Adaptive Skills Research Articles

Examining the Transition from Single Words to Phrase Speech in Children with ASD: A Systematic Review.

"Functional speech" by 5years of age is widely established as increasing the probability of long-term positive outcomes across a range of domains for autistic individuals. While terms such as "functional" or "useful" speech are often used, what defines these terms is not well established. Furthermore, most research focusing on language development has emphasized the transition from little or no language to use of single words, but much less is known about the transition from single words to phrase speech, which could be equally important. The verb lexicon is foundational to the development of simple, generative phrases and has been linked to prosocial behaviors and general developmental outcomes including better social communication skills, socioemotional reciprocity, and nonverbal communication in autistic children. The current systematic review synthesized information from 20 independent samples to characterize autistic children who transitioned from single words to phrase speech. On average, 48% of the pooled sample transitioned to phrase speech during the study periods. Results were highly variable across studies. Participants under the age of 5years were more likely to transition to phrases than participants over the age of 5. Though average standard scores were above 50, children who transitioned to phrases generally demonstrated below average adaptive and cognitive skills and moderate-high ASD symptomatology. Variable measures of cognition made it difficult to ascertain patterns in cognitive skills; nonetheless, nonverbal IQ emerged as a salient predictor of the transition to phrases across studies. More research is needed to better understand who transitions beyond single words, clinical benchmarks on the way to generative phrase speech and the factors that predict this transition. Such information can be used to inform clinical decision making and develop or improve targeted interventions based on individual communication profiles. This could make the use of phrases more likely for a greater number of autistic individuals, increasing the likelihood that these individuals communicate independently and effectively with others.

Who is an Agile leader? Technological vs. Non-technological Mindset Employees' Views

For an agile organization to be truly agile, it must be led by agile leaders to sustain its competitiveness and continuously identify opportunities for future growth and development. Technological and non-technological mindsets can see agile leadership differently. Therefore, this study aims to explore if there is any difference in the vision of who the agile leader is in the views of knowledge workers employed in the IT and other sectors. Using a qualitative definitional/interpretive approach supported by MAXQDA software, this study revealed that from the perspective of the technological mindset, key specific to this group characteristics are diligent risk management, technology usage focus, deep understanding of needs, efficiency, and efficacy, critical thinking skills, multitasking, information and knowledge sharing, responsibility, feeling, and constant focus on improvement. Whereas from the perspective of non-technological mindsets, key specific characteristics these mindsets notice are support for employee growth, dynamism and relevance of actions taken, perfect operation on managerial paradoxes, creativity, inclusion, empathy, and self-confidence. The common characteristics that are easy to notice in both mindset types are open-minded personality, the sequential habit of revisions, reflection, and re-framing, learning from experience, wise dynamic (smooth and accurate actions), perfect change implementation skills, adaptability skills, and a positive attitude towards challenges.

Nurse Managers' Experiences in Organisational Adaptation During Public Health Emergencies: A Qualitative Study.

To elucidate strategies for improving organisational adaptation during public health emergencies from the perspectives of nurse managers. This study utilised a qualitative approach, incorporating complex adaptive system theory within a phenomenological tradition. Semi-structured interviews were conducted from May 2022 to June 2022. Participants included core members of the Shanghai Public Health Emergency Teams-Nursing from 12 tertiary hospitals in Shanghai, all of whom had substantial experience as nurse leaders impacting health systems. Data obtained were coded and analysed using interpretative phenomenological analysis. Seventeen frontline nurse managers participated, leading to the emergence of three key themes related to complex organisational adaptation: seeking institutional support for environmental adaptation, building intrateam support for structural adaptation and activating individual support for behavioural adaptation. A conceptual framework of organisational adaptation was proposed, displaying the interconnections among these themes. The study provides valuable insights into managing nursing teams involved in public health emergency preparedness and response as an adaptive system. Identified managerial strategies offer guidance to ensure effective organisational assembly and optimal utilisation of the nursing workforce within the healthcare system. Recognising the crucial role of nurses in managerial positions, who leverage leadership, adaptability and decision-making skills to coordinate frontline teams, is vital for effective public health emergency response. Their involvement in administrative roles underscores the importance of nursing perspectives in strategic planning, organisational adaptation and enhancing health system resilience during crises. The organisational adaptation strategies effectively adopted by nurse managers provide a reference for international scholars seeking to enhance the function and performance of nursing staff in healthcare system during public health emergencies. Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist. No Patient or Public Contributions.

Preparing Military Interprofessional Health Care Teams for Effective Collaboration.

Military Interprofessional Health care Teams (MIHTs) are the backbone of modern military medicine. However, these teams face distinct operational challenges, including frequent personnel rotation, diverse work environments, and the constant possibility of rapid deployment. Serving in dynamic teams that deploy for both military and humanitarian missions, MIHTs face the unique challenge of constant restructuring and reorganization. Consequently, preparing MIHT members to function effectively as a team presents a significant hurdle. This difficulty highlights the limited applicability of existing literature focused on training civilian interprofessional health care teams. To address this gap, we conducted interviews with MIHT members to understand specific training elements that equip MIHT members to effectively collaborate. By gaining a deeper understanding of their needs, we can improve training programs and ultimately optimize MIHT performance, readiness, and patient care. We conducted individual semi-structured interviews with military health care professionals. We employed purposeful sampling to ensure a diverse range of perspectives from individuals with direct experience working in or leading MIHTs. The 30 participants interviewed represented a broad spectrum of MIHT professions. The data used for this study stems from a broader research program on MIHTs conducted between 2017 and 2019. We conducted a secondary analysis focusing specifically on interview data related to education and training. Using Braun and Clarke's 6-step approach to Thematic Analysis, we identified themes from the data to build an understanding of MIHT perspectives on training effectiveness. The participants' insights allowed us to identify 3 critical themes related to the training elements they considered most beneficial for fostering collaboration within MIHTs: (1) MIHT members rely on their own predeployment readiness; (2) MIHT contexts require unique, adaptive communication skills; and (3) MIHT training is an ongoing endeavor. We need our MIHTs to be ready to deploy and effectively collaborate, which involves being clinically, emotionally, physically, and operationally ready. MIHT members describe 3 aspects of specific training elements as having significant potential to equip them to effectively collaborate: (1) MIHT members rely on their own predeployment readiness; (2) MIHT contexts require unique, adaptive communication skills; and (3) MIHT training is an ongoing endeavor at both the individual and team levels. By investing in tailored training programs that address these areas, we can empower MIHTs to continuously adapt, excel, and ultimately, positively impact patient outcomes in diverse military health care settings.

Accuracy of the Screening Tool for Autism in Toddlers and Young Children in the primary care setting.

Specialists conduct autism evaluations using tools that are expensive and difficult to get trained on. Families often wait a long time and travel far to get a diagnosis for their child. To help with this problem, primary care practitioners can be trained to provide evaluations in local communities. However, usable and accurate tools developed for non-specialists are needed. The Screening Tool for Autism in Toddlers and Young Children (STAT) was created for this purpose, but limited research has been done on accuracy of the tool in community primary care. This study tested the STAT when used by primary care practitioners as part of a diagnostic evaluation in 130, 14- to 48-month-old children. We tested (1) STAT agreement with the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), and diagnosis based on an expert research evaluation, and (2) the relationship between STAT classification, primary care practitioner diagnosis, and expert diagnosis. STAT classification matched the ADOS-2 in 77% of cases and expert diagnosis in 78% of cases. Autistic children incorrectly classified by the STAT were older, had higher developmental and adaptive skills, and fewer autism symptoms. In 86% of cases, the STAT classification agreed with primary care practitioner diagnosis. STAT classification, primary care practitioner diagnosis, and expert diagnosis agreed in 73% of cases. Overall, the STAT shows good accuracy when used by primary care practitioners as part of a community primary care autism evaluation.

Autism, intelligence, language, and adaptive behavior, disentangling a complex relationship

IntroductionAutism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder characterized by a range of intellectual and language abilities. Its heterogeneity is acknowledged in modern diagnostics, complicating research and necessitating precision medicine and a multidimensional approach for individualized treatment and accurate assessment. Intellectual and language functioning influence adaptive skills and symptomatology. Thus, assessing adaptive functioning in a multidimensional and multi-informant manner is crucial, highlighting the importance of comprehensive evaluations. This study explores the interplay between autistic traits, demographic variables, IQ, adaptive functioning, and the applicability of ICD-11 classifications.MethodsWe analyzed data from the initial global evaluation of 60 diverse autistic children (aged 35 to 120 months; IQ range 16 to 118). Parent-reports using the Vineland Adaptive Behavior Scale (VABS-II) were compared with standardized assessments from the PsychoEducational Profile (PEP-3). Children’s intellectual levels were assessed using Griffiths Scales of Child Development (Griffiths III) and the Autism Diagnostic Observation Schedule (ADOS-2) was used for autistic traits. They were further classified according to the ICD-11 diagnostic system, functional language, and intellectual functioning levels. Correlations among variables, group comparisons, and multivariate analyses were performed.ResultsThe analysis indicates a linear effect of IQ on all adaptive scales and the impact of autistic traits on directly measured adaptive functioning. A factorial effect was observed due to changes concerning specific age, intellectual, and linguistic levels, which do not completely align with ICD-11 categorization. Additionally, a negative correlation between intelligence and measured autistic traits was found. Parental age, education level, and age at childbirth were also found to affect various adaptive scales.DiscussionThe study questions the ICD-11’s proposed distinctions in IQ and language functioning for ASD, advocating for more refined categorization and developmental considerations. It underscores the intricate relationship between autistic traits, IQ, and communication skills, casting doubt on the precision of diagnostic tools across the spectrum. Parental reports and direct assessments are essential for comprehensive evaluation, with parental education and age influencing children’s behaviors and skills. The study calls for a nuanced approach to ASD assessment, integrating various metrics and sources of information for a detailed phenotyping necessary for personalized interventions and biological research.

From challenges to competencies: informal female entrepreneurship in emerging economies

PurposeInformal female entrepreneurs in emerging economies operate in challenging business environments. This research examines the competencies of informal female entrepreneurs (IFEs) to explore how they persist because and despite the unique set of challenges they face.Design/methodology/approachWe undertake a qualitative study focusing on IFE in the Indian context. Using the abilities–motivation–opportunity (AMO) framework as a theoretical lens, we interviewed 14 IFEs to gain insights into their entrepreneurial challenges and understand how they address the challenges.FindingsThe results demonstrate that IFEs are prone to various challenges around the individual level, business challenges on an operating and functional level and other challenges rooted in their business environment. Further, the study sheds light on the competencies of IFEs on three fronts, namely, ability-enhancing competencies, including – technical skills, problem solving, communication and adaptability; motivation-enhancing competencies, including – self-motivation, resilience and optimism and lastly, opportunity-enhancing competencies, including – local-centric approach, networking and resourcefulness.Research limitations/implicationsThe study highlights the nuanced settings of informal female entrepreneurship in an emerging economy context. By highlighting the challenges and competency interplay, our study opens novel avenues for the interrelationships to be studied in further detail.Originality/valueOur study provides close insight into the everyday challenges of IFEs operating in informal economies. Their competencies and perseverance-related attributes contribute to the mainstream entrepreneurship literature, as these entrepreneurs exhibit unique competencies that allow them to thrive in challenging contextual settings. Their willingness to learn new skills, opportunity recognition, motivation and adaptability skills contribute to a better understanding of the phenomenon of informal female entrepreneurship.

Blended Learning for Skill Development in EFL Teacher Preparation

Background: Blended learning, which integrates online and face-to-face instruction, is increasingly essential in teacher education, especially for English as a Foreign Language (EFL). Gap: Research is limited on its specific effectiveness in building EFL pedagogical skills. Aim: This study examines whether blended learning better supports teaching success for EFL prospective teachers than traditional methods. Results: Blended and face-to-face methods equally boost educational success, but the blended approach better prepares future teaching skills. Novelty: This study reveals blended learning's unique value in EFL teacher preparation. Implications: Institutions should adopt blended learning to enhance adaptive teaching skills for modern classrooms. Highlights: Blended learning enhances teaching skills by combining online and face-to-face methods. This approach uniquely prepares EFL teachers for modern, adaptive classrooms. Institutions should integrate blended models for effective teacher development. Keywords: Blended Learning, EFL Teacher Training, Pedagogical Skills, Educational Success, Hybrid Teaching

Challenging Case: Family Navigation for Autism Spectrum Disorder.

Leo is a 28-month-old boy from a monolingual Spanish-speaking family who was referred to a developmental-behavioral pediatrics (DBP) clinic for concerns regarding autism. His parents migrated to the United States 8 years ago and currently live and work on a farm. He was born in a US hospital after an uncomplicated pregnancy and has been generally healthy. His parents first became concerned about his development when he was 16 months old. He stopped saying mama/dada in Spanish and started lining up random objects. He had frequent temper tantrums and was difficult to console during unexpected changes in his routine. He screened positive on the Modified Checklist for Autism in Toddlers,Revised with Follow-Up (M-CHAT-R/F) at his 18-month well-child visit, and his pediatrician referred him to the local early intervention program. Calls from the early intervention program to his parents were unanswered. At his 24-month well-child visit, he again screened positive on the M-CHAT-R/F, and his pediatrician placed a referral for a DBP consultation. During the DBP visit at 28 months of age, developmental testing indicated his receptive and expressive language skills to be in the extremely low range, with significant scatter in his cognitive and adaptive skills. Behavioral observations were consistent with parental history and showed differences in social communication and interaction, the presence of repetitive behaviors, and extreme distress with transitions. He was diagnosed with autism spectrum disorder. Recommendations, including referral to early intervention, applied behavior analysis therapy, speech and language therapy, audiology evaluation, and genetic testing, were discussed with his parents through an interpreter. An autism packet, written in Spanish, with detailed information about autism and community resources was given to the family. By the time of a follow-up DBP visit 6 months later, Leo had not started on any early intervention or therapeutic services. Where do you go from here?

Promises and challenges of generative artificial intelligence for human learning.

Generative artificial intelligence (GenAI) holds the potential to transform the delivery, cultivation and evaluation of human learning. Here the authors examine the integration of GenAI as a tool for human learning, addressing its promises and challenges from a holistic viewpoint that integrates insights from learning sciences, educational technology and human-computer interaction. GenAI promises to enhance learning experiences by scaling personalized support, diversifying learning materials, enabling timely feedback and innovating assessment methods. However, it also presents critical issues such as model imperfections, ethical dilemmas and the disruption of traditional assessments. Thus, cultivating AI literacy and adaptive skills is imperative for facilitating informed engagement with GenAI technologies. Rigorous research across learning contexts is essential to evaluate GenAI's effect on human cognition, metacognition and creativity. Humanity must learn with and about GenAI, ensuring that it becomes a powerful ally in the pursuit of knowledge and innovation, rather than a crutch that undermines our intellectual abilities.

Early Intervention services in the era of genomic medicine: setting a research agenda.

Newborn genomic sequencing (NBSeq) has the potential to substantially improve early detection of rare genetic conditions, allowing for pre-symptomatic treatment to optimize outcomes. Expanding conceptions of the clinical utility of NBSeq include earlier access to behavioral early intervention to support the acquisition of core motor, cognitive, communication, and adaptive skills during critical windows in early development. However, important questions remain about equitable access to early intervention programs for the growing number of infants identified with a genetic condition via NBSeq. We review the current NBSeq public health, clinical, and research landscape, and highlight ongoing international research efforts to collect population-level data on the utility of NBSeq for healthy newborns. We then explore the challenges facing a specific Early Intervention (EI) system-the US federally supported "Part C" system-for meeting the developmental needs of young children with genetic diagnoses, including structural limitations related to funding, variable eligibility criteria, and lack of collaboration with newborn screening programs. We conclude with a set of questions to guide future research at the intersection of NBSeq, newborn screening, and EI, which once answered, can steer future policy to ensure that EI service systems can optimally support the developmental needs of infants impacted by broader implementation of NBSeq. IMPACT: Existing literature on the clinical benefits of genome sequencing in newborns tends to focus on earlier provision of medical interventions, with less attention to the ongoing developmental needs of very young children with genetic conditions. This review outlines the developmental needs of a growing number of children diagnosed with genetic conditions in infancy and describes the strengths and limitations of the United States Early Intervention system (IDEA Part C) for meeting those needs.

Identifying Social-Cognitive Factors Influencing Aggression in Adolescents: A Cross-Sectional Indian Study

Adolescence is a critical period during which the likelihood of experiencing self-regulation failures like aggressive outbursts is increased. Recent Indian studies on adolescents have reported an increasing incidence of aggressive acts during this time of transition, which is a threat to the adolescent, the victim and society in general. This study focuses on the social-cognitive perspective, implying that aggression is a social behaviour that is largely affected by one’s beliefs about the acceptability of aggression and the degree of cognitive and effortful control they have over their emotions. Such beliefs are likely to be influenced by emotion socialisation, wherein parents and peers act as key agents. With this perspective, the current study, through a mediational model, explains the social-cognitive factors predicting aggressive behaviour in adolescents. This is a cross-sectional, descriptive study carried out on a sample of 475 adolescent students from the Delhi-NCR region recruited through purposive sampling. The data were collected through self-report questionnaires from schools and colleges. The model was tested using SPSS AMOS and was found to be a good fit for the data. The findings of this study are crucial from a risk and intervention perspective. It emphasises the need to build socially and emotionally competent students who not only have the skills needed to succeed but also nurture healthy social relationships and maintain positive mental health through adaptive emotion regulation skills.

Talent management: features and benefits for the organisation in the conditions of digitalisation

Today, high-performance employees who are capable of rapid learning, have developed adaptability skills to environmental changes and specific competencies, the so-called “talents”, are of particular value to organisations. Such employees represent a strategic asset of the company and can help in the implementation of various business strategies. The talented employee management system allows to identify, develop, and retain such specialists, which in turn helps to reduce staff turnover and improve the efficiency of the team. The introduction of talented employee management is especially important in the context of digital transformation of the economy as it allows to use all the advantages of digital technologies to achieve corporate goals Also, talent management is not an easy task, and its implementation may require significant efforts and resources. Despite the fact that this process is associated with certain difficulties, such as search and selection of talented specialists in highly competitive conditions, its advantages significantly outweigh the possible risks. It is important to understand that talent management requires constant monitoring and adaptation to changing conditions. This paper describes the features of the talent management system and the advantages of its implementation for an organisation in the context of digital transformation of society.

Longitudinal Analyses of Mental Health in Autistic Individuals: A Systematic Review.

Co-occurring mental health conditions affect autistic individuals at high rates, impacting their well-being and quality of life. Mental health conditions are often appropriate treatment targets that can improve the lives of autistic individuals. Because of this, there is growing interest in predictors of mental health and behavioral outcomes. Given the rapidly evolving evidence base and growing literature using longitudinal cohorts, it is unclear which predictors of symptoms of anxiety and depression are consistent, and which are not. Additionally, it is difficult to deduce which predictors of mental health symptoms at a given time also predict change over time. This can be partially due to the different statistical approaches that are implemented, including trajectory vs. non-trajectory methodologies. We conducted a systematic review to evaluate how non-trajectory and trajectory analyses inform our knowledge of how symptoms of anxiety and depression change over time. Additionally, we aimed to identify important predictors of change and later anxiety and depressive symptoms in autistic individuals. There is variability in symptoms of anxiety and depression in autistic individuals. Adaptive skills arose as significant predictors of change and of later symptoms of both anxiety and depression. Peer relationships in school age seem to be particularly important in predicting later symptoms of depression. This review provides evidence that there are different trajectories and different patterns of mental health symptoms over the lifespan, providing further evidence that autism is a developmental condition that changes over time in different ways for different people. Implications and future directions are further discussed.

Psychological barriers to adherence to pharmacological treatment of cardiovascular risk conditions in healthcare workers.

Cardiovascular diseases (CVD) are the leading cause of death globally. This burden of disease is particularly high among healthcare workers (HCW). However, adherence to treatment of well-known cardiovascular risk conditions (CRC) still represents a challenge, even among healthcare workers (HCW). Since the identification of modifiable related factors is a prerequisite for developing effective public health interventions, the purpose of this study was to develop a predictive model for adherence to pharmacological treatment (APT) for CRC in HCW, using psychological variables related to CVD mortality, such as the type A behavior pattern, perceived stress, depression, anxiety and attitudes toward treatment adherence. An anonymous online survey was completed by a non-probabilistic sample of 1,377 Mexican HCW from tertiary public hospitals, with a diagnosis of only one of the following CRC: ischemic heart disease, diabetes, high blood pressure or dyslipidemia. Sociodemographic questionnaires and self-reported measures were used to collect data: PSS-14 for perceived stress, Type A Behavior Pattern Withdrawal Scale, HADS for anxiety and depression symptoms, the Attitudes toward Medication Scale and the Therapeutics Adherence Scale for Patients with Chronic Diseases. Anxiety and depression symptoms were higher in the group with risk for non-adherence, while perceived stress and positive attitudes toward medication were higher in the group with likelihood of adherence (p ≤ 0.05). The Type A behavior pattern and sociodemographic variables did not differ between groups. In a regression model, positive attitudes toward medication and perceived stress doubled APT (OR = 2.04, CI95% = 1.39-2.97; OR = 2.02, CI95% = 1.71-2,39, respectively) whereas depression decreased its likelihood (OR = 0.61, CI95% = 0.58-0.73). In conclusion, psychoeducation for patients with CRC should include information on the advantages of medication for treating their condition, even if they are HCW. Promoting adaptative coping skills to handle daily stressful events, including their CRC, could reduce the level of stress that could increase their APT but also their cardiovascular risk. Moreover, our data provide evidence regarding the importance of identifying and treating depressive symptoms as part of the standard care of this population.

Evolusi Kepemimpinan Digital: Transformasi Modal Manusia dalam Era Artificial Intelligence

The technological revolution accelerated by Artificial Intelligence (AI) has fundamentally changed the paradigm of leadership and human resource management. Digital leadership is now an essential competency for organizations that want to survive and thrive in the face of the challenges of the technological disruption era. This research aims to understand the role of digital leadership in the human capital transformation process, especially in the context of AI adoption by modern organizations.The post-qualitative approach allows research to capture the evolving and diverse dynamics in a digitized organizational environment. It is more open to different forms of data, both structured and unstructured, and recognizes the complexity and ambiguity in digital leadership practices. This research utilizes open-ended interviews and participatory observation, facilitated by interpretive narrative to understand the process of human capital transformation. The main results of the study show that digital leadership plays a key role in facilitating human capital transformation, with an emphasis on adaptive skills development, data-driven decision-making and closer collaboration between people and technology. This transformation is not only technical in nature but also involves changes in organizational culture and structure. This research makes an important contribution by offering a new perspective in leadership studies through a post-qualitative approach.

Enhancing Social-Communication and Behavior Skills in Adolescents with Intellectual Disabilities through Computerized Cognitive Training

Although it is not disputed that cognitive training can affect similar domains (near transfer) such as similar working memory tasks, it is still hotly debated whether they advance seemingly different domains (far transfer), such as social skills improvement. This study aimed to investigate the possibility of far transfer in enhancing social-communication and adaptive behavior skills using a computerized cognitive training program (CCTP) in adolescents with intellectual disabilities (ID). The two research participants aged 14 & 16 conducted a 16-week home-based CCTP using CogniFit for 2-4 days a week, at 20 minutes a day. After the 16-week CCTP, an adjusted 4-week CCTP based on CogniFit activities and on added social cues was followed. The participants underwent pre and post assessments for examining far transfer skills using a) the Test of Pragmatic Language-2, b) the Social Skills Improvement System Rating Scale, and c) the Vineland Adaptive Behavior Scales II. The results showed that this intervention program can benefit adolescents with ID in social-communication and adaptive skills, which can function as an important driver of cognitive development and academic outcomes.

A dynamic information technology capability model for fostering innovation in digital transformation

The advent of the digital era has transformed the way businesses create, compete, and maintain their existence, particularly in the aftermath of the COVID-19 pandemic. To maintain resilience in the ever-changing business landscapes of today, especially in emerging economies, businesses utilize dynamic information technology capabilities (DITC) to cultivate organizational capacities that foster innovation. This article argues that Dynamic Information Technological Capabilities (DITC) allows companies to develop flexible and adaptive skills to foster innovation. The results from 684 Brazilian businesses showed that implementing DITC improved their ability to come up with both new ideas and ways to use existing ones. This was possible because DITC improved the firms' dynamic and improvisational skills. The post hoc analysis of FIMIX PLS and PLS-POS reveals that DITC plays a greater role in fostering innovation through dynamic capabilities (DCs) rather than improvisational capabilities. The research on unobserved heterogeneity showed that a high level of DITC hasBig and strong effects on developing dynamic and improvisational skills for coming up with new ambidexterity ideas. The results indicated that companies should integrate the potential of digital technology and information to establish organizational capacities that can effectively compete within developing economies.

Investigating the Impact of Different Learning Assessments on Students' Adoption of Learning Strategies Through Explore-Exploit Tensions

In the current educational reform, learning assessment activities demonstrate diversity and integration. students can actively engage in the evaluation process and monitor their learning performance across different aspects over time. However, limited research conducted on students' psychological acceptance and utilization of diverse types of learning assessments. This study examines the psychological changes in young students' learning assessment activities from the perspective of their trade-off between information exploration and exploitation. Regarding participation, students tend to rely more on teachers' intuitive quantitative evaluations rather than placing trust in results obtained through interactions with their teachers and peers. Regarding the use of evaluation results, grade-related assessments are easier for students to utilize, while assessments involving strategies, attitudes, and emotions are often perceived as less valuable. In terms of self-regulation and knowledge application, students encounter challenges when attempting to acquire useful information independently and adjust their future learning strategies. Adjusting future learning strategies based on quantifiable results such as grades is relatively straightforward for students. Based on these findings, this study proposes three pedagogical recommendations. Firstly, the teacher should establish an appropriate assessment environment. Secondly, the cultivation of students' self-regulation skills should be emphasized throughout the evaluation process. Finally, the teacher should set short-term learning goals for enhancing student abilities while fostering long-term goals aimed at developing personal adaptability skills.

A Longitudinal Study of Aggression in People with Autism and Other Neurodevelopmental Disabilities.

Aggression is common in autism and neurodevelopmental disorders, but longitudinal research on aggression is lacking. We longitudinally tracked aggression in 254 individuals from toddlerhood to emerging adulthood. Our sample included participants with a range of cognitive abilities, with 39.9% classified as more-cognitively-abled (MCA; IQ ≥ 70) and 60.1% as less-cognitively-abled (LCA; IQ < 70). Aggression Composite scores were derived from data from the autism diagnostic observation schedule, autism diagnostic interview-revised, and child behavior checklist at ages 2, 9, and 18. Fifty-four percent, 69%, and 42% of the sample showed aggression in toddlerhood, school age, and emerging adulthood, respectively. LCA individuals had higher rates of aggression in school age (80%) and emerging adulthood (58%) compared to MCA individuals (48 and 22%, respectively). Longitudinal aggression profiles revealed distinct patterns of change over time: 31% displayed persistent aggression, 25% increased, 23% decreased, and 13% never displayed aggression. Higher autism symptoms, lower VIQ, NVIQ, and less-developed adaptive skills correlated with more aggression cross-sectionally. Nonverbal IQ and repetitive behaviors related to aggression longitudinally: people in decreasing or absent profiles had higher NVIQ and fewer RRBs than those with persistent or increasing profiles. Participants with aggression at 9 were four times likelier to exhibit aggression at 18. Aggression is common in autism and NDDs, peaking around age 9, and declining in emerging adulthood. Patterns of change varied widely, with evidence that higher NVIQ and fewer RRBs may be protective. Findings have implications for clinical practices, highlighting important developmental periods and high-risk subgroups.