Behavioral Skills Research Articles

Evaluating an Applied Behavior Analysis Telehealth Training Package for Caregivers of Children With Autism in the Czech and Slovak Regions

In places where in-person applied behavior analysis (ABA) services are not available to those in need, distance approaches may be needed. However, in the Czech Republic and surrounding countries, ABA and telehealth practices are just emerging. Therefore, minimal systems are guiding ABA-based telehealth for children with autism and their caregivers. To develop a model of low-cost, high-efficacy, family-centered, and fidelity-driven ABA telehealth services in Central Europe, this study piloted a systematic remote training package to teach caregivers to build foundational skills with their children with autism. Using a multiple baseline across behaviors design, practitioners followed scripts to collaboratively select targets and use behavioral skills training procedures with caregivers. Based on caregiver needs, their skill acquisition was evaluated in the skill sets of pairing, responding to challenging behaviors, and/or language building. Results demonstrated that the program was socially valid, contributed to skill gains, and increased quality of life.

Adult Phenotype of CHD2-Associated Disorders.

Pathogenic CHD2 variants are associated with neurodevelopmental disorders and developmental and epileptic encephalopathy. While pediatric CHD2 phenotypes have been readily explored, adult phenotypes are not well understood. We aimed to investigate the phenotypic spectrum of adult patients with CHD2 variants. Patients 18 years or older with likely pathogenic or pathogenic (LP/P) CHD2 variants were included. We used standardized tools to evaluate current seizures, medication use, sleep, gastrointestinal symptoms, pain response, gait, social communication disorder, and adaptive behavioral skills of patients. In this prospective study, 14 unrelated adult patients (age range: 18-45 years, median: 21 years) with LP/P CHD2 variants were described. Eleven novel variants were identified. No genotype-phenotype correlations were identified. 79% of adults still have ongoing seizures. Photosensitivity was present in 64% of adult patients. Autism spectrum disorder was diagnosed in 71% of patients. Only 29% were able to read and understand material at a sixth-grade level or higher. Behavioral issues were reported in 100% of adult patients, and 71% had internalizing features, such as anxiety. Self-injurious behaviors were present in 50%. Only 43% could ambulate independently. Additional characteristics included reflux (36%), constipation (71%), and abnormal pain responsiveness (43%). 1 patient presented with nonepileptic breath-holding spells leading to cyanosis. No patient could perform all basic activities of daily living independently, all the time. Higher seizure severity was associated with worse nonseizure outcomes (p = 0.04). Most adults with CHD2 continue to have seizures, and seizure severity is associated with worse comorbidities such as maladaptive behaviors, gait, gastrointestinal, sleep, and abnormal pain responsiveness. Longevity has not been systematically studied in this group of patients. Here we describe a group of adult patients (up to 45 years of age) and the natural history of this condition. These data may provide prognostic insights for families of pediatric patients and help identify key points to be addressed in future precision trials for patients with CHD2 variants.

Effects of behavioral interventions on stress reactivity in adults with substance use disorders.

Heightened reactivity to stress is associated with poor treatment outcome in people with substance use disorders (SUDs). Behavioral strategies can reduce stress reactivity; however, these strategies are understudied in people with SUDs. The objective of this study was to test the effect of two behavioral strategies (cognitive reappraisal and affect labeling) on stress reactivity in people with SUDs. Treatment-seeking adults with SUDs (N = 119) were randomized to receive brief training in cognitive reappraisal, affect labeling, or a psychoeducational control, followed by a standardized stress induction. Markers of stress reactivity were collected before and following stress induction and included self-reported negative affect and substance craving, as well as salivary cortisol, and skin conductance response. Analyses of covariance did not indicate a significant effect of treatment condition on negative affect, cortisol, or skin conductance response. Participants in the affect labeling condition had greater increase in craving than those in the cognitive reappraisal condition; neither condition differed from control. Results indicated that, although participants were able to implement behavioral skills following a brief training, training condition did not modify stress reactivity, on average, relative to control. Future directions include consideration of individual differences in response to training and determination of whether higher "dosing" of skills via multiple sessions or extended practice is needed to influence stress reactivity in people with SUDs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Impacts of illegal trade on socio-emotional and behavioural skills in macaques

Decades of research have illuminated the consequences of early adverse rearing experiences in laboratory macaque populations. However, knowledge of the impact of traumatic episodes in non-laboratory settings remains limited. This study investigates the socio-emotional and behavioural impacts of illegal trade on five macaque species, all victims of poaching. We studied 53 focal subjects residing at the Lao Conservation Trust for Wildlife (LCTW), a former zoo converted into a rescue and rehabilitation centre. We categorised their past experiences into seven aspects, encompassing maternal care and interactions with conspecifics. We assessed social engagement and cooperation by analysing social behaviours and employing the Social Responsiveness Scale. Emotional resilience was evaluated by measuring anxiety levels and the occurrence of abnormal behaviours, supported by a welfare questionnaire. Additionally, the introduction of Cattell’s 16PF questionnaire in macaques for the first time aimed to reveal the influence of traumatic experiences on their personality traits. Our findings underscore the significance of early social exposure to conspecifics. Macaques deprived of juvenile social contact show reduced social behaviours and a tendency towards social avoidance in adulthood. Human-reared macaques display increased abnormal behaviours in social contexts, which compromises welfare. Social deprivation with conspecifics during infancy negatively affects psychological stimulation and overall welfare, with prolonged time in illegal trade correlating with increased anxiety levels. Personality traits, such as ‘Calmness’ and ‘Unfriendliness’, are shaped by rearing conditions, with macaques deprived of social interaction showing higher levels of introversion. In summary, the more time macaques spend in human care with minimal exposure to conspecifics, the more pronounced the impacts on anxiety, abnormal social behaviours, and personality traits, highlighting the significant long-term effects of early rearing conditions on their socio-emotional development.

ЭСТЕТИКА ЖЕНСКОГО ДЕЛОВОГО КОСТЮМА В МОДЕ ХХ – НАЧАЛА ХХI вв.

The article is devoted to one of the aspects of fashion – the concept of power, which found vivid expression in the women’s business suit of the 1980s. The increasing demand for women in the business sphere, their desire to achieve success in it equal to men’s, led to the creation in the 1970s of the so-called dress for success, and with the advent of a female executive model, to the birth of a style that creates the image of an authoritarian personality. In the philosophical environment of these decades, the concept of symbolic power as a system of relations is maturing (M. Foucault, J. Lacan, P. Bourdieu), who replaced the model of disciplinary dominance. Through it, fashion can be studied as built on the establishment of symbolic values. Achieving the quintessence of a business woman’s style, a suit for success received in the early 1980s the name power-dressing – an imperious manner of clothing. Conditionally, from this time on, the direction of the so-called «domineering style» fashion develops, similar to the disciplinary power that forms behavioral skills, subordinating the body to itself. So, women try not to demonstrate their femininity, which they rightly believe is associated in society with their lack of business qualities; they are forced to exclude trousers from the composition of a business suit, and again put on skirts. The costume, despite the skirt included in it, was not supposed to demonstrate the femininity of its owner. That is, there is a continuation of the power of the patriarchate, resorting to other forms of subordination. High-ranking female politicians tried to find a way out between feminine and masculine ways of dressing. An inspiring example of a business woman’s costume was the costume of British Prime Minister Margaret Thatcher, designed in the aesthetic canons of classics and national traditions. By the beginning of the XXI century, there was no need to assert oneself through signs and symbols of masculinity in a women’s business suit, this allowed the business suit to become softer, freer, more comfortable, aesthetically diverse. But changeable in all respects, fashion remains unchanged in only one way – it always functions as an element of the power regulations, determining the style of behavior, changing some elements of the dictate to others.

ТЕКСТОВІ ЗАДАЧІ ЯК ЗАСІБ ФОРМУВАННЯ У ЗДОБУВАЧІВ ПОЧАТКОВОЇ ОСВІТИ ЗНАНЬ ПРО БЕЗПЕЧНУ ПОВЕДІНКУ НА УРОКАХ МАТЕМАТИКИ

The article substantiates the relevance of the problem of preserving educational institutions as safe spaces for learning and education. A number of regulatory and legal acts of Ukraine were announced, detailing the content, forms and methods of organizational and educational work in the relevant direction. It was established that the formation of knowledge about safe behavior among students must be carried out directly and indirectly ‒ by means of special educational disciplines and interdisciplinary integration. A number of studies of Ukrainian scientists were noted, in which the problem of forming the basics of safe behavior among students of education is raised. The scientific work of Ukrainian and Polish scientists regarding the integration of «security topics» into the content of mathematics lessons is briefly characterized. The conceptual dimension of the security problem has been clarified: the definitions of the terms «security», «human security», «safety of the educational environment», «safe educational environment» available in the scientific space have been clarified. It is noted that among the directions of the organization of a safe educational environment, the pedagogical one occupies an important place ‒ it concerns the formation of students’ knowledge, abilities and skills regarding safe behavior. The concept of «safe behavior» has been specified. The content of one of the Standard educational programs for primary school was analyzed for the purpose of the reflection of issues of safe behavior in its content: «expected learning outcomes» from certain educational fields have been updated, which reflect the focus of the content of primary education on the formation of students’ safe behavior skills; relevant thematic profiles are defined. On the basis of the analysis of the studied sources, the potential possibilities of textual problems as a means of forming knowledge about safe behavior among students of education have been revealed. Variants of textual problems that can be used in mathematics lessons in order to implement the specified pedagogical process are represented (among them are simple tasks for finding the sum and remainder and for increasing and decreasing a number by several units; simple difference comparison problems; simple tasks for finding the product and quotient; composed tasks for finding the sum and the difference;composed tasks for finding the sum and the difference, which contain the relation «more than», «more than», «less than», «less than»;composed tasks for finding the third term; complex problems, which include finding a part of a number and a number by its part; etc.).

Perceived level of assertiveness and self-esteem of nurse interns in Enugu Nigeria

BackgroundAssertiveness and high self esteem form the most important behavioural skills for nurses in the workplace, especially to build effective team relationships and to provide quality nursing care. Material and methodsA descriptive cross-sectional study involving ninety-two (92) interns employed in tertiary institutions. Two standardised instruments were used for data collection: Rathus Assertiveness Schedule and Rosenberg Self-Esteem scale. Data were analysed using descriptive and inferential statistics. ResultsMajority of the interns have moderate level of self-esteem (55.5). Findings revealed highest scores on self-esteemitems; they felt that they had a number of good qualities (3.5 ± 0.8); felt satisfied with themselves (3.5 ± 0.7); could do things as well as most other people (3.4 ± 0.8). Level of assertiveness of the respondents was low 22.2. Non-assertiveness was observed in stating that peopletook advantage of them (−0.4 ± 2.2); avoid hurting other people’s feelings even when they feel injured (2.0 ± 1.8); not been able to say anything at times (1.8 ± 1.9) and avoiding asking questions for fear of sounding stupid (1.8 ± 2.3). There was no significant association between the level of self-esteem of the nurse interns and their level of assertiveness (x2 = 0.073 and P = 0.787). ConclusionNurse interns in Nigeria currently have relative low level of assertiveness, however their level of self esteem is moderately high. Improving these behavioural skills will improve the quality of care rendered by interns therefore these conceptsshould constitute an integral part of the basic undergraduate nursing courses.

Efficacy of Information-Motivation-Behavioral Skills ModelBased nursing care intervention in management of patients with Heart Failure: A retrospective cohort study.

Self-care practices are integral part of heart failure (HF) management. Information-Motivation-Behavioral skills (IMB) model has shown promise in fostering better self-care behaviors, but its efficacy in management of HF patients remains underexplored. This retrospective study investigated the value of IMB model-based nursing intervention for improving self-care, hemodynamic indicators, and quality of life (QOL) of HF patients. This retrospective study involved 308 HF patients treated at a tertiary care hospital from January 2021 to January 2023. Patients were grouped based on the received nursing care. The intervention group contained patients who received IMB model-based nursing intervention (n=151), and a control group included patients who got routine nursing care (n=157). IMB intervention comprised information delivery, motivation enhancement, and behavioral skills training. Key outcomes included self-care behavior measured by the Self-Care of HF Index (SCHFI), quality of life, assessed by the Minnesota Living with HF Questionnaire (MLHFQ), and hemodynamic parameters including Left Ventricular End-Systolic Diameter (LVESD), Left Ventricular End-Diastolic Diameter (LVEDD), and Left Ventricular Ejection Fraction (LVEF). IMB model-based nursing intervention was significantly more effective in improving the condition of HF patients than the routine nursing care, including better SCHFI and MLHFQ scores and improved hemodynamic parameters (LVESD, LVEDD, and LVEF) (P<0.05). Variation in different analysis further confirmed the efficacy of the IMB model-based nursing intervention. IMB model-based nursing intervention significantly improved self-care behavior, QOL, and hemodynamic parameters in HF patients. This mode of nursing care has a potential as a valuable strategy for enhancing HF management.

Medication-Taking Trajectory and Its Correlates in Patients With Diabetes: Based on the Information-Motivation-Behavioral Skills Model.

The purpose was to identify trajectories of medication taking among patients with diabetes and investigate correlates of these trajectories using the information-motivation-behavioral skills (IMB) model. This study employed a descriptive correlational, longitudinal design using convenience sampling. The participants were 96 adults with diabetes from an outpatient diabetes clinic at a university-affiliated hospital. Medication taking was assessed at 3 time points: baseline, 6 months, and 12 months. At baseline, study variables based on the IMB model were measured: medication knowledge (information), motivational readiness and social support (motivation), and medication self-efficacy (behavioral skills). Group-based trajectory modeling was used to identify medication-taking trajectories, and multinomial logistic regression was used to assess factors associated with medication-taking trajectories. Three distinct medication-taking trajectory groups were identified: "high medication taking," "increasing medication taking," and "low medication taking." Higher medication knowledge was associated with the high and increasing medication-taking trajectory groups. Motivational readiness was associated with the high and increasing medication-taking groups. In contrast, higher medication self-efficacy was associated only with the high medication-taking group, not with the increasing and low medication-taking groups. The findings suggest that knowledge, motivational readiness, and self-efficacy are essential in IMB model-based intervention strategies across dynamic medication-taking patterns to enhance medication taking. Health care providers can help patients with diabetes improve medication taking by understanding their medication-taking trajectories and their correlates. Strategies that enhance medication self-efficacy are essential for patients in the increasing and low medication-taking groups.

The effect of information, motivation and behavioural skills model-based Diabetes Education and Motivational Interview Program on health outcomes in middle-aged adults with type 2 diabetes: a randomised controlled study.

Many models and theories are used to increase the self-management of individuals with type 2 diabetes. This study aims to examine the effect of information, motivation, behavioural skills (IMB) model-based diabetes education and motivational interviewing program on health belief, self-efficacy, self-management, and metabolic control in adults with type 2 diabetes. The study is a single-blind, randomised controlled trial. The study was conducted between 2021 and 2022 with intervention (n = 30) and control groups (n = 30). The intervention group applied the diabetes education and motivational interviews program for 12 weeks that was created based on the IMB model. The study data were collected with a socio-demographic questionnaire, Diabetes Knowledge Scale, Health Belief Scale, Self-Efficacy Scale, and Self-Management Scale. In the post-test and follow-up measurements, the mean scores of the intervention group on the knowledge, health belief, self-efficacy, and self-management scale were significantly higher than those of the control group, while the HbA1c% and body mass index (BMI) values of the intervention group showed a significant decrease over time. However, there was no difference between the groups in the post-test BMI and HbA1c% values. The nurse-led intervention was found to be effective in increasing information, health belief, self-efficacy, self-management, and decreasing HbA1c%, BMI in adults with type 2 diabetes. The study was registered in ClinicalTrials NCT05030844.

Physical Education Response to Intervention: Outcomes and Strategies for Implementation

Response to Intervention (RTI) has become prevalent in education recently, while the time youth spend being physically active has consistently decreased. Given the known physical, mental, and cognitive benefits of regular physical activity and the time youth spend in school, this article explores the use of increased physical education (PE) time as an RTI strategy to enhance students’ overall physical activity, academic achievement, behavior, and cognitive skills. Two intervention groups received PE RTI, while the control group received normal classroom instruction. Several variables showed positive associations, indicating that a before-school PE RTI can be an effective way to enhance students’ physical activity and academics. The article also shares sample activities used during the RTI along with implications for PE teachers to incorporate a similar RTI in their own school.

Digital Health Platform for Improving the Effect of the Active Health Management of Chronic Diseases in the Community: Mixed Methods Exploratory Study.

China is vigorously promoting the health management of chronic diseases and exploring digital active health management. However, as most medical information systems in China have been built separately, there is poor sharing of medical information. It is difficult to achieve interconnectivity among community residents' self-testing information, community health care information, and hospital health information, and digital chronic disease management has not been widely applied in China. This study aimed to build a digital health platform and improve the effectiveness of full-cycle management for community chronic diseases through digital active health management. This was a single-arm pre-post intervention study involving the development and use of a digital health platform (2-year intervention; 2020 to 2022). The digital health platform included the "i Active Health" applet for residents and the active health information system (cardio-cerebrovascular disease risk management system) for medical teams. The digital active health management of chronic diseases involved creating health streets, providing internet-assisted full-cycle active health services for residents, implementing internet-based community management for hypertension and diabetes, and performing real-time quantitative assessment and hierarchical management of residents' risks of cardio-cerebrovascular disease. After the 2-year intervention, management effectiveness was evaluated. We constructed a digital health platform with interconnected health information and implemented a digital active health management model. After the intervention, the 2-way referral between community health care institutions and hospitals increased. Residents' health literacy rate increased from 30.6% (3062/10,000) in 2020 to 49.9% (4992/10,000) in 2022, with improvements in health knowledge, health behavior, and health skills. Moreover, the risk of cardio-cerebrovascular disease decreased after the intervention. The community hypertension and diabetes standardized management rates increased from 59.6% (2124/3566) and 55.8% (670/1200) in 2020 to 75.0% (3212/4285) and 69.4% (1686/2430) in 2022, respectively. The control rates of blood pressure in patients with hypertension and blood sugar in patients with diabetes increased from 51.7% (1081/2091) and 42.0% (373/888) in 2020 to 81.2% (1698/2091) and 73.0% (648/888) in 2022, respectively. The intervention improved patients' BMI, waist circumference, blood uric acid levels, and low-density lipoprotein cholesterol levels. The drug compliance rate of patients with hypertension and diabetes increased from 33.6% (703/2091) and 36.0% (320/888) in 2020 to 73.3% (1532/2091) and 75.8% (673/888) in 2022, respectively. The intervention greatly improved the diet behavior, exercise behavior, and drinking behavior of patients with hypertension and diabetes. Our digital health platform can effectively achieve theinterconnection and exchange of different health information. The digital active health management carried out with the assistance of this platform improved the effectiveness of community chronic disease management. Thus, the platform is worth promoting and applying in practice.

Virtual Behavioral Skills Training for Parents: Generalization of Parent Behavior and Child Learning

Virtual Behavioral Skills Training for Parents: Generalization of Parent Behavior and Child Learning

Using an Instructional Package to Support Adults with Autism in Communicating with a Medical Provider.

Adults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they frequently face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills training (BST) to teach adults with autism to communicate their unique needs and request accommodations to a medical provider. Three participants independently completed a self-guided video module that modeled how to complete the guided notes and AHAT to identify appropriate accommodations and prepare for a doctor's appointment. Once finished, participants were taught to verbalize their needs and accommodations through BST. Results showed that participants' communication skills increased after introducing the instructional package, generalized to a novel provider and maintained once the instructional package was removed. This intervention proved to be an effective and socially valid method to improve communication for adults with autism in medical settings. Implications and suggestions for future research are discussed.

Personalized interventions for behaviour change: A scoping review of just-in-time adaptive interventions.

Examine the development, implementation and evaluation of just-in-time adaptive interventions (JITAIs) in behaviour change and evaluate the quality of intervention reporting. A scoping review of JITAIs incorporating mobile health (mHealth) technologies to improve health-related behaviours in adults. We searched MEDLINE, Embase and PsycINFO using terms related to JITAIs, mHealth, behaviour change and intervention methodology. Narrative analysis assessed theoretical foundations, real-time data capturing and processing methods, outcome evaluation and summarized JITAI efficacy. Quality of intervention reporting was assessed using the template for intervention description and replication (TIDieR) checklist. Sixty-two JITAIs across physical activity, sedentary behaviour, dietary behaviour, substance use, sexual behaviour, fluid intake, treatment adherence, social skills, gambling behaviour and self-management skills were included. The majority (71%) aimed to evaluate feasibility, acceptability and/or usability. Supporting evidence for JITAI development was identified in 46 studies, with 67% applying this to develop tailored intervention content. Over half (55%) relied solely on self-reported data for tailoring, and 13 studies used only passive monitoring data. While data processing methods were commonly reported, 44% did not specify their techniques. 89% of JITAI designs achieved full marks on the TIDieR checklist and provided sufficient details on JITAI components. Overall, JITAIs proved to be feasible, acceptable and user-friendly across behaviours and settings. Randomized trials showed tailored interventions were efficacious, though outcomes varied by behaviour. JITAIs offer a promising approach to developing personalized interventions, with their potential effects continuously growing. The recommended checklist emphasizes the importance of reporting transparency in establishing robust intervention designs.

Caregiver-Implemented Interventions to Improve Daily Living Skills for Individuals With Developmental Disabilities: A Systematic Review.

Many individuals with intellectual and developmental disabilities (DD) encounter difficulties in performing daily living skills, which limits their self-sufficiency and autonomy. Caregivers, such as parents, are often the individuals who interact with individuals with DD the most during daily living skills routines. Therefore, it is critical to teach caregivers to implement daily living skills interventions with their children. A systematic review of the literature related to caregiver-implemented daily living skills interventions yielded 38 articles. Of those, 20 articles, with 21 experiments, were rated as high quality based on What Works Clearinghouse design standards. Behavior skill training was the most common strategy used to teach caregivers to implement interventions. Common daily living skills interventions included prompting, reinforcement, and task analysis. The most common form of prompting was verbal prompting, and the most common schedule of reinforcement was a continuous schedule of reinforcement. Of the 21 high-quality experiments, 86% demonstrated caregiver-implemented interventions yielded improvements in daily living skills. Several studies demonstrated generalization and maintenance of daily living skills. Implications for research and practice are discussed.

Short-Term Effects of an Outdoor Activities Intervention on Children’s Stress, Socio emotional, Behavioral, and Cognitive Regulation Skills

ABSTRACT Research Findings: In recent years, interest has grown in the potential benefits of outdoor activities (OA) for children’s development, particularly in promoting socioemotional, behavioral, and cognitive regulation skills and reducing stress. However, empirical evidence on the effects of OA programs for children in the first three years of life on these outcomes still needs to be provided. To address this gap, our study involved 95 infants and toddlers (girls = 48, M age = 23.3 months) attending child care centers in north and south Italy and their teachers. Participants were divided into two groups: the Outdoor group (n = 55), actively involved in the OA program for four months, and the Control group (n = 40), who followed the standard curriculum. We assessed the children’s cortisol levels and emotional, behavioral, and cognitive regulation skills before (T1) and after (T2) the implementation of the OA intervention. After the 4-month intervention, improvements in the children’s adaptive behavior (particularly in social interaction) and cognitive-behavioral regulation skills were observed only in the Outdoor group. Children’s stress levels remained stable. Practice or Policy: Our findings show the benefits of daily OA on young children’s self-regulation, suggesting to schools and families that increasing OA from the first years of life may support cognitive and social growth.

A survey of the effect of an information-motivation-behavioral model-based intervention on university students’ osteoporosis knowledge, health beliefs, and self-efficacy

ABSTRACT This randomized controlled trial investigated the effectiveness of a Healthy Living Awareness Program for the Prevention of Osteoporosis based on the Information-Motivation-Behavioral Skills Model (HLAPPO-IMB) in university students [intervention group (n = 43), control group (n = 44)]. The intervention group completed the online training to prevent osteoporosis in the information stage of the IMB. In the motivation stage, the researchers texted (WhatsApp) the intervention group spot and reminder notifications concerning the prevention of osteoporosis. They also provided them with telephone counseling. In the final stage, the researchers evaluated whether the intervention group participants developed target behavioral skills. The intervention group had significantly higher mean posttest and follow-up Osteoporosis Knowledge Test scores than the control group (respectively, r = .519, r = .513, p < .001), indicating a large effect size in the posttest and follow-up test. There was no significant difference in pretest and follow-up Osteoporosis Health Belief Scale, Osteoporosis Self-Effective Scale, and International Physical Activity Questionnaire-Short Form scores between the groups (p > .05). The results showed that the HLAPPO-IMB helped the intervention group participants expand their knowledge of osteoporosis. However, it did not improve their self-efficacy in doing weight-bearing exercises, taking calcium, and engaging in physical activity.

Acute cannabidiol treatment reverses behavioral impairments induced by embryonic valproic acid exposure in male mice

Cannabidiol (CBD), the major non-psychotomimetic compound of the Cannabis sativa plant, has shown promising effects in addressing various symptoms associated with autism spectrum disorder (ASD). This neurodevelopmental disorder typically impacts cognitive, behavioral, social communication, and motor skills domains. However, effective treatments for the wide range of symptoms associated with the disorder are limited and may trigger undesirable effects. Embryonic exposure to valproic acid (VPA, 500 mg/kg at 12° day embryonic age) in rodents is a consolidated environmental model for studying behavioral and molecular characteristics related to ASD. Therefore, this study aimed to evaluate whether acute CBD could reverse behavioral impairments in adult mice (eight weeks) exposed to VPA in the embryonic period in four distinct trials. In independent groups of animals, the following assays were conducted: I) Pre-Pulse Inhibition Test (PPI), II) Marble Burying, III) Social Interaction, IV) Actimeter Test, and V) Novel Object Recognition Test (NOR). In the PPI paradigm, mice exposed to VPA showed PPI impairment, and CBD (30 and 60 mg/kg) reversed this disruption. CBD (60 mg/kg) respectively decreased the number of buried marbles, improved social interaction time, but failed to reduce stereotyped-like movements in the VPA group. In NOR test CBD at both doses reversed the impairment in index of recognition induced in VPA group. These findings suggest that acute CBD administration can ameliorate behavioral impairments associated with ASD in a well-established animal model for studying this neurodevelopmental disorder.

GUIDELINES FOR THE COMPETENCY DEVELOPMENT OF TRAINERS IN THE PLASTICS MOLDING INJECTION FACTORIES IN THAILAND

Objective: The aim of this research is to develop guidelines for the competency development of trainers in plastics molding injection factories (PMIF) in Thailand. Theoretical Framework: A mixed-methods framework is adopted, integrating quantitative data through statistical analyses like means, standard deviations, and regression, alongside qualitative insights from interviews. The framework explores relationships by combining numerical trends with thematic patterns for a comprehensive understanding. Method: The study population comprises 284 operators and 14 trainers. Data is collected through quantitative and qualitative approaches, including questionnaires and interviews, with statistical analysis applied using percentages, means, standard deviations, relationship analysis, and stepwise multiple linear regression. Results and Discussion: Guidelines for trainer competency development in PMIF in Thailand focus on three key areas—knowledge, skills, and attitude. Four sub-competencies in the knowledge domain influence training success: knowledge in 1) Teaching Psychology, 2) Trainers' Attitudes, 3) Behavior and Work Analysis, 4) Training and Counseling. In the skills domain, significant sub-competencies include: 1) Teaching Skills, 2) Listening Skills, 3) Computer Proficiency, 4) Behavior and Work Analysis Skills. The significant sub-competencies of the attitude domain include: attitudes toward 1) Modern Research, 2) Trainees' Intentions, 3) Teaching Psychology, 4) Trainers' Attitudes. Research Implications: Guidelines to enhance trainer competency in Thailand's plastics molding injection industry are provided. Findings influence training programs, workforce development, and industry productivity. Originality/Value: Key sub-competencies that predict training success are identified in the areas of knowledge, skills, and attitude. Structured approaches to enhance training success are provided, impacting professional practice and training outcomes in industrial settings.