Daily Life Skills Research Articles

Teaching daily living skills to an adolescent with autism in a real‐life setting

AbstractIndividuals with autism spectrum disorder (ASD) experience difficulties with daily life skills (DLS). Difficulties with DLS create obstacles to independence. To move into adulthood more smoothly, it is critical to teach some DLS during certain periods, such as adolescence. In the present study, the skills of preparing an instant soup, setting the dinner table and placing dirty dishes in the dishwasher were taught to a 16‐year‐old adolescent with ASD via video modelling presented on a tablet PC. Maintenance and generalisation of the skills, as well as the opinions of the participant, his parents and his brother about the study, were examined. Finally, the participant's level of non‐target information acquisition regarding the skills was examined. A multiple probe design across skills, within single‐case experimental research designs, was employed in the study. The results show that the participant acquired, maintained and generalised the target skills. The participant and his family members were satisfied with the study.

The Right Way to Teach Lefties – Exploring the Experiences of Left-Handed Trainees and Surgeons

This study describes the educational experiences of left-handed (LH) surgeons and provides recommendations for educating LH trainees, who face challenges due to their handedness. A mixed methods analysis was performed. Semi-structured interviews were conducted with LH trainees, LH attendings, and right-handed (RH) attendings representing 4 hospitals within a large academic hospital system. Questions were curated from current literature to explore the educational experiences of LH trainees. Inductive and iterative coding techniques were employed to manually generate themes. Laterality questionnaires for skills in daily life and surgery were collected and analyzed. Laterality questionnaires demonstrate that LH trainees and surgeons are more mixed-handed and use their nondominant hand to a greater extent in surgery compared to daily life than RH attendings. Key themes were identified in the dimension of learning, including that initial decisions for which hand to use remain fixed throughout career, LH learning is largely self-directed, forced conformation to RH norms and microaggressions are common, LH instruments are rarely practical, and LH surgeons are advantaged with situational ambidexterity. Key themes related to teaching include that communication regarding handedness is lacking, RH surgeons are often unaware of/resistant to a LH approach, the onus is on the trainee to suggest accommodations to use their left hand, and attendings rarely effectively mentor LH learners in using their left hand. Left-handed surgeons face challenges in an environment designed for RH individuals, represented by themes regarding learning and teaching experiences of LH surgeons told by themselves and their teachers. Recommendations were created for LH trainees in learning, all attendings in teaching, LH attendings in their opportunity to mentor, and surgical societies in supporting LH trainees. Development of resources for LH trainees could fill a substantial gap. Exploration of how LH surgeons evolve situational ambidexterity could benefit all surgeons.

ALTERNATIVE EVALUATION LIKE MODERN DIRECTION OF EVALUATION INTO APRROACH COMPTENCIES LECTUER CONCEPTUAL ANALYTIC

The current intervention aims to focused on a recent approach to educational evaluation, which is the alternative evaluation, by presenting an analytical conceptual reading about the alternative evaluation as it is based on the assumption that knowledge is built and formed by the learner, his learning and his academic progress through the possibility of evaluating it by actions and tasks that require An active preoccupation, such as research and investigation in complex problems, conducting field experiments and high performance, which is consistent with the principles and foundations on which the modern approach to teaching (the competencies approach) is based, which considers the learner the focus of the educational learning process. Achievement, which is limited to measuring the mental and cognitive aspect only. From this standpoint, the researcher wanted to focus on the concept of alternative evaluation as a realistic evaluation linked to the performance of life tasks related to the life of the learner, and then to highlight its role and importance in the process of evaluating the learner as it helps the teacher to identify and reveal the various aspects and Aspects of development related to the learner (cognitive, skilful, affective. behavioural) and work on developing, progressing and enhancing them in order to employ them as skills in daily life to solve problematic situations that the learner may face in various situations. Peer assessment, self-evaluation and more. Which relieves the teacher of the burden of evaluation through tests

Students' Perception towards English Camp in Kampung Inggris Pare on Improving Their Speaking Skill

Speaking is the most critical of the four skills and requires the student's full attention and concentration. This research aims to determine students' perception of English Camp on EFL undergraduate USK students' speaking skills. This research was conducted using qualitative research methods. This study included seven undergradute students from Universitas Syiah Kuala. Interviews were used to collect research data. In collecting the data, the interviewees were selected by using purposive sampling. The seven chosen participants enrolled in the Kampung Inggris Pare (An English Camp Program in Pare). The results showed that Kampung Inggris Pare improved students' speaking skills. These improvements include mastering adequate vocabulary, improving pronunciation and fluency in speech, improving grammar and comprehension ability, and establishing self-confidence. These components work together to help students enhance their speaking skills to confront the numerous problems they face when speaking. The result of this research shows that English camp plays an essential role in improving students' speaking skills, such as the introduction of new vocabulary and improvement of pronunciation, fluency in speech, increase in self-confidence, improvement of comprehension skills, and grammar improvement. Thus, their performance on campus is improving, as well as their fluency in speaking skills in daily life.

Integrating Life Skills into Volleyball Training for Positive Youth Development (PYD)

This study aims to investigate whether integrating life skills into volleyball training can enhance life skills development. The study utilized a group experimental design with 40 training participants divided into a control group and an experimental group. The control group received only volleyball training, while the experimental group received volleyball training integrated with sub-dimensions of life skills such as teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem-solving. The results of the study showed that the experimental group experienced a significant improvement in life skills development compared to the control group. Integrating life skills into volleyball training can provide effective benefits for training participants, especially in terms of important social and emotional skills in daily life and the workforce. Therefore, integrating life skills into sports training and education can be an effective alternative to comprehensively enhance life skills development. The findings imply that sports coaches and educators should consider incorporating life skills into their training curriculums to provide young individuals with the necessary skills to succeed in their personal and professional lives. Additionally, policymakers can utilize the results of this study to develop strategies and policies promoting life skills education in schools and sports programs. Overall, the study emphasizes the importance of holistic approaches to youth development and highlights the potential benefits of integrating life skills into sports training for enhancing life skills development.

OTHR-06. NARRATIVE MEDICINE AND THE PRACTICE OF PEDIATRIC NEURO-ONCOLOGY: GRAPPLING WITH THE UNTHINKABLE

Abstract As pediatric neuro-oncology team members work with patients, they engage in life and death struggles on behalf of children. Among patients who survive, many are left with intellectual decline, psychological difficulties, inability to take on daily life skills, and an overall decrease in health-related quality of life (Castellino et al., 2014). Absorbing the weight of these stories of illness and complex survival leads to risk of burnout and moral distress. This research sought to understand how pediatric neuro-oncology team members at a U.S. hospital interact with, interpret, and make meaning of the illnesses, complex recoveries, and deaths of patients as a result of participating in a series of narrative medicine workshops. In the workshops, team members encountered fictional stories of loss and longing for restoration as they engaged in close reading and discussion of a text. Writing about the text after participating in discussion helped members connect more deeply to their own formative stories. Further, it enlarged their capacity to connect to the stories of fellow team members and the narratives of patients and their families. Those who practice narrative medicine seek “to recognize, absorb, interpret, and be moved to action by the stories of others” (Charon et al., 2017, p. 1). Its methods harness creativity and insight to equip those in healthcare not only to diagnose and treat their patients but to bear witness to what patients undergo (Charon et al., 2017). If team members train themselves to see the beauty, pain, complexity, and ambiguity in a work of art, they may in turn see their patients and one another as works of art. The act of engaging in narrative medicine practice as a healthcare team in and of itself alleviates distress and fosters collaborative relationships among team members as they grapple with unthinkable loss in their work.

Life Skills Education for Students with Special Needs to Improve Independence and Skills in Daily Life at UPT SLBN 2 Makassar

This service aims to provide life skills education about independence and skills for students with special needs so that they can face everyday life more independently. The method used is skills training, which consists of three stages, namely the preparation, training, and evaluation stages, to assess the effectiveness of the training program and provide feedback for improvement and development of the program in the future. Skills training covers basic skills such as taking care of yourself, managing finances, and communicating with the surrounding environment. The results of the study show that this activity can improve students' ability to face everyday life more independently and increase their role in society. The training also helps students gain self-confidence and improve their quality of life. In addition, this training also received support from parents and the school.

The effect of interpersonal relations theory-based motivational interviews on functional remission and insight levels of patients with schizophrenia: A randomized controlled trial

BackgroundUsing therapeutic techniques and conducting motivational interviews in communication with patients with schizophrenia increases individuals' functional remission, insight, and motivation levels. AimThis single-blind, randomized controlled study examines the effect of Interpersonal Relations Theory-Based motivational interviews on functional remission and insight levels in patients with schizophrenia. MethodsThe participants of this study were 40 patients with schizophrenia randomly assigned to either the experimental or control groups (20 in each group). The researchers carried out a 6-session Interpersonal Relations Theory-based motivational interview with the participants in the experimental group. Study data were collected using a demographic questionnaire, the Functional Remission of General Schizophrenia Scale (FROGS), and the Scale for Assessing the Three Components of Insight (SAI). ResultsSocial Functioning, Health and Treatment, Daily Living Skills, and SAI scores of the individuals in the intervention group were statistically higher than those in the control group (p < 0.05) in the post-intervention and follow-up measures. There was a positive and significant correlation between the post-intervention Social Functioning, Health and Treatment, Daily Life Skills, and total FROGS scores and the SAI score of the individuals in the intervention group (p < 0.05). ConclusionsIt was concluded that motivational interviews based on Interpersonal Relations Theory were effective in increasing the insights and functionality of patients with schizophrenia. Psychiatric nurses' practice of motivational interviews based on the therapeutic relationship is considered to increase the quality of care and satisfaction of patients with schizophrenia. It is recommended that this practice be used extensively in clinical practice.

Lived Experience of Teachers in Teaching Students with Intellectual Disabilities in Burka Bekumsa Inclusive Primary School, Ethiopia

The purpose of this study was to explore lived experience of teachers in teaching children with intellectual disabilities (CWID) in Burka Bekumsa Inclusive Primary School. A qualitative approach with phenomenological design was employed to obtain the required information from regular and special needs education (SNE) teachers. The study involved six teachers who were selected purposively for having experience of teaching CWID. Data was collected using semi-structured interviews and analyzed thematically. Findings of the study revealed that the education of CWID focuses on helping them acquire some basic daily life skills such as dining, personal hygiene, greetings and basic academic skills related to counting, self-awareness and environmental recognition which involve naming body parts, objects and animals. It was found that the educational experiences organized by the teachers and the school benefited the children in developing independent life skills, communication, behavior, relationships with typical children and teachers. The study also found that teachers’ skill of teaching and relationship with the CWID was improved successively as a result of familiarity with the behavior and ways of learning acquisition among CWID. Lack of relevant training for teachers on inclusion of CWID, shortage of classroom and appropriate educational materials, lack of incentives for teachers and weak parental involvement in the education of their children were identified as outstanding problems in educating the CWID. It is recommended that skill-related trainings and incentive packages should be organized for teachers to compensate for the demanding work, basic instructional resources should be allocated, and parents should be encouraged and empowered to take part in the education of their children.

Pengenalan Konsep Dasar-Dasar Kepemimpinan (Leadership) Bagi Pengurus OSIS di SMA Negeri 11 Jakarta Timur

One of the efforts to develop and identify leadership skills of Student Council Administrators (OSIS) of SMA 11 East Jakarta is to provide training of the basics of leadership. This training is very relevant for them considering their position as student council administrators which is directly related to leadership skills in daily life at school. The main core of the training is the introduction of old and new leadership paradigms and the differences between managers and leaders. It is hoped that with the training, OSIS Administrators of SMA 11 Jakarta will gain additional insight on leadership that can be implemented in organizational life both now and at the higher education level in the future.

ETwinning And Activities of Daily Living İn Special Education

ITCs are considered necessary and positive, but in special education it is necessary to take a step forward that allows students to communicate with other students from different cities, show their work and at the same time learn together with the help of their teachers. This study aims to improve communication between schools and special education students and to know the effect it generates on the learning of life skills through the eTwinning platform. In addition, an initial and final survey of parents and teachers working with the group is conducted. A total of 80 teachers from special education schools in different cities of Turkey and from a Spanish university participate together with their primary education teachers. Working with the Etwinning platform has been found to improve communication between schools and special education students. In this research, students with special educational needs have overcome communication barriers by interacting with others outside of their everyday environments by demonstrating that they can achieve anything, when given the opportunity to create, learn, know and develop digital skills. There is a greater knowledge of web 2.0 tools, such as canva, wordart, ingpss learning, KineMaster, Pixiz, vivavideo, meitu, phinsh to publicize the work done, assuming responsibility for their own learning, in addition, parents of students consider that the activities carried out within the framework of the eTwinning program have had an impact on their children's daily life skills.

Moderating role of life skills for stress responses and COVID-19-related perceived stressors among high school student-athletes

This study aimed to investigate whether life skills could be negative predictors of stress responses in high school student-athletes and moderators of a relationship between coronavirus disease 2019 (COVID-19)-related stressors and stress responses during the pandemic. A survey was conducted from July to August 2020, and 1528 (717 females and 811 males) high school students, who belonged to sport clubs in Japanese public high schools, participated. The Stressors for Athletes During the COVID-19 Pandemic, the Stress Response Scale for Athletes, and the Daily Life Skills Scale were used to assess COVID-19-related stressors, stress responses, and life skills, respectively. The results showed that three factors of personal life skills—planning, self-esteem, and positive thinking—and one factor of interpersonal life skills—intimacy—were significant negative predictors of stress responses. In contrast, COVID-19-related stressors and one factor of interpersonal life skills—leadership—were significant positive predictors. Furthermore, positive thinking moderated the relationship between stressors and stress responses. The findings suggest the need for educators and practitioners to consider effective life skills in challenging situations, to provide fruitful life skills programs for student-athletes.

Cognitive Deficit in Alzheimer’s Patients with Normal Scores on the Mini-Mental State Examination

Objective: To study the sensitivity and specificity of the Abbreviated MMSE in Alzheimer patients with normal MMSE scores. Materials and Methods: A retrospective analytic study of 89 normal subjects and Alzheimer’s patients with normal MMSE scores, aged 60 years or older, between 2015 and 2020, from the Memory Clinic, Ramathobodi Hospital. Pearson chi-square, Fisher’s exact test, and Mann-Whitney U test were used to compare demographic data and MMSE score of each item between the normal subjects and the Alzheimer Disease (AD) subjects. The ROC curve was analyzed to find the proper cut-off points in the three models of the Abbreviated form (p&lt;0.05). Results: AD subjects showed different scores from the normal subjects with statistical significance in four subtests of full MMSE-Thai-2002, namely, date, attention/calculation, recall, and repetition (p&lt;0.001, 0.001, 0.018, and 0.023, respectively). The Model 2 of the Abbreviated MMSE consisting of recall, date, and attention/calculation, was the most proper test to be used in the clinical setting. [AUC (95% CI): 0.905 (0.831 to 0.979)]. The proper cut-off point was seven out of nine with a sensitivity of 89.4%, specificity of 78.3%, of PPV 92.2%, and NPV of 72.2%. Conclusion: The models of short MMSE was an option in case of normal scores in the full version of MMSE with recall impairment. There should be further studies in larger number of Alzheimer’s patients, along with classification of daily life skills and other groups of brain diseases’ patients. Keywords: Alzheimer’s disease; Abbreviated-MMSE; Normal MMSE scores

Difficulties with mathematics experienced by adults with epilepsy in daily life: An online study

ObjectiveMathematics encompass a variety of skills, broadly grouped into basic numeracy to complex secondary mathematical skills. In children with epilepsy difficulties with mathematics are common and related to a multicomponent working memory capacity. Little is known about mathematical skills of adults with epilepsy in daily life. Hence, we aimed to compare basic and secondary mathematical skills of adults with epilepsy to controls, examine relations between mathematical skills and working memory, and explored relationships between mathematical skills and epilepsy variables (age of onset, seizure frequency, and anti-seizure medication). MethodsEighty four people with epilepsy and 86 healthy controls completed questionnaires on their subjective experience of using mathematics and working memory skills in daily life: The Dyscalculia Checklist (DC) and Working Memory Questionnaire (WMQ; including attention, storage, and executive scales), respectively. Questionnaires also collected demographic and epilepsy variables. ResultsAdults with epilepsy reported greater difficulties in basic and secondary mathematical skills on the DC compared with controls. Only one epilepsy variable, a younger age of epilepsy onset, related to higher DC scores (greater mathematical difficulties), but was not significantly related in regression analyses. Instead, the WMQ explained 33% of the variance on the DC; the poorer storage and attention (but not executive) on the WMQ were associated with the higher DC score, when demographic and epilepsy variables were accounted for. SignificanceAdults with epilepsy reported significant difficulties with mathematics in daily life, which were not explained by epilepsy variables but by poor working memory. While our findings suggest that daily difficulties with mathematics may be comorbid with epilepsy rather than epilepsy related, it is important to be cognizant of mathematical difficulties experienced by patients with epilepsy as they have potential to impact understanding of numerical information provided in patient care, such as risks associated with different epilepsy treatments.

Promoting Well-Being and Responsiveness in Pre-Service Teachers Using Dialectical Behavior Therapy Skills: A Mixed-Methods Study

Mindfulness trainings are a promising approach for mitigating teacher burnout and promoting well-being and effective teaching, yet few studies with pre-service teachers employ this approach for prevention purposes, and only one has used dialectical behavior therapy (DBT) skills. In this study, 12 pre-service teachers were taught DBT skills in eight 1-hour weekly sessions to promote their mindfulness and well-being. Using mixed methods, we investigated how pre-service teachers used DBT skills and evaluated training effects and feasibility. Findings from 81 days of daily survey data indicated that pre-service teachers’ mindfulness and positive affect were significantly higher the evening after training sessions and that their positive affect remained elevated through the next evening. Completed homework sheets, researcher journals, and interviews provided evidence of how the pre-service teachers used DBT skills to navigate challenges and support their students. We identified the need for more frequent sessions and additional structures to promote practice of DBT skills in daily life. The results from this study point to the feasibility of using DBT skills in a preventative capacity as part of teacher preparation programming to support teachers’ ongoing well-being and effective teaching.

Community-Based Integrated Care System for People with Mental Illness in Japan: Evaluating Location Characteristics of Group Homes to Determine the Feasibility of Daily Life Skill Training

As a global trend in mental health and welfare services, the community is increasingly considered to play a central role in the lives of people with mental illness. Group homes (GHs) are used globally as a means of promoting deinstitutionalization and establishing community life. The Japanese government issued a call to build Community-Based Integrated Care Systems for people with mental illness (CICSM). Therefore, we evaluated the location characteristics of GHs to determine the feasibility of daily life skills training, using a Geographic Information System (GIS). The target area was Ishikawa Prefecture. The size of everyday living areas (ELAs) for older adults was set at 1.8 km, and at 2.5 km for adults. We counted the number of service providers (SPs). Two GHs in the adult ELA and two GHs in the older adult ELA did not have SPs. Eight GHs had only one SP in their ELAs. Results showed that GHs with no or a few SPs in their ELAs are disadvantaged in shopping skills training. These findings may help people with mental illness in various countries develop support plans to effectively provide daily life training, considering the characteristics of the geographical environment and social resources around their living bases.

A national prevalence and profile of single and multiple developmental delays among children aged from 1 year up to 12 years: an Egyptian community-based study

ObjectiveThis study aimed at providing a national prevalence of single and multiple developmental delays (DDs) among 41,640 Egyptian children aged 1 to 12 years and exploring DDs’ associated risk and protective factors.MethodsA national household survey from eight governorates of Egypt representing the four major subdivisions of Egypt was conducted through systematic probability proportionate to size. All enrolled children were assessed according to Vineland Adaptive Behavior Scales, (VABS) as a reliable screening questionnaire for identifying categories of DDs that were verified by pediatrics’ specialists.ResultsThe overall prevalence of children with DDs was 6.7%. The prevalence of a single DD was 3.9% versus 2.8% multiple DDs. Communication deficit was the most prevalent type (5.3%). Lower prevalence was identified for fine motor delay (1.0%), gross motor delay, and socialization deficit (1.5% each). Whereas deficits in daily life skills (self-help and adaptive behavior delay) amounted to 2.3%. Living without mothers and/or fathers in homes was associated with increased odds of having DDs by one and a half times (OR = 1.72 and OR = 1.34 respectively). Multiple logistic regression analysis revealed the most predictors for DDs including children who suffer from convulsions after birth (OR = 3.10), low birth weight babies (OR = 1.94), male sex (OR = 1.75), mothers having health problems during pregnancy (OR = 1.70) and belonging to middle socioeconomic status (OR = 1.41). Children who suffered from cyanosis after birth was found to be at risk for any or multiple DDs. Difficult labor was significantly associated with increased odds for multiple DDs (OR = 1.55). Higher paternal and maternal education was associated with decreased odds to have any DDs by 40% (OR = 0.60 and OR = 0.58 respectively).ConclusionsThe detected prevalence of DDs is within the estimated range of prevalence of DDs for the pediatric population. The majority of the detected risk factors are preventable. Developmental screening is recommended to be implemented in all primary care settings as a routine practice.

The association between ST8SIA2 gene and behavioral phenotypes in children with autism spectrum disorder.

ObjectiveST8 alpha-N-acetyl-neuraminide alpha-2,8-sialyltransferase 2 (ST8SIA2) encodes a type II membrane protein that is thought to catalyze the transfer of sialic acid (SA) from CMP-SA to N-linked oligosaccharides and glycoproteins. Some population and animal studies have indicated an association between the ST8SIA2 gene and autism spectrum disorder (ASD). However, there is limited information on the correlation between ST8SIA2 and autistic behavioral symptoms.MethodsIn this study, 69 ASD and 76 normal control children who were age- and sex-matched were recruited. ST8SIA2 expression and methylation levels were measured by reverse transcription quantitative real-time PCR and pyrosequencing, respectively, and the behavioral phenotypes of ASD children were assessed.ResultsThe ASD group had lower ST8SIA2 gene expression levels than the control group [t(0.05/2,143) = 2.582, p = 0.011]. Moreover, ST8SIA2 expression levels were positively correlated with daily life skills (rs = 0.381, p = 0.008) and negatively associated with stereotyped behaviors in the ASD group (rs = -0.510, p = 0.004). The methylation levels of the Chr. 15: 92984625 and Chr. 15: 92998561 sites of the ST8SIA2 gene in ASD children were higher than those of controls. The Chr. 15: 92984625 site was positively correlated with the stereotyped behaviors of ASD children (rs = 0.41, p = 0.039).ConclusionThis study provides a scientific basis to elucidate the relationship between the ST8SIA2 gene and behavioral phenotypes of ASD.

The Impact of an Evidence-Informed Spinal Cord Injury Activities of Daily Living Education Manual (SADL-eM): Protocol for a Randomized Controlled Trial.

BackgroundSpinal cord injury (SCI) is a catastrophic injury associated with functional loss and life-threatening complications. Many people with SCI in the Gaza Strip of Palestine are discharged from inpatient rehabilitation to the community while still lacking many daily life skills. This randomized controlled trial (RCT) seeks to test the impact of the Spinal Cord Injury Activities of Daily Living Education Manual (SADL-eM)—an evidence-based occupational therapy patient educational intervention—on rehabilitation outcomes.ObjectiveThe proposed trial aims to evaluate the SADL-eM intervention compared with standard treatment among people with SCI.MethodsThis is a parallel RCT with two study arms: intervention and control. A total of 90 patients treated in inpatient rehabilitation settings will be randomly allocated to two study groups. Both groups will receive standard care. The intervention group will also use the SADL-eM with their treating occupational therapist during rehabilitation. The SADL-eM is a comprehensive activities of daily living (ADL) educational tool that was codeveloped with people with SCI and stakeholders across Gaza. The self-report version of the Spinal Cord Independence Measure will be used on admission (ie, baseline measure) and after 6 weeks as the primary outcome measure. Secondary outcomes include the third version of the Spinal Cord Independence Measure, the Private Religiousness Practices Scale, the Organizational Religiousness Short-Form, additional ADL domains covered by the education manual, and adherence to the intervention. The effect of the intervention will be determined using repeated-measures analysis of variance.ResultsThis study will be conducted from April 2021 through December 2022, with results expected to be available in January 2023.ConclusionsIf the SADL-eM is demonstrated as clinically effective, this will have significant implications for occupational therapy interventions in low- and middle-income countries.Trial RegistrationClinicalTrials.gov NCT04735887; https://clinicaltrials.gov/ct2/show/NCT04735887

Evaluation of the relationship between death anxiety and clinical features of the disease and functionality in patients with schizophrenia

AimThis study aimed to examine the relationship between death anxiety in schizophrenia patients and the clinical characteristics of the disease and its functionality. MethodThe study included 52 patients diagnosed with schizophrenia according to the DSM-5 diagnostic criteria and 52 healthy volunteers. Death anxiety scores were compared between the two groups using the Abdel-Khalek Death Anxiety Scale (ADAS). The functionality of the schizophrenia patients was evaluated with the Functional Remission of General Schizophrenia (FROGS) scale. ResultsThe mean ADAS total scores were statistically significantly higher in the schizophrenia patient group than in the control group. A low-level negative correlation was determined between the ADAS total points and the FROGS total points, the FROGS subscales of daily life skills and health. ConclusionThe results of this study showed higher death anxiety in schizophrenia patients than in the healthy control group. Patients with a higher level of functionality were determined to have a lower level of death anxiety. These results support our idea that interventions and therapeutic approaches to increase functionality in patients with schizophrenia can reduce their death anxiety. In order to reach more evident conclusions on this subject, prospective studies that deal with the causal relationship between death anxiety and functionality are needed.