Progress Of Children Research Articles

School adjustment experiences of ventilator-dependent children: A phenomenological study of mothers' perspectives

PurposeThis study aimed to describe the experiences of ventilator-dependent children (VDC) in adjusting to school life from the perspectives of their mothers. Design and methodThis study employed a descriptive phenomenological approach. From July 2021 to September 2022, ten mothers of VDC were recruited via purposive sampling and underwent in-depth individual interviews. Data were analyzed using Colaizzi's phenomenological method. This study adheres to the COREQ guidelines for qualitative study. FindingsFour themes emerged: (1) the transition and burden of the mother's role; (2) positive adjustment and assessment of resources; (3) develop strategies to meet health and learning needs; (4) expectations for accessible school environments. ConclusionsThe mothers extensively assessed and adjusted their coping strategies on a rolling basis to ensure that their children received the resources that met their individual needs, promoted peer interactions, and helped adjustment to school life. The children's improvement and progress surpassed their mothers' expectations and demonstrated the benefits of a school education. Future educational settings should focus on building accessible school environments for special needs children. Practice implicationsThese findings allow healthcare professionals to assess the needs of VDC at different educational levels and create care plans that meet their healthcare and educational needs. This study also provides a reference for amending policies and regulations on individualized educational programs for VDC and developing guidelines for realizing accessible school environments to help them adjust to school life.

Parents’ Involvement to Schools’ Programs and Activities among Select Archdiocesan Schools: A Basis for an Enhanced PTA Program

This study explores parental involvement in school programs and activities within Archdiocesan schools during the academic year 2023-2024, aiming to inform the development of an enhanced PTA program. Using a descriptive-correlational design with 192 participants, the research examines how PTAs collaborate in various roles, such as financiers, observers, and others, to support and improve school initiatives. The results indicate a relatively high level of parental participation, showing a correlation between degrees of involvement and employment position. The findings suggest well-rounded participation across different roles, where parents contribute financially, actively observe their children's progress, volunteer their time and skills, and, in some cases, hold decision-making power, while others stay informed as interested observers. Recommendations for parents, school administrators, and the TASS superintendent are provided to strengthen program implementation through an improved PTA program. The study underscores the importance of a strong parent-teacher partnership in fostering well-rounded and socially responsible citizens.

Psychometric properties of the French Infant-Toddler Working Alliance Inventory Short version (IT-WAI-S)

Objective Therapeutic alliance has been little investigated in infant and toddler therapy, with no tools specifically adapted to this population. However, we have developed the Infant-Toddler Working Alliance Inventory-Short form (IT-WAI-S) which is based on the Working Alliance Inventory. The aim of this study was to assess the psychometric properties of this original French tool, in its two versions: for parent (IT-WAI-SP) and for therapist (IT-WAI-STh). Method This study included 227 families consulting with their 18–48-month-old child for emotional or behavioral disorders. The scales were filled in at the first three therapy sessions. The IT-WAI-S acceptability, internal validity, reliability and predictive validity (association with child and mother’s outcomes) were evaluated. Results Confirmatory then exploratory factor analyses revealed a three-factor structure for the both scales: Negative Experience of Care Relationship, Positive Alliance and Alliance with the Child. Acceptability, reproducibility and construct validity were satisfactory for both versions. The two versions predicted the child's outcome. The IT-WAI-SP predicted also the mother’s outcome. The IT-WAI-STh gave more reproducible results, whereas the IT-WAI-SP was a better predictor of the child's progress. Conclusion The two IT-WAI-S versions showed good psychometric properties and could be used to study the therapeutic alliance in young children.

Community Service on Implementing Learning Media as Support Technology for Neurodivergent Children Community in Surabaya

Neurodivergent children may present with conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, or other learning differences. These children often face challenges in communication, social interaction, and academic performance, necessitating tailored support within educational settings. This community service program partners with ELMO, a community for neurodivergent children. The program's goals are twofold: to develop assistive learning media in the form of eLearning modules, and to facilitate technology transfer to ensure its sustainability. The Asset Based Community Development (ABCD) technique guides the program's methodology. Information gathering utilizes questionnaires and focus group discussions to tailor the program to the specific needs of neurodivergent students. The results have demonstrated a positive impact, satisfying both our partner organization and the parents of neurodivergent children who can now track their children's progress more effectively. The positive impact on learning and parental tracking highlights the potential of such collaborations to improve educational equity for neurodivergent students. Future efforts can focus on expanding the modules and promoting wider adoption to reach more children

Elucidating managerial, staff and client perspectives on the Speech and Language Therapy service in Malta.

Speech and language therapy (SLT) services are fundamental for communication, academic and social development. Evidence shows that demand for services is increasing, and this can adversely affect the quality of care. There are limited published studies in relation to the demand and quality of speech and language services in Malta. To elucidate the perspectives of speech-language pathologists (SLPs), service managers and parents of clients about the impact of factors pertaining to human resource development (HRD), human resource management (HRM) and the environment on the quality of the children's SLT service in western Malta. Also, to outline the beneficial strategies or recommendations to improve the quality of the service provided. A mixed-method study was used. Quantitative data provided by the Speech and Language Center (SLC) were analysed to determine demand over time using descriptive statistics. Qualitative data from one-to-one interviews using a bespoke questionnaire with managers, SLPs and parents were transcribed and analysed. Common and distinct themes in relation to the quality of services were then formulated and evaluated. Quantitative results highlighted that clients were not receiving the required number of the therapeutic sessions. In total, nine themes in relation to the quality of the SLT service were identified by parents, SLPs and managers. The factors affecting the service quality were outlined and subdivided under three branches: HRD, HRM and the environment. All factors within these subgroups are expected to enhance the quality of the service provided if they are enhanced and improved upon. Additionally, the results showed that a discrepancy between the perceived and offered SLT services was felt from the managers' and SLPs' perspectives; however, this was not felt by parents. For parents, the main concern was the availability and frequency of the therapeutic sessions provided. Insights from SLPs, managers and parents of clients highlighted the barriers and enablers of quality of service in SLT services for children. These findings can be used to improve services in Malta and other countries with similar contexts, mainly by altering time management, reducing demands and improving availability. What is already known on the subject SLT is proven to enhance a child's communication skills. Increasing demands for therapy can affect the quality of the service provided, ultimately affecting the child's progress. There is a gap in the evidence base regarding the quality of speech and language services for children in Malta and the factors which affect the quality of the service. What this study adds to the existing knowledge This is the first study of its kind in Malta. It seeks to identify the quality of SLT services for children from three different perspectives: service managers, SLPs and parents. In addition, this study investigated what affects the quality of SLT services positively or negatively. Through this study, the impeding factors were divided into three domains; HRD factors, HRM factors and environmental factors. These domains were mentioned by all three groups of participants because they affected the service negatively or positively. The main negative aspects included bad time management, high demands, and reduced availabilities and accessibilities, whilst positive aspects included improved support, relationships and the environment. What are the practical and clinical implications of this work? This study suggests reducing the managerial and administrational demands on SLPs and improving session frequency would enhance the quality of service. In relation to the three domains, the HRD factors that would enhance the quality of service are: SLPs' and parental competencies, enhancing SLPs' positive characteristics, positive attitudes and cooperation from all personas; for HRM resources the factors important for quality are strategic and risk management, workforce and recruitment; and for the environmental factors the physical environment and resources are important as they affect the service depending on their condition, that is, improved resources result in improved service. Such alterations would reduce the SLPs' demotivation and burnout due to reduced responsibilities, whilst improving accessibility and availability, ultimately enhancing the quality of the service provided.

ПРАКТИЧНІ АСПЕКТИ ОЦІНЮВАННЯ ДОСЯГНЕНЬ МОЛОДШИХ ШКОЛЯРІВ УПРОЦЕСІ ДИСТАНЦІЙНОГО НАВЧАННЯ

. The article deals with correct organization of the system for evaluating the educational achievements of primary school children in the conditions of distance learning in the context of the ideas of the "New Ukrainian School" concept. Attention is focused on the main approaches to the use of technology for the implementation of the control and evaluation system based on the competence approach. Emphasis is placed on the fact that evaluation in the form of motivated evaluative judgment should dominate in primary school. The main approaches to the use of formative assessment in the educational process of primary school as an interactive type of assessment of the children's educational progress are revealed, groups of formative assessment methods are analyzed. The importance of adapting knowledge control methods to the conditions of distance learning is substantiated, the rules for evaluating the educational progress of primary school children in the conditions of distance learning are formulated, and the role of the teacher in this process is outlined. The advantages and disadvantages of distance education are determined, the need for educational and methodological support of the specified education and the peculiarities of evaluating the results of the educational activities of primary school children in the conditions of distance education are indicated. Attention is focused on significant changes in the implementation of assessment activities in the conditions of distance learning of primary school children. The role of modern information and communication technologies in solving the problem of evaluating pupil’s educational achievements in the conditions of distance learning is determined. The methodical aspects of using online services are disclosed, which will help the modern teacher to use the leading form of assessment of primary school children in the conditions of distance education. It has been found that for the effective application of formative assessment technology, various services are used, such as: LearningApps, WordArt, MindMeister and others. Examples of the use of various formative assessment technologies in primary school in distance learning conditions are given.

Cross-National Analysis of Differences in Student Reading Performance: Taking PISA 2022 as an Example

This comparative study delves into the variations in student reading proficiency across nations as evidenced by the PISA 2022 data. Through the analysis of datasets from diverse countries, the study seeks to uncover patterns and discrepancies in reading performance. Key factors such as the education system, family background, and availability of learning resources are meticulously compared to ascertain their influence on reading proficiency. The study's findings reveal that disparities in reading abilities among students stem from a multitude of factors, rather than a singular cause. As a result, this study advocates for the implementation of interventions to address these disparities and ultimately enhance the reading proficiency of students globally. Firstly, policymakers should strive to create a more equitable environment for students' reading performance. Concurrently, resources must be allocated to bolster teacher training programs, thereby enhancing teaching standards and proficiency. Additionally, families need to enhance their involvement and support for children's reading progress. Finally, schools and teachers should employ more comprehensive assessment methods for students' reading achievements.

An Advance Learning Platform for Slow Learners

LearnIt is an innovative educational system crafted to identify and support slow learners through advanced technological solutions. It employs the MERN stack (MongoDB, Express.js, React.js, Node.js) to offer a personalized learning environment tailored to meet individual student needs. This system not only enhances the educational experience for students but also provides tools to facilitate effective communication between teachers and parents, ensuring a cohesive support network for the learner. Additionally, LearnIt empowers educators with data-driven insights, allowing for informed decision-making and targeted interventions. The traditional educational model often overlooks the unique needs of slow learners, resulting in disengagement and poor academic performance. LearnIt addresses this challenge by integrating comprehensive assessment tools and personalized learning strategies within its platform. By identifying slow learners early, the system provides timely interventions that can significantly improve their learning trajectory. The use of the MERN stack ensures that LearnIt is both scalable and responsive. The assessment and monitoring module is at the core of LearnIt’s functionality. The development of LearnIt involved a detailed analysis of the educational needs of slow learners, incorporating feedback from educators, parents, and the students themselves. This user-centered approach ensured that the system's design and functionality were closely aligned with real-world requirements. Key modules of LearnIt include user management, assessment and monitoring, and communication tool. The user management module handles registration, authentication, and role-based access control, ensuring secure and personalized experiences for all users. The assessment and monitoring module is at the core of LearnIt’s functionality. It includes tools for creating and administering assessments, tracking student performance, and generating detailed reports. This module helps in identifying slow learners by analyzing their performance data and providing actionable insights to educators. With these insights, teachers can develop customized learning plans that address the specific needs of each student, fostering an inclusive and effective educational environment. Communication is another critical component of LearnIt. The platform includes features that facilitate seamless communication between teachers, parents, and students. This ensures that parents are kept informed about their child's progress and can collaborate with teachers to provide consistent support. Effective communication helps in building a supportive learning ecosystem, which is essential for the success of slow learners. The implementation of LearnIt has shown promising results. Preliminary studies indicate that the system significantly improves the identification and support of slow learners. LearnIt represents a significant advancement in the field of educational technology. By focusing on the needs of slow learners and leveraging the capabilities of the MERN stack, it offers a comprehensive solution that enhances learning outcomes. The system's personalized approach, combined with robust data analytics and effective communication tools, ensures that every student receives the support they need to thrive. As we continue to refine and expand LearnIt, its impact on educational equity and student success will undoubtedly grow, offering new opportunities for learners who have been historically underserved by traditional educational models. Keywords: Slow learners, education, literacy, mental development, intelligence.

Matching Process Concerning Children With Disabilities in Family Foster Care

ABSTRACTChildren with disabilities are over‐represented in foster care and exposed to more disruptions. This is unfortunate because they need long‐term relationships and predictability, as well as access to special schools and health care. Disruption can be the result of a poor match between the child and the foster family. In this article, we focus on the matching process in relation to children with disabilities. Zeijlmans et al. describe matching as the process by which social workers move from principles of good matching to realistic matching, depending on existing premises. Using their model, we analyse the matching process for children with disabilities in Sweden. The study is based on 31 individual interviews and six group interviews with social workers and social work managers. They describe how they take into account the family climate, family composition and prior knowledge and/or experience of disability in the foster home. However, disruptions occur even when these conditions are met. Stable placements seem to be more related to the fostered child's progress when the family's efforts are rewarded. We also address the complex issue of what disability actually means in the context of foster care, given the interrelatedness of trauma, maltreatment and impairment.

RoboCA3T: A Robot‐Inspired Computer‐Assisted adaptive autism therapy for improving joint attention and imitation skills through learning and computing innovations

AbstractBackgroundThis study presents a Robot‐Inspired Computer‐Assisted Adaptive Autism Therapy (RoboCA3T) focusing on improving joint attention and imitation skills of children with autism spectrum disorder (ASD). By harnessing the inherent affinity of children with ASD for robots and technology, RoboCA3T offers a therapeutic environment designed to maximise engagement and facilitate effective skill development. It harnesses the advantages of Robot‐Assisted Therapies (RATs) by employing robot avatars and integrating them with Computer‐Assisted Therapies (CATs) within a web‐based solution. The integration of automatic gaze and pose detection algorithms within RoboCA3T addresses the challenge posed by potential human error and observation bias in assessing the child's progress, thereby ensuring accurate results. This research responds to the need for more effective, technology driven therapies for autism, filling gaps in existing methods.ObjectivesThe primary goal of this research is to create a robot inspired computer assisted adaptive autism therapy that maximises engagement and enhances joint attention and imitation skills.MethodsThe study involves 11 ASD children with 30 sessions (divided into two halves) per module over eight months, comprising 660 experimental trials, 110 familiarizations, and 110 follow‐up sessions. The joint attention module evaluates the subject's gaze pattern using WebGazer for gaze detection in response to four least‐to‐most robot‐generated cues. The imitation module utilises robot‐generated pose for comparing subjects' imitated actions using Tensorflow Lite for pose estimation.Results and ConclusionsThe effectiveness of therapy was substantiated by comparing Childhood Autism Rating Scale (CARS) scores before and after intervention. Significant improvements were noted between the first and second therapy halves, validated by Wilcoxon signed‐rank tests (p < 0.01) and spearman's correlation analysis, reinforcing the observed improvements in joint attention and imitation skills.

Activation and functional connectivity of cerebellum during reading and during arithmetic in children with combined reading and math disabilities.

Reading and math constitute important academic skills, and as such, reading disability (RD or developmental dyslexia) and math disability (MD or developmental dyscalculia) can have negative consequences for children's educational progress. Although RD and MD are different learning disabilities, they frequently co-occur. Separate theories have implicated the cerebellum and its cortical connections in RD and in MD, suggesting that children with combined reading and math disability (RD + MD) may have altered cerebellar function and disrupted functional connectivity between the cerebellum and cortex during reading and during arithmetic processing. Here we compared Control and RD + MD groups during a reading task as well as during an arithmetic task on (i) activation of the cerebellum, (ii) background functional connectivity, and (iii) task-dependent functional connectivity between the cerebellum and the cortex. The two groups (Control, RD + MD) did not differ for either task (reading, arithmetic) on any of the three measures (activation, background functional connectivity, task-dependent functional connectivity). These results do not support theories that children's deficits in reading and math originate in the cerebellum.

Peran Orang Tua Dalam Motivasi Belajar Anak Di Rumah

The role of parents in supporting children's learning in the home environment has a substantial impact on children's academic, emotional, and social progress. Starting from the early stages of development, parents' involvement in supporting their children's learning process at home, along with the strategies they implement, plays a crucial role in achieving this goal efficiently. This research applies the literature study method to explore how parents inspire their children to study at home. The research results emphasize the urgency of the role of parents in triggering children's enthusiasm for learning in the home environment. They are not only providers of learning materials, but also as models and facilitators who influence their children's attitudes and enthusiasm for learning. These findings are in line with learning motivation theories which highlight the influence of social and environmental factors in shaping children's enthusiasm for learning internally and externally. Thus, this research emphasizes that parents have an important role in shaping children's learning attitudes and behavior at home. Therefore, it is important for parents to understand their role in stimulating children's enthusiasm for learning at home and to get support in improving the skills needed in this regard.purpose.

Early Identification of Dyslexia: Benefits, Challenges, and the Importance of Parental Awareness

Adults and children can both develop dyslexia, a chronic condition that presents numerous challenges in their social and academic environments. Children with dyslexia often struggle in school, which can lead to feelings of frustration and low self-worth, potentially impacting their long-term well-being. It is crucial for parents to be aware of dyslexia and how it affects their children in order to ensure their sustainable growth. Keep in mind that there is no universal or single method for learning, as every individual is unique and learns, thinks, and behaves differently. This understanding can help dyslexic children lead better lives and overcome the stigma associated with dyslexia. It's common for both parents and children to be hesitant to seek assistance due to the stigma surrounding dyslexia, which can hinder the child's educational progress. This paper aims to provide an overview of the benefits and challenges of early dyslexia identification. Dyslexic children often struggle with developing reliable and efficient phonemic decoding abilities, which makes acquiring a lexicon of sight words a slower process than it is for the average reader. Several factors can impact a child's ability to read, which are discussed in this paper. However, early recognition and treatment of inadequate phonologic awareness are crucial in preventing reading problems in children who are at risk of dyslexia.

Home-schooling and caring for children during the COVID-19 lockdown in the UK: emotional states, systems of support and coping strategies in working mothers.

We examined the experience of the intensification of home-schooling and/or childcare in working mothers in the United Kingdom during the first national COVID-19 lockdown. Our focus was on understanding how mothers dealt with this challenging period both emotionally and practically. Eligible mothers (n = 47; Mage = 39.6) participated in an anonymous online survey of openended questions. Thematic analysis of responses showed that mothers found home-schooling and/or childcare to be challenging. This was particularly notable in situations where support from partners, schools, and workplaces was limited. For single working mothers, the absence of support resources was especially impactful. Mothers often felt overly stressed trying to balance work and family responsibilities, guilty for not meeting their child's needs, and were worried over their child's well-being and academic progress and over increasing work demands. Common strategies mothers used to cope with the challenges of home-schooling and/or childcare included adopting a positive outlook, implementing flexible family structures, increasing family connectedness, and negotiating alternative partnership models. The intensification of home-schooling and/or childcare during the lockdown in the United Kingdom negatively affected maternal well-being, particularly due to limited support. These findings underscore the importance of prioritizing maternal wellbeing in post-pandemic recovery efforts. Additionally, they highlight the social dimension of maternal wellbeing and suggest a comprehensive approach to support it that includes both timely access to intervention for mental health but also implementing family-friendly work policies and offering support with childcare and children's learning as essential measures.

The Impact of Emotional Support from Family on Children's Growth in English Vocabulary

The influence of the emotional environment on cognitive development, specifically language acquisition, has been a pivotal topic in child psychology and pedagogics. This study aims to explore the interplay between emotional support from family and its effect on children's growth in English vocabulary. Utilizing a cross-sectional survey design, data was gathered from a total of 155 children, aged between 9 and 18, and their parents. Multivariable regression models were employed for statistical analysis. The research findings indicate a significant positive correlation between the level of family emotional support and the rate of English vocabulary acquisition in children. The greater the emotional support, the more noticeable the children's English language progress appears to be, highlighting the profound influence of a positive familial emotional climate on English vocabulary acquisition. The study underlines the importance of providing emotional support to children in their journey of language learning, suggesting that parents and educators should consider this aspect in promoting successful English vocabulary development.

A Descriptive Study on the Impacts of Hyperbaric Oxygen Therapy on Autistic Individuals Using Parent Testimonies.

Introduction Hyperbaric oxygen therapy (HBOT) has been influential in treating many physical and psychological ailments, including the symptoms of autism. This current study aims to evaluate HBOT parents' goals and exit interviews describing the positive, negative, or no impacts experienced from the HBOT dives, asking the question, "Are your child's symptoms improving?" Methods Between January 2020 and July 2023, a Class B monoplace hyperbaric chamber (Sechrist 3300H, Sechrist Industries, Inc., Anaheim, California, United States) was used to administer HBOT sessions to patients with autism. Medical-grade oxygen was pressurized to 1.5-2.0 atmospheres absolute at a rate of 1-2 psi/min, with an average oxygen percentage of 100%, for up to five sessions per week. Retrospective descriptive data and patient information through parent testimonials were collected through a chart review of 30 children and one adult with autism who experienced HBOT sessions. Data were presented through exit interviews describing how parents felt about their child's progress toward goals. Four raters rated parent testimonies on a 5-point Likert scale (1 = Much worse, 2 = Somewhat worse, 3 = Stayed the same, 4 = Somewhat improved, and 5 = Much improved), and an inter-rater reliability estimate using interclass correlation (2) (r = 0.831) was derived, indicating excellent agreement between raters. Results Parents/caregivers provided testimony in an exit interview with a registered nurse after the individual with autism received an entire course of HBOT dives. Descriptive statistics resulted in Rater #1 (M = 4.19, median = 4, SD = 0.654): 87.1% of Rater #1 ratings were Somewhat improved and Much improved; Rater #2 (M = 4.23, median = 4, SD = 0.717): 83.9% of Rater #2 ratings were Somewhat improved and Much improved; Rater #3 (M = 4.23, median = 4, SD = 0.560): 93.5% of Rater #3 ratings were Somewhat improved and Much improved; and Rater #4 (M = 4.26, median = 4, SD = 0.631): 90.3% of Rater #4 ratings were Somewhat improved and Much improved. One-way ANOVA resulted in F (3,123) = 0.052, p = 0.984, which indicated a nonstatistically significant mean difference between rater groups. Conclusions The current study assessed HBOT parents'/caregivers' goals and exit interviews, describing the effects experienced from the complete course of HBOT dives on their children/individuals. A majority of parents/caregivers declared that their condition had "Much improved" or "Somewhat improved," based on the 5-point Likert scale. Based on parents'/caregivers' testimonies, HBOT was demonstrated as a safe and effective intervention, and side effects were primarily mild and did not lead to treatment discontinuation. As a result of this analysis, we recommend continued use of HBOT for treatment.

Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Structure Principles.

This article is the seventh in a series of eight articles that comprise a special issue on family-centered early intervention for children who are deaf or hard of hearing and their families, or FCEI-DHH. This article, Structure Principles, is the third of three articles (preceded by Foundation Principles and Support Principles) that describe the 10 FCEI-DHH Principles. The Structure Principles include 4 Principles (Principle 7, Principle 8, Principle 9, and Principle 10) that highlight (a) the importance of trained and effective Early Intervention (EI) Providers, (b) the need for FCEI-DHH teams to work collaboratively to support families, (c) the considerations for tracking children's progress through developmental assessment, and (d) the essential role of progress monitoring to continuously improve systems.

The Contribution of Parents' Occupation on Students' Academic Achievements in Public Secondary Schools in Njombe Town Council

The parents are considered very important in their children's education, as they actively support the implementation of their children's education. The study sought to determine the contribution of parents' occupation on students' academic achievement in public secondary schools in Njombe Town Council. The study was guided by Maslow's Hierarchy of Needs Theory of Human Motivation. The study was conducted across 14 public secondary schools, analyzed 3113 targeted populations of students, teachers, school heads, and parents using an embedded research design, combining quantitative and qualitative data. The sample size consisted of 192 respondents; thus, five (5) school heads and ten (10) parents were purposively selected to take part in the interview guides, while 83 teachers and 94 students (form III and IV) were randomly selected to take part in the study through the questionnaires. The instruments' reliability (r= 0.78) was obtained using the Test-retest method. Quantitative data was analyzed using descriptive statistics with the help of the SPSS version 23, and results were presented in the table of frequencies and percentages. Meanwhile, qualitative data was analyzed thematically and presented through categories and themes' narration. The findings revealed that parents' occupation contributes to students' academic achievement through learning morale, absenteeism, child labor, and unconducive home environments. Parents influence monitoring and supervising children's academic progress at home and school. The study suggests that parents should be educated on their work-education relationship and invest in education based on their occupation. Policymakers and curriculum developers should re-consider making reforms to education financing policy to be more equitably favourable to students from poor families for sustainable academic achievement. Government and NGOs should ensure that all students from poor parental backgrounds are supported to receive quality education

Harnessing the Power of Mobile Phone Technology: Screening and Identifying Autism Spectrum Disorder With Smartphone Apps.

Integrating smartphone applications into screening and identifying autism spectrum disorder (ASD) represents a promising and innovative frontier within healthcare. This forward-looking paper examines the current landscape of ASD screening apps, shedding light on their potential advantages and addressing and navigating significant challenges. One of the most compelling aspects of these apps lies in their potential to democratize access to ASD screening, effectively breaking down geographical barriers. By using the widespread availability of smartphones, these apps make it possible for individuals, caregivers, and healthcare providers to engage in early ASD screening from virtually anywhere. This accessibility is especially crucial in underserved areas or regions with limited access to specialized healthcare services. Moreover, these apps offer a degree of objectivity that traditional screening methods may need help to match. By relying on data-driven algorithms and machine learning, they can provide a more impartial assessment of a child's behavior, minimizing the potential for subjective bias. This objectivity, combined with the ability to monitor and assess a child's development over time, empowers caregivers with valuable insights into their child's progress. However, as with any technological advancement in healthcare, integrating smartphone apps for ASD screening is not without its share of ethical and privacy considerations. Ensuring informed consent is obtained, especially when collecting data from children, is complex and critical. Striking the right balance between collecting necessary data and protecting an individual's privacy requires careful thought and transparent communication. Additionally, the "digital divide" represents a challenge that needs to be acknowledged and addressed. Not all individuals and families have equal access to smartphones or the technological literacy required to use these apps effectively. This disparity in access must be considered when developing and implementing app-based screening solutions to prevent exacerbating existing healthcare inequalities. Nevertheless, the future of ASD screening apps holds significant promise. Advancements in technology, including integrating advanced sensors, wearables, augmented reality, and machine learning, can further enhance the accuracy and depth of screening. Interdisciplinary collaboration between researchers, developers, clinicians, and educators is crucial to ensure that these apps are effective, culturally sensitive, and user-friendly. Furthermore, integrating these apps into broader healthcare systems, including electronic health records and telehealth platforms, can streamline the screening process and enable a more seamless transition from screening to diagnosis and intervention.

Conversational agent in HCI a review

Nowadays, AI technology is developing rapidly and slowly covering all areas of life. AI facilitates different parts of our lives and provides us with a lot of help. For example, in learning, students can acquire knowledge more conveniently through AI, and buyers can find suitable goods more conveniently through AI when shopping. At the same time, more and more technology is used in the field of voice agents, which allows humans to enjoy a lot of better services. In this article, we will study to better understand "how to understand human natural language and how the repository of knowledge is built." In the article we build with examples and deep learning models (CNN and RNN) through databases. Through repeated research and analysis, we can find that there are some limitations in this paper, such as the single learning model and the insufficient elaboration of data analysis and signal system technology. But at the same time, we also found a lot of future application prospects that voice agents can develop, it can be applied in many fields, such as finance, medical care, education and so on. For example, in children's education, parents can use voice agents to set time limits and monitor their children's progress. Existing digital interactive storytelling systems have limitations in terms of available storybooks and hand-crafted issues. Voice agents are becoming more popular in everyday scenarios, and more users are adopting devices like Siri and Google Assistant. In the future, conversational agents are expected to play an important role in oral communication with users.