Independent Task Completion Research Articles

Enhancing physical fitness through Crossfit for 15-16-year-old high school students

Background and Study Aim. CrossFit represents a high-intensity functional training that has recently gained popularity among the youth. At the same time, restrictions imposed by military actions require different approaches to organizing CrossFit sessions. The most acceptable solution in such a situation is online education and training. The purpose of this study was to investigate the impact of CrossFit sessions within the framework of remote physical education on the physical fitness indicators of high school students. Materials and Methods. The study involved 27 students (aged 15-16 years) from a 10th-grade class at a school located in a war conflict zone (Kharkiv, Ukraine). The group consisted of 11 boys and 16 girls. Due to the military conflict and corresponding restrictions, physical education was conducted remotely. Physical education classes were held three times a week, lasting 45 minutes each. The structure of the lesson included 30 minutes of synchronous online work with the teacher and 15 minutes for independent task completion. Tests aimed at measuring strength, endurance, flexibility, and speed were used to assess the impact of CrossFit programs on physical fitness. Data were collected at the beginning and end of the experiment. The experiment was conducted over 8 weeks. Testing was carried out at home by students under the control and guidance of the teacher via video link during the first three lessons. Results. The test results confirm improvement in all indicators. The boys increased their plank hold duration from 48 seconds to 53 seconds, and the girls from 46 seconds to 52 seconds. In the squat series, an increase in indicators was noted: for boys from 21 to 25 in the third series. Girls also showed significant improvement across all squat series. The boys' speed-strength indicators improved from 43 cm to 46 cm. Girls demonstrated improvement in performing "Burpees" within 60 seconds, increasing the number of repetitions from 8 to 12. Conclusions. The study results indicate that CrossFit effectively enhances the physical fitness of high school students. However, the improvement in girls occurs to a slightly lesser extent compared to boys. This may be due to the initial level of physical fitness and individual physiological characteristics.

A Technological Tool Aimed at Self-Care in Patients With Multimorbidity: Cross-Sectional Usability Study.

Information and communication technologies (ICTs) have been positioned as useful tools to facilitate self-care. The interaction between a patient and technology, known as usability, is particularly important for achieving positive health outcomes. Specific characteristics of patients with chronic diseases, including multimorbidity, can affect their interaction with different technologies. Thus, studying the usability of ICTs in the field of multimorbidity has become a key element to ensure their relevant role in promoting self-care. The aim of this study was to analyze the usability of a technological tool dedicated to health and self-care in patients with multimorbidity in primary care. A descriptive observational cross-sectional usability study was performed framed in the clinical trial in the primary care health centers of Madrid Health Service of the TeNDER (Affective Based Integrated Care for Better Quality of Life) project. The TeNDER technological tool integrates sensors for monitoring physical and sleep activity along with a mobile app for consulting the data collected and working with self-management tools. This project included patients over 60 years of age who had one or more chronic diseases, at least one of which was mild-moderate cognitive impairment, Parkinson disease, or cardiovascular disease. From the 250 patients included in the project, 38 agreed to participate in the usability study. The usability variables investigated were effectiveness, which was determined by the degree of completion and the total number of errors per task; efficiency, evaluated as the average time to perform each task; and satisfaction, quantified by the System Usability Scale. Five tasks were evaluated based on real case scenarios. Usability variables were analyzed according to the sociodemographic and clinical characteristics of patients. A logistic regression model was constructed to estimate the factors associated with the type of support provided for task completion. The median age of the 38 participants was 75 (IQR 72.0-79.0) years. There was a slight majority of women (20/38, 52.6%) and the participants had a median of 8 (IQR 7.0-11.0) chronic diseases. Thirty patients completed the usability study, with a usability effectiveness result of 89.3% (134/150 tasks completed). Among the 30 patients, 66.7% (n=20) completed all tasks and 56.7% (17/30) required personalized help on at least one task. In the multivariate analysis, educational level emerged as a facilitating factor for independent task completion (odds ratio 1.79, 95% CI 0.47-6.83). The median time to complete the total tasks was 296 seconds (IQR 210.0-397.0) and the median satisfaction score was 55 (IQR 45.0-62.5) out of 100. Although usability effectiveness was high, the poor efficiency and usability satisfaction scores suggest that there are other factors that may interfere with the results. Multimorbidity was not confirmed to be a key factor affecting the usability of the technological tool. Clinicaltrials.gov NCT05681065; https://clinicaltrials.gov/study/NCT05681065.

The use of Treatment and Education of Autistic and Related Communication Handicapped Children in schools to improve the ability of children with autism to complete tasks independently: A single-case meta-analysis.

To investigate the effectiveness of a Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) intervention in schools for improving independent task performance in children with autism spectrum disorders (ASD). We screened relevant studies published up to December 2022 from Web of science, ERIC, PsycINFO and other databases using predefined inclusion/exclusion criteria to identify suitable intervention studies for meta-analysis. Tau-U effect sizes were calculated for each A-B comparison extracted from the included experiments. Moderated analyses were conducted to examine the type of intervention (independent variable), intervention target behaviours (dependent variable), participant characteristics, setting characteristics and intervener characteristics. A total of 14 studies (38 participants) met the criteria and were included in the meta-analysis. The analysis results showed that TEACCH had a significant intervention effect, and the overall intervention effect size was Tau-U = 0.85[0.77, 0.91]. There were significant differences in the intervention target behaviour variables (p < 0.01), limited variation in the intervention type variables, but no differences in participant characteristics, setting characteristics and intervenor characteristics. The use of TEACCH is effective in improving independent task completion in children with ASD and provides evidence-based recommendations for its extended use in schools.

Modern information technology boosts the teaching reform of mechanical engineering

Abstract Integrating advanced information technology into mechanical engineering education heralds a new era of learning and experimentation. Through the adoption of virtual instrument technology coupled with VRML tools, this paper presents a cutting-edge virtual laboratory system. This system melds virtual simulation with hands-on mechanical testing and encompasses data acquisition and analysis modules, facilitating a comprehensive range of mechanical engineering experiments. By applying this virtual lab to studying acoustic emission sensors, we investigate its efficacy in mechanical engineering education. The outcomes demonstrate a noteworthy independent task completion rate of over 0.8 for experiments 1 to 6, highlighting the virtual lab’s significant role in enriching students’ mastery of experimental concepts and aiding the experimental teaching process.

Effect of distance caregiver coaching on functional skills of a child with traumatic brain injury

ABSTRACTObjective: To assess the effect of distance caregiver coaching on skill acquisition of a child with traumatic brain injury. Interactions between caregivers and persons with brain injury may play a critical role in the rehabilitation process, and coaching caregivers is one method that may foster more positive functional outcomes for the individual as caregiver skills may generalize across domains. Method: This study utilised a single-subject, multiple baseline across behaviours design to examine the effects of caregiver behaviours on skill acquisition by a child with a traumatic brain injury. The caregiver-client dyad in this study was a mother and her 10-year-old adopted child. The caregiver was coached using telehealth technology. Distance coaching consisted of in-vivo feedback on the caregiver’s use of general behaviour analytic skills, such as use of effective prompting and positive social consequences, while engaging with the child with a brain injury. Conclusion: Improvements in the child’s independent task completion across three functional skills were observed, as a function of improvements in the caregiver’s skills.

Videos With Integrated AAC Visual Scene Displays to Enhance Participation in Community and Vocational Activities: Pilot Case Study With an Adolescent With Autism Spectrum Disorder

In order to maximize the positive outcomes of augmentative and alternative communication interventions, it is critical that interventions support the participation of individuals with complex communication needs within real-world interactions in their natural environments. A pilot case study was used to evaluate the effects of videos with integrated visual scene displays (VSDs), displayed on a tablet-based application (app), on the percent of task steps completed independently within three community and vocational activities by an adolescent with autism spectrum disorder (ASD). The results indicated noticeable gains in independent task completion and communication across contexts while using the video VSD app after only a few intervention sessions. These results provide preliminary evidence that videos with integrated VSDs may serve as an effective means to maximize independent participation and communication for individuals with complex communication needs and ASD in real-world contexts. Ultimately, this assistive technology could reduce dependence on aides (e.g., job coaches, paraprofessionals) and create increased opportunities for employment and independent participation in meaningful community activities for individuals with complex communication needs.

Effectiveness of Using iPads to Increase Academic Task Completion by Students with Autism

This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to analyze the data. Findings expand current knowledge of the use of single subject design to document the effect of evidence-based practices in special education. Results were mixed for math skill development, but indicated an increase in independent task completion as demonstrated by a decrease in noncompliant behaviors and teacher prompt levels. Findings suggest iPads can be an effective instructional tool to enhance learning and independence. Contributions, limitations, and future research are presented.

Hearing-aid assembly management among adults from culturally and linguistically diverse backgrounds: Toward the feasibility of self-fitting hearing aids

Objective: The purpose of the study was twofold: (1) to assess the ability of hearing-impaired adults in the developing world to independently and accurately assemble a pair of hearing aids by following instructions that were written and illustrated according to best-practice health literacy principles; and (2) to determine which factors influence independent and accurate task completion. Design: Correlational study. Study sample: Forty South African and 40 Chinese adults with a hearing loss and their partners. The participant group included 42 females and 38 males ranging in age from 32 to 92 years. Results: Ninety-five percent of South African and 60% of Chinese participants completed the assembly task, either on their own or with assistance from their partners. Better health literacy, younger age, and a more prestigious occupation were significantly associated with independent task completion for the South African and Chinese participants. Task accuracy was significantly linked to higher levels of cognitive function among South African participants, while a paucity of valid data prevented an analysis of accuracy from being conducted with the Chinese data. Conclusion: Individuals of diverse backgrounds can manage the self-fitting hearing-aid assembly task as long as health literacy levels and cultural differences are considered.

Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings

In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities.

Conducting Functional Communication Training in Home Settings: A Case Study and Recommendations for Practitioners

We coached a parent to conduct functional analysis and functional communication training (FCT) procedures in her home to reduce the destructive behavior displayed by her 2-year-old son. Descriptive assessment information and functional analysis results suggested that destructive behavior was maintained by escape from demands. After conducting a series of baseline probes, the parent implemented an FCT program to teach her son to comply with designated task requests and to mand for a break to play. Results showed that destructive behavior decreased and manding and independent task completion increased during FCT. Positive intervention outcomes were maintained for 1 year. Results are discussed with respect to developing an FCT program that is both efficient and acceptable for parents to implement in their homes.

Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time.

Teaching a Young Child With Autism to Request Assistance Conditionally: A Preliminary Study

Investigators taught a 5-year-old boy with autistic disorder and severe language delay to conditionally use requests for assistance. A within-participant multiple-probe design across 3 functional tasks was implemented in order to evaluate the child's acquisition and conditional use of requests for assistance during intervention with each task. Results indicated initial acquisition of requests for assistance followed by a brief period of overgeneralization. As independence in completing a task increased, requests for assistance correspondingly decreased. The participant's conditional use of requests for assistance and independent task completion were sustained across time. This study highlights the need to assess conditional use of newly taught communicative behavior.

Teaching an individual with severe intellectual delay to request assistance conditionally

The purpose of this study was to evaluate intervention procedures to teach conditional use of a communicative request for assistance and independent task performance. A 40‐year‐old man with autism and severe mental retardation with a history of escape‐related problems was taught to use a graphic symbol to request assistance and to engage independently in a vocational assembly task. A multiple‐probe design across each of three components of the assembly task was executed to evaluate the effect of teaching requesting assistance and followed by independent task completion. Dependent measures included requests for assistance and independent task completion. Intervention was associated with initial acquisition of requests for assistance. As the participant became increasingly independent in completing the task, production of requests for assistance correspondingly diminished. A post‐hoc analysis revealed that the speed with which independent task completion occurred was substantially faster than when assistance was required. The implementation of the two independent variables was successful as the participant learned to moderate his use of requests for assistance. A discussion of competing schedules of reinforcement is offered as the explanation for this outcome.