactivity
Cognitive Processes
Physical Activity
Pattern Recognition (Cognitive Process)
Time Estimation
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1663-4365
ST  - Community-based activity and sedentary patterns are associated with cognitive performance in mobility-limited older adults
T2  - Frontiers in Aging Neuroscience
TI  - Community-based activity and sedentary patterns are associated with cognitive performance in mobility-limited older adults
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-61674-001&site=ehost-live&scope=site
joenocera@emory.edu
VL  - 10
ID  - 204898
ER  - 


TY  - JOUR
AB  - Comments on an article by P.J. Standen and D.J. Brown (see record [rid]2005-06838-025[/rid]). The authors have summarized major advantages of VR systems for people with impairments in cognition and in social functioning. I would like to draw attention to one additional positive feature of VR, namely its close relationship to everyday technologies. Thus, VR users can perceive themselves to be on a continuum with society at large, where computer usage is a potent symbol of social participation. The authors make a very convincing case for the use of virtual environments in the assessment and facilitation of autonomous action. It is hard to think of any paradigm that could rival VR as a means of assessing and encouraging decision-making. The commercial development of environments and 'intelligent agents' for computer games, in-car computers, and so on means that the costs of hardware will fall, and the sophistication of software will rise. In the future, we can surely expect progressively more visual realism, with, let us hope, cheaper ways of constructing virtual copies of real environments. The extension of VR to social interaction seems to have great potential, and this will continue to increase in line with technical developments. In the meantime, it is reassuring to read that there might be benefits for all of us in playing computer games. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Ward, Christopher D.
AN  - 2005-06838-030
AU  - Ward, Christopher D.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - virtual reality
rehabilitation
intellectual disabilities
independent living
cognitive performance
social skills
road safety
manufacturing skills
Mental Retardation
Autism Spectrum Disorders
Neuropsychological Rehabilitation
Self-Care Skills
Treatment Effectiveness Evaluation
Cognitive Ability
Computer Applications
Developmental Disabilities
Online Therapy
Intellectual Development Disorder
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2005
SN  - 1094-9313
SP  - 288-288
ST  - Commentary: C Ward
T2  - CyberPsychology & Behavior
TI  - Commentary: C Ward
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-06838-030&site=ehost-live&scope=site
C.D.Ward@nottingham.ac.uk
VL  - 8
ID  - 204894
ER  - 


TY  - JOUR
AB  - The purpose of this investigation was to quantitatively and qualitatively identify the study methods and learning strategies that veterinary students used to study anatomy during their first year of professional school and to correlate these with their academic achievement and long-term recall of information. It was surmised that active study methods would be more beneficial than passive method, but this hypothesis was not supported. The activity or passivity of each study method was secondary to the way in which the students processed the learning. No single study method was associated with academic success or long-term recall; instead, successful students used a multitude of study methods while the struggling students relied on a single method alone, although these methods varied from student to student. Students and their study methods were profiled using the qualitative technique known as phenomenographic analysis to find those who studied in a deep or surface way. The deep-processing students, who commonly used multiple study methods, not only succeeded in the class but also had better recall. Students who relied on a memorization-heavy surface approach to learning had limited recall and tended to perform poorly in the class. These results strongly suggest that by encouraging students to integrate their studying by using multiple methods educators can improve both student grades and recall of complex topics.
AD  - Division of Structural Biology, West Virginia School of Osteopathic Medicine, Lewisburg, West Virginia, USA. pward@wvsom.edu
AN  - 19177384
AU  - Ward, P. J.
AU  - Walker, J. J.
DA  - Mar-Apr
DO  - 10.1002/ase.12
DP  - NLM
ET  - 2009/01/30
J2  - Anatomical sciences education
KW  - *Achievement
Anatomy/*education
Animals
Comprehension
Education, Veterinary/*methods
*Educational Measurement
Educational Status
Humans
*Knowledge
*Mental Recall
*Problem-Based Learning
Surveys and Questionnaires
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1935-9772
SP  - 68-74
ST  - The influence of study methods and knowledge processing on academic success and long-term recall of anatomy learning by first-year veterinary students
T2  - Anat Sci Educ
TI  - The influence of study methods and knowledge processing on academic success and long-term recall of anatomy learning by first-year veterinary students
VL  - 1
ID  - 204485
ER  - 


TY  - JOUR
AB  - The emerging phenomenon of ageing with an intellectual disability has become subject to an increasing research focus in recent years. However, there remains little knowledge regarding the specific impediments that community workers face in supporting this cohort. The aims of the current study were to identify the major factors that, direct care staff believe, have most impact upon individuals ageing with an intellectual disability in the community. A three-round Delphi project was conducted across rural areas of New South Wales in Australia with 31 disability support workers to gain their perspectives on the main impediments facing a person ageing with intellectual disability. The 2010 study identified that the issue of ageing with an intellectual disability was presenting significant problems for community-based service delivery to this group of people. The panel identified 25 different impediments to the provision of support. A thematic analysis of the items indicated three main themes of 'funding', 'training' and 'access to services'. By identifying these impediments to supporting people ageing with an intellectual disability in the community, both services and government funding bodies have the ability to plan to overcome both current and future problem areas. This identification of impediments may facilitate individuals to receive more appropriate assistance, which in turn may lead to an improved quality of life and maintenance of a community-based placement rather than premature admission to the congregate-care system. This study is particularly timely, given that Australia is in the midst of implementing a National Disability Insurance Scheme, and is an opportunity for all levels of government to agree on the mechanisms to appropriately assist individuals with an intellectual disability to continue to be supported in the community as they age.
AD  - School of Rural Medicine, University of New England, Armidale, New South Wales, Australia; Clinical Services, The Ascent Group, Armidale, NSW, 2350, Australia.
AN  - 25252081
AU  - Wark, S.
AU  - Hussain, R.
AU  - Edwards, H.
DA  - Nov
DO  - 10.1111/hsc.12130
DP  - NLM
ET  - 2014/09/25
J2  - Health & social care in the community
KW  - Adult
Aged
Aging/psychology
*Community Health Services
Delphi Technique
Female
*Health Services Accessibility
Health Services Needs and Demand
Humans
Intellectual Disability/*therapy
Male
Middle Aged
New South Wales
Quality of Life
Rural Population
*Social Welfare
Young Adult
ageing
community care and learning disabilities
housing and community care
intellectual disabilities
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0966-0410
SP  - 623-33
ST  - Impediments to community-based care for people ageing with intellectual disability in rural New South Wales
T2  - Health Soc Care Community
TI  - Impediments to community-based care for people ageing with intellectual disability in rural New South Wales
VL  - 22
ID  - 204044
ER  - 


TY  - JOUR
AB  - Technology can positively impact the lives of severely disabled autistic children if used to (a) gather situational awareness data regarding their health, development, and behavior and (b) assist them with learning and day-to-day activities. This paper summarizes student design projects in the Kansas State University (KSU) College of Engineering that are motivated and informed by the needs of severely disabled children at Heartspring, Wichita, KS. These efforts are supported through the National Science Foundation's General and Age-Related Disabilities Engineering (GARDE) program. Projects relate thematically to (1) facets of a bed sensor system that unobtrusively tracks nighttime health parameters and child activity and (2) miscellaneous resources geared toward paraeducator ("para") and child well-being and development.
AN  - 28268947
AU  - Warren, S.
AU  - Prakash, P.
AU  - Thompson, D.
AU  - Natarajan, B.
AU  - Carlson, C.
AU  - Fowler, K.
AU  - Brokesh, E.
AU  - Xin, J.
AU  - Piersel, W.
AU  - Kesterson, J.
AU  - Stoffregen, S.
DA  - Aug
DO  - 10.1109/embc.2016.7591364
DP  - NLM
ET  - 2017/03/09
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - Adolescent
Autistic Disorder/*physiopathology
Ballistocardiography
Biosensing Techniques
Child
Child, Preschool
*Disabled Children
*Disabled Persons
Engineering
Humans
*Motivation
Oximetry
Students
Universities
Wireless Technology
Young Adult
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1557-170X (Print)
1557-170x
SP  - 3015-3018
ST  - Design projects motivated and informed by the needs of severely disabled autistic children
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - Design projects motivated and informed by the needs of severely disabled autistic children
VL  - 2016
ID  - 204275
ER  - 


TY  - JOUR
AB  - Humans and other animals build up spatial knowledge of the environment on the basis of visual information and path integration. We compare three hypotheses about the geometry of this knowledge of navigation space: (a) 'cognitive map' with metric Euclidean structure and a consistent coordinate system, (b) 'topological graph' or network of paths between places, and (c) 'labelled graph' incorporating local metric information about path lengths and junction angles. In two experiments, participants walked in a non-Euclidean environment, a virtual hedge maze containing two 'wormholes' that visually rotated and teleported them between locations. During training, they learned the metric locations of eight target objects from a 'home' location, which were visible individually. During testing, shorter wormhole routes to a target were preferred, and novel shortcuts were directional, contrary to the topological hypothesis. Shortcuts were strongly biased by the wormholes, with mean constant errors of 37° and 41° (45° expected), revealing violations of the metric postulates in spatial knowledge. In addition, shortcuts to targets near wormholes shifted relative to flanking targets, revealing 'rips' (86% of cases), 'folds' (91%), and ordinal reversals (66%) in spatial knowledge. Moreover, participants were completely unaware of these geometric inconsistencies, reflecting a surprising insensitivity to Euclidean structure. The probability of the shortcut data under the Euclidean map model and labelled graph model indicated decisive support for the latter (BF(GM)>100). We conclude that knowledge of navigation space is best characterized by a labelled graph, in which local metric information is approximate, geometrically inconsistent, and not embedded in a common coordinate system. This class of 'cognitive graph' models supports route finding, novel detours, and rough shortcuts, and has the potential to unify a range of data on spatial navigation.
AD  - Department of Cognitive, Linguistic and Psychological Sciences, Brown University, Box 1821, 190 Thayer St., Providence, RI 02912, USA. Electronic address: Bill_Warren@brown.edu.
Department of Cognitive, Linguistic and Psychological Sciences, Brown University, Box 1821, 190 Thayer St., Providence, RI 02912, USA.
AN  - 28577445
AU  - Warren, W. H.
AU  - Rothman, D. B.
AU  - Schnapp, B. H.
AU  - Ericson, J. D.
DA  - Sep
DO  - 10.1016/j.cognition.2017.05.020
DP  - NLM
ET  - 2017/06/04
J2  - Cognition
KW  - Cognition/*physiology
Environment
Female
Humans
*Knowledge
Male
Space Perception/*physiology
Spatial Behavior/*physiology
Spatial Navigation/*physiology
User-Computer Interface
*Cognitive graph
*Cognitive map
*Human navigation
*Spatial cognition
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0010-0277
SP  - 152-163
ST  - Wormholes in virtual space: From cognitive maps to cognitive graphs
T2  - Cognition
TI  - Wormholes in virtual space: From cognitive maps to cognitive graphs
VL  - 166
ID  - 203890
ER  - 


TY  - JOUR
AB  - Although it has often been argued that clinical applications of advanced technology may hold promise for addressing impairments associated with autism spectrum disorder (ASD), relatively few investigations have indexed the impact of intervention and feedback approaches. This pilot study investigated the application of a novel robotic interaction system capable of administering and adjusting joint attention prompts to a small group (n = 6) of children with ASD. Across a series of four sessions, children improved in their ability to orient to prompts administered by the robotic system and continued to display strong attention toward the humanoid robot over time. The results highlight both potential benefits of robotic systems for directed intervention approaches as well as potent limitations of existing humanoid robotic platforms.
AN  - EJ1078583
AU  - Warren, Zachary E.
AU  - Zheng, Zhi
AU  - Swanson, Amy R.
AU  - Bekele, Esubalew
AU  - Zhang, Lian
AU  - Crittendon, Julie A.
AU  - Weitlauf, Amy F.
AU  - Sarkar, Nilanjan
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Robotics
Autism
Pervasive Developmental Disorders
Technology Uses in Education
Interaction
Attention
Prompting
Children
M1  - 11
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 0162-3257
SP  - 3726-3734
ST  - Can Robotic Interaction Improve Joint Attention Skills?
T2  - Journal of Autism and Developmental Disorders
TI  - Can Robotic Interaction Improve Joint Attention Skills?
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1078583&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-013-1918-4
VL  - 45
ID  - 205099
ER  - 


TY  - THES
AB  - Simultaneous prompting is an errorless learning strategy designed to reduce the number of errors students make; however, research has shown a disparity in the number of errors students make during instructional versus probe trials. This study directly examined the effects of error correction versus no error correction during probe trials on the effectiveness and efficiency of simultaneous prompting on the acquisition of sight words by three middle school students with moderate intellectual disabilities. A single-case adapted alternating treatments design (Sindelar, Rosenberg, & Wilson, 1985) was employed to examine the effects of error correction during probe trials in order to reduce error rates. A functional relation was established for two of the three students for the use of error correction during probe sessions to reduce error rates. Error correction during assessment probes required fewer sessions to criterion, resulted in fewer probe errors, resulted in a higher percentage of correct responding on the next subsequent trial, and required less total probe time. For two of the three students, probes with error correction resulted in a more rapid acquisition rate requiring fewer sessions to criterion. [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  - Waugh, Rebecca E.
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Prompting
Sight Vocabulary
Learning Strategies
Error Correction
Middle Schools
Secondary School Students
Disabilities
Evaluation Methods
Special Education
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2010
SN  - 978-1-124-32871-3
ST  - Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities
TI  - Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED522464&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:3431706
ID  - 205174
ER  - 


TY  - BOOK
AB  - Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending postsecondary education or training, developing social networks, choosing a career, participating in their communities, and managing healthcare and financial affairs. Sponsored by the Division of Career Development and Transition (DCDT) of the Council of Exceptional Children, this handbook provides a comprehensive resource to the communities of educators, related service and agency personnel, families, caretakers, counselors, and other stakeholders who facilitate these complex transitions to adulthood for adolescents with disabilities. This comprehensive volume includes coverage of historical foundations, policy, transition programming and planning, development of student skills, and program structure. It also recommends transition supports for students with specific disabilities. The book is organized around a well recognized taxonomy for adolescent transition used by many states to design and reform their transition services. The volume editors are past-presidents of the Council for Exceptional Children's Division on Career Development and are leaders in transition research and practice. Contributors are well-recognized for their expertise in transition. Each chapter includes a discussion of evidence-based research, recommended practices, suggestions for transition personnel and families, and additional resources. This book is appropriate for researchers and graduate-level instructors in special education and vocational education, inservice administrators and policy makers, and transition service providers. This book begins with a foreword by Ginger Blalock. Part I, Introduction and Overview of Adolescent Transition Education, contains the following: (1) An Introduction to Adolescent Transition Education (Michael L. Wehmeyer and Kristine Webb); and (2) Policy and Adolescent Transition Education (David R. Johnson). Part II, Adolescent Transition Education Planning, contains the following: (3) IEP Development in Adolescent Transition Education (Paul Wehman and Pam Targett); (4) Student Involvement in the Transition Process (James E. Martin, Dan Dalun Zhang and David W. Test); (5) Transition Assessment for Adolescents (Debra A. Neubert); (6) Transition Planning Strategies (Janice Seabrooks-Blackmore and Gwendolyn Williams); and (7) Family Involvement in Transition Planning (Donna L. Wandry and Amy M. Pleet). Part III, Student Development in Adolescent Transition Education, contains the following: (8) Life Skills and Community-based Instruction (David W. Test, Sharon Richter and Allison Walker); (9) Preparing Students for the 21st Century Workforce (Cheryl Hanley-Maxwell and Margo Vreeburg Izzo); (10) Career Development and Vocational Instruction (Jeanne B. Repetto and Drew Andrews); (11) Self-Determination and Adolescent Transition Education (Michael L. Wehmeyer, Sharon Field and Colleen Thoma); (12) Structured Work Experiences (Lauren Lindstrom, Bonnie Doren, K. Brigid Flannery and Michael Benz); (13) School Completion and Adolescent Transition Education (Larry Kortering); (14) Social Skills, Supports, and Networks in Adolescent Transition Education (Laura T. Eisenman and Sarah A. Celestin); and (15) Assistive Technology in the Transition Education Process (Karen B. Patterson and Terrence Cavanaugh). Part IV, Adolescent Transition Education Program Structure, contains the following: (16) Adolescent Transition Education and School Reform (Diane S. Bassett and Carol A. Kochhar-Bryant); (17) Middle School Transition Education Planning and Services (Jeanne Repetto); (18) Providing Transition Education to a Diverse Student Population (Sharon deFur and Audrey A. Trainor); (19) Transition to Post-Secondary Education (Kristine Webb and Liz Getzel); (20) Effective Strategies for Interagency Collaboration (Patricia M. Noonan and Mary E. Morningstar); (21) Innovative Employment Support Models (Wendy Parent-Johnson); a d (22) Job Development and Placement in Youth Transition Education (Richard G. Luecking and LaVerne A. Buchanon). Part V, Disability Specific Adolescent Transition Education, contains the following: (23) Transition Education for Adolescents with Autism Spectrum Disorders (Brenda Smith Myles and Daniel E. Steere); (24) Transition Education for Adolescents with Learning Disabilities (Cari Dunn and Christina M. Curran); (25) Transition Education for Adolescents with Intellectual Disability (Meg Grigal and Ann Deschamps); (26) Transition Education for Adolescents Who are Deaf or Hard of Hearing (John Luckner); (27) Transition Education for Adolescents who are Blind or Have Low Vision (Karen Wolffe and Jane Erin); (28) Transition Education for Adolescents with Emotional and Behavioral Disorders (Erik W. Carter and Deanne K. Unruh); and (29) Transition Education for Adolescents with Serious Mental Health Conditions (Janet S. Walker and L. Kris Gowen).
AU  - Wehmeyer, Michael L.
AU  - Webb, Kristine W.
DB  - ERIC
DP  - EBSCOhost
J2  - Routledge, Taylor & Francis Group
KW  - Transitional Programs
Learning Disabilities
Secondary School Students
Guides
Educational Policy
Skill Development
Student Needs
Disabilities
Special Education
Vocational Education
Planning
Individualized Education Programs
Student Participation
Student Evaluation
Adolescents
Family Involvement
Participative Decision Making
Student Development
Daily Living Skills
Community Based Instruction (Disabilities)
Job Skills
Career Development
Self Determination
Interpersonal Competence
Assistive Technology
Educational Change
Middle School Students
Student Diversity
Postsecondary Education
Employment Experience
Job Placement
Pervasive Developmental Disorders
Mental Retardation
Hearing Impairments
Visual Impairments
Blindness
Deafness
Emotional Disturbances
Behavior Problems
Mental Disorders
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Routledge, Taylor & Francis Group
PY  - 2011
SN  - 978-0-415-87278-2
ST  - Handbook of Adolescent Transition Education for Youth with Disabilities
TI  - Handbook of Adolescent Transition Education for Youth with Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED528526&site=ehost-live&scope=site
http://www.routledge.com/books/details/9780415872799/
ID  - 205224
ER  - 


TY  - JOUR
AB  - Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.
AD  - Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS169, Menlo Park, CA 94025-3493.
Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS 154, Menlo Park, CA 94025-3493.
Center for Technology in Learning, SRI International, 333 Ravenswood Avenue, BN267, Menlo Park, CA 94025-3493.
Washington University, Campus Box 1196, 1 Brookings Dr, St Louis, MO 63130.
Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS162, Menlo Park, CA 94025-3493.
AN  - 25419002
AU  - Wei, X.
AU  - Wagner, M.
AU  - Christiano, E. R.
AU  - Shattuck, P.
AU  - Yu, J. W.
C2  - Pmc4235523
C6  - Nihms572561
DA  - Nov
DO  - 10.1177/0022466913483576
DP  - NLM
ET  - 2014/11/25
J2  - The Journal of special education
KW  - age
autism
demographic characteristics
disability severity
service
special education
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0022-4669 (Print)
0022-4669
SP  - 167-179
ST  - Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School
T2  - J Spec Educ
TI  - Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School
VL  - 48
ID  - 204735
ER  - 


TY  - JOUR
AB  - Children from disadvantaged families are particularly exposed to second hand smoke in their home environment. Using a mixed methods participatory approach, we aimed at identifying suitable media channels and appropriate content for a campaign increasing caregivers' knowledge about the risks of second hand smoke (SHS) exposure for their children and appropriate measures for exposure reduction. In the first phase of the mixed method design, we evaluated knowledge and norms about children's SHS and perceived barriers for avoiding it. To this end, we conducted 26 one-to-one interviews with smoking caregivers of children below the age of six years. Subsequently, we developed and illustrated core messages and identified appropriate communication channels. These were evaluated in focus group discussions by 20 of the 26 interview participants. After a final revision, 121 caregivers evaluated the campaign via an online questionnaire. Online social networks were identified as the most suitable media channel. For these, we developed animated photos with voiceovers addressing the potential consequences of SHS for children. The overall rating of the campaign messages was promising. Participants confirmed that it was important to address the issue in social media. However, sharing the pictures was considered unlikely due to the sensitive topic of the campaign, while the importance of doctors or scientists being recognizable as a source was highlighted. Employing a participatory approach, we developed an m-health campaign, which can now be disseminated in social networks to reach the target population. The effectiveness of the campaign should be evaluated.
AD  - Institute and Clinic for Occupational, Social and Environmental Medicine, University Hospital, LMU Munich, Ziemssenstr. 1, 80336 Munich, Germany. tobias.weinmann@med.lmu.de.
Munich Center of Health Sciences (MC-Health), LMU Munich, Ludwigstr. 28, 80539 Munich, Germany. tobias.weinmann@med.lmu.de.
Comprehensive Pneumology Center Munich (CPC-M), Deutsches Zentrum für Lungenforschung (DZL), Max-Lebsche-Platz 31, 81377 Munich, Germany. tobias.weinmann@med.lmu.de.
Institute and Clinic for Occupational, Social and Environmental Medicine, University Hospital, LMU Munich, Ziemssenstr. 1, 80336 Munich, Germany. katja.radon@med.lmu.de.
Munich Center of Health Sciences (MC-Health), LMU Munich, Ludwigstr. 28, 80539 Munich, Germany. katja.radon@med.lmu.de.
Comprehensive Pneumology Center Munich (CPC-M), Deutsches Zentrum für Lungenforschung (DZL), Max-Lebsche-Platz 31, 81377 Munich, Germany. katja.radon@med.lmu.de.
Munich Center of Health Sciences (MC-Health), LMU Munich, Ludwigstr. 28, 80539 Munich, Germany. freya.sukalla@uni-leipzig.de.
Department of Communication Studies and Media Research, LMU Munich, Oettingenstr. 67, 80538 Munich, Germany. freya.sukalla@uni-leipzig.de.
Institute of Communication and Media Studies, University of Leipzig, Burgstr. 21, 04109 Leipzig, Germany. freya.sukalla@uni-leipzig.de.
Institute and Clinic for Occupational, Social and Environmental Medicine, University Hospital, LMU Munich, Ziemssenstr. 1, 80336 Munich, Germany. jessica.gerlich@med.lmu.de.
Munich Center of Health Sciences (MC-Health), LMU Munich, Ludwigstr. 28, 80539 Munich, Germany. jessica.gerlich@med.lmu.de.
Comprehensive Pneumology Center Munich (CPC-M), Deutsches Zentrum für Lungenforschung (DZL), Max-Lebsche-Platz 31, 81377 Munich, Germany. jessica.gerlich@med.lmu.de.
Institute and Clinic for Occupational, Social and Environmental Medicine, University Hospital, LMU Munich, Ziemssenstr. 1, 80336 Munich, Germany. swaantje.barth@gmail.com.
Munich Center of Health Sciences (MC-Health), LMU Munich, Ludwigstr. 28, 80539 Munich, Germany. swaantje.barth@gmail.com.
Comprehensive Pneumology Center Munich (CPC-M), Deutsches Zentrum für Lungenforschung (DZL), Max-Lebsche-Platz 31, 81377 Munich, Germany. swaantje.barth@gmail.com.
Institute and Clinic for Occupational, Social and Environmental Medicine, University Hospital, LMU Munich, Ziemssenstr. 1, 80336 Munich, Germany. dennis.nowak@med.lmu.de.
Munich Center of Health Sciences (MC-Health), LMU Munich, Ludwigstr. 28, 80539 Munich, Germany. dennis.nowak@med.lmu.de.
Comprehensive Pneumology Center Munich (CPC-M), Deutsches Zentrum für Lungenforschung (DZL), Max-Lebsche-Platz 31, 81377 Munich, Germany. dennis.nowak@med.lmu.de.
Munich Center of Health Sciences (MC-Health), LMU Munich, Ludwigstr. 28, 80539 Munich, Germany. veronika.karnowski@ifkw.lmu.de.
Department of Communication Studies and Media Research, LMU Munich, Oettingenstr. 67, 80538 Munich, Germany. veronika.karnowski@ifkw.lmu.de.
AN  - 30200621
AU  - Weinmann, T.
AU  - Radon, K.
AU  - Sukalla, F.
AU  - Gerlich, J.
AU  - Barth, S.
AU  - Nowak, D.
AU  - Karnowski, V.
C2  - Pmc6164457
DA  - Sep 6
DO  - 10.3390/ijerph15091945
DP  - NLM
ET  - 2018/09/12
J2  - International journal of environmental research and public health
KW  - Adult
Awareness
Caregivers
Child
Female
Focus Groups
Health Knowledge, Attitudes, Practice
*Health Promotion
Humans
Male
Middle Aged
Smoking
Smoking Prevention/*methods
*Social Media
Surveys and Questionnaires
Telemedicine
Tobacco Smoke Pollution/*prevention & control
Vulnerable Populations
Young Adult
*communication media
*migrants
*participatory research
*second hand smoking
*vulnerable populations
and is a member of a pharmaceutical (Pfizer) Advisory Board on Vareniclin. The other
authors declare no conflicts of interest.
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1661-7827 (Print)
1660-4601
ST  - Developing an Awareness Campaign to Reduce Second Hand Smoke Among Disadvantaged Families-A Participatory M-Health Approach
T2  - Int J Environ Res Public Health
TI  - Developing an Awareness Campaign to Reduce Second Hand Smoke Among Disadvantaged Families-A Participatory M-Health Approach
VL  - 15
ID  - 204084
ER  - 


TY  - JOUR
AB  - Research on the existence of cognitive maps and on the cognitive processes that support effective navigation has often focused on functioning across individuals. However, there are pronounced individual differences in navigation proficiency, which need to be explained and which can illuminate our understanding of cognitive maps and effective navigation. Using a virtual environment involving 2 routes (Virtual Silcton, a desktop virtual environment; Weisberg, Schinazi, Newcombe, Shipley, & Epstein, 2014), we divided people into 3 groups based on their within-route and between-route pointing accuracy: integrators, non-integrators, and imprecise navigators. In Study 1, we found that imprecise navigators have lower spatial and verbal working memory, which may limit their ability to build accurate within-route representations. We also found that integrators maintain excellent memories of buildings as categorized by route membership, possibly supporting the idea of hierarchical representations of the environment. In Study 2, we assessed preferences regarding place and route learning using a virtual version of the rodent T-maze (Marchette, Bakker, & Shelton, 2011). Integrators found more goals overall, and although they did not have an overall preference for a place-based strategy, integrators who did choose a place-based strategy found more goals. The opposite was true for imprecise navigators. In Study 3, we added a monetary incentive for accuracy to evaluate whether increased motivation leads to fewer participants classified as imprecise, but found no significant change in the distribution of performance. These data have theoretical implications for the cognitive map hypothesis, and practical implications for improving navigational functioning. A one-size-fits-all approach may fit none. (PsycINFO Database Record
AD  - Department of Psychology, Temple University.
AN  - 26595065
AU  - Weisberg, S. M.
AU  - Newcombe, N. S.
DA  - May
DO  - 10.1037/xlm0000200
DP  - NLM
ET  - 2015/11/26
J2  - Journal of experimental psychology. Learning, memory, and cognition
KW  - Cluster Analysis
Cognition/*physiology
Female
Humans
Individuality
Male
Memory, Short-Term/*physiology
Motivation
Sex Characteristics
Space Perception/*physiology
Spatial Navigation/*physiology
Students
Universities
User-Computer Interface
Verbal Learning
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0278-7393
SP  - 768-785
ST  - How do (some) people make a cognitive map? Routes, places, and working memory
T2  - J Exp Psychol Learn Mem Cogn
TI  - How do (some) people make a cognitive map? Routes, places, and working memory
VL  - 42
ID  - 204004
ER  - 


TY  - JOUR
AB  - While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students experiencing reading learning disabilities in grades K-8th whose special education and/or resource room teachers (n = 44) received student data-focused coaching support through on-site coaching, on-demand coaching (teachers could request support if needed), or through technology-based coaching. Specifically, researchers wanted to investigate if technology-based coaching was as effective as in-classroom support for increasing teachers' knowledge and implementation of research-based reading instructional routines and ultimately, improving the reading, writing, and spelling outcomes of students with reading learning disabilities. Results yielded positive student academic growth for all three methods of coaching; however, coaching via technology, a more efficient, less time-consuming method of giving teachers ongoing professional development, produced larger statistically significant Cohen's d effect sizes than the other two forms of coaching ranging from 0.22 to 1.01 in areas of phonemic awareness, decoding, comprehension, fluency, writing, and spelling. Other findings as well as the educational implications of implementing coaching via technology are also included.
AD  - Institute for Evidence-Based Education, Department of Teaching and Learning, Annette Caldwell Simmons School of Education and Human Development, Southern Methodist University, 6330 Lavendale Avenue, Dallas, TX, 75230, USA. bweiser@smu.edu.
Institute for Evidence-Based Education, Department of Teaching and Learning, Annette Caldwell Simmons School of Education and Human Development, Southern Methodist University, 6330 Lavendale Avenue, Dallas, TX, 75230, USA.
, Tyler, USA.
, Ft. Worth, USA.
, Lewisville, USA.
, Irving, USA.
AN  - 30607816
AU  - Weiser, B.
AU  - Buss, C.
AU  - Sheils, A. P.
AU  - Gallegos, E.
AU  - Murray, L. R.
DA  - Apr
DO  - 10.1007/s11881-018-00175-1
DP  - NLM
ET  - 2019/01/05
J2  - Annals of dyslexia
KW  - Child
Comprehension/physiology
Computer-Assisted Instruction/methods/*standards
Female
Humans
Learning Disabilities/psychology/*therapy
Literacy/psychology/standards
Male
*Reading
*Students/psychology
Writing/*standards
*Coaching teachers
*Dyslexia
*Evidence-based practices
*Reading learning disabilities
*Teacher knowledge
*Technology
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0736-9387
SP  - 54-79
ST  - Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K-8 experiencing significant reading learning disabilities
T2  - Ann Dyslexia
TI  - Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K-8 experiencing significant reading learning disabilities
VL  - 69
ID  - 203978
ER  - 


TY  - JOUR
AB  - BACKGROUND: Consumer-centered health information systems that address problems related to fragmented health records and disengaged and disempowered patients are needed, as are information systems that support public health monitoring and research. Personally controlled health records (PCHRs) represent one response to these needs. PCHRs are a special class of personal health records (PHRs) distinguished by the extent to which users control record access and contents. Recently launched PCHR platforms include Google Health, Microsoft's HealthVault, and the Dossia platform, based on Indivo. OBJECTIVE: To understand the acceptability, early impacts, policy, and design requirements of PCHRs in a community-based setting. METHODS: Observational and narrative data relating to acceptability, adoption, and use of a personally controlled health record were collected and analyzed within a formative evaluation of a PCHR demonstration. Subjects were affiliates of a managed care organization run by an urban university in the northeastern United States. Data were collected using focus groups, semi-structured individual interviews, and content review of email communications. Subjects included: n = 20 administrators, clinicians, and institutional stakeholders who participated in pre-deployment group or individual interviews; n = 52 community members who participated in usability testing and/or pre-deployment piloting; and n = 250 subjects who participated in the full demonstration of which n = 81 initiated email communications to troubleshoot problems or provide feedback. All data were formatted as narrative text and coded thematically by two independent analysts using a shared rubric of a priori defined major codes. Sub-themes were identified by analysts using an iterative inductive process. Themes were reviewed within and across research activities (ie, focus group, usability testing, email content review) and triangulated to identify patterns. RESULTS: Low levels of familiarity with PCHRs were found as were high expectations for capabilities of nascent systems. Perceived value for PCHRs was highest around abilities to co-locate, view, update, and share health information with providers. Expectations were lowest for opportunities to participate in research. Early adopters perceived that PCHR benefits outweighed perceived risks, including those related to inadvertent or intentional information disclosure. Barriers and facilitators at institutional, interpersonal, and individual levels were identified. Endorsement of a dynamic platform model PCHR was evidenced by preferences for embedded searching, linking, and messaging capabilities in PCHRs; by high expectations for within-system tailored communications; and by expectation of linkages between self-report and clinical data. CONCLUSIONS: Low levels of awareness/preparedness and high expectations for PCHRs exist as a potentially problematic pairing. Educational and technical assistance for lay users and providers are critical to meet challenges related to: access to PCHRs, especially among older cohorts; workflow demands and resistance to change among providers; inadequate health and technology literacy; clarification of boundaries and responsibility for ensuring accuracy and integrity of health information across distributed data systems; and understanding confidentiality and privacy risks. Continued demonstration and evaluation of PCHRs is essential to advancing their use.
AD  - Children's Hospital Informatics Program, One Autumn Street, Room 541, Boston, MA 02215, USA. elissa.weitzman@childrens.harvard.edu
AN  - 19403467
AU  - Weitzman, E. R.
AU  - Kaci, L.
AU  - Mandl, K. D.
C2  - PMC2762802 to guide the translation of the Indivo technology to the Dossia environment. No other potential conflict of interest relevant to this article was reported.
DA  - Apr 29
DO  - 10.2196/jmir.1187
DP  - NLM
ET  - 2009/05/01
J2  - Journal of medical Internet research
KW  - Awareness
Delivery of Health Care/standards
Educational Status
Feedback
*Health Policy
Humans
*Internet
*Medical Records
Personal Autonomy
Pilot Projects
Research Design
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1438-8871
SP  - e14
ST  - Acceptability of a personally controlled health record in a community-based setting: implications for policy and design
T2  - J Med Internet Res
TI  - Acceptability of a personally controlled health record in a community-based setting: implications for policy and design
VL  - 11
ID  - 204248
ER  - 


TY  - JOUR
AB  - Women with disabilities experience significant disparities in accessing breast health services. Many studies have focused on barriers, but few have explored facilitators to improving breast health services. This study used a participatory-research approach involving women with physical, mobility, sensory, and developmental disabilities to explore facilitators and barriers affecting the access and quality of breast health services. Findings confirmed commonly cited barriers including attitudinal, environmental, financial, and structural issues but also identified multiple facilitators such as enhancing accessibility of breast health facilities and equipment, improving information sources, and increasing training of health professionals. Findings from this study can be used in improving breast health services among women with disabilities by targeting not only the removal of barriers but also the increase in proven facilitators.
AD  - a School of Social Work, Southern Illinois University Carbondale , Carbondale , Illinois , USA.
b Grace Crum Rollins School of Public Health, Emory University , Atlanta , Georgia , USA.
AN  - 27092980
AU  - Welch Saleeby, P.
AU  - Hunter-Jones, J.
DA  - Jul
DO  - 10.1080/19371918.2015.1137509
DP  - NLM
ET  - 2016/04/20
J2  - Social work in public health
KW  - Adult
Aged
*Breast Neoplasms/diagnosis
*Disabled Persons
Female
Focus Groups
*Health Services Accessibility
Humans
Middle Aged
Missouri
Qualitative Research
*Women's Health
*Breast cancer
*access
*accessibility
*disability
*health care
*health services
*underserved
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1937-190x
SP  - 255-63
ST  - Identifying Barriers and Facilitators to Breast Health Services among Women with Disabilities
T2  - Soc Work Public Health
TI  - Identifying Barriers and Facilitators to Breast Health Services among Women with Disabilities
VL  - 31
ID  - 204818
ER  - 


TY  - JOUR
AB  - PURPOSE: A number line consisting of Arabic numerals is a commonly used instructional tool for teaching price comparison. However, typical number lines lack concrete visual cues, which may benefit students with autism spectrum disorders (ASD) who have not yet mastered the representation of Arabic numerals. METHOD: This study investigated the effects of additional visual cues (i.e., dots) by comparing two types of app-based number line conditions: number lines with and without dots. A single-subject, alternating treatment design study was employed across five secondary students with ASD. RESULTS: Both number line conditions were effective for four of the students in assisting them to select cheaper items and complete task analysis steps. The number line with dots was effective or slightly more effective in selecting smaller numbers for three of the students. CONCLUSIONS: The findings of this study support the literature on the use of number lines as an effective tool to assist students in price comparison. The benefits of adding concrete visual cues and other teaching strategies (e.g., the holistic and decomposition models) were discussed. Implications for Rehabilitation This study investigated the effectiveness of concrete visual cues, such as dots, on a number line app for teaching students with ASD who had not yet developed the association of quantities with the numerals. We found that incorporation of a hybrid number comparison model - first holistic (for whole numbers) and then decomposition (for numbers after the decimal point) - is effective when teaching students how to compare prices with an uneven number of digits. This study provides an alternative for special education teachers to schedule practice, such as the use of simulated settings to achieve mastery, then transitioning to community-based settings to test skill generalization.
AD  - a Department of Special Education and Professional Counseling , William Paterson University of New Jersey , Wayne , NJ , USA.
b Department of Counseling, Educational Psychology and Special Education , Michigan State University , East Lansing , MI , USA.
AN  - 29385847
AU  - Weng, P. L.
AU  - Bouck, E. C.
DA  - Apr
DO  - 10.1080/17483107.2018.1430869
DP  - NLM
ET  - 2018/02/02
J2  - Disability and rehabilitation. Assistive technology
KW  - Adolescent
Autism Spectrum Disorder/*rehabilitation
Child
Female
Humans
Male
*Mathematics
*Mobile Applications
Students/*psychology
*Teaching Materials
*Asd
*Number comparison
*iPAD
*number line app
*price comparison
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1748-3107
SP  - 281-291
ST  - Comparing the effectiveness of two app-based number lines to teach price comparison to students with autism spectrum disorders
T2  - Disabil Rehabil Assist Technol
TI  - Comparing the effectiveness of two app-based number lines to teach price comparison to students with autism spectrum disorders
VL  - 14
ID  - 204016
ER  - 


TY  - JOUR
AB  - PURPOSE OF REVIEW: To provide a brief overview of our current understanding of the types of neurodevelopmental sequelae in congenital heart disease survivors and to review the most recent studies from the past year, which have focused on 4 interrelated issues: (1) outcome studies, (2) the mechanism and etiology of central nervous system injury in children with CHD, (3) perioperative monitoring for brain injury, and (4) strategies for neuroprotection during cardiac surgery. RECENT FINDINGS: As the number of survivors of surgery for complex congenital heart disease continues to rise, it is recognized that there is an increased incidence of adverse neurological outcomes in the survivors. In particular, a pattern similar to that seen in premature infants is emerging, including learning disabilities, behavioral abnormalities, inattention and hyperactivity. Imaging studies have revealed a high prevalence of structural brain abnormalities and periventricular leukomalacia, fetal and postnatal cerebral blood flow is abnormal, postnatal oxygen delivery is decreased, and intraoperative support techniques and postoperative low cardiac output are associated with cerebral hypoperfusion. SUMMARY: The causes of these late developmental abnormalities are most likely sequential, cumulative and multifactorial.
AD  - Division of Pediatric Cardiology, The Children's Hospital of Philadelphia, Pennsylvania 19104, USA. Wernovsky@email.chop.edu
AN  - 15711194
AU  - Wernovsky, G.
AU  - Shillingford, A. J.
AU  - Gaynor, J. W.
DA  - Mar
DO  - 10.1097/01.hco.0000153451.68212.68
DP  - NLM
ET  - 2005/02/16
J2  - Current opinion in cardiology
KW  - Central Nervous System Diseases/*etiology/physiopathology
Child
Cognition Disorders/*etiology/physiopathology
Heart Defects, Congenital/*physiopathology/*surgery
Humans
Perioperative Care
Quality of Life
Survivors
*Treatment Outcome
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0268-4705 (Print)
0268-4705
SP  - 94-9
ST  - Central nervous system outcomes in children with complex congenital heart disease
T2  - Curr Opin Cardiol
TI  - Central nervous system outcomes in children with complex congenital heart disease
VL  - 20
ID  - 204812
ER  - 


TY  - JOUR
AB  - PURPOSE: The need for community-viable, evidence-based intervention strategies for toddlers with autism spectrum disorder (ASD) is a national priority. The purpose of this research forum article is to identify gaps in intervention research and needs in community practice for toddlers with ASD, incorporate published findings from a randomized controlled trial (RCT) of the Early Social Interaction (ESI) model (Wetherby et al., 2014) to illustrate community-based intervention, report new findings on child active engagement from the ESI RCT, and offer solutions to bridge the research-to-community practice gap. METHOD: Research findings were reviewed to identify gaps in the evidence base for toddlers with ASD. Published and new findings from the multisite ESI RCT compared the effects of two different ESI conditions for 82 toddlers with ASD to teach parents how to support active engagement in natural environments. RESULTS: The RCT of the ESI model was the only parent-implemented intervention that reported differential treatment effects on standardized measures of child outcomes, including social communication, developmental level, and adaptive behavior. A new measure of active engagement in the natural environment was found to be sensitive to change in 3 months for young toddlers with ASD and to predict outcomes on the standardized measures of child outcomes. Strategies for utilizing the Autism Navigator collection of web-based courses and tools using extensive video footage for families and professional development are offered for scaling up in community settings to change developmental trajectories of toddlers with ASD. CONCLUSIONS: Current health care and education systems are challenged to provide intervention of adequate intensity for toddlers with ASD. The use of innovative technology can increase acceleration of access to evidence-based early intervention for toddlers with ASD that addresses health disparities, enables immediate response as soon as ASD is suspected, and rapidly bridges the research-to-practice gap.
AD  - Department of Clinical Sciences, Florida State University, Tallahassee.
Autism Institute, Florida State University, Tallahassee.
School of Communication Science and Disorders, Florida State University, Tallahassee.
Department of Psychology, Florida State University, Tallahassee.
Center for Autism Research, Children's Hospital of Philadelphia, PA.
Department of Communication Sciences and Special Education, University of Georgia, Athens.
Department of Pediatrics, Emory University School of Medicine, Atlanta, GA.
Department of Psychiatry, Weill Cornell Medical College, New York, NY.
Department of Psychiatry, University of California, Los Angeles.
AN  - 30418491
AU  - Wetherby, A. M.
AU  - Woods, J.
AU  - Guthrie, W.
AU  - Delehanty, A.
AU  - Brown, J. A.
AU  - Morgan, L.
AU  - Holland, R. D.
AU  - Schatschneider, C.
AU  - Lord, C.
C2  - Pmc6693568
DA  - Nov 8
DO  - 10.1044/2018_jslhr-l-rsaut-18-0028
DP  - NLM
ET  - 2018/11/13
J2  - Journal of speech, language, and hearing research : JSLHR
KW  - Autism Spectrum Disorder/psychology/*therapy
Child Development
Child, Preschool
*Early Intervention, Educational
Humans
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1092-4388 (Print)
1092-4388
SP  - 2615-2628
ST  - Changing Developmental Trajectories of Toddlers With Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice
T2  - J Speech Lang Hear Res
TI  - Changing Developmental Trajectories of Toddlers With Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice
VL  - 61
ID  - 203901
ER  - 


TY  - JOUR
AB  - Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement.
AD  - Department of Psychiatry Yale University School of Medicine, 34 Park St, New Haven, CT 05619, USA.
National Center for Research on Evaluation, Standards, and Student Testing, CRESST/UCLA, 300 Charles E. Young Drive North, Los Angeles, CA, 90095USA.
C8 Sciences, 5 Science Park, New Haven, CT 06511, 970-371-1795, USA.
Department of Statistics, Yale University, 24 Hilhouse Ave, New Haven CT, 06511, USA.
New Initiatives, 6 Cedar Lane, Cedarhurst, NY 11516, 917-584-0137, USA.
AN  - 27615029
AU  - Wexler, B. E.
AU  - Iseli, M.
AU  - Leon, S.
AU  - Zaggle, W.
AU  - Rush, C.
AU  - Goodman, A.
AU  - Esat Imal, A.
AU  - Bo, E.
C2  - PMC5018694 that developed and markets the brain-training games used in the research reported in this paper. None of the other authors have competing financial interests.
DA  - Sep 12
DO  - 10.1038/srep32859
DP  - NLM
ET  - 2016/09/13
J2  - Scientific reports
KW  - Academic Success
Child
Cognition/*physiology
Female
Humans
Male
Mathematics
Memory, Short-Term
Psychomotor Performance
Reading
Transfer, Psychology/*physiology
Video Games
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2045-2322
SP  - 32859
ST  - Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children
T2  - Sci Rep
TI  - Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children
VL  - 6
ID  - 203991
ER  - 


TY  - JOUR
AB  - This systematic case study utilized a repeated acquisition design to investigate the impact of a caregiver-implemented RECALL (Reading to Engage Children with Autism in Language and Learning) on the correct, unprompted responses of a young child with autism spectrum disorder (ASD). RECALL is an adapted shared reading intervention that includes a least to most prompting hierarchy, visual supports, and additional instructional supports known to enhance the learning of children with ASD. Following training, the caregiver implemented RECALL with her child for 6 weeks, and results showed that the child improved his correct, spontaneous responding, and that the caregiver was able to implement RECALL with integrity. Positive maintenance and social validity data are also reported.
AN  - EJ1102807
AU  - Whalon, Kelly
AU  - Hanline, Mary Frances
AU  - Davis, Jackie
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Case Studies
Program Effectiveness
Autism
Reading
Caregivers
Learner Engagement
Intervention
Prompting
Teaching Methods
Language Skills
Maintenance
Young Children
Video Technology
Responses
Visual Stimuli
Pretests Posttests
United States (Southeast)
Preschool Language Scale
Preschool Language Scale
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 2154-1647
SP  - 211-220
ST  - Parent Implementation of RECALL: A Systematic Case Study
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Parent Implementation of RECALL: A Systematic Case Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1102807&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETADDArchives.aspx
VL  - 51
ID  - 205284
ER  - 


TY  - JOUR
AB  - A multiple baseline across participants design was used to investigate the impact of RECALL (Reading to Engage Children With Autism in Language and Learning) on the correct, unprompted responding and initiations of young children with autism spectrum disorder (ASD). RECALL is an adapted shared reading intervention based on dialogic reading. RECALL embeds systematic instructional procedures and supports known to facilitate the learning of children with ASD (e.g., prompting hierarchy and visual supports). Interventionists read aloud with a child with autism and a peer 3 days a week for approximately 2.5 months. Following intervention, all four participating children decreased the frequency of incorrect responding and gradually improved their correct, spontaneous responding to fact- and inference-based questions about story content. In addition, three of the four participants increased the frequency of their initiations. Findings suggest that young children with ASD can participate in and benefit from shared reading interventions with supports. Implications for the implementation of shared reading interventions with young children with ASD are discussed.
AN  - EJ1066969
AU  - Whalon, Kelly
AU  - Martinez, Jose R.
AU  - Shannon, Darbianne
AU  - Butcher, Colleen
AU  - Hanline, Mary Frances
DA  - 08/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Young Children
Intervention
Program Effectiveness
Learner Engagement
Responses
Pervasive Developmental Disorders
Reading Aloud to Others
Preschool Children
Interpersonal Communication
Communication Skills
Prompting
Attention
Peer Teaching
Peer Relationship
Video Technology
Coding
Evaluation
Positive Reinforcement
Battelle Developmental Inventory
Preschool Language Scale
United States (Southeast)
Preschool Language Scale
Battelle Developmental Inventory
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 0271-1214
SP  - 102-115
ST  - The Impact of Reading to Engage Children with Autism in Language and Learning (RECALL)
T2  - Topics in Early Childhood Special Education
TI  - The Impact of Reading to Engage Children with Autism in Language and Learning (RECALL)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1066969&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0271121414565515
VL  - 35
ID  - 205374
ER  - 


TY  - JOUR
AB  - The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a control and 32 sophomore sport science students as an experimental were administered. The study used the 4-research instruments which were composed of the questionnaires on implementation of reading strategy, semi-structured interviews, reading comprehension achievement, and the 5-lesson plans. Statistically significant with the descriptive data were analyzed. According to the results of current implementation of reading strategies, average score of total reading strategy used was moderate practice. Sample group employed slightly more indirect strategy to direct strategy, among six categories of reading strategies, the most to the least current implementation of reading strategies were compensation strategies, social strategies, affective strategies, memory strategies, cognitive strategies and meta-cognitive strategies, respectively. The developing instructional model comprised of informs, model and practice. Transfer of concluding step to sum up the results and problems for practicing implementation of reading strategy, evaluate, reflect, giving feedback, and reinforcement of the implementation of reading strategy were found effective.
AN  - EJ1094397
AU  - Whankhom, Prawit
AU  - Phusawisot, Pilanut
AU  - Sayankena, Patcharanon
DA  - 03/10/
DB  - ERIC
DP  - EBSCOhost
KW  - Physical Education
Memory
Foreign Countries
Reading Strategies
English (Second Language)
Second Language Learning
Action Research
Semi Structured Interviews
Questionnaires
Instructional Effectiveness
Sports Medicine
Interviews
Student Attitudes
Metacognition
Feedback (Response)
Teaching Methods
Undergraduate Students
Statistical Analysis
Thailand
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1990-3839
SP  - 153-163
ST  - Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand
T2  - Educational Research and Reviews
TI  - Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1094397&site=ehost-live&scope=site
VL  - 11
ID  - 205152
ER  - 


TY  - JOUR
AB  - Through conversations with members of a parent-run support organization, mixed concerns were identified about the accessibility of general National Health Service (NHS) services for children with disabilities. A questionnaire, aimed at uncovering the main issues related to general health services for children with disabilities was designed with representatives from the parent-run support organization. The questionnaire was administered as part of a semi-structured interview with 25 parents of children with disabilities (mainly learning disabilities). Eight themes were reported 'preparation', 'flexibility', 'parking', 'physical space', 'waiting areas and consultation rooms', 'health professionals' understanding and knowledge of disabilities, particularly around communication', 'on the wards' and 'overseeing care'. Themes are presented with parents' useful comments and suggestions. As the themes are wide ranging it is suggested that the research be repeated, focusing in on particular areas of general NHS services.
AD  - Community Team Learning Disability, The Sanderson Centre, Newcastle, UK.
AN  - 15840147
AU  - Wharton, S.
AU  - Hames, A.
AU  - Milner, H.
DA  - May
DO  - 10.1111/j.1365-2214.2005.00497.x
DP  - NLM
ET  - 2005/04/21
J2  - Child: care, health and development
KW  - Adolescent
Appointments and Schedules
Attitude to Health
Child
Child, Preschool
Developmental Disabilities/*therapy
*Health Services Accessibility
Humans
Learning Disabilities/therapy
Parents/psychology
Parking Facilities
Patients' Rooms
Play and Playthings
Professional Competence
State Medicine/*organization & administration
Surveys and Questionnaires
Time Factors
United Kingdom
Wheelchairs
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0305-1862 (Print)
0305-1862
SP  - 275-82
ST  - The accessibility of general NHS services for children with disabilities
T2  - Child Care Health Dev
TI  - The accessibility of general NHS services for children with disabilities
VL  - 31
ID  - 204327
ER  - 


TY  - JOUR
AB  - AIMS: To determine whether pre-registration nursing students with dyslexia experience specific problems in developing clinical competence, identify what strategies they use and how they may be supported in clinical practice. METHOD: Qualitative case study methodology was used. Stage 1 involved semi-structured interviews with seven students, three support and eight teaching staff, postal questionnaires from nine mentors, in addition to a review of policy documentation. Stage 2 involved a two-year study of four students on their branch programme and included semi-structured interviews with seven mentors. FINDINGS: The students' difficulties in clinical practice fell into three categories: dealing with information; performing the role; and administering drugs. Specific supporting measures included: informal and formal support networks; portable information technology equipment; and personal strategies, for example, rehearsing difficult tasks such as the handover report. The students' relationships with their mentors and the type of environment they were working in were key to the successful development of clinical competence. CONCLUSION: Nursing students who have dyslexia have specific learning difficulties in practice. Their response to these difficulties is individual and support needs to be tailored to meet their specific needs.
AD  - Office of the Chief Nursing Officer, Welsh Assembly Government, Cathay's Park, Cardiff. jean.white@wales.gsi.gov.uk
AN  - 17288316
AU  - White, J.
DA  - Jan 17-23
DO  - 10.7748/ns2007.01.21.19.35.c4506
DP  - NLM
ET  - 2007/02/10
J2  - Nursing standard (Royal College of Nursing (Great Britain) : 1987)
KW  - Adaptation, Psychological
Attitude of Health Personnel
*Clinical Competence
Dyslexia/*prevention & control/psychology
Education, Nursing, Baccalaureate/*methods
Health Facility Environment
Health Services Needs and Demand
Humans
Interprofessional Relations
Longitudinal Studies
*Mentors/psychology
Nursing Education Research
Nursing Evaluation Research
Nursing Methodology Research
Program Evaluation
Psychomotor Performance
Qualitative Research
Remedial Teaching
*Social Support
*Students, Nursing/psychology
Surveys and Questionnaires
Wales
LA  - eng
M1  - 19
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0029-6570 (Print)
0029-6570
SP  - 35-42
ST  - Supporting nursing students with dyslexia in clinical practice
T2  - Nurs Stand
TI  - Supporting nursing students with dyslexia in clinical practice
VL  - 21
ID  - 204219
ER  - 


TY  - JOUR
AB  - Object personification is the attribution of human characteristics to non-human agents. In online forums, autistic individuals commonly report experiencing this phenomenon. Given that approximately half of all autistic individuals experience difficulties identifying their own emotions, the suggestion that object personification may be a feature of autism seems almost paradoxical. Why would a person experience sympathy for objects, when they struggle to understand and verbalise the emotions of other people as well as their own? An online survey was used to assess tendency for personification in 87 autistic and 263 non-autistic adults. Together, our results indicate that object personification occurs commonly among autistic individuals, and perhaps more often (and later in life) than in the general population. Given that in many cases, autistic people report their personification experiences as distressing, it is important to consider the reasons for the increased personification and identify structures for support.
AD  - 1 University of Oxford, UK.
2 University College London, UK.
AN  - 30101594
AU  - White, R. C.
AU  - Remington, A.
DA  - May
DO  - 10.1177/1362361318793408
DP  - NLM
ET  - 2018/08/14
J2  - Autism : the international journal of research and practice
KW  - Adolescent
Adult
Aged
Autism Spectrum Disorder/*psychology
Autistic Disorder/psychology
Humans
Middle Aged
*Object Attachment
*Social Perception
Young Adult
*anthropomorphism
*autism spectrum disorders
*cognition (attention, learning, memory)
*perception
*personification
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1362-3613
SP  - 1042-1045
ST  - Object personification in autism: This paper will be very sad if you don't read it
T2  - Autism
TI  - Object personification in autism: This paper will be very sad if you don't read it
VL  - 23
ID  - 204114
ER  - 


TY  - JOUR
AB  - BACKGROUND: Technology-based interventions for Autism Spectrum Disorder (ASD) have proliferated, but few have been evaluated within the context of a randomised controlled trial (RCT). This RCT evaluated the efficacy of one technology-based early intervention programme (Therapy Outcomes By You; TOBY) in young children with ASD. METHODS: TOBY is an app-based learning curriculum designed for children and parents as a complement to early behavioural intervention. Eighty children (16 female) were recruited to this RCT within 12 months of receiving a diagnosis of ASD (M age = 3.38; SD = 0.69) and randomised to receive either treatment-as-usual (community-based intervention, n = 39) or the TOBY therapy (at least 20 min/day) plus treatment-as-usual (n = 41) for a period of 6 months. Outcomes were assessed at 3 and 6 months postbaseline. (Australian New Zealand Clinical Trials Registry: ACTRN12614000738628; www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=365463). RESULTS: Children in the TOBY intervention group averaged 19 min/day engaging with the app in the first 3 months, but only 2 min/day during the second 3 months. There was no group difference in scores on the primary outcome, the Autism Treatment Evaluation Checklist, at either the 3- or 6-month follow-up. However, significant improvements at the 6-month follow-up were observed in the TOBY intervention group relative to the treatment-as-usual group on three secondary outcomes: the Fine Motor and Visual Reception subscales of the Mullen Scale of Early Learning and the Total Words Understood scale of the MacArthur-Bates Communicative Development Index. Statistical trends towards improvement in the TOBY intervention group were observed on measures of adaptive function, although these decreased in magnitude from the 3- to 6-month follow-up. CONCLUSIONS: This study provides evidence that technology-based interventions may provide a relatively low-cost addition to existing therapist-delivered interventions for children with ASD. However, sustained use of the app over the full 6-month period was a challenge for most families.
AD  - Telethon Kids Institute, The University of Western Australia, Perth, WA, Australia.
Krongold Centre, Faculty of Education, Monash University, Melbourne, Vic., Australia.
School of Information Technology, Deakin University, Geelong, Vic., Australia.
Autism West, Perth, WA, Australia.
Olga Tennison Autism Research Centre, La Trobe University, Melbourne, Vic., Australia.
Griffith Health Institute, Griffith University, Brisbane, Qld, Australia.
AN  - 28543302
AU  - Whitehouse, A. J. O.
AU  - Granich, J.
AU  - Alvares, G.
AU  - Busacca, M.
AU  - Cooper, M. N.
AU  - Dass, A.
AU  - Duong, T.
AU  - Harper, R.
AU  - Marshall, W.
AU  - Richdale, A.
AU  - Rodwell, T.
AU  - Trembath, D.
AU  - Vellanki, P.
AU  - Moore, D. W.
AU  - Anderson, A.
DA  - Sep
DO  - 10.1111/jcpp.12752
DP  - NLM
ET  - 2017/05/26
J2  - Journal of child psychology and psychiatry, and allied disciplines
KW  - Autism Spectrum Disorder/*therapy
Behavior Therapy/instrumentation/*methods
Child, Preschool
Computers, Handheld
Early Medical Intervention/*methods
Female
Humans
Male
*Outcome Assessment, Health Care
Therapy, Computer-Assisted/instrumentation/*methods
Autism Spectrum Disorder
computer-assisted learning
early intervention
randomised controlled trial
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0021-9630
SP  - 1042-1052
ST  - A randomised controlled trial of an iPad-based application to complement early behavioural intervention in Autism Spectrum Disorder
T2  - J Child Psychol Psychiatry
TI  - A randomised controlled trial of an iPad-based application to complement early behavioural intervention in Autism Spectrum Disorder
VL  - 58
ID  - 203924
ER  - 


TY  - JOUR
AB  - Background: Technology-based interventions for Autism Spectrum Disorder (ASD) have proliferated, but few have been evaluated within the context of a randomised controlled trial (RCT). This RCT evaluated the efficacy of one technology-based early intervention programme (Therapy Outcomes By You; TOBY) in young children with ASD. Methods: TOBY is an app-based learning curriculum designed for children and parents as a complement to early behavioural intervention. Eighty children (16 female) were recruited to this RCT within 12 months of receiving a diagnosis of ASD (M age = 3.38; SD = 0.69) and randomised to receive either treatment-as-usual (community-based intervention, n = 39) or the TOBY therapy (at least 20 min/day) plus treatment-as-usual (n = 41) for a period of 6 months. Outcomes were assessed at 3 and 6 months postbaseline. (Australian New Zealand Clinical Trials Registry: ACTRN12614000738628; www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id = 365463). Results: Children in the TOBY intervention group averaged 19 min/day engaging with the app in the first 3 months, but only 2 min/day during the second 3 months. There was no group difference in scores on the primary outcome, the Autism Treatment Evaluation Checklist, at either the 3- or 6-month follow-up. However, significant improvements at the 6- month follow-up were observed in the TOBY intervention group relative to the treatment-as-usual group on three secondary outcomes: the Fine Motor and Visual Reception subscales of the Mullen Scale of Early Learning and the Total Words Understood scale of the MacArthur-Bates Communicative Development Index. Statistical trends towards improvement in the TOBY intervention group were observed on measures of adaptive function, although these decreased in magnitude from the 3- to 6-month follow-up. Conclusions: This study provides evidence that technology-based interventions may provide a relatively low-cost addition to existing therapist-delivered interventions for children with ASD. However, sustained use of the app over the full 6-month period was a challenge for most families. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Whitehouse, Andrew J.O., Telethon Kids Institute, University of Western Australia, 100 Roberts Rd, Subiaco, WAU, Australia, 6008
AN  - 2017-23483-001
AU  - Whitehouse, Andrew J. O.
AU  - Granich, Joanna
AU  - Alvares, Gail
AU  - Busacca, Margherita
AU  - Cooper, Matthew N.
AU  - Dass, Alena
AU  - Duong, Thi
AU  - Harper, Rajes
AU  - Marshall, Wendy
AU  - Richdale, Amanda
AU  - Rodwell, Tania
AU  - Trembath, David
AU  - Vellanki, Pratibha
AU  - Moore, Dennis W.
AU  - Anderson, Angelika
DB  - APA PsycInfo
DO  - 10.1111/jcpp.12752
DP  - EBSCOhost
KW  - Autism Spectrum Disorder
randomised controlled trial
early intervention
computer‐assisted learning
Autism Spectrum Disorders
Computer Applications
Computer Assisted Instruction
M1  - 9
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 0021-9630
1469-7610
SP  - 1042-1052
ST  - A randomised controlled trial of an iPad‐based application to complement early behavioural intervention in Autism Spectrum Disorder
T2  - Journal of Child Psychology and Psychiatry
TI  - A randomised controlled trial of an iPad‐based application to complement early behavioural intervention in Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-23483-001&site=ehost-live&scope=site
Andrew.Whitehouse@telethonkids.org.au
VL  - 58
ID  - 204866
ER  - 


TY  - JOUR
AB  - This exploratory study examined the potential secondary outcome of an early augmented language intervention that incorporates speech-generating devices (SGD) on motor skill use for children with developmental delays. The data presented are from a longitudinal study by Romski and colleagues. Toddlers in the augmented language interventions were either required (Augmented Communication-Output; AC-O) or not required (Augmented Communication-Input; AC-I) to use the SGD to produce an augmented word. Three standardized assessments and five event-based coding schemes measured the participants' language abilities and motor skills. Toddlers in the AC-O intervention used more developmentally appropriate motor movements and became more accurate when using the SGD to communicate than toddlers in the AC-I intervention. AAC strategies, interventionist/parent support, motor learning opportunities, and physical feedback may all contribute to this secondary benefit of AAC interventions that use devices.
AD  - Department of Psychology, Georgia State University , Atlanta, GA , USA.
AN  - 25109299
AU  - Whitmore, A. S.
AU  - Romski, M. A.
AU  - Sevcik, R. A.
DA  - Sep
DO  - 10.3109/07434618.2014.940466
DP  - NLM
ET  - 2014/08/12
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Child, Preschool
*Communication Aids for Disabled
Developmental Disabilities/*rehabilitation
*Early Intervention, Educational
Female
Humans
Male
*Motor Skills
Treatment Outcome
Augmentative and alternative communication
Developmental delays
Early intervention
Motor development
Motor skills
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0743-4618
SP  - 200-12
ST  - Early augmented language intervention for children with developmental delays: potential secondary motor outcomes
T2  - Augment Altern Commun
TI  - Early augmented language intervention for children with developmental delays: potential secondary motor outcomes
VL  - 30
ID  - 204012
ER  - 


TY  - THES
AB  - This mixed methods action research study explored how students reacted to using literature circles to enhance their knowledge and understanding of reading nonfiction text as compared to students using guided reading. This study showed a minimal improvement for students participating in the literature circle group in overall understanding of nonfiction text features and text structures at the end of the study. However, there was a substantial amount of growth shown in the literature circle group from the pre-test to the post-test, while there was only minimal growth shown in the guided reading group from the pre-test to the post-test. The purpose of this study was to examine the impact of participation in nonfiction literature circles versus guided reading in fourth grade students' ability to comprehend and interpret nonfiction text while also examining the use of metacognition skills used during reading. This study used an online pre- and post-test to determine that fourth-grade students from a rural school in western Pennsylvania read and comprehended nonfiction text better after participation in literature circles, then after participation in guided reading. Students need to understand all aspects of nonfiction texts to answer comprehension questions about the text. For instance, students need to understand the text features and text structures of nonfiction text. Using literature circles to discuss nonfiction text aspects with their peers enabled them to read and understand nonfiction text at their grade level. Students kept journals in each group and journals were coded to determine which metacognition skills were used and how often the skills were used. It was determined that the literature circle group used significantly more metacognitive strategies than the guided reading group. To evaluate the true effectiveness of literature circles and nonfiction comprehension, additional research is necessary as there are several other reading strategies that literature circles can be compared to determine which strategy works best for the understanding of nonfiction text features and text structures. With additional research, student scores on standardized tests may begin to increase once the right teaching/learning method is discovered for comprehension of text features and text structures. [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  - Whitworth, Amanda
DB  - ERIC
DP  - EBSCOhost
KW  - Nonfiction
Pretests Posttests
Grade 4
Rural Schools
Mixed Methods Research
Action Research
Reading Comprehension
Computer Assisted Testing
Elementary School Students
Metacognition
Journal Writing
Teaching Methods
Comparative Analysis
Instructional Effectiveness
Literature Appreciation
Reading Strategies
Reading Tests
Standardized Tests
Scores
Pennsylvania
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2017
SN  - 978-0-355-13706-4
ST  - Using Literature Circles to Enhance Student Knowledge of Nonfiction Text
TI  - Using Literature Circles to Enhance Student Knowledge of Nonfiction Text
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED578375&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:10600249
ID  - 205420
ER  - 


TY  - JOUR
AB  - The present study discusses the regional white matter hyperintensity volume and cognition predict death in a multiethnic community cohort of older adults. Studies have generally supported the idea that they reflect ischemic damage due to small vessel occlusive disease, but there is emerging evidence that the underlying pathology and clinical outcomes vary based on their regional distribution. Subjects were participants in the Washington Heights/ Inwood Columbia Aging Project, an ongoing longitudinal community-based study of aging and dementia in northern Manhattan comprising participants aged 65 and older that started in 1992. Strengths of this study include its community-based design, large sample size, multiethnicity, and evaluation of subjects using a standardized, well-validated, comprehensive neuropsychological battery and quantitative neuroimaging techniques. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2013-43953-034
AU  - Wiegman, Anne F.
AU  - Meier, Irene B.
AU  - Provenzano, Frank A.
AU  - Schupf, Nicole
AU  - Manly, Jennifer J.
AU  - Stern, Yaakov
AU  - Luchsinger, José A.
AU  - Brickman, Adam M.
DB  - APA PsycInfo
DO  - 10.1111/jgs.12568
DP  - EBSCOhost
KW  - white matter hyperintensity volume
cognition
multiethnic community
dementia
Aged
Aged, 80 and over
Cognition Disorders
Female
Humans
Longitudinal Studies
Magnetic Resonance Imaging
Male
Nerve Fibers, Myelinated
Neuropsychological Tests
New York City
Predictive Value of Tests
Survival Analysis
Aging
Racial and Ethnic Differences
White Matter
Communities
M1  - 12
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 0002-8614
1532-5415
SP  - 2246-2248
ST  - Regional white matter hyperintensity volume and cognition predict death in a multiethnic community cohort of older adults
T2  - Journal of the American Geriatrics Society
TI  - Regional white matter hyperintensity volume and cognition predict death in a multiethnic community cohort of older adults
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-43953-034&site=ehost-live&scope=site
VL  - 61
ID  - 205010
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To examine the clinical effectiveness, tolerability and cost-effectiveness of gabapentin (GBP), lamotrigine (LTG), levetiracetam (LEV), oxcarbazepine (OXC), tiagabine (TGB), topiramate (TPM) and vigabatrin (VGB) for epilepsy in adults. DATA SOURCES: Electronic databases. Internet resources. Pharmaceutical company submissions. REVIEW METHODS: Selected studies were screened and quality assessed. Separate analyses assessed clinical effectiveness, serious, rare and long-term adverse events and cost-effectiveness. An integrated economic analysis incorporating information on costs and effects of newer and older antiepileptic drugs (AEDs) was performed to give direct comparisons of long-term costs and benefits. RESULTS: A total of 212 studies were included in the review. All included systematic reviews were Cochrane reviews and of good quality. The quality of randomised controlled trials (RCTs) was variable. Assessment was hampered by poor reporting of methods of randomisation, allocation concealment and blinding. Few of the non-randomised studies were of good quality. The main weakness of the economic evaluations was inappropriate use of the cost-minimisation design. The included systematic reviews reported that newer AEDs were effective as adjunctive therapy compared to placebo. For newer versus older drugs, data were available for all three monotherapy AEDs, although data for OXC and TPM were limited. There was limited, poor-quality evidence of a significant improvement in cognitive function with LTG and OXC compared with older AEDs. However, there were no consistent statistically significant differences in other clinical outcomes, including proportion of seizure-free patients. No studies assessed effectiveness of AEDs in people with intellectual disabilities or in pregnant women. There was very little evidence to assess the effectiveness of AEDs in the elderly; no significant differences were found between LTG and carbamazepine monotherapy. Sixty-seven RCTs compared adjunctive therapy with placebo, older AEDs or other newer AEDs. For newer AEDs versus placebo, a trend was observed in favour of newer drugs, and there was evidence of statistically significant differences in proportion of responders favouring newer drugs. However, it was not possible to assess long-term effectiveness. Most trials were conducted in patients with partial seizures. For newer AEDs versus older drugs, there was no evidence to assess the effectiveness of LEV, LTG or OXC, and evidence for other newer drugs was limited to single studies. Trials only included patients with partial seizures and follow-up was relatively short. There was no evidence to assess effectiveness of adjunctive LEV, OXC or TPM versus other newer drugs, and there were no time to event or cognitive data. No studies assessed the effectiveness of adjunctive AEDs in the elderly or pregnant women. There was some evidence from one study (GBP versus LTG) that both drugs have some beneficial effect on behaviour in people with learning disabilities. Eighty RCTs reported the incidence of adverse events. There was no consistent or convincing evidence to draw any conclusions concerning relative safety and tolerability of newer AEDs compared with each other, older AEDs or placebo. The integrated economic analysis for monotherapy for newly diagnosed patients with partial seizures showed that older AEDs were more likely to be cost-effective, although there was considerable uncertainty in these results. The integrated analysis suggested that newer AEDs used as adjunctive therapy for refractory patients with partial seizures were more effective and more costly than continuing with existing treatment alone. Combination therapy, involving new AEDs, may be cost-effective at a threshold willingness to pay per quality-adjusted life year (QALY) greater than 20,000 pounds, depending on patients' previous treatment history. There was, again, considerable uncertainty in these results. There were few data available to determine effectiveness of treatments for patients with generalised seizures. LTG and VPA showed similar health benefits when used as monotherapy. VPA was less costly and was likely to be cost-effective. The analysis indicated that TPM might be cost-effective when used as an adjunctive therapy, with an estimated incremental cost-effectiveness ratio of 34,500 pounds compared with continuing current treatment alone. CONCLUSIONS: There was little good-quality evidence from clinical trials to support the use of newer monotherapy or adjunctive therapy AEDs over older drugs, or to support the use of one newer AED in preference to another. In general, data relating to clinical effectiveness, safety and tolerability failed to demonstrate consistent and statistically significant differences between the drugs. The exception was comparisons between newer adjunctive AEDs and placebo, where significant differences favoured newer AEDs. However, trials often had relatively short-term treatment durations and often failed to limit recruitment to either partial or generalised onset seizures, thus limiting the applicability of the data. Newer AEDs, used as monotherapy, may be cost-effective for the treatment of patients who have experienced adverse events with older AEDs, who have failed to respond to the older drugs, or where such drugs are contraindicated. The integrated economic analysis also suggested that newer AEDs used as adjunctive therapy may be cost-effective compared with the continuing current treatment alone given a QALY of about 20,000 pounds. There is a need for more direct comparisons of the different AEDs within clinical trials, considering different treatment sequences within both monotherapy and adjunctive therapy. Length of follow-up also needs to be considered. Trials are needed that recruit patients with either partial or generalised seizures; that investigate effectiveness and cost-effectiveness in patients with generalised onset seizures and that investigate effectiveness in specific populations of epilepsy patients, as well as studies evaluating cognitive outcomes to use more stringent testing protocols and to adopt a more consistent approach in assessing outcomes. Further research is also required to assess the quality of life within trials of epilepsy therapy using preference-based measures of outcomes that generate cost-effectiveness data. Future RCTs should use CONSORT guidelines; and observational data to provide information on the use of AEDs in actual practice, including details of treatment sequences and doses.
AD  - Centre for Reviews and Dissemination, University of York, UK.
AN  - 15842952
AU  - Wilby, J.
AU  - Kainth, A.
AU  - Hawkins, N.
AU  - Epstein, D.
AU  - McIntosh, H.
AU  - McDaid, C.
AU  - Mason, A.
AU  - Golder, S.
AU  - O'Meara, S.
AU  - Sculpher, M.
AU  - Drummond, M.
AU  - Forbes, C.
DA  - Apr
DO  - 10.3310/hta9150
DP  - NLM
ET  - 2005/04/22
J2  - Health technology assessment (Winchester, England)
KW  - Adolescent
Adult
Anticonvulsants/administration & dosage/adverse effects/classification/*therapeutic
use
Clinical Trials as Topic
*Cost-Benefit Analysis
Epilepsy/*drug therapy
Female
Humans
Male
Randomized Controlled Trials as Topic
Treatment Outcome
United Kingdom
LA  - eng
M1  - 15
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1366-5278 (Print)
1366-5278
SP  - 1-157, iii-iv
ST  - Clinical effectiveness, tolerability and cost-effectiveness of newer drugs for epilepsy in adults: a systematic review and economic evaluation
T2  - Health Technol Assess
TI  - Clinical effectiveness, tolerability and cost-effectiveness of newer drugs for epilepsy in adults: a systematic review and economic evaluation
VL  - 9
ID  - 204773
ER  - 


TY  - THES
AB  - Growing old with intellectual and/or developmental disabilities (I/DD) is an often overlooked aspect of the aging of America. The relative 'newness' of aged persons with I/DD is reflected in the limited research available as to their needs and desires within recreational services. The purpose of this descriptive study was to utilize survey research to investigate the current characteristics of social and recreational programs and services for older persons with I/DD and focused on those services available to aging (45-59) and aged (60+) persons with I/DD within Health Planning Region IV in the Commonwealth of Virginia. Further, the study was designed to explore the perceptions of case managers and community-based recreational program providers in Region IV with regard to the need for accommodations or supports and the potential barriers and challenges faced by the target population when engaging in leisure pursuits. Programmatic characteristics revealed wide variation across settings as to the types of programs offered, when they are offered, staffing patterns and program goals. Older adults with I/DD were served most often in public parks and recreation programs and by residential services providers. Senior center providers and adult day service providers served the lowest percentage of older adults with I/DD. Over 80% of case managers had no knowledge of available community-based recreational programs tailored to the needs of their clients over age 60. Top program goals for recreation services included fostering social networks and creating opportunities for fun and enjoyment. The use of inclusion as a program strategy was very limited and segregated, or population specific, programming was the norm. Community-based involvement was dominated by shopping and visits to retail settings, suggesting a critical disconnect between expressed program goals and actual program offerings. Transportation, cross training of staff in aging and/or disabilities services and adequate levels of staffing were perceived as the most necessary supports in recreational programming. In the 45-59 age group a significant mean rank difference (p le; .05) was found on having higher staff to participant ratios (p=.009), suggesting that recreational providers see higher staff to participant ratios as a more important accommodation when compared to case managers. With regard to barriers in the 45-59 age group, significant differences were found in the rankings of finding qualified staff trained in aging and disability (p=.014) and finding qualified staff trained in the delivery of recreational services to aging adults with I/DD (p=.036), suggesting that recreational program providers rank these barriers as presenting more of a challenge in accessing meaningful recreational and social involvement than do case managers. In the 60 and older group a significant mean rank difference for needed supports was found on needing more assistance to learn (p=.018), suggesting that recreational providers perceive these elders as needing more assistance to learn than nondisabled peers as a more important accommodation when compared to case managers. With respect to barriers, significance was noted in limited access to assistive technology (p=.002), suggesting that recreational providers see access to technology as more of a barrier to meaningful engagement in leisure than do case managers. In sum, findings suggest that both case managers and recreational program providers perceive that access to recreational programs specifically designed to meet the needs of elders with I/DD and access to transportation as well as staff adequately cross-trained in aging, disability and recreation programming are primary needs in serving this population of older adults in the delivery of meaningful engagement in creational programming. Both case managers and recreational program providers shared the perception that most staff are not adequately trained in the provision of recreational se (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2008-99211-204
AU  - Wilder, Allison
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - recreational programs
aging
intellectual disabilities
developmental disabilities
Cognitive Impairment
Recreation
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2008
SN  - 0419-4209
SP  - 1937-1937
ST  - Characteristics of community-based social and recreational programs for aging and aged Virginians with intellectual and developmental disabilities
TI  - Characteristics of community-based social and recreational programs for aging and aged Virginians with intellectual and developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-99211-204&site=ehost-live&scope=site
VL  - 69
ID  - 204888
ER  - 


TY  - JOUR
AB  - BACKGROUND/AIM: Anecdotally, occupational therapists have identified problems of lack of professional recognition. This situation can mean that health service users' occupational needs are unmet and it can also cause difficulties for the profession of occupational therapy. Therefore, the study described in this paper aimed to better understand the issues of describing occupational therapy in a hospital setting and use this understanding to improve representations of occupational therapy. METHODS: Fifteen occupational therapists engaged in two action research cycles of reflection-action-evaluation over an 18-month period in 2004 and 2005. Transcriptions of individual interviews and group discussions of the participating therapists formed the main dataset. Data were qualitatively analysed. RESULTS: Participating therapists discovered that the occupational therapy profession is not accorded the regard that it deserves and that the profession is not well understood by others. In addition, occupational therapists may be contributing to this lack of awareness and regard through their own unconscious overly conformist behaviour that contributes to the presence of hegemony and professional image problems. CONCLUSION: Therapists are encouraged to engage in questioning of the taken-for-granted dominance of medical discourses upon their practice. Furthermore, ongoing reflection upon their own attitudes and behaviours may enable occupational therapists to improve professional recognition, representation and autonomy.
AD  - School of Community Health, Charles Sturt University, Albury, NSW 2640, Australia. cwilding@csu.edu.au
AN  - 21770965
AU  - Wilding, C.
DA  - Aug
DO  - 10.1111/j.1440-1630.2010.00910.x
DP  - NLM
ET  - 2011/07/21
J2  - Australian occupational therapy journal
KW  - *Awareness
Community-Based Participatory Research/*methods
Cooperative Behavior
Female
Humans
Male
Models, Organizational
New South Wales
Occupational Therapy/*methods/standards
Qualitative Research
Quality Improvement/*standards
Tape Recording
Trust
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0045-0766
SP  - 293-9
ST  - Raising awareness of hegemony in occupational therapy: the value of action research for improving practice
T2  - Aust Occup Ther J
TI  - Raising awareness of hegemony in occupational therapy: the value of action research for improving practice
VL  - 58
ID  - 204251
ER  - 


TY  - JOUR
AB  - Visual scene displays (VSDs) are a form of augmentative and alternative communication display in which language concepts are embedded into an image of a naturalistic event. VSDs are based on the theory that language learning occurs through interactions with other people, and recommendations for VSD design have emphasized using images of these events that include humans. However, many VSDs also include other items that could potentially be distracting. We examined gaze fixation in 18 school-aged participants with and without severe intellectual/developmental disabilities (i.e., individuals with typical development, autism, Down syndrome and other intellectual disabilities) while they viewed photographs with human figures of various sizes and locations in the image, appearing alongside other interesting, and potentially distracting items. In all groups, the human figures attracted attention rapidly (within 1.5 seconds). The proportions of each participant's own fixation time spent on the human figures were similar across all groups, as were the proportions of total fixations made to the human figures. Although the findings are preliminary, this initial evidence supports the inclusion of humans in VSD images.
AD  - Communication Sciences & Disorders, The Pennsylvania State University, University Park , PA , USA.
AN  - 24773517
AU  - Wilkinson, K. M.
AU  - Light, J.
DA  - Jun
DO  - 10.3109/07434618.2014.904434
DP  - NLM
ET  - 2014/04/30
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Adolescent
Case-Control Studies
Child
*Child Development Disorders, Pervasive
*Communication Aids for Disabled
*Down Syndrome
Eye Movement Measurements
*Fixation, Ocular
Humans
*Intellectual Disability
Photic Stimulation/methods
Photography
Visual Perception
Young Adult
Aac
Display design
Eye-tracking
Gaze patterns
Intellectual disability
Visual scene displays
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0743-4618
SP  - 130-46
ST  - Preliminary study of gaze toward humans in photographs by individuals with autism, Down syndrome, or other intellectual disabilities: implications for design of visual scene displays
T2  - Augment Altern Commun
TI  - Preliminary study of gaze toward humans in photographs by individuals with autism, Down syndrome, or other intellectual disabilities: implications for design of visual scene displays
VL  - 30
ID  - 204146
ER  - 


TY  - THES
AB  - Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success. Donna Elizabeth Williams, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Learning Disabilities, Community Based Instruction, Academic Advising, Career Counseling, Career Planning. This study examined the preferences of career choice and personality topology of students with learning disabilities (SWD) in a public school setting located in the southeastern region of the United States. One purpose of the study was to increase participants' awareness of the kind of work they are most compatible to do. Another purpose was to define the means by which participants develop, prepare for, identify, and obtain employment. The study consisted of a sample population of 50 SWD and another 50 students without learning disabilities (SWOD). The participants were given 2 self-assessments that provided awareness of personality and vocational interest. The writer investigated differences in personality configuration patterns and vocational interests of SWD and compared the preferences with those of the SWOD. Through the administration of the Myers-Briggs Type Indicator, Computer Version, and the Self- Directed Search, Computer Version, the writer was able to gain an understanding of how personality can influence the work preferences that participants may seek. The writer collected data, such as participants' occupational preference, interests, and individualized personality assessments outcomes. Research questions considered the following: (a) difference in career interests between SWD and SWOD and (b) personality topology patterns in the career preference for SWD contrasted with SWOD. Results suggested that no overall significant personality differences existed between SWD and SWOD. However, after looking at all possible interactions between vocational preference assessment outcomes, differences for SWD and SWOD participants were observed; SWD extraverts preferred realistic and social careers such as mechanical or teaching. On the other hand, SWOD extraverts preferred investigative and social careers such as mechanical or sales. SWD introverts preferred scientific or artistic careers whereas SWOD introverts preferred scientific or clerical careers. By identifying participants' most important and least important career preferences, this research may assist in providing educators working with SWD better strategies for preparing transition into programs leading to occupational placement. Most of all, the outcome may assist SWD in obtaining gainful professional employment that matches their interests, work habits, and personality. [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  - Williams, Donna Elizabeth
DB  - ERIC
DP  - EBSCOhost
KW  - Learning Disabilities
Career Choice
Personality
Public Schools
Vocational Interests
Preferences
Comparative Analysis
Personality Measures
Interest Inventories
United States (Southeast)
Myers Briggs Type Indicator
Self Directed Search
Myers Briggs Type Indicator
Self Directed Search
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-84219-0
ST  - Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success
TI  - Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED549150&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:3532363
ID  - 205293
ER  - 


TY  - THES
AB  - Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success. Donna Elizabeth Williams, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Learning Disabilities, Community Based Instruction, Academic Advising, Career Counseling, Career Planning This study examined the preferences of career choice and personality topology of students with learning disabilities (SWD) in a public school setting located in the southeastern region of the United States. One purpose of the study was to increase participants’ awareness of the kind of work they are most compatible to do. Another purpose was to define the means by which participants develop, prepare for, identify, and obtain employment. The study consisted of a sample population of 50 SWD and another 50 students without learning disabilities (SWOD). The participants were given 2 self-assessments that provided awareness of personality and vocational interest. The writer investigated differences in personality configuration patterns and vocational interests of SWD and compared the preferences with those of the SWOD. Through the administration of the Myers-Briggs Type Indicator, Computer Version, and the Self- Directed Search, Computer Version, the writer was able to gain an understanding of how personality can influence the work preferences that participants may seek. The writer collected data, such as participants’ occupational preference, interests, and individualized personality assessments outcomes. Research questions considered the following: (a) difference in career interests between SWD and SWOD and (b) personality topology patterns in the career preference for SWD contrasted with SWOD. Results suggested that no overall significant personality differences existed between SWD and SWOD. However, after looking at all possible interactions between vocational preference assessment outcomes, differences for SWD and SWOD participants were observed; SWD extraverts preferred realistic and social careers such as mechanical or teaching. On the other hand, SWOD extraverts preferred investigative and social careers such as mechanical or sales. SWD introverts preferred scientific or artistic careers whereas SWOD introverts preferred scientific or clerical careers. By identifying participants’ most important and least important career preferences, this research may assist in providing educators working with SWD better strategies for preparing transition into programs leading to occupational placement. Most of all, the outcome may assist SWD in obtaining gainful professional employment that matches their interests, work habits, and personality. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2013-99211-182
AU  - Williams, Donna Elizabeth
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - learning disabled students
workforce success
learning disabilities
Community Based Instruction
Academic Advising
Career Counseling
personality topology
Academic Achievement
Community Development
Occupational Guidance
Diversity in the Workplace
Personality Traits
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2013
SN  - 0419-4209
978-1-267-84219-0
ST  - Preparation, development, and transition of learning-disabled students for workforce success
TI  - Preparation, development, and transition of learning-disabled students for workforce success
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-99211-182&site=ehost-live&scope=site
VL  - 74
ID  - 205001
ER  - 


TY  - JOUR
AB  - There are significant merits to a comprehensive cognitive assessment, but they are also time-consuming, costly, and susceptible to practice effects and may not detect change in the context of medical interventions or minor brain disruptions. Brief computer-based assessments focused on "fluid" cognitive domains (e.g., information-processing skills), which are vulnerable to disruption as a result of a brain injury, may provide an alternative assessment option. This study sought to: (a) examine the utility of a well-established, adult-based computerized tool, CogSport for Kids (CogState), for evaluating information-processing skills in children and adolescents; and (b) to report normative data for healthy children and adolescents. The study was a cross-sectional, community-based observational study of typically developing children aged 9 to 17 years old (N = 832). Participants completed the CogSport for Kids test battery, which includes six brief computerized tasks that assess cognitive functions including processing speed, attention, and working memory. Results showed an improvement with age for response speed and accuracy. The greatest change occurred between 9 and 12 years with performance stabilizing at 15 years. This brief screening tool is appropriate for clinical and research use in children aged 9 years and older and may be used to track cognitive development from childhood into adulthood and to identify children who deviate from normal expectations.
AD  - a Child Neuropsychology, Murdoch Children's Research Institute , Melbourne , Australia.
b Child Neuropsychology , Clinical Sciences, Murdoch Children's Research Institute.
c Psychological Sciences, University of Melbourne , Melbourne , Australia.
d Institute for Safety Compensation and Recovery Research, Monash University , Melbourne , Australia.
e Neurosurgery Department , Austin Hospital.
f Neurosurgery Department , Cabrini Hospital , Melbourne , Australia.
g The Florey Institute of Neuroscience and Mental Health , University of Melbourne , Melbourne , Australia.
h Melbourne Neuropsychology Services , Melbourne , Australia.
i Perry Maddocks Trellope, Lawyers , Melbourne , Australia.
AN  - 25551176
AU  - Williams, J.
AU  - Crowe, L. M.
AU  - Dooley, J.
AU  - Collie, A.
AU  - Davis, G.
AU  - McCrory, P.
AU  - Clausen, H.
AU  - Maddocks, D.
AU  - Anderson, V.
DO  - 10.1080/21622965.2014.939271
DP  - NLM
ET  - 2015/01/01
J2  - Applied neuropsychology. Child
KW  - Adolescent
Adolescent Development/*physiology
Age Factors
Attention/*physiology
Child
Child Development/*physiology
Cognition/*physiology
Computers
Female
Humans
Male
Memory, Short-Term/*physiology
*Neuropsychological Tests
CogState
attention
development
processing speed
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2162-2965
SP  - 35-43
ST  - Developmental Trajectory of Information-Processing Skills in Children: Computer-Based Assessment
T2  - Appl Neuropsychol Child
TI  - Developmental Trajectory of Information-Processing Skills in Children: Computer-Based Assessment
VL  - 5
ID  - 203960
ER  - 


TY  - JOUR
AB  - BACKGROUND: Immigrant Latino day laborers working in residential construction are at particularly high risk of fatal and non-fatal traumatic injury and benefit from targeted training. OBJECTIVE: To understand the impact of a participatory, peer-facilitated health and safety awareness training customized to the needs of Latino day laborers. METHODS: Baseline surveys exploring exposures, PPE use, attitudes, work practices and work-related injuries were collected from more than 300 New Jersey Latino day laborers in construction prior to their participation in a one day (minimum of six hour) Spanish language health and safety training class. The classes, led by trained worker trainers, engaged participants in a series of tasks requiring teamwork and active problem solving focused on applying safe practices to situations they encounter at their worksites. Follow-up surveys were difficult to obtain among mobile day laborers, and were collected from 70 men (22% response rate) 2-6 months following training. Chi-square analysis was used to compare pre- and post-intervention PPE use, self protective actions, and self-reported injury rates. Focus groups and in-depth interviews addressing similar issues provided a context for discussing the survey findings. RESULTS: At baseline, the majority of day laborers who participated in this study reported great concern about the hazards of their work and were receptive to learning about health and safety despite limited influence over employers. Changes from baseline to follow-up revealed statistically significant differences in the use of certain types of PPE (hard hats, work boots with steel toes, safety harnesses, and visible safety vests), and in the frequency of self-protective work practices (e.g., trying to find out more about job hazards on your own). There was also a suggestive decrease in self-reported injuries (receiving an injury at work serious enough that you had to stop working for the rest of the day) post-training based on small numbers. Sixty-six percent of workers surveyed post-training reported sharing information from their safety workbook with friends and co-workers. Focus groups and interview results generally confirmed the quantitative findings. CONCLUSIONS: Participatory, peer led training tailored to the needs of construction day laborers may have a positive effect on Latino immigrant workers' attitudes, work practices, and self reported injury rates, but major changes would require employer engagement. IMPACT ON INDUSTRY: Health and safety researchers have identified reducing the number of traumatic injuries among the immigrant construction workforce as an increasingly important priority. This project provides one model for collaboration between university-based researchers, a union, and a community-based organization. The specific elements of this project-participatory curriculum customized to the needs of day laborers in residential construction, training day laborers to facilitate training classes, and involving peer leaders in outreach and research-could be adapted by other organizations. The findings of this study suggest that the Latino day laborers have a strong interest in and some ability to act on health and safety information. Widespread implementation of this type of training, especially if supported with cooperation from residential contractors, could lead to reduced rates of traumatic injury in the residential construction industry.
AD  - Environmental and Occupational Health Sciences, University of Illinois, School of Public Health (MC 922), 2121 West Taylor Street, Chicago, IL 60612-7260, USA. qwilli1@uic.edu
AN  - 20630277
AU  - Williams, Q., Jr.
AU  - Ochsner, M.
AU  - Marshall, E.
AU  - Kimmel, L.
AU  - Martino, C.
DA  - Jun
DO  - 10.1016/j.jsr.2010.02.009
DP  - NLM
ET  - 2010/07/16
J2  - Journal of safety research
KW  - Adolescent
Adult
Awareness
Community-Based Participatory Research
Curriculum
Data Collection
*Educational Measurement
Emigrants and Immigrants
Focus Groups
Health Knowledge, Attitudes, Practice
Health Promotion
Hispanic Americans/*statistics & numerical data
Humans
Male
Middle Aged
New Jersey
Occupational Health/*statistics & numerical data
*Peer Group
Pilot Projects
*Program Evaluation
Qualitative Research
Surveys and Questionnaires
United States
Young Adult
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0022-4375
SP  - 253-61
ST  - The impact of a peer-led participatory health and safety training program for Latino day laborers in construction
T2  - J Safety Res
TI  - The impact of a peer-led participatory health and safety training program for Latino day laborers in construction
VL  - 41
ID  - 204308
ER  - 


TY  - JOUR
AB  - This paper reports on data collected in 2011 from a national study about the operation of the best interests principle, a key feature of the Mental Capacity Act (MCA) 2005 for England and Wales. The objective was to provide a picture of current professional practices in best interests decision-making. Four contrasting sample sites were selected, in which National Health Service trusts, social care and other organisations were recruited to participate. A multimethod design was followed, including an online survey with 385 participants, followed by qualitative research through a telephone survey of 68 participants, and face-to-face semi-structured interviews following up 25 best interests cases, with different perspectives on the process in 12 of those cases. The current paper reports only on the qualitative findings. The findings indicate that the MCA was successful in providing a structure for these practitioners, and that the five principles of the MCA were in general adhered to. A variety of perceived risks led to best interests processes being undertaken, and a typical scenario was for a period of hospitalisation or ill health to trigger a best interests decision process about a social care and or a life decision. The study supported previous research in finding the notion of capacity the most difficult aspect of the MCA, and it provides evidence of some specific capacity assessment practices, including problematic ones relating to 'insight'. Best interests decisions were often made by consensus, with practitioners taking on different roles within the process. Meetings played a key part, but other ways of involving people lacking capacity and significant others were also important. It was recommended that the issues highlighted in this research could be clarified further in the Code of Practice, or within risk guidance.
AD  - Norah Fry Research Centre, University of Bristol, Bristol, UK.
AN  - 23981053
AU  - Williams, V.
AU  - Boyle, G.
AU  - Jepson, M.
AU  - Swift, P.
AU  - Williamson, T.
AU  - Heslop, P.
DA  - Jan
DO  - 10.1111/hsc.12066
DP  - NLM
ET  - 2013/08/29
J2  - Health & social care in the community
KW  - *Decision Making
England
*Health Personnel
Humans
Mental Competency/*legislation & jurisprudence
*Mental Disorders
Practice Guidelines as Topic
Professional Practice/legislation & jurisprudence/*standards
Qualitative Research
*Social Responsibility
Social Work/standards
State Medicine
Surveys and Questionnaires
Wales
Mental Capacity Act
best interests
decision-making
dementia
learning disabilities
mental health
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0966-0410
SP  - 78-86
ST  - Best interests decisions: professional practices in health and social care
T2  - Health Soc Care Community
TI  - Best interests decisions: professional practices in health and social care
VL  - 22
ID  - 204835
ER  - 


TY  - JOUR
AB  - For people with learning disabilities to have control over their lives, the quality of their support staff matters. This paper reports on an inclusive research study, which used video analysis to study the communication skills of personal assistants (PAs) who worked with people with learning disabilities. The findings reveal some of the fine detail in the strategies these PAs used, to show respect, support choices, and give advice. They were able to step back, to listen and observe the person with learning disabilities, and to use good, open body language. They also gave people time, built up a close relationship based on shared interests and activities, and they talked with people in a friendly, adult way. It is difficult to support people to manage their lives, and team work is important. People with learning disabilities also have to play their role in the relationship. This research produced training materials that will help people with learning disabilities to train and support their own PAs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Williams, Val
AN  - 2010-03556-009
AU  - Williams, Val
AU  - Ponting, Lisa
AU  - Ford, Kerrie
AU  - Rudge, Philippa
DB  - APA PsycInfo
DO  - 10.1111/j.1468-3156.2009.00570.x
DP  - EBSCOhost
KW  - support skills
personal assistants
learning disabilities
communication skills
Communication
Learning Disorders
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2010
SN  - 1354-4187
1468-3156
SP  - 59-67
ST  - Skills for support: Personal assistants and people with learning disabilities
T2  - British Journal of Learning Disabilities
TI  - Skills for support: Personal assistants and people with learning disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-03556-009&site=ehost-live&scope=site
val.williams@bristol.ac.uk
VL  - 38
ID  - 205021
ER  - 


TY  - JOUR
AB  - BACKGROUND: Cognitive impairment is an important contributor to disability. Limited clinical trial evidence exists regarding the impact of physical exercise on cognitive function (CF). We report results of a pilot study to provide estimates of the relative impact of physical activity (PA) on 1-year changes in cognitive outcomes and to characterize relationships between changes in mobility disability and changes in cognition in older adults at increased risk for disability. METHODS: Sedentary persons (102) at increased risk for disability (aged 70-89 years) were randomized to moderate-intensity PA or health education. Participants were administered the Digit Symbol Substitution Test (DSST), Rey Auditory Verbal Learning Test (RAVLT), modified Stroop test, and Modified Mini-Mental State Examination at baseline and 1 year. RESULTS: Group differences were not significant but improvements in cognitive scores were associated with improvements in physical function. Specifically, the DSST significantly correlated with change in the Short Physical Performance Battery score (r = .38, p = .0002), in chair stand score (r = .26, p = .012), in balance score (r = .21, p = .046), and in 400-m gait speed (r = .15, p = .147). Change recall on the RAVLT and in the Stroop test was also positively correlated with changes in chair stand and balance, respectively. CONCLUSIONS: These results provide further support for the benefits of exercise on CF in older adults. An adequately powered clinical trial of PA involving older adults at increased risk for cognitive disability is needed to expand the indications for prescribing exercise for prevention of decline in brain function.
AD  - Roena Kulynych Center for Memory and Cognition Research, Department of Medicine, Wake Forest University Health Sciences, Winston-Salem, North Carolina 27151, USA. jwilliam@wfubmc.edu
AN  - 19244157
AU  - Williamson, J. D.
AU  - Espeland, M.
AU  - Kritchevsky, S. B.
AU  - Newman, A. B.
AU  - King, A. C.
AU  - Pahor, M.
AU  - Guralnik, J. M.
AU  - Pruitt, L. A.
AU  - Miller, M. E.
C2  - Pmc2679423
DA  - Jun
DO  - 10.1093/gerona/glp014
DP  - NLM
ET  - 2009/02/27
J2  - The journals of gerontology. Series A, Biological sciences and medical sciences
KW  - *Activities of Daily Living
Aged
Aged, 80 and over
Cognition Disorders/diagnosis/*prevention & control
Disability Evaluation
Exercise Therapy
Female
Geriatric Assessment
Health Education
Humans
*Life Style
Male
Mobility Limitation
*Motor Activity
Neuropsychological Tests
Pilot Projects
Psychomotor Performance
Single-Blind Method
Treatment Outcome
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1079-5006 (Print)
1079-5006
SP  - 688-94
ST  - Changes in cognitive function in a randomized trial of physical activity: results of the lifestyle interventions and independence for elders pilot study
T2  - J Gerontol A Biol Sci Med Sci
TI  - Changes in cognitive function in a randomized trial of physical activity: results of the lifestyle interventions and independence for elders pilot study
VL  - 64
ID  - 204810
ER  - 


TY  - JOUR
AB  - Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high-school students in order to assess the effectiveness of a technologically delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (Student 1) and attention deficit hyperactivity disorder (ADHD; Student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at 5-min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.
AN  - EJ1045204
AU  - Wills, Howard P.
AU  - Mason, Benjamin A.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Intervention
High School Students
Inclusion
Program Effectiveness
Time on Task
Behavior Modification
Science Instruction
Learning Disabilities
Attention Deficit Hyperactivity Disorder
Self Control
Handheld Devices
Educational Technology
Technology Uses in Education
Prompting
Generalization
Behavior Problems
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1053-0819
SP  - 421-434
ST  - Implementation of a Self-Monitoring Application to Improve On-Task Behavior: A High-School Pilot Study
T2  - Journal of Behavioral Education
TI  - Implementation of a Self-Monitoring Application to Improve On-Task Behavior: A High-School Pilot Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1045204&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10864-014-9204-x
VL  - 23
ID  - 205232
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Working memory and other supportive cognitive processes involved in learning are reviewed in the context of developing patient education materials. We specifically focus on the impact of certain design factors such as text format and syntax, the inclusion of images, and the choice of modality on individuals' ability to understand and remember health information. METHODS: A selective review of relevant cognitive and learning theories is discussed with regard to their potential impact on the optimal design of health materials. RESULTS: Working memory is measured as an individual's capacity to hold and manipulate information in active consciousness. It is limited by necessity, and well-designed health materials can effectively minimize extraneous cognitive demands placed on individuals, making working memory resources more available to better process content-related information. CONCLUSIONS: Further research is needed to evaluate specific design principles and identify ideal uses of print versus video-based forms of communication for conveying information. PRACTICE IMPLICATIONS: The process of developing health materials should account for the cognitive demands that extrinsic factors such as modality place on patients.
AD  - Health Literacy and Learning Program, Center for Communication in Healthcare, Institute for Healthcare Studies, Division of General Internal Medicine, Feinberg School of Medicine at Northwestern University, Chicago, IL, USA. eahwilson@northwestern.edu
AN  - 19121915
AU  - Wilson, E. A.
AU  - Wolf, M. S.
DA  - Mar
DO  - 10.1016/j.pec.2008.11.005
DP  - NLM
ET  - 2009/01/06
J2  - Patient education and counseling
KW  - Benchmarking
Choice Behavior
*Cognition
Communication
Humans
*Memory
*Models, Educational
*Models, Psychological
Patient Education as Topic/*organization & administration
Patient Selection
Professional-Patient Relations
Psychology, Educational
Research/organization & administration
*Teaching Materials/standards
Videotape Recording
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0738-3991 (Print)
0738-3991
SP  - 318-22
ST  - Working memory and the design of health materials: a cognitive factors perspective
T2  - Patient Educ Couns
TI  - Working memory and the design of health materials: a cognitive factors perspective
VL  - 74
ID  - 204103
ER  - 


TY  - JOUR
AB  - Background: Gaining employment can be challenging for young adults with intellectual disability (ID). This study reports on a mentoring intervention to help counter barriers to employment.Method: A single-group, pre-post design was used. Eighteen young men with mild to moderate ID joined a local Men’s Shed and were assigned a Shed member as their mentor. Pre- and post-measures assessed quality of life, loneliness, personal wellbeing and workplace adjustment. Techniques from the Behaviour Change Taxonomy were used to provide support to both mentee and mentor.Results: There was a significant improvement in the community domain of quality of life. There were no significant differences in loneliness, wellbeing or workplace adjustment. Mentees attended more social events independently, and increased skills and community participation.Conclusion: By providing targeted and graded support to the mentee-mentor dyad, community-based interventions can provide a sense of community and develop workplace skills for young people with ID. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Wilson, Nathan J.
AN  - 2019-23643-001
AU  - Wilson, Nathan J.
AU  - Cordier, Reinie
AU  - Milbourn, Benjamin
AU  - Mahoney, Natasha
AU  - Hoey, Ciarain
AU  - Buchanan, Angus
DB  - APA PsycInfo
DO  - 10.3109/13668250.2019.1582758
DP  - EBSCOhost
KW  - Intergenerational mentoring
behaviour change taxonomy
men’s sheds
participation
social inclusion
No terms assigned
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 1366-8250
1469-9532
ST  - Intergenerational mentoring for young adult males with intellectual disability: Intervention description and outcomes
T2  - Journal of Intellectual and Developmental Disability
TI  - Intergenerational mentoring for young adult males with intellectual disability: Intervention description and outcomes
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-23643-001&site=ehost-live&scope=site
ORCID: 0000-0001-5268-5433
ORCID: 0000-0002-9906-5300
N.Wilsonwesternsydney.edu.au
ID  - 204957
ER  - 


TY  - JOUR
AB  - Autism spectrum disorder is an umbrella term for a group of neurodevelopmental disorders that is associated with impairments to social interaction, communication, and behaviour. Typically, autism spectrum disorder is first detected with a screening tool (e.g. modified checklist for autism in toddlers). However, the interpretation of autism spectrum disorder behavioural symptoms varies across cultures: the sensitivity of modified checklist for autism in toddlers is as low as 25 per cent in Sri Lanka. A culturally sensitive screening tool called pictorial autism assessment schedule has overcome this problem. Low- and middle-income countries have a shortage of mental health specialists, which is a key barrier for obtaining an early autism spectrum disorder diagnosis. Early identification of autism spectrum disorder enables intervention before atypical patterns of behaviour and brain function become established. This article proposes a culturally sensitive autism spectrum disorder screening mobile application. The proposed application embeds an intelligent machine learning model and uses a clinically validated symptom checklist to monitor and detect autism spectrum disorder in low- and middle-income countries for the first time. Machine learning models were trained on clinical pictorial autism assessment schedule data and their predictive performance was evaluated, which demonstrated that the random forest was the optimal classifier (area under the receiver operating characteristic (0.98)) for embedding into the mobile screening tool. In addition, feature selection demonstrated that many pictorial autism assessment schedule questions are redundant and can be removed to optimise the screening process.
AD  - Ulster University, UK.
University of Colombo, Sri Lanka.
Sri Lanka Institute of Information Technology, Sri Lanka.
AN  - 32191164
AU  - Wingfield, B.
AU  - Miller, S.
AU  - Yogarajah, P.
AU  - Kerr, D.
AU  - Gardiner, B.
AU  - Seneviratne, S.
AU  - Samarasinghe, P.
AU  - Coleman, S.
DA  - Mar 19
DO  - 10.1177/1460458219887823
DP  - NLM
ET  - 2020/03/20
J2  - Health informatics journal
KW  - autism spectrum disorder
decision support system
machine learning
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1460-4582
SP  - 1460458219887823
ST  - A predictive model for paediatric autism screening
T2  - Health Informatics J
TI  - A predictive model for paediatric autism screening
ID  - 204736
ER  - 


TY  - JOUR
AB  - Collaborative learning is widely used in mainstream education but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the metacognitive skills on which it capitalizes are less likely to be available. Effects of collaborative learning experience on a core cognitive skill, sorting by category, were investigated in three child groups: typically developing (TD) children, children with nonspecific intellectual disabilities (NSID) and children with Down syndrome (DS). Following collaboration, sorting performance improved significantly in lower ability partners in TD-TD pairings, with this pattern reversed in NSID-NSID pairings. Neither partner improved significantly in DS-NSID pairings, suggesting that the sociability attributed to children with DS did not necessarily support either their or their partner's learning in this social context.
AD  - Simon Laurie House, Moray House School of Education, University of Edinburgh, Scotland, UK. J.Wishart@ed.ac.uk
AN  - 17676960
AU  - Wishart, J. G.
AU  - Willis, D. S.
AU  - Cebula, K. R.
AU  - Pitcairn, T. K.
DA  - Sep
DO  - 10.1352/0895-8017(2007)112[0361:clcoof]2.0.co;2
DP  - NLM
ET  - 2007/08/07
J2  - American journal of mental retardation : AJMR
KW  - Adolescent
Age Factors
Child
Child Behavior/psychology
*Child Development
Child, Preschool
Communication
*Cooperative Behavior
Diagnosis, Differential
Down Syndrome/complications/diagnosis/psychology/therapy
*Education of Intellectually Disabled
Female
Humans
Intellectual Disability/diagnosis/*psychology
*Learning
Mainstreaming, Education
Male
Outcome Assessment, Health Care
Social Adjustment
Task Performance and Analysis
Videotape Recording
Wechsler Scales/statistics & numerical data
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0895-8017 (Print)
0895-8017
SP  - 361-74
ST  - Collaborative learning: comparison of outcomes for typically developing children and children with intellectual disabilities
T2  - Am J Ment Retard
TI  - Collaborative learning: comparison of outcomes for typically developing children and children with intellectual disabilities
VL  - 112
ID  - 204119
ER  - 


TY  - THES
AB  - Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008; Creech-Galloway, Collins, Knight, & Bausch, 2013; Courtade, Spooner, Browder, & Jimenez, 2012; Goransson, Hellblom-Thibblin, & Axdorph, 2016). Most of the research examines the development of procedural fluency (Goransson et al., 2016) and few researchers have explored high school level skills. Using a single-case multiple-baseline across participants design, the study proposes to teach two algebra skills to six high school students with ID, creating an equation (y = mx + b) from a graph of a line and creating a graph from an equation. The six high school students with ID will be recruited from a school district in central Virginia. The intervention package modeled after Jimenez, Browder, and Courtade (2008), included modeling, templates, time delay prompting, and a task analysis. Results showed that all six individuals improved performance during intervention for the target skills over baseline; results also indicated that in three out of the six cases some generalization to the inverse skill occurred without supplemental intervention. The ability of individuals with ID to generalize the learning without intervention provides some evidence that individuals with ID are developing conceptual understanding while learning procedural fluency. [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  - Wojcik, Andrew J.
DB  - ERIC
DP  - EBSCOhost
KW  - High School Students
Intellectual Disability
Algebra
Mathematics Instruction
Secondary School Mathematics
Case Studies
Mathematics Skills
Teaching Methods
Equations (Mathematics)
Graphs
Models
Prompting
Task Analysis
Virginia
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2017
SN  - 978-0-355-52487-1
ST  - Developing Conceptual Understanding and Procedural Fluency in Algebra for High School Students with Intellectual Disability
TI  - Developing Conceptual Understanding and Procedural Fluency in Algebra for High School Students with Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED581800&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:10681699
ID  - 205147
ER  - 


TY  - JOUR
AB  - Applied behavior analysis (ABA) has emerged as one of the most effective empirically based strategies for instructing individuals with autism spectrum disorders (ASD). Four ABA-based strategies that have been found effective are video modeling, visual strategies, social script fading, and task analysis. Individuals with ASD often struggle with issues of sociosexuality. Characteristics of individuals having ASD, particularly impairments related to social skills, often make it difficult for them to navigate the sometimes subtle and complex issues related to social and/or sexual situations. The need to educate individuals with ASD about sociosexual issues is widely acknowledged. Sexual issues for individuals with ASD can include inappropriate sexual behaviors; sexual abuse; unwanted pregnancy; or display of sexual behaviors in inappropriate times/places. In this article the theoretical principles of ABA are applied to the instruction of persons having ASD in sociosexual education using effective practices. Through case studies, examples are given of sociosexual domain areas and ways to teach the content using empirically based methods. (Contains 8 tables.)
AN  - EJ856153
AU  - Wolfe, Pamela S.
AU  - Condo, Bethany
AU  - Hardaway, Emily
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Sexual Abuse
Autism
Task Analysis
Sexuality
Pervasive Developmental Disorders
Sex Education
Social Behavior
Behavior Change
Social Development
Antisocial Behavior
Interpersonal Competence
Pregnancy
Case Studies
Health Education
Teaching Methods
Prompting
Feedback (Response)
Role Models
Cues
Stimuli
Video Technology
Scripts
Hygiene
High School Students
Middle School Students
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 0040-0599
SP  - 50-61
ST  - Sociosexuality Education for Persons with Autism Spectrum Disorders Using Principles of Applied Behavior Analysis
T2  - TEACHING Exceptional Children
TI  - Sociosexuality Education for Persons with Autism Spectrum Disorders Using Principles of Applied Behavior Analysis
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ856153&site=ehost-live&scope=site
http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm
VL  - 42
ID  - 205321
ER  - 


TY  - JOUR
AB  - BACKGROUND/STUDY CONTEXT: This study investigates whether there is a need for age-specific computer-based instructional design. The authors examined the effect of two design principles, instructional coherence and advance organizers, on learning outcomes of older and younger adults. Instructional coherence refers to the idea that people learn more deeply when information not directly relevant to learning goals is removed from training. Advance organizers are organizing frameworks for intended training content. METHODS: Participants consisted of younger and older adults (mean ages were 21.7 and 75.1, respectively). Younger adults were university students and older adults were recruited from various sources, including retirement homes, senior activity centers, and online communities. We used a 2 (young, old) × 2 (low coherence, high coherence) × 2 (no advance organizer, advance organizer) between-subjects design and analyzed data using a multivariate analysis of variance (MANOVA). RESULTS: Analyses revealed that (1) older adults performed worse on learning outcome measures compared with younger adults; (2) instructional coherence significantly improved the learning performance of both older and younger adults (Hypothesis 1 supported); and (3) advanced organizers improved the performance of older adults but did not affect the performance of younger adults in transfer tasks (Hypothesis 4 supported). CONCLUSION: The latter finding (that advance organizers had differential effects on older and younger adults) suggests that perhaps there is a need for age-specific instructional formats. Future researchers should further explore whether and how age affects the learning process by examining the effect of different design principles on learning outcomes of older and younger adults.
AD  - a Department of Psychology , Colorado State University , Fort Collins , Colorado , USA.
AN  - 24625045
AU  - Wolfson, N. E.
AU  - Kraiger, K.
DO  - 10.1080/0361073x.2014.882206
DP  - NLM
ET  - 2014/03/15
J2  - Experimental aging research
KW  - Adolescent
Adult
Aged
Aged, 80 and over
Aging/*psychology
Cognition
Female
Humans
*Learning
Male
Mental Recall
Neuropsychological Tests
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0361-073x
SP  - 164-86
ST  - Cognitive aging and training: the role of instructional coherence and advance organizers
T2  - Exp Aging Res
TI  - Cognitive aging and training: the role of instructional coherence and advance organizers
VL  - 40
ID  - 204434
ER  - 


TY  - JOUR
AB  - INTRODUCTION: The integration of new evidence into clinical practice can be a prolonged process, with delays of years or even decades. One approach to speed this integration is through the use of online provider education. PROBLEM: Venous thromboembolism (VTE) is a serious patient safety issue. Prevention requires coordinated care and adherence to evidence-based guidelines, supported by provider education. PURPOSE: This study reports how an interdisciplinary team developed and piloted an online provider training program for the prevention of VTE. HYPOTHESIS: If providers use the online educational training, they will demonstrate increased mastery of key content areas related to VTE prophylaxis. METHODS: We used a prospective test-retest study design in which medical residents and fellows served as their own controls. All participants were given a pretest followed by educational content and then a posttest. We also assessed 2 different types of learning content (ie, with and without case studies/questions) and randomized participants to each type prior to assessment. RESULTS: Using the McNemar test we found a trend for knowledge gains related to VTE guidelines on the posttest for clinicians (n = 67) with a 14.5% improvement in content mastery (P = .05, 2-tailed). We did not find any significant differences between training modalities. Clinicians overall reported high levels of satisfaction with the application. CONCLUSION: Our online education efforts indicate the potential for increasing mastery of VTE prophylaxis concepts. If resources are limited, we suggest a static approach to content delivery and an exploration of standardized methods for portability of online curriculums across learning management systems.
AD  - Department of Biobehavioral Nursing and Health Systems, School of Nursing, University of Washington, Seattle, WA, USA.
AN  - 21156715
AU  - Wolpin, S.
AU  - Lee, J. A.
AU  - Glenny, R. W.
AU  - Wittkowsky, A. K.
AU  - Wolf, F. M.
AU  - Zierler, B. K.
DA  - Feb
DO  - 10.1177/1538574410391281
DP  - NLM
ET  - 2010/12/16
J2  - Vascular and endovascular surgery
KW  - Adult
Certification
Chi-Square Distribution
Comprehension
*Computer-Assisted Instruction
Curriculum
Education, Medical, Continuing/*methods
Educational Measurement
Evidence-Based Medicine
Fellowships and Scholarships
Female
Guideline Adherence
Humans
*Internet
Internship and Residency
Learning
Male
Middle Aged
Patient Care Team
Practice Guidelines as Topic
Prospective Studies
United States
Venous Thromboembolism/*prevention & control
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1538-5744
SP  - 146-56
ST  - Evaluation of online training on the prevention of venous thromboembolism
T2  - Vasc Endovascular Surg
TI  - Evaluation of online training on the prevention of venous thromboembolism
VL  - 45
ID  - 204152
ER  - 


TY  - JOUR
AB  - PURPOSE: Smartphones have great potential as a convenient, multifunction tool to support cognition and independence following traumatic brain injury (TBI). However, there has been limited investigation of their helpful and less helpful aspects for people with TBI. We aimed to investigate patterns of smartphone use amongst individuals with TBI, identify potential barriers to use, and examine the relationships between smartphone use and daily functioning. METHOD: Twenty-nine participants with TBI and 33 non-injured participants completed the Smartphone Survey, and measures of subjective and objective cognitive functioning, mood, and community integration. RESULTS: Smartphone use was equally common in both groups, and patterns of app use were similar. More participants with TBI than the comparison group listed using their smartphone as a memory aid as its main benefit. Difficulty in learning how to use the smartphone was identified by participants with TBI, however only 10% had been shown how to use it by a clinician. Those with poorer subjective cognitive function used memory/organisational apps more frequently; and higher communication app use with better social integration, in participants with TBI. CONCLUSIONS: These findings suggest that smartphones have potential in improving independence following TBI, but receiving support in using them is vital. Implications for Rehabilitation Smartphones are accessible, acceptable, convenient devices for most individuals with traumatic brain injury (TBI), and are perceived as a useful memory and organizational aid as well as having multiple other helpful functions. Use of communication apps such as text messages and social media is associated with better social and community integration in people with TBI. Direct instruction on how to use smartphone apps is more important for people with TBI than for non-injured individuals. Developers of apps designed for this population should prioritize ease of app use, large displays, and availability of technical support, while maintaining an engaging design and interface.
AD  - a School of Psychological Sciences and Monash Institute of Cognitive and Clinical Neurosciences, Monash University , Melbourne , Australia.
b Monash-Epworth Rehabilitation Research Center , Melbourne , Australia.
c Epworth Hospital , Melbourne , Australia.
AN  - 27748145
AU  - Wong, D.
AU  - Sinclair, K.
AU  - Seabrook, E.
AU  - McKay, A.
AU  - Ponsford, J.
DA  - Nov
DO  - 10.1080/09638288.2016.1226434
DP  - NLM
ET  - 2016/10/18
J2  - Disability and rehabilitation
KW  - Activities of Daily Living/psychology
Adult
*Brain Injuries, Traumatic/psychology/rehabilitation
Cognition
*Communication Aids for Disabled
*Communication Barriers
Female
Humans
Independent Living/*psychology
Interpersonal Relations
Male
Memory Disorders/prevention & control
Smartphone/*statistics & numerical data
Surveys and Questionnaires
*Cognitive rehabilitation
*apps
*memory aids
*smartphones
*traumatic brain injury
LA  - eng
M1  - 23
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0963-8288
SP  - 2387-2394
ST  - Smartphones as assistive technology following traumatic brain injury: a preliminary study of what helps and what hinders
T2  - Disabil Rehabil
TI  - Smartphones as assistive technology following traumatic brain injury: a preliminary study of what helps and what hinders
VL  - 39
ID  - 204000
ER  - 


TY  - JOUR
AB  - Children as old as 5 or 6 years display selective difficulties in revising initial interpretive commitments, as indicated by both online and offline measures of sentence comprehension. It is likely, however, that individual children differ in how well they can recover from misinterpretations and in the age at which they become adult-like in these abilities. To better understand the cognitive functions that support sentence processing and revision, the current work investigated how individual differences in children's ability to interpret temporarily ambiguous sentences relate to individual differences in other linguistic and domain-general cognitive abilities. Children were tested over 2 days on a battery of executive function, working memory, and language comprehension tasks. Performance on these tasks was then used to predict online and offline measures of children's ability to revise initial misinterpretations of temporarily ambiguous sentences. We found two measures of children's cognitive flexibility to be related to their ambiguity resolution abilities. These results provide converging evidence for the hypothesis that the ability to revise initial interpretive commitments is supported by domain-general executive function abilities, which are highly variable and not fully developed in children.
AD  - Department of Psychology and Institute for Research in Cognitive Science, University of Pennsylvania, Philadelphia, PA 19104, USA. Electronic address: woodardk@sas.upenn.edu.
Department of Psychology and Institute for Research in Cognitive Science, University of Pennsylvania, Philadelphia, PA 19104, USA.
AN  - 26454180
AU  - Woodard, K.
AU  - Pozzan, L.
AU  - Trueswell, J. C.
C2  - Pmc4628594
C6  - Nihms720131
DA  - Jan
DO  - 10.1016/j.jecp.2015.08.005
DP  - NLM
ET  - 2015/10/11
J2  - Journal of experimental child psychology
KW  - Child, Preschool
Cognition/physiology
Comprehension/physiology
Executive Function/*physiology
Female
Humans
*Individuality
*Language
*Language Development
Learning/*physiology
Male
Memory, Short-Term
Neuropsychological Tests
Cognitive Flexibility
Cognitive development
Executive function
Garden path recovery
Individual differences
Sentence processing
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0022-0965 (Print)
0022-0965
SP  - 187-209
ST  - Taking your own path: Individual differences in executive function and language processing skills in child learners
T2  - J Exp Child Psychol
TI  - Taking your own path: Individual differences in executive function and language processing skills in child learners
VL  - 141
ID  - 204235
ER  - 


TY  - JOUR
AB  - The acquisition of a range of diverse clinical skills is a central feature of the pre-registration nursing curriculum. Prior to exposure to clinical practice, it is essential that learners have the opportunity to practise and develop such skills in a safe and controlled environment under the direction and supervision of clinical experts. However, the competing demands of the HE nursing curriculum coupled with an increased number of learners have resulted in a reduced emphasis on traditional apprenticeship learning. This paper presents an alternative model for clinical skills teaching that draws upon the principles of cognitive apprenticeship [Collins, A., Brown, J.S., Newman, S., 1989. Cognitive Apprenticeship: teaching the crafts of reading, writing and mathematics. In: Resnick, L.B. (Ed.) Knowing. Learning and Instruction: Essays in Honor of Robert Glaser. Lawrence Erlbaum Associates, New Jersey, pp. 453-494] and situated cognition within a technologically rich and authentic learning environment. It will show how high quality DVD materials illustrating clinical skills performed by expert practitioners have been produced and used in conjunction with CCTV and digital recording technologies to support learning within a pedagogic framework appropriate to skills acquisition. It is argued that this model not only better prepares the student for the time they will spend in the practice setting, but also lays the foundation for the development of a clinically competent practitioner with the requisite physical and cognitive skills who is fit for purpose [UKCC, 1999. Fitness for Practice: The UKCC Commission for Nursing and Midwifery Education. United Kingdom Central Council for Nursing Midwifery and Health Visiting, London].
AD  - School of Care Sciences, University of Glamorgan, Treforest, Pontypridd CF37 1DL, United Kingdom. nwoolley@glam.ac.uk
AN  - 16624452
AU  - Woolley, N. N.
AU  - Jarvis, Y.
DA  - Jan
DO  - 10.1016/j.nedt.2006.02.010
DP  - NLM
ET  - 2006/04/21
J2  - Nurse education today
KW  - Attitude of Health Personnel
Biomedical Technology
*Cd-rom
*Clinical Competence
Cognition
Computer-Assisted Instruction/*methods
Curriculum
Education, Nursing, Baccalaureate/*organization & administration
Health Facility Environment/organization & administration
Health Knowledge, Attitudes, Practice
Humans
Models, Educational
*Multimedia
Nursing, Supervisory/organization & administration
Preceptorship/organization & administration
Psychology, Educational
Psychomotor Performance
Self-Assessment
Students, Nursing/psychology
Thinking
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0260-6917 (Print)
0260-6917
SP  - 73-9
ST  - Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment
T2  - Nurse Educ Today
TI  - Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment
VL  - 27
ID  - 203931
ER  - 


TY  - JOUR
AB  - BACKGROUND: Use of the Internet to deliver cognitive behavioural therapy, a frontline treatment for anxiety disorders, is emerging as an option to increase access to treatment among adolescents with anxiety disorders. This study examined the usability of the Internet-based component of Breathe, a CBT program designed for adolescents with mild to moderate anxiety and impairments. METHODS: A mixed-method usability testing design with semi-structured interviews, task completion, and survey by trained usability moderators was undertaken with two interactive cycles to determine the usability (ease of use, efficiency, errors, and user satisfaction) of the user interface and content areas of the program. Purposeful sampling was used to recruit mental health clinicians with expertise in treating adolescent anxiety disorders and young people aged 15 to 24 years involved. Testing involved using Web-conferencing software that allowed remote participation through personal computers. Two testing cycles involved participants completing structured 'think aloud' and 'cognitive walkthrough' tasks within the program. At the end of each cycle participants completed a 15-item global usability evaluation survey and were asked a series of open-ended questions. Descriptive and simple content analyses were used to identify and score usability issues for frequency and severity. RESULTS: Five clinicians and four young people (all < 20 years of age) participated. Most participants described their computer skills as 'good' (60% clinicians, 50% young people), and attitudes toward Internet-based health care ranged from negative (75% young people) to positive (60% clinicians, 25% young people). Scores from the global usability evaluation after both testing cycles ranged from 3.5 to 5 out of 5 in strong agreement/support of the program in terms of user performance indicators (i.e., learnability, efficiency and number of errors) and user satisfaction. Participants were able to complete all critical tasks with minimal errors. Errors and issues identified during testing were predominantly around enhancements to the visual design and navigational support. Opinions across usability elements did not differ between young people and clinician participants. CONCLUSIONS: A multi-method remote usability approach provided the opportunity to improve the technical interface, therapeutic messaging and user experience of an Internet-based treatment program for adolescent anxiety disorders.
AD  - Centre for Research in Family Health, IWK Health Centre, Halifax, Nova Scotia, B3K 6R8, Canada. lori.wozney@iwk.nshealth.ca.
School Of Nursing, McMaster University, Hamilton, Ontario, L8S 4 K1, Canada. BaxterP@mcmaster.ca.
Department of Pediatrics, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, T6G 1C9, Canada. an6@ualberta.ca.
AN  - 26675420
AU  - Wozney, L.
AU  - Baxter, P.
AU  - Newton, A. S.
C2  - Pmc4682240
DA  - Dec 16
DO  - 10.1186/s12887-015-0534-1
DP  - NLM
ET  - 2015/12/18
J2  - BMC pediatrics
KW  - Adolescent
Adult
Anxiety Disorders/psychology/*therapy
Cognition/*physiology
Cognitive Behavioral Therapy/*methods
Female
Health Personnel/*psychology
Humans
*Internet
Male
*Mental Health
Patient Satisfaction
*Software
User-Computer Interface
Young Adult
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1471-2431
SP  - 213
ST  - Usability evaluation with mental health professionals and young people to develop an Internet-based cognitive-behaviour therapy program for adolescents with anxiety disorders
T2  - BMC Pediatr
TI  - Usability evaluation with mental health professionals and young people to develop an Internet-based cognitive-behaviour therapy program for adolescents with anxiety disorders
VL  - 15
ID  - 204181
ER  - 


TY  - JOUR
AB  - BACKGROUND: Wray et al. (2012) found that providing specialist 'add on' study skills sessions to students with SpLD increased the likelihood of progression and earlier identification. However, 48% of students identified as 'at risk' of having a SpLD did not pursue further assessment/support, which is of concern. OBJECTIVES/DESIGN/PARTICIPANTS/SETTINGS: The study aimed to explore the impact of embedding nine study skills sessions designed for students with SpLD into the mainstream curriculum on pre-registration nursing students in one HEI in the north of England. Two cohorts (September 2009 (n=257) and February 2010 (n=127)) took part; a total of 300 students completed a student feedback questionnaire (201 from September 2009, 99 from February 2010 (response rates of 87% and 80%)). The study used an outcome evaluation approach (Watson et al., 2008) to explore the impact of the sessions using a range of measures: (i) a student feedback questionnaire, (ii) length of time from registration to first contact with Disability Services, and (iii) progression data. RESULTS: Overall, the sessions were received very positively, especially those on essay writing, reflection and learning techniques. Students in the study cohorts made contact with Disability Services 4-6 weeks earlier than other cohorts; referrals were also higher. Equally, students with SpLD with access to study skills had higher rates of progression (e.g. 87% in 2009) than in years with no sessions (e.g. 62% in 2008); progression rates were comparable to their non-disabled peers. CONCLUSIONS: Mainstreaming what had previously been a reasonable adjustment made time- and resource-savings for the institution. Such approaches to embedding are important in encouraging and retaining talented and able students.
AD  - FHSC, The University of Hull, HU6 7RX, United Kingdom. j.wray@hull.ac.uk
AN  - 22863211
AU  - Wray, J.
AU  - Aspland, J.
AU  - Taghzouit, J.
AU  - Pace, K.
DA  - Jun
DO  - 10.1016/j.nedt.2012.07.009
DP  - NLM
ET  - 2012/08/07
J2  - Nurse education today
KW  - Adult
Cohort Studies
Curriculum
Education, Nursing, Baccalaureate/*methods
England
Female
Humans
Interprofessional Relations
Learning Disabilities/*prevention & control
Mainstreaming, Education/*methods
Male
Personal Satisfaction
Students, Nursing/*statistics & numerical data
Writing
Young Adult
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0260-6917
SP  - 602-7
ST  - Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding specialist study skills into a core module
T2  - Nurse Educ Today
TI  - Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding specialist study skills into a core module
VL  - 33
ID  - 204298
ER  - 


TY  - THES
AB  - Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, I used a single case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, I used a multiple-probe across skills single case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom during non-core instructional time. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention. [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  - Wright, John C.
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Robotics
Coding
Students with Disabilities
Autism
Pervasive Developmental Disorders
Intellectual Disability
Modeling (Psychology)
STEM Education
Instructional Effectiveness
Middle School Students
Early Adolescents
Public Schools
Special Education Teachers
Intervention
Validity
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2019
SN  - 978-1-08-834259-6
ST  - Video Prompting to Teach Robotics and Coding to Students with Autism Spectrum Disorder
TI  - Video Prompting to Teach Robotics and Coding to Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED601713&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:13810835
ID  - 205446
ER  - 


TY  - JOUR
AB  - Although paraprofessionals are pivotal for the educational success of learners with autism, limited professional learning opportunities are provided resulting in inadequate application of evidence-based practices in their work. In this participatory action research study, thirty-six paraprofessionals participated in professional learning utilizing workshops and a commercially available professional learning platform, Rethink. The study included didactic training, video-based modeling and applied practice activities in the classroom. Paraprofessionals improved their knowledge and self-efficacy in the application of evidence-based practices. Supporting classroom teacher's social validity also reported improved paraprofessional performance. These findings suggest a possible avenue for supporting paraprofessional professional learning via integrating web-based technology to access video models paired with traditional professional learning methods to improve the application of evidence-based practices in the classroom environment.
AN  - EJ1172272
AU  - Wright, Patricia I.
AU  - Prescott, Rosalind
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Technology Uses in Education
Evidence Based Practice
Public Education
Action Research
Workshops
Pervasive Developmental Disorders
Autism
Educational Technology
Special Education
Faculty Development
Video Technology
Modeling (Psychology)
Teaching Methods
Paraprofessional School Personnel
Participatory Research
Pretests Posttests
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1307-9298
SP  - 331-337
ST  - Utilizing Technology for Professional Learning in the Dissemination of Evidence-Based Practices to Paraprofessionals Working in Public Education
T2  - International Electronic Journal of Elementary Education
TI  - Utilizing Technology for Professional Learning in the Dissemination of Evidence-Based Practices to Paraprofessionals Working in Public Education
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1172272&site=ehost-live&scope=site
VL  - 10
ID  - 205441
ER  - 


TY  - JOUR
AB  - BACKGROUND: Practical experience with clinical cases has played an important role in supporting the learning of clinical reasoning. However, learning through practical experience involves complex processes difficult to be captured by students. This study aimed to examine the effects of a computer-based cognitive-mapping approach that helps students to externalize the reasoning process and the knowledge underlying the reasoning process when they work with clinical cases. A comparison between the cognitive-mapping approach and the verbal-text approach was made by analyzing their effects on learning outcomes. METHODS: Fifty-two third-year or higher students from two medical schools participated in the study. Students in the experimental group used the computer-base cognitive-mapping approach, while the control group used the verbal-text approach, to make sense of their thinking and actions when they worked with four simulated cases over 4 weeks. For each case, students in both groups reported their reasoning process (involving data capture, hypotheses formulation, and reasoning with justifications) and the underlying knowledge (involving identified concepts and the relationships between the concepts) using the given approach. RESULTS: The learning products (cognitive maps or verbal text) revealed that students in the cognitive-mapping group outperformed those in the verbal-text group in the reasoning process, but not in making sense of the knowledge underlying the reasoning process. No significant differences were found in a knowledge posttest between the two groups. CONCLUSIONS: The computer-based cognitive-mapping approach has shown a promising advantage over the verbal-text approach in improving students' reasoning performance. Further studies are needed to examine the effects of the cognitive-mapping approach in improving the construction of subject-matter knowledge on the basis of practical experience.
AD  - Department of Educational Information Technology, East China Normal University, KM&EL Lab, The University of Hong Kong, Hong Kong SAR, Hong Kong.
KM&EL Lab, Faculty of Education, The University of Hong Kong, Hong Kong SAR, Hong Kong. magwang@hku.hk.
Harvard Graduate School of Education, Harvard School of Public Health, Boston, MA, USA.
Department of Nephrology, Shanghai Jiao Tong University Affiliated First People's Hospital, Shanghai, China.
School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, Hong Kong.
AN  - 27549130
AU  - Wu, B.
AU  - Wang, M.
AU  - Grotzer, T. A.
AU  - Liu, J.
AU  - Johnson, J. M.
C2  - Pmc4994325
DA  - Aug 22
DO  - 10.1186/s12909-016-0734-x
DP  - NLM
ET  - 2016/08/24
J2  - BMC medical education
KW  - Adult
*Cognition
Computer-Assisted Instruction/*methods
Education, Medical, Undergraduate/*methods/standards
Educational Measurement
Female
Humans
Learning
Male
Pilot Projects
Problem-Based Learning/*methods
Quality Improvement
Students, Medical/*psychology
User-Computer Interface
Clinical reasoning
Cognitive mapping
Computers
Technology
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1472-6920
SP  - 216
ST  - Visualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning
T2  - BMC Med Educ
TI  - Visualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning
VL  - 16
ID  - 204527
ER  - 


TY  - JOUR
AB  - Recent research has emphasized the importance of reflection for students in intelligent learning environments. This study tries to investigate whether agent prompts, acting as scaffolding, can promote students' reflection when they act as tutor through teaching the agent tutee in a learning-by-teaching environment. Two types of agent prompts are contrasted in this research, both from the perspective of a tutee, and they differ in their specificity. Generic prompts are aiming at eliciting students' double-loop reflection on metacognitive strategies and beliefs. Specific prompts, on the other hand, are to encourage students' single-loop reflection on domain-related and task-specific skills and articulation of their explanatory responses. Our findings suggest that designers of intelligent learning environment should concentrate on fostering students to reflect on their metacognitive strategies and beliefs, and allow students to take responsibility for directing their own learning autonomy. (Contains 4 tables and 6 figures.)
AN  - EJ979550
AU  - Wu, Longkai
AU  - Looi, Chee-Kit
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Scaffolding (Teaching Technique)
Prompting
Reflection
Intelligent Tutoring Systems
Artificial Intelligence
Computer System Design
Secondary School Students
Economics
Metacognition
Learner Controlled Instruction
Concept Mapping
Learning Theories
Pretests Posttests
Computer Assisted Instruction
Electronic Learning
Instructional Effectiveness
Comparative Analysis
Statistical Analysis
Questioning Techniques
Content Analysis
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 1436-4522
SP  - 339-353
ST  - Agent Prompts: Scaffolding for Productive Reflection in an Intelligent Learning Environment
T2  - Educational Technology & Society
TI  - Agent Prompts: Scaffolding for Productive Reflection in an Intelligent Learning Environment
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ979550&site=ehost-live&scope=site
http://www.ifets.info/journals/15_1/29.pdf
VL  - 15
ID  - 205082
ER  - 


TY  - JOUR
AB  - Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the second fading procedure, video clips were backward "chunked" during the intervention as individual steps were mastered. A multiple probe across participants design within a reversal design was used. Results showed that video prompting with error correction was effective in teaching both daily living skills. Furthermore, fading the video prompts during the intervention resulted in more rapid learning and higher maintenance and generalization effects than fading after acquisition.
AN  - EJ1099927
AU  - Wu, Pei-Fang
AU  - Cannella-Malone, Helen I.
AU  - Wheaton, Joe E.
AU  - Tullis, Chris A.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Adolescents
Males
Intellectual Disability
Developmental Disabilities
Autism
Urban Schools
Self Contained Classrooms
Video Technology
Prompting
Daily Living Skills
Handheld Devices
Teaching Methods
Error Correction
Instructional Effectiveness
Intervention
Skill Development
Mastery Learning
Transfer of Training
Outcomes of Treatment
Rating Scales
Adjustment (to Environment)
Behavior Rating Scales
Intelligence Tests
Children
Data Collection
Interrater Reliability
Vineland Adaptive Behavior Scales
Wechsler Intelligence Scale for Children
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1088-3576
SP  - 129-139
ST  - Using Video Prompting with Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Using Video Prompting with Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1099927&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357614533594
VL  - 31
ID  - 205439
ER  - 


TY  - JOUR
AB  - The current study investigated whether four Deaf students with developmental disabilities could learn a chain of independent living skills and follow activity schedules using a combination of the two iPod Touch applications (apps): inPromptu and First Then Visual Schedule. Using a multiple probe across participants design, the study examined the effects of the intervention on skill acquisition and generalization to untrained independent living skills and novel sequences of activity schedules after the students mastered the use of the two iPod apps. Least-to-most prompting was used to teach the two iPod apps. The results showed all participants successfully acquired a variety of independent living skills using video prompting. Three of the four participants were able to follow varied and novel activity schedules after they were trained to follow the fixed order activity schedule. Multiple exemplars were needed for one participant to master varied and novel activity schedules. In addition, all participants successfully followed activity schedules in an untrained setting (e.g., school dorm). This study extended the current literature on video prompting and activity schedules by incorporating both approaches and testing their generalization effects. As such, the study provided new practices that may increase functional independence for Deaf students with developmental disabilities.
AN  - EJ1120343
AU  - Wu, Pei-Fang
AU  - Wheaton, Joe E.
AU  - Cannella-Malone, Helen I.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Daily Living Skills
Deafness
Developmental Disabilities
Scheduling
Handheld Devices
Technology Uses in Education
Instructional Effectiveness
Skill Development
Generalization
Late Adolescents
Intellectual Disability
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 2154-1647
SP  - 366-378
ST  - Effects of Video Prompting and Activity Schedules on the Acquisition of Independent Living Skills of Students Who Are Deaf and Have Developmental Disabilities
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Effects of Video Prompting and Activity Schedules on the Acquisition of Independent Living Skills of Students Who Are Deaf and Have Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1120343&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETADDArchives.aspx
VL  - 51
ID  - 205185
ER  - 


TY  - JOUR
AB  - INTRODUCTION: Built environment features have been related to behavior modification and might stimulate cognitive activity with a potential impact on cognitive health in later life. This study investigated cross-sectional associations between features of land use and cognitive impairment and dementia, and also explored urban and rural differences in these associations. METHODS: Postcodes of the 7,505 community-based participants (aged ≥65 years) in the Cognitive Function and Ageing Study II (collected in 2008-2011) were linked to environmental data from government statistics. Multilevel logistic regression investigated associations between cognitive impairment (defined as Mini-Mental State Examination score ≤25) and dementia (Geriatric Mental Status and Automatic Geriatric Examination for Computer-Assisted Taxonomy organicity level ≥3) and land use features, including natural environment availability and land use mix, fitting interaction terms with three rural/urban categories. Data were analyzed in 2015. RESULTS: Associations between features of land use and cognitive impairment were not linear. After adjusting for individual-level factors and area deprivation, living in areas with high land use mix was associated with a nearly 30% decreased odds of cognitive impairment (OR=0.72, 95% CI=0.58, 0.89). This was similar, yet non-significant, for dementia (OR=0.70, 95% CI=0.46, 1.06). In conurbations, living in areas with high natural environment availability was associated with 30% reduced odds of cognitive impairment (OR=0.70, 95% CI=0.50, 0.97). CONCLUSIONS: Non-linear associations between features of land use and cognitive impairment were confirmed in this new cohort of older people in England. Both lack of and overload of environmental stimulation may be detrimental to cognition in later life.
AD  - Department of Public Health and Primary Care, Institute of Public Health, Forvie Site, University of Cambridge, School of Clinical Medicine, Cambridge, United Kingdom. Electronic address: y.wu3@exeter.ac.uk.
King's College London, Institute of Psychiatry, Psychology and Neuroscience, Centre for Global Mental Health, Health Service and Population Research Department, London, United Kingdom.
Norwich Medical School, University of East Anglia, Norwich, Norfolk, United Kingdom.
Medical Research Council Biostatistics Unit, Institute of Public Health, University of Cambridge, Cambridge, United Kingdom; Institute of Health and Society, Newcastle University, Newcastle upon Tyne, United Kingdom.
Department of Public Health and Primary Care, Institute of Public Health, Forvie Site, University of Cambridge, School of Clinical Medicine, Cambridge, United Kingdom.
AN  - 28082001
AU  - Wu, Y. T.
AU  - Prina, A. M.
AU  - Jones, A.
AU  - Matthews, F. E.
AU  - Brayne, C.
C2  - Pmc5478362
DA  - Jul
DO  - 10.1016/j.amepre.2016.11.020
DP  - NLM
ET  - 2017/01/14
J2  - American journal of preventive medicine
KW  - Aged
Aged, 80 and over
Aging/*psychology
*Cognition
Cognition Disorders/*epidemiology
Cross-Sectional Studies
Dementia/*epidemiology
England/epidemiology
*Environment Design
Female
Humans
Incidence
Logistic Models
Male
Prevalence
Rural Health/statistics & numerical data
Urban Health/statistics & numerical data
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0749-3797 (Print)
0749-3797
SP  - 25-32
ST  - The Built Environment and Cognitive Disorders: Results From the Cognitive Function and Ageing Study II
T2  - Am J Prev Med
TI  - The Built Environment and Cognitive Disorders: Results From the Cognitive Function and Ageing Study II
VL  - 53
ID  - 204600
ER  - 


TY  - JOUR
AB  - Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have deficits in independent living skills. One way to improve skills in this area is through the use of video modeling (VM) interventions. The purpose of the study was to compare the effects of two VM interventions and a third non-video-based intervention on the independent living skills of four students with ASD and/or ID. Using an adapted alternating treatments design, we investigated the comparative effects of VM plus prompting and reinforcement (VM + P&R), continuous video modeling (CVM) plus prompting and reinforcement (CVM + P&R), and prompting and reinforcement alone (P&R). Results indicated that two students responded well to both VM + P&R and P&R, while CVM + P&R was most effective for one student. For the last student, all interventions had only minimal effects on target skill performance, and results were inconclusive. Overall, students required fewer adult-delivered prompts with VM + P&R and/or CVM + P&R, but P&R required less preparation and instructional time.
AN  - EJ1185826
AU  - Wynkoop, Kaylee Stahr
AU  - Robertson, Rachel E.
AU  - Schwartz, Rachel
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Intervention
Daily Living Skills
Pervasive Developmental Disorders
Autism
Intellectual Disability
Modeling (Psychology)
Comparative Analysis
Prompting
Reinforcement
Clinical Diagnosis
High School Students
Adjustment (to Environment)
Behavior Rating Scales
Middle School Students
Vineland Adaptive Behavior Scales
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0162-6434
SP  - 145-158
ST  - The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students with Autism Spectrum Disorder and Intellectual Disability
T2  - Journal of Special Education Technology
TI  - The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students with Autism Spectrum Disorder and Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1185826&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0162643417746149
VL  - 33
ID  - 205370
ER  - 


TY  - JOUR
AB  - BACKGROUND: Autism spectrum disorder (ASD) is a heterogeneous group of neurodevelopmental disorders which core symptoms are impairments in socio-communication and repetitive symptoms and stereotypies. Although not cardinal symptoms per se, motor impairments are fundamental aspects of ASD. These impairments are associated with postural and motor control disabilities that we investigated using computational modeling and developmental robotics through human-machine interaction paradigms. METHOD: First, in a set of studies involving a human-robot posture imitation, we explored the impact of 3 different groups of partners (including a group of children with ASD) on robot learning by imitation. Second, using an ecological task, i.e. a real-time motor imitation with a tightrope walker (TW) avatar, we investigated interpersonal synchronization, motor coordination and motor control during the task in children with ASD (n=29), TD children (n=39) and children with developmental coordination disorder (n=17, DCD). RESULTS: From the human-robot experiments, we evidenced that motor signature at both groups' and individuals' levels had a key influence on imitation learning, posture recognition and identity recognition. From the more dynamic motor imitation paradigm with a TW avatar, we found that interpersonal synchronization, motor coordination and motor control were more impaired in children with ASD compared to both TD children and children with DCD. Taken together these results confirm the motor peculiarities of children with ASD despite imitation tasks were adequately performed. DISCUSSION: Studies from human-machine interaction support the idea of a behavioral signature in children with ASD. However, several issues need to be addressed. Is this behavioral signature motoric in essence? Is it possible to ascertain that these peculiarities occur during all motor tasks (e.g. posture, voluntary movement)? Could this motor signature be considered as specific to autism, notably in comparison to DCD that also display poor motor coordination skills? We suggest that more work comparing the two conditions should be implemented, including analysis of kinematics and movement smoothness with sufficient measurement quality to allow spectral analysis.
AD  - Département de psychiatrie de l'enfant et de l'adolescent, hôpital Pitié-Salpêtrière, AP-HP, Paris, France; Sorbonne université, institut des systèmes intelligents et de robotique, CNRS UMR 7222, Paris, France. Electronic address: jean.xavier@univ-poitiers.fr.
Sorbonne université, institut des systèmes intelligents et de robotique, CNRS UMR 7222, Paris, France.
Laboratoire CHArt-THIM, EA4004, université Paris 8, 93000 Saint-Denis, France.
Département de psychiatrie de l'enfant et de l'adolescent, hôpital Pitié-Salpêtrière, AP-HP, Paris, France; Sorbonne université, institut des systèmes intelligents et de robotique, CNRS UMR 7222, Paris, France.
AN  - 30503684
AU  - Xavier, J.
AU  - Guedjou, H.
AU  - Anzalone, S. M.
AU  - Boucenna, S.
AU  - Guigon, E.
AU  - Chetouani, M.
AU  - Cohen, D.
DA  - Apr
DO  - 10.1016/j.encep.2018.08.002
DP  - NLM
ET  - 2018/12/07
J2  - L'Encephale
KW  - Autism Spectrum Disorder/classification/*diagnosis/physiopathology
Child
*Computer Simulation
Diagnosis, Computer-Assisted/methods/trends
Diagnostic Techniques, Neurological/*trends
Female
Humans
Machine Learning
Male
Motor Activity/*physiology
Motor Skills Disorders/*diagnosis/psychology
Posture/*physiology
*Robotics/methods/trends
Autism spectrum disorder
Motor control
Motor dimension
Movement smoothness
Postural and motor variability
Postural control
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0013-7006 (Print)
0013-7006
SP  - 182-187
ST  - Toward a motor signature in autism: Studies from human-machine interaction
T2  - Encephale
TI  - Toward a motor signature in autism: Studies from human-machine interaction
VL  - 45
ID  - 203865
ER  - 


TY  - JOUR
AB  - Microduplication of chromosome 1q21.1 is observed in ~0.03% of adults. It has a highly variable, incompletely penetrant phenotype that can include intellectual disability, global developmental delay, specific learning disabilities, autism, schizophrenia, heart anomalies and dysmorphic features. We evaluated a 10-year-old-male with a 1q21.1 duplication by CGH microarray. He presented with major attention deficits, phonological dysphasia, poor fine motor skills, dysmorphia and mild autistic features, but not the typical macrocephaly. Neuropsychiatric evaluation demonstrated a novel phenotype: an unusually large discrepancy between non-verbal capacities (borderline-impaired WISC-IV index scores of 70 for Working Memory and 68 for Processing Speed) vs. strong verbal skills - scores of 126 for Verbal Comprehension (superior) and 111 for Perceptual Reasoning (normal). HYDIN2 has been hypothesized to underlie macrocephaly and perhaps cognitive deficits in this syndrome, but assessment of HYDIN2 copy number by microarray is difficult because of extensive segmental duplications. We performed whole-genome sequencing which supported HYDIN2 duplication (chr1:146,370,001-148,590,000, 2.22 Mb, hg38). To evaluate copy number more rigorously we developed droplet digital PCR assays of HYDIN2 (targeting unique 1 kb and 6 kb insertions) and its paralog HYDIN (targeting a unique 154 bp segment outside the HYDIN2 overlap). In an independent cohort, ddPCR was concordant with previous microarray data. Duplication of HYDIN2 was confirmed in the patient by ddPCR. This case demonstrates that a large discrepancy of verbal and non-verbal abilities can occur in 1q21.1 duplication syndrome, but it remains unclear whether this has a specific genomic basis. These ddPCR assays may be useful for future research on HYDIN2 copy number.
AD  - 1Sorbonne Université, Faculté de Médecine, Groupe de Recherche Clinique n°15 (PSYDEV), AP-HP, Hôpital Pitié-Salpêtrière, F-75013 Paris, France. ISNI: 0000 0001 2150 9058. GRID: grid.411439.a
2Sorbonne Université, CNRS, Institut des Systèmes Intelligents et Robotiques (ISIR), UMR 7222, F-75252 Paris, France. ISNI: 0000 0001 2112 9282. GRID: grid.4444.0
3Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA USA. ISNI: 0000000419368956. GRID: grid.168010.e
4Service de Génétique, CHU de Poitiers, Poitiers, France. ISNI: 0000 0000 9336 4276. GRID: grid.411162.1
5EA3808, Université de Poitiers, Poitiers, France. ISNI: 0000 0001 2160 6368. GRID: grid.11166.31
6Centre de Référence des Maladies Rares à expression psychiatrique, Department of Child and Adolescent Psychiatry, AP-HP, Hôpital Pitié-Salpêtrière, Paris, France. ISNI: 0000 0001 2150 9058. GRID: grid.411439.a
AN  - 30155272
AU  - Xavier, J.
AU  - Zhou, B.
AU  - Bilan, F.
AU  - Zhang, X.
AU  - Gilbert-Dussardier, B.
AU  - Viaux-Savelon, S.
AU  - Pattni, R.
AU  - Ho, S. S.
AU  - Cohen, D.
AU  - Levinson, D. F.
AU  - Urban, A. E.
AU  - Laurent-Levinson, C.
C2  - PMC6105585 honoraria from Otsuka, Shire, Lundbeck and IntegraGen. The remaining authors declare no competing interests.
DO  - 10.1038/s41525-018-0059-2
DP  - NLM
ET  - 2018/08/30
J2  - NPJ genomic medicine
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2056-7944
SP  - 24
ST  - 1q21.1 microduplication: large verbal-nonverbal performance discrepancy and ddPCR assays of HYDIN/HYDIN2 copy number
T2  - NPJ Genom Med
TI  - 1q21.1 microduplication: large verbal-nonverbal performance discrepancy and ddPCR assays of HYDIN/HYDIN2 copy number
VL  - 3
ID  - 204732
ER  - 


TY  - JOUR
AB  - To provide optional force and speed control parameters for brain-computer interfaces (BCIs), an effective feature extraction method of imagined force and speed of hand clenching based on electroencephalography (EEG) was explored. Twenty subjects were recruited to participate in the experiment. They were instructed to perform three different actual/imagined hand clenching force tasks (4 kg, 10 kg, and 16 kg) and three different hand clenching speed tasks (0.5 Hz, 1 Hz, and 2 Hz). Topographical maps parameters and brain network parameters of EEG were calculated as new features of imagined force and speed of hand clenching, which were classified by three classifiers: linear discrimination analysis, extreme learning machines and support vector machines. Topographical maps parameters were better for recognition of the hand clenching force task, while brain network parameters were better for recognition of the hand clenching speed task. After a combination of five types of features (energy, power spectrum of the autoregressive model, wavelet packet coefficients, topographical maps parameters and brain network parameters), the recognition rate of the hand clenching force task was 97%, and that of the hand clenching speed task was as high as 100%. The brain topographical and the brain network parameters are expected to improve the accuracy of decoding the EEG signal of imagined force and speed of hand clenching. A more efficient brain network may facilitate the recognition of force/speed of hand clenching. Combined features could significantly improve the single-trial recognition rate of imagined forces and speeds of hand clenching. The current study provides a new idea for the imagined force and speed of hand clenching that offers more control intention instructions for BCIs.
AD  - School of Automation and Information Engineering, Kunming University of Science and Technology, Kunming, 650500, People's Republic of China.
School of Automation and Information Engineering, Kunming University of Science and Technology, Kunming, 650500, People's Republic of China. fyf@ynu.edu.cn.
AN  - 30599076
AU  - Xiong, X.
AU  - Fu, Y.
AU  - Chen, J.
AU  - Liu, L.
AU  - Zhang, X.
C2  - Pmc6373301
DA  - Mar
DO  - 10.1007/s10548-018-00696-3
DP  - NLM
ET  - 2019/01/02
J2  - Brain topography
KW  - Adult
Brain/anatomy & histology/*physiology
Brain Mapping/*methods
Electroencephalography/methods
Electromyography
Female
Hand/*physiology
Humans
Imagination
Kinetics
Machine Learning
Male
Muscle Contraction/physiology
Nerve Net/*physiology
Recognition, Psychology
Support Vector Machine
Young Adult
*Brain network
*Brain-computer interfaces
*Imagined force and speed of hand clenching
*Microstate
*Topography
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0896-0267 (Print)
0896-0267
SP  - 240-254
ST  - Single-Trial Recognition of Imagined Forces and Speeds of Hand Clenching Based on Brain Topography and Brain Network
T2  - Brain Topogr
TI  - Single-Trial Recognition of Imagined Forces and Speeds of Hand Clenching Based on Brain Topography and Brain Network
VL  - 32
ID  - 204604
ER  - 


TY  - JOUR
AB  - BACKGROUND: With the increase of the elderly population in India, chronic diseases like hypertension are becoming an important public health problem. Thus, the present study was carried out to assess prevalence, awareness, treatment, and control of hypertension among elderly in a resettlement colony of Delhi. METHODS: A community-based cross-sectional survey was carried out, using systematic random sampling technique. A total of 294 (119 male and 175 female) subjects aged 60 years or more were studied. Of the total subjects, 210 (71%) were in 60-69 years, 57 (19.47%) were in 70-79 years, and 27 (9.2%) were more than 80 years of age. Blood pressure of each subject was measured on two visits, 1 week apart and was graded according to World Health Organization-International Society of Hypertension/VI Joint National Committee on Prevention, Detection, Evaluation, and Treatment of high blood pressure guidelines. Anthropometric variables and other associated risk factors were also studied. RESULTS: Hypertension was present in 116 subjects (39.5%), it was more among males 49 (41%) as compared to females 67 (38%). Among the hypertensive subjects, 60 (51.7%) were aware of their condition, 45 (39%) were on treatment, and 17 (14.67%) were controlled on treatment. Level of awareness and treatment were significantly higher among the females. Body mass index of 25 or more and alcohol consumption were found to be significantly associated with risk of having high blood pressure. CONCLUSION: Prevalence of hypertension in the present study was 39.5%, while level of awareness, treatment, and control were 50%, 39%, and 14.6%, respectively.
AD  - University College of Medical Sciences and Guru Teg Bahadur Hospital, Dilshad Garden, Delhi, India.
AN  - 19242008
AU  - Yadav, G.
AU  - Chaturvedi, S.
AU  - Grover, V. L.
DA  - Jul-Aug
DP  - NLM
ET  - 2009/02/27
J2  - Indian heart journal
KW  - Age Factors
Aged
Aged, 80 and over
*Awareness
Body Mass Index
Confidence Intervals
Cross-Sectional Studies
Female
Humans
Hypertension/*diagnosis/drug therapy/epidemiology
India/epidemiology
Logistic Models
Male
Middle Aged
Odds Ratio
Prevalence
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0019-4832 (Print)
0019-4832
SP  - 313-7
ST  - Prevalence, awareness, treatment and control of hypertension among the elderly in a resettlement colony of Delhi
T2  - Indian Heart J
TI  - Prevalence, awareness, treatment and control of hypertension among the elderly in a resettlement colony of Delhi
VL  - 60
ID  - 204601
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The purpose of the study was to assess the self-perceived knowledge and skills of Japanese job coaches and to examine whether their knowledge and skills differed across employment settings. PARTICIPANTS: The 479 job coaches at Work Support Centers or Work Support Agencies comprised the study population. METHODS: A Japanese version of the 80-item Self-Assessment for Students or Counselors (SASC-J) was mailed to all the Work Support Centers and Agencies. RESULTS: There was no significant difference on any of the SASC-J 8 subsystems mean scores between Work Support Agencies and Work Support Centers. The highest mean score of these 2 employment settings was the "Placement Personal" (2.30 and 2.31), and the lowest was the "Education" (1.40 and 1.46). The overall mean score of the SASC-J was 1.82 (SD=0.63). A significant relationship was found between the years of experience and the SASC-J (r=0.30, p < 0.01). CONCLUSIONS: Since the average below 3.0 on the SASC would mean that "you need to read a textbook on placement and/or a course in Placement", the result of the current study suggested that Japanese job coaches, regardless of the employment settings, need to learn more about the systematic placement technique. Further studies are encouraged to assess the training outcome of the job coach.
AD  - Master's and Doctoral Rehabilitation Course, Lifespan Developmental Science Program, Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tokyo, Japan. jyaeda@human.tsukuba.ac.jp
AN  - 23478367
AU  - Yaeda, J.
AU  - Kundu, M.
AU  - Nishimura, S.
DO  - 10.3233/wor-131595
DP  - NLM
ET  - 2013/03/13
J2  - Work (Reading, Mass.)
KW  - Adult
Employment, Supported
Female
Humans
Intellectual Disability/rehabilitation
Japan
*Knowledge
Male
Mental Disorders/rehabilitation
*Self Efficacy
Surveys and Questionnaires
Time Factors
*Vocational Guidance
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1051-9815
SP  - 279-85
ST  - Self-perceived knowledge and skills of job coaches in Japan
T2  - Work
TI  - Self-perceived knowledge and skills of job coaches in Japan
VL  - 45
ID  - 204040
ER  - 


TY  - JOUR
AB  - With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes the need to provide teachers with research-supported strategies. Using one evidence-based strategy for teaching mathematics to students with high incidence disabilities, and another for teaching primarily nonacademic skills to students with ASD, this article offers practical tips for implementing a unique and innovative approach to providing mathematics instruction to students with ASD across a variety of instructional contexts. Guidelines to develop and implement the concrete-representational-abstract (CRA) sequencing instruction with video-based instruction (VBI) in teaching mathematics to students with ASD are provided.
AN  - EJ1234993
AU  - Yakubova, Gulnoza
AU  - Hughes, Elizabeth M.
AU  - Baer, Briella L.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Video Technology
Mathematics Instruction
Evidence Based Practice
Skill Development
Teaching Methods
Abstract Reasoning
Pictorial Stimuli
Direct Instruction
Models
Prompting
Cues
Problem Solving
Mathematical Concepts
Concept Formation
Manipulative Materials
Mathematical Logic
Elementary Secondary Education
Educational Technology
Technology Uses in Education
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2020
SN  - 1045-988X
SP  - 12-18
ST  - Supporting Students with ASD in Mathematics Learning Using Video-Based Concrete-Representational-Abstract Sequencing Instruction
T2  - Preventing School Failure
TI  - Supporting Students with ASD in Mathematics Learning Using Video-Based Concrete-Representational-Abstract Sequencing Instruction
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1234993&site=ehost-live&scope=site
http://dx.doi.org/10.1080/1045988X.2019.1627999
VL  - 64
ID  - 205332
ER  - 


TY  - JOUR
AB  - BACKGROUND: With the surge of intervention research examining ways of supporting students with autism spectrum disorder (ASD) in inclusive settings, there remains a need to examine how technology supports could enhance students' learning by offering one size fits one instruction. Furthermore, intervention studies focused on teaching students with ASD how to solve fractions are scarce. AIMS: The purpose of this research study was to examine the effects of providing instruction via video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check on the accuracy of fraction problem solving of three middle school students with ASD. METHODS AND PROCEDURES: Through the use of single-case multiple probe across students experimental design, we examined whether a functional relation existed between the intervention and students' improved accuracy of solving simple proper fraction problems. OUTCOMES AND RESULTS: All three students improved the accuracy of solving simple proper fraction problems from baseline to intervention sessions and two students generalized the skill to solving whole proper fraction problems. CONCLUSIONS AND IMPLICATIONS: The intervention consisting of VM and concrete manipulatives along with additional behavioral strategies offers an option for teachers to accommodate diverse learning needs of students with ASD in a variety of settings.
AD  - University of Maryland, College Park, United States. Electronic address: gulnoza@umd.edu.
The Pennsylvania State University, United States.
University of Maryland, College Park, United States.
AN  - 32247102
AU  - Yakubova, G.
AU  - Hughes, E. M.
AU  - Chen, B. B.
DA  - Jun
DO  - 10.1016/j.ridd.2020.103637
DP  - NLM
ET  - 2020/04/05
J2  - Research in developmental disabilities
KW  - Autism spectrum disorder
Concrete manipulatives
Mathematics
Self-monitoring strategy
Video modeling
states that there is no conflict of interest.
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0891-4222
SP  - 103637
ST  - Teaching students with ASD to solve fraction computations using a video modeling instructional package
T2  - Res Dev Disabil
TI  - Teaching students with ASD to solve fraction computations using a video modeling instructional package
VL  - 101
ID  - 204712
ER  - 


TY  - JOUR
AB  - The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete-representational-abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed.
AD  - Department of Counseling, Psychology and Special Education, Duquesne University, G9-C Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA. yakubovag@duq.edu.
Department of Counseling, Psychology and Special Education, Duquesne University, G9-B Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA.
Department of Counseling, Psychology and Special Education, Duquesne University, 109 Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA.
AN  - 26983919
AU  - Yakubova, G.
AU  - Hughes, E. M.
AU  - Shinaberry, M.
DA  - Jul
DO  - 10.1007/s10803-016-2768-7
DP  - NLM
ET  - 2016/03/18
J2  - Journal of autism and developmental disorders
KW  - Autism Spectrum Disorder/*psychology
Humans
*Learning
Students
*Technology
*Autism
*Concrete–representational–abstract instructional sequence
*Mathematics
*Technology-based intervention
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0162-3257
SP  - 2349-62
ST  - Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder
T2  - J Autism Dev Disord
TI  - Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder
VL  - 46
ID  - 203885
ER  - 


TY  - JOUR
AB  - The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students' skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students' active participation in learning.
AD  - Department of Educational Studies, Purdue University, 100 N University Street, West Lafayette, IN 47907-2098, USA. gyakubov@purdue.edu
AN  - 23080208
AU  - Yakubova, G.
AU  - Taber-Doughty, T.
DA  - Jun
DO  - 10.1007/s10803-012-1682-x
DP  - NLM
ET  - 2012/10/20
J2  - Journal of autism and developmental disorders
KW  - Adolescent
Adult
Autistic Disorder/*rehabilitation
Female
Humans
Intellectual Disability/*rehabilitation
Learning/*physiology
Male
Treatment Outcome
*User-Computer Interface
Young Adult
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0162-3257
SP  - 1465-72
ST  - Brief report: learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability
T2  - J Autism Dev Disord
TI  - Brief report: learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability
VL  - 43
ID  - 203967
ER  - 


TY  - JOUR
AB  - With the advance of next-generation sequencing (NGS) technologies, non-invasive prenatal testing (NIPT) has been developed and employed in fetal aneuploidy screening on 13-/18-/21-trisomies through detecting cell-free fetal DNA (cffDNA) in maternal blood. Although Z-test is widely used in NIPT NGS data analysis, there is still necessity to improve its accuracy for reducing a) false negatives and false positives, and b) the ratio of unclassified data, so as to lower the potential harm to patients as well as the induced cost of retests. Combining the multiple Z-tests with indexes of clinical signs and quality control, features were collected from the known samples and scaled for model training using support vector machine (SVM). We trained SVM models from the qualified NIPT NGS data that Z-test can discriminate and tested the performance on the data that Z-test cannot discriminate. On screenings of 13-/18-/21-trisomies, the trained SVM models achieved 100% accuracies in both internal validations and unknown sample predictions. It is shown that other machine learning (ML) models can also achieve similar high accuracy, and SVM model is most robust in this study. Moreover, four false positives and four false negatives caused by Z-test were corrected by using the SVM models. To our knowledge, this is one of the earliest studies to employ SVM in NIPT NGS data analysis. It is expected to replace Z-test in clinical practice.
AD  - Guangzhou DaAn Clinical Laboratory Center, YunKang Group, Guangzhou, Guangdong, China.
Applied Genomic Center, Hong Kong University of Science and Technology, Clear Water Bay, SaiKung, Hong Kong Special Administrative Region, China.
AN  - 30517156
AU  - Yang, J.
AU  - Ding, X.
AU  - Zhu, W.
C2  - PMC6281214 Yunkanghealth. We declare that our affiliation does not alter our adherence to all PLOS ONE policies on data sharing.
DO  - 10.1371/journal.pone.0207840
DP  - NLM
ET  - 2018/12/06
J2  - PloS one
KW  - Adult
Diagnosis, Computer-Assisted/methods/statistics & numerical data
Diagnosis, Differential
Down Syndrome/*diagnosis
False Negative Reactions
False Positive Reactions
Female
Genetic Testing/methods/statistics & numerical data
High-Throughput Nucleotide Sequencing
Humans
Machine Learning
Pregnancy
Prenatal Diagnosis/*methods/statistics & numerical data
Retrospective Studies
Sequence Analysis, DNA
*Support Vector Machine
Trisomy 13 Syndrome/*diagnosis
Trisomy 18 Syndrome/*diagnosis
Young Adult
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1932-6203
SP  - e0207840
ST  - Improving the calling of non-invasive prenatal testing on 13-/18-/21-trisomy by support vector machine discrimination
T2  - PLoS One
TI  - Improving the calling of non-invasive prenatal testing on 13-/18-/21-trisomy by support vector machine discrimination
VL  - 13
ID  - 204441
ER  - 


TY  - RPRT
AB  - In this study, the effectiveness of the video prompting method and its maintenance and social validity were investigated in cloth folding skill teaching for individuals with autism spectrum disorder. Three male individuals with autism spectrum disorder were included in the study. In the research, inter-observer multiple-probe with a single-subject research model was used. As a result of the research, 3 participants achieved the target behavior successfully. It was observed that the maintenance of the behaviors acquired in both participants continued as 10, 20, 30. In a participant, the data of maintenance was collected for 10, 20 days and it was observed that the behavior was preserved, yet on the 30th day, the maintenance data could not be collected. For social validation, families reported positive opinions.
AU  - Yavuz, Mehmet
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Autism
Pervasive Developmental Disorders
Males
Video Technology
Prompting
Maintenance
Daily Living Skills
Program Effectiveness
Family Attitudes
Early Adolescents
Foreign Countries
Turkey (Istanbul)
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2019
RP  - ERIC EbscoHost Literature Search August 25, 2020
SN  - 2501-2428
SP  - 111-123
ST  - Effectiveness of Video Prompting Method in Teaching Cloth Folding Skill to Individuals with Autism Spectrum Disorders
TI  - Effectiveness of Video Prompting Method in Teaching Cloth Folding Skill to Individuals with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED595251&site=ehost-live&scope=site
VL  - 4
ID  - 205171
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To investigate the efficacy of a sequential combination of aerobic exercise and cognitive training on cognitive function and other health-related outcomes in stroke survivors with cognitive decline. DESIGN: Intervention study and randomized controlled trial. SETTING: Hospital-based rehabilitation units. PARTICIPANTS: Survivors of stroke with cognitive decline (N=30) were randomized to sequential combination training (SEQ) (n=15) or an active control (n=15) group. INTERVENTIONS: The SEQ group received 30 minutes of aerobic exercise, followed by 30 minutes of computerized cognitive training. The control group received 30 minutes of nonaerobic physical exercise, followed by 30 minutes of unstructured mental activities. MAIN OUTCOME MEASURES: The primary outcome measure was cognitive function. Secondary outcome measures included physical function, social participation, and quality of life. RESULTS: Compared with the control group, the SEQ group had significantly improved Montreal Cognitive Assessment scores (P=.03) and Wechsler Memory Scale span scores (P=.012) after training. The endurance and mobility level measured by the 6-minute walk test (P=.25) was also enhanced in the SEQ group relative to the control group. However, the transfer of sequential training to social participation (Community Integration Questionnaire) and quality of life (EuroQoL questionnaire) was limited (P>.05 for both). CONCLUSIONS: Aerobic exercise combined with computerized cognitive training has better effects on the cognitive functional status of survivors of stroke than an active control. The cognitive functional status of stroke survivors was better after participation in aerobic exercise combined with computerized training than after active control therapy, demonstrating the clinical significance of this combination therapy.
AD  - Department of Occupational Therapy and Graduate Institute of Behavioral Sciences, College of Medicine, Chang Gung University, Taoyuan, Taiwan; Health and Social Sciences Cluster, Singapore Institute of Technology, Singapore.
Division of Cerebrovascular Diseases, Department of Neurology, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan; College of Medicine, Chang Gung University, Taoyuan, Taiwan; Discharge Planning Service Center, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan; Department of Senior Citizen Service Management, Yuh-Ing Junior College, Kaohsiung, Taiwan.
Department of Occupational Therapy and Graduate Institute of Behavioral Sciences, College of Medicine, Chang Gung University, Taoyuan, Taiwan; Healthy Aging Research Center, Chang Gung University, Taoyuan, Taiwan; Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan. Electronic address: cywu@mail.cgu.edu.tw.
AN  - 30639273
AU  - Yeh, T. T.
AU  - Chang, K. C.
AU  - Wu, C. Y.
DA  - May
DO  - 10.1016/j.apmr.2018.12.020
DP  - NLM
ET  - 2019/01/15
J2  - Archives of physical medicine and rehabilitation
KW  - Cognition
Cognitive Dysfunction/etiology/*rehabilitation
Combined Modality Therapy
Exercise/*psychology
Exercise Therapy
Female
Humans
Male
Mental Status and Dementia Tests
Middle Aged
Quality of Life
Social Participation
Stroke/*psychology
Stroke Rehabilitation/*methods
Survivors/psychology
*Therapy, Computer-Assisted
Walk Test
Wechsler Memory Scale
*Rehabilitation
*Stroke
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0003-9993
SP  - 821-827
ST  - The Active Ingredient of Cognitive Restoration: A Multicenter Randomized Controlled Trial of Sequential Combination of Aerobic Exercise and Computer-Based Cognitive Training in Stroke Survivors With Cognitive Decline
T2  - Arch Phys Med Rehabil
TI  - The Active Ingredient of Cognitive Restoration: A Multicenter Randomized Controlled Trial of Sequential Combination of Aerobic Exercise and Computer-Based Cognitive Training in Stroke Survivors With Cognitive Decline
VL  - 100
ID  - 204636
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To explore the disclosure decisions made in the workplace by physiotherapy staff with a specific learning difficulty (SpLD). DESIGN & SETTING: An exploratory qualitative design was used, which was informed by the social model of disability. The research was undertaken in North West England. It is presented according to the Consolidated Criteria for Reporting Qualitative Research. PARTICIPANTS: A purposive sample of eight physiotherapists recognised as having a SpLD were recruited. All participants had studied on one of two programmes at a university in England between 2004-2012. Their NHS workplace experience was from across the UK. DATA GENERATION: In-depth, semi-structured interviews were undertaken within the university setting or via telephone. Interviews lasted 40 to 70minutes and were digitally recorded. An interview guide was used to direct the interview. DATA ANALYSIS: Interview data were transcribed verbatim and analysed using thematic analysis. FINDINGS: Four participants were female. The mean number of years qualified as a physiotherapist was 4.5years (SD=2.27). Three themes were identified: 'Disclosing during the workplace application'; 'Positive about disabled people scheme'; 'Disclosing in the workplace'. CONCLUSIONS: Disclosure of dyslexia is a selective process and is a central dilemma in the lives of individuals who have a concealable stigmatised identity. As a consequence, physiotherapy staff with dyslexia may choose to conceal their disability and not disclose to their employer. In order for staff with dyslexia to get the support they need in the workplace, disclosure is recommended. A number of recommendations have been made to facilitate the disclosure process.
AD  - Department of Health Professions, Manchester Metropolitan University, 53 Bonsall Street, Manchester, M15 6XJ, UK. Electronic address: g.yeowell@mmu.ac.uk.
Department of Health Professions, Manchester Metropolitan University, 53 Bonsall Street, Manchester, M15 6XJ, UK. Electronic address: j.rooney@mmu.ac.uk.
Department of Health Professions, Manchester Metropolitan University, 53 Bonsall Street, Manchester, M15 6XJ, UK. Electronic address: p.goodwin@mmu.ac.uk.
AN  - 29301650
AU  - Yeowell, G.
AU  - Rooney, J.
AU  - Goodwin, P. C.
DA  - Jun
DO  - 10.1016/j.physio.2017.10.003
DP  - NLM
ET  - 2018/01/06
J2  - Physiotherapy
KW  - *Decision Making
*Disclosure
Dyslexia/*psychology
Female
Humans
Interviews as Topic
Male
Physical Therapists/*psychology
Prejudice
Qualitative Research
Social Stigma
*Workplace
*Dyslexia
*NHS workplace
*Physiotherapy staff
*Specific learning difficulty
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0031-9406
SP  - 203-208
ST  - Exploring the disclosure decisions made by physiotherapists with a specific learning difficulty
T2  - Physiotherapy
TI  - Exploring the disclosure decisions made by physiotherapists with a specific learning difficulty
VL  - 104
ID  - 204179
ER  - 


TY  - JOUR
AB  - The Internet continues to be an important supplemental health information resource for an increasing number of U.S. adults, especially for those with a new or existing chronic condition. Here we examine how people use the Internet to learn about Type 2 diabetes and how health literacy (HL) influences this information-seeking behavior. We analyzed the searches of approximately 2 million people who queried for diabetes-related information on Microsoft's Bing search engine. The HL of searchers was imputed through a community-based HL score. Topics searched were categorized and subsequent websites were assessed for readability. Overall, diabetes information-seeking strategies via the Internet are similar among adults with limited and adequate HL skills. However, people with limited HL take a longer time to read pages that are quickly read by people with adequate HL and vice versa. Information seeking among the former is terminated prematurely, as is evident from a Hidden Markov Model of the search process. Our findings indicate that the reading level required to understand the majority of diabetes-related information is high. Especially on government websites, more than 80% of information requires a reading level corresponding to 7th grade or higher. Our results indicate that individuals with lower HL may disproportionately struggle with Internet searches and fail to get an equivalent benefit from this information resource compared to users with greater HL. Future interventions should target the quality and ease of navigation of health care websites and find ways to leverage other relevant professionals to encourage and promote successful information access on the Web.
AD  - a Microsoft Research Israel , Herzeliya , Israel.
b Merck , Boston , Massachusetts , USA.
c Merck , Upper Gwynedd , Pennsylvania , USA.
d Division of General Internal Medicine and Geriatrics, Feinberg School of Medicine , Northwestern University , Chicago , Illinois , USA.
AN  - 27684112
AU  - Yom-Tov, E.
AU  - Marino, B.
AU  - Pai, J.
AU  - Harris, D.
AU  - Wolf, M.
DA  - Oct
DO  - 10.1080/10810730.2016.1222033
DP  - NLM
ET  - 2016/09/30
J2  - Journal of health communication
KW  - Adult
Comprehension
*Consumer Health Information
Diabetes Mellitus, Type 2/*psychology
Health Literacy/*statistics & numerical data
Humans
*Information Seeking Behavior
Internet/*statistics & numerical data
Learning
Reading
Search Engine
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1081-0730
SP  - 1107-14
ST  - The Effect of Limited Health Literacy on How Internet Users Learn About Diabetes
T2  - J Health Commun
TI  - The Effect of Limited Health Literacy on How Internet Users Learn About Diabetes
VL  - 21
ID  - 204058
ER  - 


TY  - JOUR
AB  - Attention deficit/hyperactivity disorder (ADHD) is characterized by inattentiveness and/or impulsiveness and hyperactivity, which are unsuited for the developmental stage or age. Although mechanisms leading to the onset of the disease are unclear, this condition seriously hinders childrens' social or learning functions, and recently it was selected as a target disease for a special supporting education program by the Minitry of Education, Culture, Sports, Science and Technology, together with learning disorders and high-functioning pervasive developmental disorders in Japan. In spite of the increasing social interest in ADHD, the epidemiological evidence including data for incidence, prevalence, gender differences, and etiology remain insufficient. In Western countries, as represented by the United States, operational diagnostic criteria such as DSM-IV are widely used and several diagnostic processes using structured interviews have been established. However, the diagnostic criteria have not been consistent even within DSM as shown by DSM-IV and DSM-III-R, and therefore basic epidemiological evidence was not consistent in the previous studies. Regarding the etiology of ADHD, exposure to addictive substances during the pregnancy period caused by maternal smoking or drinking, and familial socioeconomic status are considered important environmental factors. In addition, a family history of mental disorders and polymorphisms of dopamine-related genes such as DRD4 or SLC6A3 have been noted as genetic factors concerning the development of ADHD. However, in Japan, no studies of these subjects or gene-environment interactions have so far been performed. Thus, epidemiological assessment of other than Western populations is needed. In the clinical situation, it is important to grasp the timing of treatment and target problems on the basis of changes of children's ability to control their attention or behavior, and environmental factors associated with growth processes. Especially, comorbidity such as conduct disorder or oppositional defiant disorder is a critical problem. Thus, considering that ADHD is a multifactorial disease, a comprehensive therapic strategy involving medication, education, judicature, and administration should be established for primary and secondary prevention.
AD  - Department of Hygiene, School of Medicine, Wakayama Medical University.
AN  - 16881528
AU  - Yoshimasu, K.
AU  - Yamashita, H.
AU  - Kiyohara, C.
AU  - Miyashita, K.
DA  - Jun
DP  - NLM
ET  - 2006/08/03
J2  - [Nihon koshu eisei zasshi] Japanese journal of public health
KW  - Adolescent
Attention Deficit Disorder with Hyperactivity/*epidemiology/genetics/prevention &
control/*therapy
Child
Environment
Female
Humans
Japan/epidemiology
Male
Meta-Analysis as Topic
LA  - jpn
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0546-1766 (Print)
0546-1766
SP  - 398-410
ST  - [Epidemiology, treatment and prevention of attention deficit/hyperactivity disorder: a review]
T2  - Nihon Koshu Eisei Zasshi
TI  - [Epidemiology, treatment and prevention of attention deficit/hyperactivity disorder: a review]
VL  - 53
ID  - 204759
ER  - 


TY  - JOUR
AB  - The purpose of the present study was to investigate, by use of in vivo microdialysis technique, the regulatory role of galanin on acetylcholine (ACh) release in the CA1, CA3, and dentate gyrus (DG) subregions of rat dorsal and ventral hippocampus. In the ventral hippocampus, local infusions of galanin (1.5 nmol) into CA1, and CA3, but not DG (3 nmol), decreased basal ACh release to 58.6% and 68.4%, respectively. In addition, local infusion of galanin (1.5 nmol) into the ventral DG, and CA3 areas decreased basal ACh levels in the CA1 to 51.2% and 84%, respectively. This observation implies that the effects of galanin are unlikely to be mediated via galanin autoreceptors on the cholinergic terminals, but rather via mechanisms involving galanin internalization and modulation of hippocampo-septo-hippocampal loops, attenuation of the excitability of the principal cells, or indirect modulation by galanin-containing vasopressin terminals to the ventral and/or dorsal hippocampus. In the dorsal hippocampus, galanin infusion (1.5 nmol) into the CA1 region increased ACh release to 128.2% of the control levels, but infusions of galanin had no effects in the CA3 and DG. In all cases, the ACh levels returned to basal values within 100 min after the galanin infusion. It is concluded that the attenuating effects of galanin on ACh release in the ventral hippocampus and increase in ACh release in the dorsal hippocampus are in line and support the current view on molecular and functional distinction between the ventral hippocampus being involved preferentially in motivational and emotional behavior, whereas the dorsal hippocampus is primarily implicated in cognitive processes of learning and memory.
AD  - Department of Physiology and Pharmacology, Karolinska Institutet, Nanna Svartz Väg 2, 17177 Stockholm, Sweden.
AN  - 21958860
AU  - Yoshitake, T.
AU  - Yoshitake, S.
AU  - Savage, S.
AU  - Elvander-Tottie, E.
AU  - Ogren, S. O.
AU  - Kehr, J.
DA  - Dec 1
DO  - 10.1016/j.neuroscience.2011.09.035
DP  - NLM
ET  - 2011/10/01
J2  - Neuroscience
KW  - Acetylcholine/*metabolism
Animals
Consciousness
Galanin/*metabolism
Hippocampus/drug effects/*metabolism
Male
Microdialysis
Rats
Rats, Sprague-Dawley
Wakefulness/physiology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0306-4522
SP  - 172-80
ST  - Galanin differentially regulates acetylcholine release in ventral and dorsal hippocampus: a microdialysis study in awake rat
T2  - Neuroscience
TI  - Galanin differentially regulates acetylcholine release in ventral and dorsal hippocampus: a microdialysis study in awake rat
VL  - 197
ID  - 204618
ER  - 


TY  - JOUR
AB  - OBJECTIVES: Dementia is a progressive condition, affecting increasing numbers of people, characterised by cognitive decline. The current systematic review aimed to evaluate research pertaining to the impact of arts and health interventions on cognition in people with dementia. METHOD: A literature search was conducted utilising PsychInfo, Cochrane Reviews, Web of Science, Medline and British Humanities Index databases. Seventeen studies were included in the review, including those related to literary, performing and visual arts. RESULTS: The review highlighted this as an emerging area of research with the literature consisting largely of small-scale studies with methodological limitations including lack of control groups and often poorly defined samples. All the studies suggested, however, that arts-based activities had a positive impact on cognitive processes, in particular on attention, stimulation of memories, enhanced communication and engagement with creative activities. CONCLUSION: The existent literature suggests that arts activities are helpful interventions within dementia care. A consensus has yet to emerge, however, about the direction for future research including the challenge of measurement and the importance of methodological flexibility. It is suggested that further research address some of these limitations by examining whether the impact of interventions vary depending on cognitive ability and to continue to assess how arts interventions can be of use across the stages of dementia.
AD  - a Centre for Applied Psychology , Canterbury Christ Church University , Tunbridge Wells , Kent , UK.
b University of the Arts , London College of Fashion , London , UK.
AN  - 25683767
AU  - Young, R.
AU  - Camic, P. M.
AU  - Tischler, V.
DO  - 10.1080/13607863.2015.1011080
DP  - NLM
ET  - 2015/02/17
J2  - Aging & mental health
KW  - *Art Therapy
*Cognition
Communication
*Community Health Services
Dementia/psychology/*rehabilitation
Humans
*Literature
*Mental Health
Narration
Singing
cognition
dementia
literary arts
performing arts
visual arts
well-being
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1360-7863
SP  - 337-51
ST  - The impact of community-based arts and health interventions on cognition in people with dementia: a systematic literature review
T2  - Aging Ment Health
TI  - The impact of community-based arts and health interventions on cognition in people with dementia: a systematic literature review
VL  - 20
ID  - 204380
ER  - 


TY  - JOUR
AB  - BACKGROUND: Hearing loss is one of the most common developmental disorders identifiable at birth with its prevalence increasing throughout school years. However, early detection programs are mostly unavailable in low- and middle-income countries (LMICs) where more than 80% of children with hearing loss reside. OBJECTIVE: This study investigated the feasibility of a smartphone-based hearing screening program for preschool children operated by community healthcare workers (CHWs) in community-based early childhood development (ECD) centers. METHOD: Five CHWs were trained to map ECD centers and conduct smartphone-based hearing screenings within a poor community in South Africa over a 12-month period. The hearScreen(TM) smartphone application employed automated test protocols operating on low-cost smartphones. A cloud-based data management and referral function allowed for remote monitoring for surveillance and follow up. RESULTS: 6424 children (3-6 years) were screened for hearing loss with an overall referral rate of 24.9%. Only 39.4% of these children attended their follow-up appointment at a local clinic, of whom 40.5% referred on their second screening. Logistic regression analysis indicated that age, gender and environmental noise levels (1 kHz) had a significant effect on referral rates (p < 0.05). The quality index reflecting test operator test quality increased during the first few months of testing. CONCLUSION: Smartphone-based hearing screening can be used by CHWs to detect unidentified children affected by hearing loss within ECD centers. Active noise monitoring, quality indices of test operators and cloud-based data management and referral features of the hearScreen(TM) application allows for the asynchronous management of hearing screenings and follow-ups.
AD  - a Department of Speech-Language Pathology and Audiology , University of Pretoria , Pretoria, South Africa.
b Department of Speech-Language Pathology and Audiology , University of Pretoria , Pretoria , South Africa.
AN  - 29764328
AU  - Yousuf Hussein, S.
AU  - Swanepoel, W.
AU  - Mahomed, F.
AU  - Biagio de Jager, L.
C2  - Pmc5954481
DO  - 10.1080/16549716.2018.1467077
DP  - NLM
ET  - 2018/05/17
J2  - Global health action
KW  - Ambulatory Care Facilities
Child
Child, Preschool
Community Health Services/*organization & administration
Community Health Workers/organization & administration
Early Diagnosis
Hearing Loss/*diagnosis
Humans
Mass Screening/*organization & administration
Referral and Consultation
*Smartphone
South Africa
Telemedicine/*organization & administration
*community healthcare workers
*early childhood development
*hearing screening
*mobile health
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1654-9716 (Print)
1654-9880
SP  - 1467077
ST  - Community-based hearing screening for young children using an mHealth service-delivery model
T2  - Glob Health Action
TI  - Community-based hearing screening for young children using an mHealth service-delivery model
VL  - 11
ID  - 203913
ER  - 


TY  - JOUR
AB  - Acquisition of numerical knowledge and understanding of numerical information are crucial for coping with the changing demands of our digital society. In this study, we assessed arithmetic learning in older and younger individuals in a training experiment including brain imaging. In particular, we assessed age-related effects of training intensity, prior arithmetic competence, and neuropsychological variables on the acquisition of new arithmetic knowledge and on the transfer to new, unknown problems. Effects were assessed immediately after training and after 3 months. Behavioural results showed higher training effects for younger individuals than for older individuals and significantly better performance after 90 problem repetitions than after 30 repetitions in both age groups. A correlation analysis indicated that older adults with lower memory and executive functions at baseline could profit more from intensive training. Similarly, training effects in the younger group were higher for those individuals who had lower arithmetic competence and executive functions prior to intervention. In younger adults, successful transfer was associated with higher executive functions. Memory and set-shifting emerged as significant predictors of training effects in the older group. For the younger group, prior arithmetic competence was a significant predictor of training effects, while cognitive flexibility was a predictor of transfer effects. After training, a subgroup of participants underwent an MRI assessment. A voxel-based morphometry analysis showed a significant interaction between training effects and grey matter volume of the right middle temporal gyrus extending to the angular gyrus for the younger group relative to the older group. The reverse contrast (older group vs. younger group) did not yield any significant results. These results suggest that improvements in arithmetic competence are supported by temporo-parietal areas in the right hemisphere in younger participants, while learning in older people might be more widespread. Overall, our study indicates that arithmetic learning depends on the training intensity as well as on person-related factors including individual age, arithmetic competence before training, memory, and executive functions. In conclusion, we suggest that major progress can be also achieved by older participants, but that interventions have to take into account individual variables in order to provide maximal benefit.
AD  - Department of Neurology, Medical University of Innsbruck, Innsbruck, Austria.
Neuroimaging Research Core Facility, Medical University of Innsbruck, Innsbruck, Austria.
Department of Radiology, Medical University of Innsbruck, Innsbruck, Austria.
Department of Neuroradiology, Medical University of Innsbruck, Innsbruck, Austria.
AN  - 29489905
AU  - Zamarian, L.
AU  - Scherfler, C.
AU  - Kremser, C.
AU  - Pertl, M. T.
AU  - Gizewski, E.
AU  - Benke, T.
AU  - Delazer, M.
C2  - Pmc5831411
DO  - 10.1371/journal.pone.0193529
DP  - NLM
ET  - 2018/03/01
J2  - PloS one
KW  - Adolescent
Adult
Aged
Aging/*physiology
Cognition/physiology
Female
Gray Matter/anatomy & histology/physiology
Humans
Learning/*physiology
Male
*Mathematics
Middle Aged
Organ Size
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1932-6203
SP  - e0193529
ST  - Arithmetic learning in advanced age
T2  - PLoS One
TI  - Arithmetic learning in advanced age
VL  - 13
ID  - 204341
ER  - 


TY  - JOUR
AB  - OBJECTIVES: This study assesses the ability of a novel, "automatic classification" approach to facilitate identification of infants at highest familial risk for language-learning disorders (LLD) and to provide converging assessments to enable earlier detection of developmental disorders that disrupt language acquisition. METHODS: Network connectivity measures derived from 62-channel electroencephalogram (EEG) recording were used to identify selected features within two infant groups who differed on LLD risk: infants with a family history of LLD (FH+) and typically-developing infants without such a history (FH-). A support vector machine was deployed; global efficiency and global and local clustering coefficients were computed. A novel minimum spanning tree (MST) approach was also applied. Cross-validation was employed to assess the resultant classification. RESULTS: Infants were classified with about 80% accuracy into FH+ and FH- groups with 89% specificity and precision of 92%. Clustering patterns differed by risk group and MST network analysis suggests that FH+ infants' EEG complexity patterns were significantly different from FH- infants. CONCLUSIONS: The automatic classification techniques used here were shown to be both robust and reliable and should provide valuable information when applied to early identification of risk or clinical groups. SIGNIFICANCE: The ability to identify infants at highest risk for LLD using "automatic classification" strategies is a novel convergent approach that may facilitate earlier diagnosis and remediation.
AD  - School of Computer Science, Institute for Research in Fundamental Sciences (IPM), Tehran 19538, Iran; Institute for Cognitive and Brain Sciences, Shahid Beheshti University, G.C. Evin, Tehran 19393, Iran. Electronic address: marziehzare@ipm.ir.
Institute for Cognitive and Brain Sciences, Shahid Beheshti University, G.C. Evin, Tehran 19393, Iran. Electronic address: za.rezvani@mail.sbu.ac.ir.
Center for Molecular and Behavioral Neuroscience, Rutgers University-Newark, 197 University Avenue, NJ 07102 Newark, USA. Electronic address: benasich@andromeda.rutgers.edu.
AN  - 27156833
AU  - Zare, M.
AU  - Rezvani, Z.
AU  - Benasich, A. A.
DA  - Jul
DO  - 10.1016/j.clinph.2016.03.025
DP  - NLM
ET  - 2016/05/10
J2  - Clinical neurophysiology : official journal of the International Federation of Clinical Neurophysiology
KW  - Case-Control Studies
Child, Preschool
Electroencephalography/*methods
Female
Humans
Infant
Language Development Disorders/*classification/diagnosis
Male
*Support Vector Machine
*Developmental language disorder
*Eeg
*Infant
*Machine learning
*Network analysis
*Support vector machine (SVM)
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1388-2457
SP  - 2695-703
ST  - Automatic classification of 6-month-old infants at familial risk for language-based learning disorder using a support vector machine
T2  - Clin Neurophysiol
TI  - Automatic classification of 6-month-old infants at familial risk for language-based learning disorder using a support vector machine
VL  - 127
ID  - 204806
ER  - 


TY  - JOUR
AB  - BACKGROUND: Neural substrates underlying motor learning have been widely investigated with neuroimaging technologies. Investigations have illustrated the critical regions of motor learning and further revealed parallel alterations of functional activation during imagination and execution after learning. However, little is known about the functional connectivity associated with motor learning, especially motor imagery learning, although benefits from functional connectivity analysis attract more attention to the related explorations. We explored whether motor imagery (MI) and motor execution (ME) shared parallel alterations of functional connectivity after MI learning. METHODOLOGY/PRINCIPAL FINDINGS: Graph theory analysis, which is widely used in functional connectivity exploration, was performed on the functional magnetic resonance imaging (fMRI) data of MI and ME tasks before and after 14 days of consecutive MI learning. The control group had no learning. Two measures, connectivity degree and interregional connectivity, were calculated and further assessed at a statistical level. Two interesting results were obtained: (1) The connectivity degree of the right posterior parietal lobe decreased in both MI and ME tasks after MI learning in the experimental group; (2) The parallel alterations of interregional connectivity related to the right posterior parietal lobe occurred in the supplementary motor area for both tasks. CONCLUSIONS/SIGNIFICANCE: These computational results may provide the following insights: (1) The establishment of motor schema through MI learning may induce the significant decrease of connectivity degree in the posterior parietal lobe; (2) The decreased interregional connectivity between the supplementary motor area and the right posterior parietal lobe in post-test implicates the dissociation between motor learning and task performing. These findings and explanations further revealed the neural substrates underpinning MI learning and supported that the potential value of MI learning in motor function rehabilitation and motor skill learning deserves more attention and further investigation.
AD  - Department of Biomedical Engineering, Peking University, Beijing, China.
AN  - 22629308
AU  - Zhang, H.
AU  - Xu, L.
AU  - Zhang, R.
AU  - Hui, M.
AU  - Long, Z.
AU  - Zhao, X.
AU  - Yao, L.
C2  - Pmc3356366
DO  - 10.1371/journal.pone.0036052
DP  - NLM
ET  - 2012/05/26
J2  - PloS one
KW  - Adult
Brain/*physiology
Brain Mapping
Female
Humans
Image Processing, Computer-Assisted
Imagination/*physiology
Learning/*physiology
Magnetic Resonance Imaging
Male
Motor Cortex/physiology
Motor Skills/*physiology
Movement/physiology
Nerve Net/*physiology
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1932-6203
SP  - e36052
ST  - Parallel alterations of functional connectivity during execution and imagination after motor imagery learning
T2  - PLoS One
TI  - Parallel alterations of functional connectivity during execution and imagination after motor imagery learning
VL  - 7
ID  - 204549
ER  - 


TY  - JOUR
AB  - The identification of the temporal variations in human operator cognitive task-load (CTL) is crucial for preventing possible accidents in human-machine collaborative systems. Recent literature has shown that the change of discrete CTL level during human-machine system operations can be objectively recognized using neurophysiological data and supervised learning technique. The objective of this work is to design subject-specific multi-class CTL classifier to reveal the complex unknown relationship between the operator's task performance and neurophysiological features by combining target class labeling, physiological feature reduction and selection, and ensemble classification techniques. The psychophysiological data acquisition experiments were performed under multiple human-machine process control tasks. Four or five target classes of CTL were determined by using a Gaussian mixture model and three human performance variables. By using Laplacian eigenmap, a few salient EEG features were extracted, and heart rates were used as the input features of the CTL classifier. Then, multiple support vector machines were aggregated via majority voting to create an ensemble classifier for recognizing the CTL classes. Finally, the obtained CTL classification results were compared with those of several existing methods. The results showed that the proposed methods are capable of deriving a reasonable number of target classes and low-dimensional optimal EEG features for individual human operator subjects.
AN  - 27164601
AU  - Zhang, J.
AU  - Yin, Z.
AU  - Wang, R.
DA  - Jul-Aug
DO  - 10.1109/tcbb.2016.2561927
DP  - NLM
ET  - 2016/05/11
J2  - IEEE/ACM transactions on computational biology and bioinformatics
KW  - Adult
Algorithms
Cluster Analysis
Cognition/physiology
Computational Biology
Electroencephalography
Humans
*Machine Learning
Male
Pattern Recognition, Automated/*methods
Psychophysics
Software
*Support Vector Machine
Task Performance and Analysis
Workload/*classification
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1545-5963
SP  - 947-965
ST  - Pattern Classification of Instantaneous Cognitive Task-load Through GMM Clustering, Laplacian Eigenmap, and Ensemble SVMs
T2  - IEEE/ACM Trans Comput Biol Bioinform
TI  - Pattern Classification of Instantaneous Cognitive Task-load Through GMM Clustering, Laplacian Eigenmap, and Ensemble SVMs
VL  - 14
ID  - 204359
ER  - 


TY  - JOUR
AB  - Participatory action research was introduced in the 1960s and early 1970s, but it has only been more widely adopted in the recent years. Such methodologies have since been applied to several web &amp; mobile-based interventions in psychiatry. To date no prior review has scoped the extent of the application of such methodologies for web &amp; mobile-based interventions in psychiatry. In this article, a scoping literature review was performed, and seven articles have been identified. The most common methodologies are that of co-design workshops; and increasingly service users and participants are included in these workshops. There remains a lack of application of such methodologies for addiction research. Increasingly, attention and cognitive bias modification interventions are more commonplace, given that they have been found to be effective in modifying underlying biases amongst individuals with addictive disorders. Unfortunately, there remains to be inherent limitations with web and mobile versions of attention and cognitive bias modification interventions. Participatory design research methods could help address these limitations and future research involving the conceptualization of new attention or cognitive bias modification applications ought to consider the incorporation of these research methods.
AD  - National Addiction Management Service, Institute of Mental Health, Singapore 539747, Singapore. melvynzhangweibin@gmail.com.
Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore 380322, Singapore. melvynzhangweibin@gmail.com.
National Addiction Management Service, Institute of Mental Health, Singapore 539747, Singapore. yingjiangbo@gmail.com.
AN  - 30845752
AU  - Zhang, M. W. B.
AU  - Ying, J.
C2  - Pmc6427500
DA  - Mar 6
DO  - 10.3390/ijerph16050822
DP  - NLM
ET  - 2019/03/09
J2  - International journal of environmental research and public health
KW  - Attention
*Attentional Bias
Behavior, Addictive/psychology/*therapy
Cognition
*Health Services Research
Humans
Research Design
*addiction
*attention bias
*co-design
*cognitive bias
*participatory design research
*qualitative
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1661-7827 (Print)
1660-4601
ST  - Incorporating Participatory Action Research in Attention Bias Modification Interventions for Addictive Disorders: Perspectives
T2  - Int J Environ Res Public Health
TI  - Incorporating Participatory Action Research in Attention Bias Modification Interventions for Addictive Disorders: Perspectives
VL  - 16
ID  - 203963
ER  - 


TY  - JOUR
AB  - BCI illiterate subject is defined as the subject who cannot achieve accuracy higher than 70%. BCI illiterate subject cannot produce stronger contralateral ERD/ERS activity, thus most of the frequency band-based algorithms cannot obtain higher accuracy. Deep learning with convolutional neural networks (CNN) has revolutionized in many recent studies to learn features and classify different types of data through end-to-end learning. We designed a CNN to extract motor imagery EEG features and then do classification for BCI illiterate subjects in this work. Results showed that the average classification accuracy increased by 18.4% compared with the CSP+LDA algorithm, and the accuracies obtained by CNN exceed 70% for 9 of 11 subjects particularly. CNN requires only a little prior knowledge, thus the features it extracted are not limited in frequency band, but because the poor interpretability of deep learning, we do not know which kind of feature CNN extracted until now. Our future study will focus on visualizing the extracted features to support our conclusions.
AN  - 31946540
AU  - Zhang, R.
AU  - Wang, Y.
AU  - Li, X.
AU  - Liu, B.
AU  - Zhang, L.
AU  - Chen, M.
AU  - Hu, Y.
DA  - Jul
DO  - 10.1109/embc.2019.8857923
DP  - NLM
ET  - 2020/01/18
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - Algorithms
*Brain-Computer Interfaces
*Deep Learning
*Electroencephalography
Humans
Imagery, Psychotherapy
Imagination
Neural Networks, Computer
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1557-170X (Print)
1557-170x
SP  - 3087-3090
ST  - Deep Learning of Motor Imagery EEG Classification for Brain-Computer Interface Illiterate Subject()
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - Deep Learning of Motor Imagery EEG Classification for Brain-Computer Interface Illiterate Subject()
VL  - 2019
ID  - 204426
ER  - 


TY  - JOUR
AB  - A large number of patients discuss treatments in online health communities (OHCs). One research question of interest to health researchers is whether treatments being discussed in OHCs are eventually used by community members in their real lives. In this paper, we rely on machine learning methods to automatically identify attributions of mentions of treatments from an online autism community. The context of our work is online autism communities, where parents exchange support for the care of their children with autism spectrum disorder. Our methods are able to distinguish discussions of treatments that are associated with patients, caregivers, and others, as well as identify whether a treatment is actually taken. We investigate treatments that are not just discussed but also used by patients according to two types of content analysis, cross-sectional and longitudinal. The treatments identified through our content analysis help create a catalogue of real-world treatments. This study results lay the foundation for future research to compare real-world drug usage with established clinical guidelines.
AD  - Department of Biomedical Informatics, Columbia University, New York, NY, US.
Apex Data and Knowledge Management Lab, Shanghai Jiao Tong University, Shanghai, China.
AN  - 28736777
AU  - Zhang, S.
AU  - Kang, T.
AU  - Qiu, L.
AU  - Zhang, W.
AU  - Yu, Y.
AU  - Elhadad, N.
C2  - Pmc5516208
C6  - Nihms864094
DA  - Apr
DO  - 10.1145/3038912.3052661
DP  - NLM
ET  - 2017/07/25
J2  - Proceedings of the ... International World-Wide Web Conference. International WWW Conference
KW  - Autism
Conditional Random Fields
Natural Language Processing
Online Health Community
Treatment
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SP  - 123-131
ST  - Cataloguing Treatments Discussed and Used in Online Autism Communities
T2  - Proc Int World Wide Web Conf
TI  - Cataloguing Treatments Discussed and Used in Online Autism Communities
VL  - 2017
ID  - 204792
ER  - 


TY  - JOUR
AB  - Motor imagery (MI)-based brain-computer interfaces (BCIs) have been widely used for rehabilitation of motor abilities and prosthesis control for patients with motor impairments. However, MI-BCI performance exhibits a wide variability across subjects, and the underlying neural mechanism remains unclear. Several studies have demonstrated that both the fronto-parietal attention network (FPAN) and MI are involved in high-level cognitive processes that are crucial for the control of BCIs. Therefore, we hypothesized that the FPAN may play an important role in MI-BCI performance. In our study, we recorded multi-modal datasets consisting of MI electroencephalography (EEG) signals, T1-weighted structural and resting-state functional MRI data for each subject. MI-BCI performance was evaluated using the common spatial pattern to extract the MI features from EEG signals. One cortical structural feature (cortical thickness (CT)) and two measurements (degree centrality (DC) and eigenvector centrality (EC)) of node centrality were derived from the structural and functional MRI data, respectively. Based on the information extracted from the EEG and MRI, a correlation analysis was used to elucidate the relationships between the FPAN and MI-BCI performance. Our results show that the DC of the right ventral intraparietal sulcus, the EC and CT of the left inferior parietal lobe, and the CT of the right dorsolateral prefrontal cortex were significantly associated with MI-BCI performance. Moreover, the receiver operating characteristic analysis and machine learning classification revealed that the EC and CT of the left IPL could effectively predict the low-aptitude BCI users from the high-aptitude BCI users with 83.3% accuracy. Those findings consistently reveal that the individuals who have efficient FPAN would perform better on MI-BCI. Our findings may deepen the understanding of individual variability in MI-BCI performance, and also may provide a new biomarker to predict individual MI-BCI performance.
AD  - Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, China.
Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, China; Center for Information in BioMedicine, University of Electronic Science and Technology of China, Chengdu 610054, China.
Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu 610054, China; Center for Information in BioMedicine, University of Electronic Science and Technology of China, Chengdu 610054, China. Electronic address: xupeng@uestc.edu.cn.
AN  - 27103137
AU  - Zhang, T.
AU  - Liu, T.
AU  - Li, F.
AU  - Li, M.
AU  - Liu, D.
AU  - Zhang, R.
AU  - He, H.
AU  - Li, P.
AU  - Gong, J.
AU  - Luo, C.
AU  - Yao, D.
AU  - Xu, P.
DA  - Jul 1
DO  - 10.1016/j.neuroimage.2016.04.030
DP  - NLM
ET  - 2016/04/23
J2  - NeuroImage
KW  - Adult
Attention/*physiology
Brain Mapping
*Brain-Computer Interfaces
Electroencephalography
Female
Frontal Lobe/*anatomy & histology/*physiology
Humans
Imagination/*physiology
Magnetic Resonance Imaging
Male
Neural Pathways/physiology
Parietal Lobe/*anatomy & histology/*physiology
*Psychomotor Performance
Young Adult
*Brain computer interface (BCI)
*Centrality
*Cortical thickness
*Fronto-parietal attention network
*Motor imagery
*Support vector machine (SVM)
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1053-8119
SP  - 475-485
ST  - Structural and functional correlates of motor imagery BCI performance: Insights from the patterns of fronto-parietal attention network
T2  - Neuroimage
TI  - Structural and functional correlates of motor imagery BCI performance: Insights from the patterns of fronto-parietal attention network
VL  - 134
ID  - 204622
ER  - 


TY  - JOUR
AB  - Most cases of Alzheimer's disease (AD) arise through interactions between genetic and environmental factors. It is believed that hypoxia is an important environmental factor influencing the development of AD. Our group has previously demonstrated that hypoxia increased β-amyloid (Aβ) generation in aged AD mice. Here, we further investigate the pathological role of prenatal hypoxia in AD. We exposed the pregnant APP(Swe)/PS1(A246E) transgenic mice to high-altitude hypoxia in a hypobaric chamber during days 7-20 of gestation. We found that prenatal hypoxic mice exhibited a remarkable deficit in spatial learning and memory and a significant decrease in synapses. We also documented a significantly higher level of amyloid precursor protein, lower level of the Aβ-degrading enzyme neprilysin, and increased Aβ accumulation in the brain of prenatal hypoxic mice. Finally, we demonstrated striking neuropathologic changes in prenatal hypoxic AD mice, showing increased phosphorylation of tau, decreased hypoxia-induced factor, and enhanced activation of astrocytes and microglia. These data suggest that although the characteristic features of AD appear later in life, hypoxemia in the prenatal stage may contribute to the pathogenesis of the disease, supporting the notion that environmental factors can trigger or aggravate AD.
AD  - Institute of Neurology, Ruijin Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
AN  - 22795785
AU  - Zhang, X.
AU  - Li, L.
AU  - Zhang, X.
AU  - Xie, W.
AU  - Li, L.
AU  - Yang, D.
AU  - Heng, X.
AU  - Du, Y.
AU  - Doody, R. S.
AU  - Le, W.
DA  - Mar
DO  - 10.1016/j.neurobiolaging.2012.06.012
DP  - NLM
ET  - 2012/07/17
J2  - Neurobiology of aging
KW  - *Alzheimer Disease/etiology/genetics
Amyloid beta-Peptides/*metabolism
Amyloid beta-Protein Precursor/*genetics/metabolism
Animals
Astrocytes/metabolism
*Brain/metabolism/pathology/physiopathology
Disease Models, Animal
Female
Fetal Hypoxia/*complications
Gene-Environment Interaction
Genetic Predisposition to Disease
Learning Disabilities/etiology/genetics
Memory Disorders/etiology/genetics
Mice
Mice, Transgenic
Microglia/metabolism
Phosphorylation
Plaque, Amyloid/pathology
Pregnancy
Synapses/pathology
tau Proteins/metabolism
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0197-4580
SP  - 663-78
ST  - Prenatal hypoxia may aggravate the cognitive impairment and Alzheimer's disease neuropathology in APPSwe/PS1A246E transgenic mice
T2  - Neurobiol Aging
TI  - Prenatal hypoxia may aggravate the cognitive impairment and Alzheimer's disease neuropathology in APPSwe/PS1A246E transgenic mice
VL  - 34
ID  - 204285
ER  - 


TY  - JOUR
AB  - Common spatial pattern (CSP)-based spatial filtering has been most popularly applied to electroencephalogram (EEG) feature extraction for motor imagery (MI) classification in brain-computer interface (BCI) application. The effectiveness of CSP is highly affected by the frequency band and time window of EEG segments. Although numerous algorithms have been designed to optimize the spectral bands of CSP, most of them selected the time window in a heuristic way. This is likely to result in a suboptimal feature extraction since the time period when the brain responses to the mental tasks occurs may not be accurately detected. In this paper, we propose a novel algorithm, namely temporally constrained sparse group spatial pattern (TSGSP), for the simultaneous optimization of filter bands and time window within CSP to further boost classification accuracy of MI EEG. Specifically, spectrum-specific signals are first derived by bandpass filtering from raw EEG data at a set of overlapping filter bands. Each of the spectrum-specific signals is further segmented into multiple subseries using sliding window approach. We then devise a joint sparse optimization of filter bands and time windows with temporal smoothness constraint to extract robust CSP features under a multitask learning framework. A linear support vector machine classifier is trained on the optimized EEG features to accurately identify the MI tasks. An experimental study is implemented on three public EEG datasets (BCI Competition III dataset IIIa, BCI Competition IV datasets IIa, and BCI Competition IV dataset IIb) to validate the effectiveness of TSGSP in comparison to several other competing methods. Superior classification performance (averaged accuracies are 88.5%, 83.3%, and 84.3% for the three datasets, respectively) based on the experimental results confirms that the proposed algorithm is a promising candidate for performance improvement of MI-based BCIs.
AN  - 29994667
AU  - Zhang, Y.
AU  - Nam, C. S.
AU  - Zhou, G.
AU  - Jin, J.
AU  - Wang, X.
AU  - Cichocki, A.
DA  - Sep
DO  - 10.1109/tcyb.2018.2841847
DP  - NLM
ET  - 2018/07/12
J2  - IEEE transactions on cybernetics
KW  - Algorithms
Brain/physiology
*Brain-Computer Interfaces
Electroencephalography/*methods
Humans
Imagination/*physiology
*Signal Processing, Computer-Assisted
Task Performance and Analysis
LA  - eng
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2168-2267
SP  - 3322-3332
ST  - Temporally Constrained Sparse Group Spatial Patterns for Motor Imagery BCI
T2  - IEEE Trans Cybern
TI  - Temporally Constrained Sparse Group Spatial Patterns for Motor Imagery BCI
VL  - 49
ID  - 204447
ER  - 


TY  - JOUR
AB  - Using an artificial-number learning paradigm and the ERP technique, the present study investigated neural mechanisms involved in the learning of magnitude and spatial order. 54 college students were divided into 2 groups matched in age, gender, and school major. One group was asked to learn the associations between magnitude (dot patterns) and the meaningless Gibson symbols, and the other group learned the associations between spatial order (horizontal positions on the screen) and the same set of symbols. Results revealed differentiated neural mechanisms underlying the learning processes of symbolic magnitude and spatial order. Compared to magnitude learning, spatial-order learning showed a later and reversed distance effect. Furthermore, an analysis of the order-priming effect showed that order was not inherent to the learning of magnitude. Results of this study showed a dissociation between magnitude and order, which supports the numerosity code hypothesis of mental representations of magnitude.
AD  - State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, PR China.
AN  - 23185363
AU  - Zhao, H.
AU  - Chen, C.
AU  - Zhang, H.
AU  - Zhou, X.
AU  - Mei, L.
AU  - Chen, C.
AU  - Chen, L.
AU  - Cao, Z.
AU  - Dong, Q.
C2  - Pmc3501518
DO  - 10.1371/journal.pone.0049565
DP  - NLM
ET  - 2012/11/28
J2  - PloS one
KW  - Adolescent
Adult
Algorithms
Behavior
Cognition
Evoked Potentials/*physiology
Female
Humans
Learning
Male
Mathematics
Models, Neurological
Neurons/physiology
Pattern Recognition, Physiological
Reaction Time
Students
Universities
Young Adult
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1932-6203
SP  - e49565
ST  - Is order the defining feature of magnitude representation? An ERP study on learning numerical magnitude and spatial order of artificial symbols
T2  - PLoS One
TI  - Is order the defining feature of magnitude representation? An ERP study on learning numerical magnitude and spatial order of artificial symbols
VL  - 7
ID  - 204535
ER  - 


TY  - JOUR
AB  - Down syndrome, the most common single cause of human birth defects, produces alterations in physical growth and mental retardation; its early detection is crucial. Children with Down syndrome generally have distinctive facial characteristics, which brings an opportunity for the computer-aided diagnosis of Down syndrome using photographs of patients. In this study, we propose a novel strategy based on machine learning techniques to detect Down syndrome automatically. A modified constrained local model is used to locate facial landmarks. Then geometric features and texture features based on local binary patterns are extracted around each landmark. Finally, Down syndrome is detected using a variety of classifiers. The best performance achieved 94.6% accuracy, 93.3% precision and 95.5% recall by using support vector machine with radial basis function kernel. The results indicate that our method could assist in Down syndrome screening effectively in a simple, non-invasive way.
AN  - 24110526
AU  - Zhao, Q.
AU  - Rosenbaum, K.
AU  - Okada, K.
AU  - Zand, D. J.
AU  - Sze, R.
AU  - Summar, M.
AU  - Linguraru, M. G.
DO  - 10.1109/embc.2013.6610339
DP  - NLM
ET  - 2013/10/11
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - Automation
Case-Control Studies
Child
Diagnosis, Computer-Assisted/*methods/standards
Down Syndrome/*diagnosis/pathology
*Face/pathology
Humans
*Photography
Reference Standards
Support Vector Machine
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1557-170X (Print)
1557-170x
SP  - 3670-3
ST  - Automated Down syndrome detection using facial photographs
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - Automated Down syndrome detection using facial photographs
VL  - 2013
ID  - 204294
ER  - 


TY  - JOUR
AB  - Down syndrome is the most common chromosomal condition that presents characteristic facial morphology and texture patterns. The early detection of Down syndrome through an automatic, non-invasive and simple way is desirable and critical to provide the best health management to newborns. In this study, we propose such a computer-aided diagnosis system for Down syndrome from photography based on facial analysis with ensemble learning. First, geometric and texture facial features are extracted based on automatically located facial landmarks, followed by feature fusion and selection. Then multiple classifiers (i.e. support vector machines, random forests and linear discriminant analysis) are adopted to identify patients with Down syndrome. An accurate and reliable decision is finally achieved by optimally combining the outputs of these individual classifiers via ensemble learning that captures both the shared and complementary information from different classifiers. The best performance was achieved by using the median ensemble rule with 0.967 accuracy, 0.977 precision and 0.933 recall.
AN  - 25570068
AU  - Zhao, Q.
AU  - Werghi, N.
AU  - Okada, K.
AU  - Rosenbaum, K.
AU  - Summar, M.
AU  - Linguraru, M. G.
DO  - 10.1109/embc.2014.6943700
DP  - NLM
ET  - 2015/01/09
J2  - Conference proceedings : ... Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual Conference
KW  - *Algorithms
Child, Preschool
Down Syndrome/diagnosis
Face/*abnormalities
Female
Humans
Infant
Infant, Newborn
Male
ROC Curve
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1557-170X (Print)
1557-170x
SP  - 754-7
ST  - Ensemble learning for the detection of facial dysmorphology
T2  - Conf Proc IEEE Eng Med Biol Soc
TI  - Ensemble learning for the detection of facial dysmorphology
VL  - 2014
ID  - 204431
ER  - 


TY  - JOUR
AB  - Cognitive flexibility, a core dimension of executive functions, refers to one's ability to switch between multiple tasks and sets in a quick and flexible manner. However, whether objective neuroimaging can be used to quantitatively predict cognitive flexibility at the individual level remains largely unexplored. High-resolution magnetic resonance imaging data of 100 healthy young participants from the Human Connectome Project (HCP) dataset were used to calculate gray matter volume (GMV). Cognitive flexibility was assessed by the Dimensional Change Card Sort Test (DCCS). Using a multivariate machine learning technique known as relevance vector regression (RVR), we examined the relationship between GMV and cognitive flexibility performance. We found that the application of RVR to GMV allowed quantitative prediction of the DCCS scores with statistically significant accuracy (correlation = 0.41, P = 0.0001; mean squared error = 73.35, P = 0.0001). Accurate prediction was mainly based on GMV in the temporal regions. In addition, a univariate approach also revealed an inverse association between DCCS scores and GMV in the temporal areas. Our findings provide preliminary support to the development of neuroimaging techniques as a useful means to inform the cognitive assessment of individuals. Furthermore, the significant contribution of temporal regions suggests the prominent role of temporal cortex morphology in individual differences in cognitive flexibility.
AD  - Department of Radiology, The First Affiliated Hospital of Anhui Medical University, No. 218, Jixi Road, Shushan District, Hefei, 230022, China.
Department of Sleep Disorders, Hefei Fourth People's Hospital, Hefei, 230022, China.
Anhui Mental Health Center, Hefei, 230022, China.
Department of Radiology, The First Affiliated Hospital of Anhui Medical University, No. 218, Jixi Road, Shushan District, Hefei, 230022, China. cjr.yuyongqiang@vip.163.com.
AN  - 29855990
AU  - Zhu, J.
AU  - Zhu, D. M.
AU  - Zhang, C.
AU  - Wang, Y.
AU  - Yang, Y.
AU  - Yu, Y.
DA  - Jun
DO  - 10.1007/s11682-018-9905-1
DP  - NLM
ET  - 2018/06/02
J2  - Brain imaging and behavior
KW  - Adult
Brain/pathology
Cognition/*physiology
Connectome
Executive Function/*physiology
Female
Gray Matter/*pathology
Humans
Image Processing, Computer-Assisted
Individuality
Machine Learning
Magnetic Resonance Imaging/methods
Male
Neuropsychological Tests
Temporal Lobe/pathology
Cognitive flexibility
Gray matter volume
Magnetic resonance imaging
Prediction
Relevance vector regression
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1931-7557
SP  - 781-788
ST  - Quantitative prediction of individual cognitive flexibility using structural MRI
T2  - Brain Imaging Behav
TI  - Quantitative prediction of individual cognitive flexibility using structural MRI
VL  - 13
ID  - 204376
ER  - 


TY  - JOUR
AB  - We evaluated a video prompting and a constant time delay procedure for teaching three primary school students with moderate intellectual disabilities to access the Internet and download pictures related to participation in a classroom History project. Video clips were used as an antecedent prompt and as an error correction technique within a constant time delay (CTD) procedure. Training, using a 29-step task analysis, was conducted in the students' special education classrooms. The prompting procedure was introduced in a multiple baseline across subjects design. Video prompting was effective in promoting rapid acquisition of the task for all three students. Following acquisition, observations suggested that the new skill was further generalized to another trainer, novel materials, and to another setting. In a final phase then, video prompting was removed and maintenance in the absence of video prompting was assessed at 1, 3, and 18 weeks. Performance decreased at the last follow-up session, but stabilized at 82.7-89.6% correct. These data suggest that video prompting may be an effective instructional strategy for teaching Internet skills to students with moderate intellectual disabilities. (Contains 1 table and 1 figure.)
AN  - EJ942480
AU  - Zisimopoulos, Dimitrios
AU  - Sigafoos, Jeff
AU  - Koutromanos, George
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Educational Strategies
Mental Retardation
Prompting
Task Analysis
Internet
Basic Skills
Elementary Schools
Special Education
Individualized Education Programs
Intervention
Online Searching
Error Correction
Computers
Wechsler Intelligence Scale for Children III
Wechsler Intelligence Scale for Children
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 2154-1647
SP  - 238-250
ST  - Using Video Prompting and Constant Time Delay to Teach an Internet Search Basic Skill to Students with Intellectual Disabilities
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Using Video Prompting and Constant Time Delay to Teach an Internet Search Basic Skill to Students with Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ942480&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/557/Using-Video-Prompting-and-Constant-Time-Delay-to-Teach-an-Internet-Search-Basic-Skill-to-Students-with-Intellectual-Disabilities.aspx
VL  - 46
ID  - 205437
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Evaluate side-to-side discrepancies in children with hemiplegic cerebral palsy (HCP), and investigate associations of these discrepancies with patients' age at initiation of physical therapy, motor and cognitive function, and degree of activities and social participation. METHOD: We obtained eight side-to-side measurements from 24 HCP children with mean age 49.3±5.2 months. RESULTS: Early initiation of physical therapy was associated with lower discrepancy in hand length (p=0.037). Lower foot length discrepancy was associated with lower requirement for caregiver assistance in activities related to mobility. Increased side-to-side discrepancy was associated with reduced wrist extension and increased spasticity. Discrepancy played a larger role in children with hemineglect and in those with right involvement. CONCLUSION: Increased discrepancy in HCP children was associated with reduced degree of activity/social participation. These results suggest an association between functional use of the extremities and limb growth.
AD  - Centro de Neuropediatria, Hospital de Clínicas, Universidade Federal do Paraná, Brazil.
Universidade Federal de São Paulo, Brazil.
Departamento de Pediatria, Universidade Federal do Paraná, Brazil.
Departamento de Clínica Médica, Universidade Federal do Paraná, Brazil.
AN  - 24863512
AU  - Zonta, M. B.
AU  - Ramalho-Júnior, A.
AU  - Puppi, M.
AU  - Bruck, I.
AU  - Magdalena, N.
AU  - Muzzolon, S. R.
AU  - Carvalho-Neto, Ad
AU  - Santos, L. H.
DA  - May
DO  - 10.1590/0004-282x20140020
DP  - NLM
ET  - 2014/05/28
J2  - Arquivos de neuro-psiquiatria
KW  - Age Factors
Anthropometry
*Cerebral Palsy/pathology/physiopathology/therapy
Child, Preschool
Cognition/*physiology
Cross-Sectional Studies
Female
Growth/*physiology
*Hemiplegia/pathology/physiopathology/therapy
Humans
Male
Motor Activity/*physiology
Muscle Strength
Physical Therapy Modalities
Reference Values
*Social Participation
Time Factors
Wechsler Scales
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0004-282x
SP  - 360-7
ST  - Side-to-side growth discrepancies in children with hemiplegic cerebral palsy: association with function, activity and social participation
T2  - Arq Neuropsiquiatr
TI  - Side-to-side growth discrepancies in children with hemiplegic cerebral palsy: association with function, activity and social participation
VL  - 72
ID  - 204512
ER  - 


TY  - JOUR
AB  - Objective: Evaluate side-to-side discrepancies in children with hemiplegic cerebral palsy (HCP), and investigate associations of these discrepancies with patients’ age at initiation of physical therapy, motor and cognitive function, and degree of activities and social participation. Method: We obtained eight side-to-side measurements from 24 HCP children with mean age 49.3 ± 5.2 months. Results: Early initiation of physical therapy was associated with lower discrepancy in hand length (p = 0.037). Lower foot length discrepancy was associated with lower requirement for caregiver assistance in activities related to mobility. Increased side-to-side discrepancy was associated with reduced wrist extension and increased spasticity. Discrepancy played a larger role in children with hemineglect and in those with right involvement. Conclusion: Increased discrepancy in HCP children was associated with reduced degree of activity/social participation. These results suggest an association between functional use of the extremities and limb growth. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Zonta, Marise Bueno, Centro de Neuropediatria, Hospital de Clinicas, Universidade Federal do Parana, Rua Floriano Essenfelder, 81, PR, 80060-270, Curitiba, Brazil
AN  - 2014-26979-008
AU  - Zonta, Marise Bueno
AU  - Ramalho-Júnior, Amâncio
AU  - Puppi, Marilene
AU  - Bruck, Isac
AU  - Magdalena, Neiva
AU  - Muzzolon, Sandra Regina B.
AU  - de Carvalho-Neto, Arnolfo
AU  - Coutinho dos Santos, Lúcia H.
DB  - APA PsycInfo
DO  - 10.1590/0004-282X20140020
DP  - EBSCOhost
KW  - hemiplegic cerebral palsy
social participation
caregiver assistance
Age Factors
Anthropometry
Cerebral Palsy
Child, Preschool
Cognition
Cross-Sectional Studies
Female
Growth
Hemiplegia
Humans
Male
Motor Activity
Muscle Strength
Physical Therapy Modalities
Reference Values
Time Factors
Wechsler Scales
Caregivers
Social Capital
M1  - 5
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 0004-282X
1678-4227
SP  - 360-367
ST  - Side-to-side growth discrepancies in children with hemiplegic cerebral palsy: Association with function, activity and social participation
T2  - Arquivos de Neuro-Psiquiatria
TI  - Side-to-side growth discrepancies in children with hemiplegic cerebral palsy: Association with function, activity and social participation
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-26979-008&site=ehost-live&scope=site
marisebzonta@gmail.com
VL  - 72
ID  - 205020
ER  - 


TY  - JOUR
AB  - The finding that human infants and many other animal species are sensitive to numerical quantity has been widely interpreted as evidence for evolved, biologically determined numerical capacities across unrelated species, thereby supporting a 'nativist' stance on the origin of number sense. Here, we tackle this issue within the 'emergentist' perspective provided by artificial neural network models, and we build on computer simulations to discuss two different approaches to think about the innateness of number sense. The first, illustrated by artificial life simulations, shows that numerical abilities can be supported by domain-specific representations emerging from evolutionary pressure. The second assumes that numerical representations need not be genetically pre-determined but can emerge from the interplay between innate architectural constraints and domain-general learning mechanisms, instantiated in deep learning simulations. We show that deep neural networks endowed with basic visuospatial processing exhibit a remarkable performance in numerosity discrimination before any experience-dependent learning, whereas unsupervised sensory experience with visual sets leads to subsequent improvement of number acuity and reduces the influence of continuous visual cues. The emergent neuronal code for numbers in the model includes both numerosity-sensitive (summation coding) and numerosity-selective response profiles, closely mirroring those found in monkey intraparietal neurons. We conclude that a form of innatism based on architectural and learning biases is a fruitful approach to understanding the origin and development of number sense.This article is part of a discussion meeting issue 'The origins of numerical abilities'.
AD  - Department of General Psychology and Padova Neuroscience Center, University of Padova, Via Venezia 12, Padova 35131, Italy marco.zorzi@unipd.it.
IRCCS San Camillo Hospital Foundation, Venice-Lido, Italy.
Department of General Psychology and Padova Neuroscience Center, University of Padova, Via Venezia 12, Padova 35131, Italy.
AN  - 29292348
AU  - Zorzi, M.
AU  - Testolin, A.
C2  - Pmc5784047
DA  - Feb 19
DO  - 10.1098/rstb.2017.0043
DP  - NLM
ET  - 2018/01/03
J2  - Philosophical transactions of the Royal Society of London. Series B, Biological sciences
KW  - Animals
*Cognition
Haplorhini/physiology
Humans
*Learning
Models, Neurological
Neural Networks, Computer
*artificial neural networks
*computational modelling
*deep learning
*number sense
*numerical development
*numerosity perception
LA  - eng
M1  - 1740
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0962-8436 (Print)
0962-8436
ST  - An emergentist perspective on the origin of number sense
T2  - Philos Trans R Soc Lond B Biol Sci
TI  - An emergentist perspective on the origin of number sense
VL  - 373
ID  - 204423
ER  - 


TY  - JOUR
AB  - The excessive "jargon" load in biology may be a hurdle for developing conceptual understanding as well as achieving core competencies such as scientific literacy and communication. Little work has been done to characterize student understanding of biology--specific jargon. To address this issue, we aimed to determine the types of biology jargon terms that students struggle with most, the alignment between students' perceived understanding and performance defining the terms, and common errors in student-provided definitions. Students in two biology classes were asked to report their understanding of, and provide definitions for, course-specific vocabulary terms: 1276 student responses to 72 terms were analyzed. Generally, students showed an overestimation of their own understanding. The least accurate self-assessment occurred for terms to which students had substantial prior exposure and terms with discordant meanings in biology versus everyday language. Students were more accurate when assessing their understanding of terms describing abstract molecular structures, and these were often perceived as more difficult than other types of terms. This research provides insights about which types of technical vocabulary may create a barrier to developing deeper conceptual understanding, and highlights a need to consider student understanding of different types of jargon in supporting learning and scientific literacy.
AD  - Department of Zoology, University of British Columbia, Vancouver, BC V6T 1Z4, Canada.
Cooperative Forestry Research Unit, University of Maine, Orono, ME 04469.
Department of Biological Sciences, Simon Fraser University, Burnaby, BC V5A 1S6, Canada.
Division of Biological Sciences, University of California, San Diego, La  Jolla, CA 92093.
AN  - 30707640
AU  - Zukswert, J. M.
AU  - Barker, M. K.
AU  - McDonnell, L.
C2  - Pmc6757220
DA  - Mar
DO  - 10.1187/cbe.17-07-0118
DP  - NLM
ET  - 2019/02/02
J2  - CBE life sciences education
KW  - Biology/*education
*Comprehension
Humans
Perception
*Students
*Vocabulary
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1931-7913
SP  - ar6
ST  - Identifying Troublesome Jargon in Biology: Discrepancies between Student Performance and Perceived Understanding
T2  - CBE Life Sci Educ
TI  - Identifying Troublesome Jargon in Biology: Discrepancies between Student Performance and Perceived Understanding
VL  - 18
ID  - 204368
ER  -