Intellectually Research Articles

Behavior problems 7 years after severe childhood traumatic brain injury: Results of the Traumatisme Grave de L'Enfant study.

To investigate the occurrence of behavioral problems 7 years after severe pediatric traumatic brain injury (TBI), and their evolution from 3 months to 7 years postinjury. Thirty-four participants, 38% girls, M (SD) age at injury 7.6 (4.7) years, age at assessment 15 (4.6) years, underwent comprehensive assessments 7 years after severe TBI from March 2014 to March 2016 and were matched to a control group by age, gender, and parental education. A subgroup of 20 participants had available behavioral assessments at 3, 12, and 24 months postinjury. Internalizing, externalizing, and total behavioral problems were assessed with self- and parent reports of the Achenbach's Behavioral Checklist. Additional data included sociodemographic background, initial injury severity, and specific outcomes assessed concurrently 7 years postinjury. Compared to controls: (a) a significant proportion of participants with severe TBI fell above the clinical cutoff for self- (42%) and parent-reported (36%) externalizing problems, but not for self- (33%) or parent-reported (45%) internalizing problems; (b) withdrawn/depressed, intrusive behavior, and somatic complaints were significantly higher in self-reports; and (c) rule-breaking behavior, attention, and social problems were significantly higher in parent reports. Parent-reported internalizing problems were associated with older age at injury, whereas externalizing problems correlated with greater injury severity and concurrent levels of greater overall disability, lower intellectual ability, and poorer family functioning. In multiple hierarchical regression analyses, overall disability and worse family functioning significantly predicted externalizing problems. Parent-reported internalizing and externalizing problems persisted over time. These results highlight the importance of long-term follow-up and individualized behavioral interventions for children who sustained severe TBI. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Creative approach in interactive learning

In the scientific article, the process of formation of a creative approach to training through interactive training is widely reflected. Examples of the application of interactive training methods in the training process, the systematic formation of a creative approach, and the improvement of the quality of training of students were shown. The use of a complex of interactive teaching technologies in the development of students' creative abilities leads to the deepening of theoretical approaches. The structure of an individual's creative abilities, their connection and dependence with intellectual abilities reflects the importance of the implementation of interactive learning technologies in the development of students' creative abilities.

Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene.

The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and pave the way for a better future for generations to come, we must advance traditional theories and measures of higher-order abilities to reflect equity and inclusion. To this end, we must address global issues by integrating the complexities of intersectional identities as they impact our understanding of what constitutes intelligence in individuals, groups, and diverse communities. This re-envisioning of intelligence presents new complexities for understanding and challenges for our field beyond the boundaries of what has been previously touted by many disciplines, including psychology. It is an opportunity to re-envision what it means to be intelligent in a diverse global context while also honoring and recognizing the value of difference, positionality, and other ways of knowing.

Developing Abstracting and Generalizing Thinking for Middle School Students in Teaching the Topic of Equations and Non-Equations

In the Vietnam general education curriculum, Mathematics subject has an important position, being a tool for many other subjects. Mathematics has great potential to help students develop their intellectual abilities and qualities, training them to think abstractly and generalize. Furthermore, Mathematics has its roots in practice and is the "key" in most human activities, as well as in learning other subjects. In teaching mathematics, teachers not only guide students to acquire knowledge and skills but also train them to think and learn. Therefore, training in abstract thinking and generalization thinking is necessary to help students not only understand and remember math more deeply but also develop problem-solving, logical thinking and judgment skills, thereby helping them develop more comprehensively in the learning process and life.

The Effectiveness of the Glenn Doman Method in Improving a Student with Mild Intellectual Disability’s Reading Skills

Low cognitive function or intellectual ability in mentally disabled children causes them to have difficulty accepting and mastering the lessons given by teachers at school. Lessons mastery is inseparable from reading skills. Therefore, in their learning, mentally disabled children need special educational services that can be adapted to their development, one of which is the Glenn Doman method with flashcard media. This study aims to describe: (1) reading skills of mild mentally disabled children at SLB C YKB Garut before and after using the Glenn Doman method; (2) the effectiveness of the Glenn Doman method in improving reading skills in children with mild mental disability at SLB C YKB Garut. This study uses a quantitative approach with a single subject design A-B-A. The participant of this study is one mentally disabled child in the school. Interviews, tests, and observations are employed as the data collecting techniques. The results show that the Glenn Doman method can improve reading skills in children with mental retardation at SLB C YKB Garut. This is indicated by an increase in each phase from baseline A-1, intervention B, to baseline A-2. In the baseline phase A-1, the scores are in the range of 44-71 with a stability percentage of 71%. In the intervention phase B, there is an increase in the range, 62-96, with a stability percentage of 84%. Meanwhile, in the baseline phase A-2, the scores are in the maximum range, 81 – 100, with a stability percentage of 100%. Based on the results the Glenn Doman method can be used in the implementation of learning in schools. The reading skills of mentally disabled children can improve if the children are continuously trained to read using the Glenn Doman method.

The Role of Measuring Preoperative Social Maturation Score in Children With Additional Needs Who Underwent Cochlear Implantation.

Additional needs refer to specific requirements or support for individuals with disabilities or syndromes. Intellectual ability is a crucial outcome determinant of a cochlear implant. The social quotient (SQ) is an indirect predictor of intellectual capacity and social skills. This study aimed to investigate the clinical significance of the SQ on children with additional needs who received cochlear implants. Subjects and. This study included 24 patients with diagnosed developmental delays and syndromes, who demonstrated SQ scores of <70. Preoperative social skills were evaluated using the SQ. All patients underwent cochlear implantation (CI) surgery before 7 years of age. Outcomes were evaluated using the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) and Categories of Auditory Performance (CAP) scores. Data were collected through a retrospective chart review. Children were categorized into three groups based on their SQ. There were no correlations between the preoperative SQ and IT-MAIS or CAP scores at 2 and 5 years of follow-up postoperatively. The CI outcomes of children with low SQ (<70) differed from those with normal development (SQ>70). In the low-SQ group, inner ear anomalies were observed in 10 (41.7%) patients. Although not statistically significant, these children exhibited a trend of lower average outcomes than children without inner ear anomalies. CI outcomes in children with additional needs positively affected auditory performance. Postoperative auditory and language skills tended to improve slowly in children with additional needs and a lower SQ. Over time, development gradually became more comparable to the other groups of children. However, this improvement was less than that observed in children without additional needs. Our findings support CI for children with additional needs as part of long-term auditory rehabilitation following surgery.

Medicine, emotience, and reason

Medicine is faced with a number of intractable modern challenges that can be understood in terms of hyper-intellectualization; a compassion crisis, burnout, dehumanization, and lost meaning. These challenges have roots in medical philosophy and indeed general Western philosophy by way of the historic exclusion of human emotion from human reason. The resolution of these medical challenges first requires a novel philosophic schema of human knowledge and reason that incorporates the balanced interaction of human intellect and human emotion. This schema of necessity requires a novel extension of dual-process theory into epistemology in terms of both intellect and emotion each generating a distinct natural kind of knowledge independent of the other as well as how these two forms of mental process together construct human reason. Such a novel philosophic schema is here proposed. This scheme is then applied to the practice of medicine with examples of practical applications with the goal of reformulating medical practice in a more knowledgable, balanced, and healthy way. This schema’s expanded epistemology becomes the philosophic foundation for more fully incorporating the humanities in medicine.

IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE IN ENERGY CONSUMPTION CALCULATIONS TO REDUCE EXCESS GENERATION IN THE CONTEXT OF UKRAINE'S RECOVERY

In authors' opinion, the relevance of implementing artificial intelligence in the calculation of energy consumption in order to reduce excess generation lies in several key aspects: 1) efficient use of resources (by analysing data and predicting energy consumption patterns using artificial intelligence, the operation of the energy system can be optimised, ensuring efficient use of energy resources and avoiding excessive electricity generation); 2) reduction of losses (artificial intelligence can help identify and eliminate problematic segments in energy systems, leading to a reduction in energy losses during transport and distribution); 3) consumption forecasting (artificial intelligence can predict and respond to energy consumption peaks, ensuring the stability of energy supply and avoiding overloading of energy systems); 4) resource conservation and emissions reduction (efficient management of energy consumption using artificial intelligence can lead to reduced fuel consumption and greenhouse gas emissions, promoting more sustainable and environmentally friendly development). Artificial intelligence is a field of computer science that deals with the creation of programs and systems capable of performing tasks that typically require human intellectual abilities. These systems can exhibit cognitive functions such as image recognition, language understanding, decision making, self-learning and planning. Artificial intelligence uses methods and techniques from computer science, mathematics, linguistics, philosophy and other fields to design and implement intelligent systems. Artificial intelligence in the energy sector is the application of AI methods and technologies to optimise energy production, transmission, distribution and consumption. This includes the development of algorithms and systems that can automatically analyse large amounts of data, predict energy demand, optimise energy processes, maintain the stability of energy networks and reduce energy losses. The application of artificial intelligence to energy can help increase the efficiency of energy production, reduce environmental impact and improve the reliability of energy systems. The subject of the study is the introduction of artificial intelligence in the calculation of energy consumption in order to reduce excess generation in the context of Ukraine's recovery. The research methods for introducing artificial intelligence into the calculation of energy consumption in order to reduce excess generation in the context of Ukraine's recovery are a system of general scientific and special methods of scientific knowledge. The purpose of the study is to determine the possibilities of introducing artificial intelligence into the calculation of energy consumption to reduce excess generation in the context of Ukraine's recovery. Results. Investing in the use of artificial intelligence to calculate energy consumption in order to reduce excess generation in the context of Ukraine's recovery can be done through various investment instruments, including: venture capital (investments in start-ups and companies developing artificial intelligence technologies to optimise energy consumption); project financing (financing of specific projects using artificial intelligence to analyse and optimise energy consumption); corporate investments (investments in the development of in-house artificial intelligence systems for energy efficiency management at industrial enterprises); stock market (investments in shares and bonds of companies specialising in the development and implementation of innovative technologies for the energy sector); crowdfunding (raising funds from individual investors on platforms dedicated to the development of artificial intelligence projects in the field of energy efficiency).

Factors Influencing the Mental Health of Caregivers of Children with Cerebral Palsy

IntroductionCerebral palsy refers to a heterogeneous group of non-progressive neurodevelopmental disorders manifesting in infancy or childhood and varying in severity. It characterized by impaired motor function, sensation, and depressed intellectual abilities. Functional limitations in patients with cerebral palsy may result in chronic dependency, thereby compromising caregivers’ mental health and interfering with the integrity of the family structure.ObjectivesThis study aimed to determine the different factors affecting the mental health of caregivers of children with cerebral palsy and to raise awareness among healthcare providers.MethodsA cross-sectional study was conducted among caregivers of children with cerebral palsy in National Guard Health Affairs-Jeddah, Saudi Arabia, using the Depression Anxiety Stress Scale-21, a validated questionnaire assessing: depression, anxiety, and stress. This questionnaire was used to assess the mental health of the caregivers. In addition, factors reflecting child’s health condition, such as visual impairment, number of emergency department visits, and number of Pediatric Intensive Care Unit admissions were reported to investigate the impact on the caregiver’s mental health.ResultsThe sample included 40 caregivers, of which 72.5% were mothers. According to the Depression Anxiety Stress Scale-21 score, 12.5% (n = 5) of the caregivers had moderate depression scores, 10% (n = 4) revealed extremely severe depression, and 10% (n = 4) showed moderate anxiety. Furthermore, 12.5% (n = 5), 15% (n = 6), and 7.5% (n = 3) of the caregivers have scored as moderate, severe, and extremely severe stress levels, respectively. Caregivers’ depression, anxiety, and stress scores were significantly (p ≤ 0.05) associated with the impact of vision of their dependent children, frequent hospital admissions, and frequent emergency department visits. Increased Pediatric Intensive Care Unit admissions in the past year were also significantly associated with higher caregiver anxiety scores.ConclusionsTo the best of our knowledge, the dimension of caregivers’ stress and anxiety and their association with the children’s dependency level is not well documented in our region. Caregivers of children with cerebral palsy reported having mental health challenges associated with the children’s vision, frequent need for acute medical care, and hospital admissions.Healthcare workers should provide early and proactive planning of medical and social support for children and their families using a family-centered approach.Disclosure of InterestNone Declared

Improvement of student’s argumentation skill through problem-based learning in the concept of nerveous and endocrine system disorders

21st-century education directs learners to develop the skills of argumentation. Argumentation skills are the intellectual abilities involved in solving problems, making judgments and decisions, and formulating ideas and beliefs. The purpose of this research was to improve students' argumentation skills through the implementation of the Problem-based learning model in the concept of nervous and endocrine system disorders. This study was Collaborative Classroom Action Research with two learning cycles in the concept of Nervous and Endocrine System disorders. This study reveals students' argumentation skills adapted from Dawson Venville (2009). The results of this research revealed that the level of students' argumentation skills in cycle I was only up to levels 1 and 2. As much as 59% of students were at level 2 argumentation skills and 41% of students were at level 1 argumentation skills. In cycle II, there are students with level 3 argumentation skills. The rest scattered on levels 1 (3% of students) and 2 (35% of students) argumentation skills. Through this research, we found that students' argumentation skills increased from cycle I to cycle II.

Bridging the Gap: The Transformative Role of Technology in Enhancing Access to Justice in Pakistan

In the diverse landscape of Pakistan's legal framework, this article explores the transformative impact of technology, notably Artificial Intelligence (AI) and Blockchain, in revolutionizing access to justice. Through real-world stories of individuals like Tayyab, Anees, and Shazib, we witness how technology has become a catalyst for change, making justice more accessible, efficient, and transparent. The ongoing efforts in digital literacy initiatives and infrastructure development are pivotal in overcoming challenges such as geographical barriers and ensuring that the benefits of technology are widespread. While navigating these challenges, the potential for further advancements shines brightly, promising a future where AI assists legal professionals, secure digital platforms expand, and legal technology regulations evolve for a more inclusive legal system. This exploration concludes with the vision of a digital dawn for justice in Pakistan. The fusion of human intellect with AI assistance, the expansion of secure digital platforms, and the continuous refinement of legal technology regulations collectively pave the way for a legal community that transcends boundaries, where justice is not a privilege but a universal right. Together, we embark on a journey where technology becomes a bridge to justice, dismantling barriers and shaping a legal system that is more accessible, transparent, and inclusive for every Pakistani citizen.

Processing of visual social-communication cues during a social-perception of action task in autistic and non-autistic observers

Social perception and communication differ between those with and without autism, even when verbal fluency and intellectual ability are equated. Previous work found that observers responded more quickly to an actor's points if the actor had chosen by themselves where to point instead of being directed where to point. Notably, this ‘choice-advantage’ effect decreased across non-autistic participants as the number of autistic-like traits and tendencies increased (Pesquita et al., 2016). Here, we build on that work using the same task to study individuals over a broader range of the spectrum, from autistic to non-autistic, measuring both response initiation and mouse movement times, and considering the response to each actor separately. Autistic and non-autistic observers viewed videos of three different actors pointing to one of two locations, without knowing that the actors were sometimes freely choosing to point to one target and other times being directed where to point. All observers exhibited a choice-advantage overall, meaning they responded more rapidly when actors were freely choosing versus when they were directed, indicating a sensitivity to the actors' postural cues and movements. Our fine-grained analyses found a more robust choice-advantage to some actors than others, with autistic observers showing a choice-advantage only in response to one of the actors, suggesting that both actor and observer characteristics influence the overall effect. We briefly explore existing actor characteristics that may have contributed to this effect, finding that both duration of exposure to pre-movement cues and kinematic cues of the actors likely influence the choice advantage to different degrees across the groups. Altogether, the evidence suggested that both autistic and non-autistic individuals could detect the choice-advantage signal, but that for autistic observers the choice-advantage was actor specific. Notably, we found that the influence of the signal, when present, was detected early for all actors by the non-autistic observers, but detected later and only for one actor by the autistic observers. Altogether, we have more accurately characterized the ability of social-perception in autistic individuals as intact, but highlighted that detection of signal is likely delayed/distributed compared to non-autistic observers and that it is important to investigate actor characteristics that may influence detection and use of their social-perception signals.

Community testing practices for autism within the autism and developmental disabilities monitoring network.

No data exist at the population level on what tests are used to aid in the diagnosis of autism spectrum disorder in community practice. To describe autism spectrum disorder testing practices to inform autism spectrum disorder identification efforts. Data are from the Autism and Developmental Disabilities Monitoring Network, a multi-site surveillance system reporting prevalence estimates and characteristics of 8-year-old children with autism spectrum disorder. Percentages of children with autism spectrum disorder who received any autism spectrum disorder test or a 'gold standard' test were calculated by site, sex, race, median household income, and intellectual ability status. Risk ratios were calculated to compare group differences. Of 5058 8-year-old children with autism spectrum disorder across 11 sites, 3236 (64.0%) had a record of any autism spectrum disorder test and 2136 (42.2%) had a 'gold standard' ADOS or ADI-R test. Overall, 115 children (2.3%) had both the ADOS and ADI-R in their records. Differences persisted across race, median household income, and intellectual ability status. Asian/Pacific Islander children had the highest percent receiving any ASD test (71.8%; other groups range: 57.4-66.0%) and White children had the highest percent receiving 'gold standard' tests (46.4%; other groups range: 35.6-43.2%). Children in low-income neighbourhoods had a lower percent of any test (62.5%) and 'gold standard' tests (39.4%) compared to medium (70.2% and 47.5%, respectively) and high (69.6% and 46.8%, respectively) income neighbourhoods. Children with intellectual disability had a lower percent of any ASD test (81.7%) and 'gold standard' tests (52.6%) compared to children without intellectual disability (84.0% and 57.6%, respectively). Autism spectrum disorder testing practices vary widely by site and differ by race and presence of co-occurring intellectual disability, suggesting opportunities to standardise and/or improve autism spectrum disorder identification practices.

Innovative Tools as Means of Pedagogical Education and Activities

Main problem: the article raises the question of the need to create innovative methods and models of functional-system thinking and pedagogical cultivation of students' intellectual abilities to improve the quality of education. Emphasis is placed on the development of reflexive, schematic, organizational and communication abilities. Purpose: to provide an overview of the basic theoretical concepts of functional tools for self-determination and interaction of subjects (teacher and student). Methods: observation and analysis of teaching activities of teachers, systematization of methods and models of functional-system thinking of a teacher. Results and their significance: the article highlights the basic theoretical concepts of functional tools for harmonious personal, social, professional self-determination and interaction of subjects in the context of the innovative and technological development of the country in abstract-concrete and task-qualification coordinates, to create conditions in the professional activities of methodologists, teachers, managers of all educational organizations and students in colleges and universities.

Габитус правящей элиты современной России

The purpose of the article is to establish the peculiarities of the habitus of the ruling elite in modern Russia. The methodological basis is the position according to which certain points of view, type of thinking, habitus correspond to the social position. As a method of collecting information, one of the varieties of document analysis is thematic analysis. According to the results of the study, the following characteristic of the habitus of the ruling elite of modern Russia was given. The ideological attitudes of the Russian elite are oriented towards the patterns of Western culture, but the stability and depth of the referential orientation towards the West of the Russian elite groups depends on the political and economic situation. The ruling elite of Russia is conservative, it is generally satisfied with its position in Russia. The same reason leads to its negative attitude to any significant social transformations. The conservatism of the Russian elite leads to the rejection of analytical thinking, with the help of which reality is decomposed in order to construct from its parts the future that is fundamentally different from the present. The ruling elite strives to see the world as integral and organic. The elite strata, at least, are suspicious and distrustful of the intellectual abilities and moral qualities of the Russian population. Attributing certain stable socio-psychological qualities to the population (irresponsibility, low ability to self-organize and adapt to changing socio-economic conditions, infantilism, inadequate assessment of reality) indicates a deep gap between the elite and other social groups, which, given such an obvious stigmatization, becomes not only political or economic, but also psychological. And this, in turn, is an additional conflictogenic factor. Failure to take into account the peculiarities of the situation of opposing social groups, which is a consequence of socially determined stigmatization, will be perceived as an arrogant and dismissive attitude, which often becomes the detonator of social clashes. Such a negative and exaggerated assessment of the socio-psychological qualities of the population is reflected in the quality of public administration. In the latter, there is a tendency to primitivization and one-sidedness of influence, a constant search for simple solutions. The failures caused by this are justified by the immaturity of the people, their low moral qualities, which only intensifies the social gap and differentiation.

Neuropsychiatric comorbidities in tuberous sclerosis complex patients with epilepsy: results of the TAND checklist survey.

In addition to epilepsy, individuals with tuberous sclerosis complex (TSC) experience a wide range of behavioral, psychiatric, intellectual, academic, and psychosocial problems. They usually exert a large psychological burden on individuals with these illnesses. This cross-sectional study used TSC-associated neuropsychiatric disorders (TAND) checklist interviews conducted at a single medical center. The enrollment of all subjects was > 6years, and the comorbidities of neurodevelopmental disorders were assessed by clinical psychologists before enrollment. To assess the spectrum of TAND, the TAND checklist was applied as stated in the protocol, and the responses to the TAND checklist were evaluated by clinical psychologists. In the behavioral concerns of patients with TSC without epilepsy, those with epilepsy had excessive shyness, language delay, lack of eye contact, rigid behavior, inattentiveness, and restlessness. In psychiatric disorders, autism spectrum disorder and attention-deficit/hyperactivity disorder are significantly correlated with epilepsy history. Diminished academic skills, including reading, writing, and mathematics skills, are significantly associated with epilepsy history. For intellectual ability, TSC patients without epilepsy is associated normal intelligence level. Among neuropsychological skills, deficits in attention, dual tasking/multi-tasking, visuospatial tasking, and executive skills are significantly associated with epilepsy history. Epilepsy in patients with TSC contributes to comorbid neuropsychiatric disorders. In addition to epilepsy evaluation, it is crucial to evaluate the heterogeneous spectrum of neuropsychiatric disorders using a standard checklist during the annual clinical follow-up of patients with TSC.

Art technology as a means of preparing competent teachers for pre-school activities

ABSTRACT Innovative art technology today is primarily concerned with the pre-school education system as a level of discovery of the individual abilities of a particular child. In modern education promotion processes, the content of education is enriched, attention is paid to intellectual and creative abilities, and motor and emotional-volitional areas are corrected. The purpose of the study is to replace traditional methods of pre-school education activities with modern ones using art technologies, aimed at activating and implementing personal, spiritual, moral, and cognitive development of the child. In this fluctuating environment, the future educator needs to be able to quickly navigate the variety of integrative methods of the pedagogical spectrum. The practical significance of the material consists in the study area and implementation of modern educational methods of pre-school teachers’ training using art technologies, covering new ideas of humanistic and personally developing education.

Педагогические эффекты реализации технологии образовательной робототехники в работе с младшими школьниками

The relevance of the study on teaching robotics in primary school is due to the digitalization trends of modern society and the need to prepare children for a new technological era. The objective of the study is to identify what organizational, administrative and pedagogical conditions are necessary to make teaching robotics effective in primary school. The article hypothesizes that educational robotics taught as an extracurricular educational activity prompts personal development of younger schoolchildren only if the school has an inspiring and creative atmosphere, and the relationships between the participants of the educational process are based on the principles of cooperation pedagogy. Participants: second grade students (n = 80) of “Governor’s Engineering Lyceum No. 102” Ulyanovsk, aged from 7 to 9 (M=8.3 years, SD= 0.458), 52.5% – boys, 47.5% – girls. Methods (tools). A set of diagnostic techniques was used to assess the pedagogical effectiveness of educational robotics: the “Magic Flower” technique (M. R. Ginzburg) was used to identify students’ dominant type of motivation; the “Sequence of Events” technique (A. N. Bernstein) was used to assess intellectual abilities, logical thinking, generalization abilities; parents (n=80) were surveyed with the help of the questionnaires “The Map of Giftedness” (Robert F. DeHaan, Jack Kough) and “Diagnostics of Creative Abilities” (F. Tutl, L. Becker) to assess the creative potential of children, the expression of their abilities and inclinations for various types of activities. In order to identify the organizational, administrative and pedagogical conditions for the effectiveness of educational robotics, interviews were conducted with primary school teachers (n=18); additionally, such methods as participant observation and the analysis of pedagogical experience were used. Results. The pedagogical impact of teaching robotics to younger schoolchildren was revealed. The methodological, psychological, pedagogical, organizational and administrative conditions for the effectiveness of teaching robotics in primary school were determined. The main conclusions. Robotics in primary school can be taught as both an educational and extracurricular activity. To identify and develop the abilities of students in the field of technical design, an educational organization needs an innovative material base, methodological support, and a sufficient level of professional competence of the teaching staff. Cooperation between schools, institutions of additional education and high-tech enterprises is recommended. It is important that the interaction between the participants of the educational process is built on the principles of cooperation pedagogy in order to stimulate the creative activity of students and motivate them to participate in exhibitions and project competitions.

INTERDISCIPLINARY INTEGRATION OF MICROBIOLOGY, VIROLOGY, AND IMMUNOLOGY IN THERAPEUTIC STOMATOLOGY

Introduction: This article examines the potential for integrating Therapeutic Stomatology with Microbiology, Virology, and Immunology. It highlights the significance of studying key concepts in these disciplines, which underpin various methods of microbiological diagnostics utilized in dentistry. Practical skills and theoretical knowledge essential for the study of Therapeutic Stomatology are exemplified. The aim of this paper is to underscore the significance of interdisciplinary integration between Microbiology, Virology, and Immunology with Therapeutic Stomatology in the education and training of future dental practitioners.&#x0D; Results and Discussion: A solid grasp of microbiology is crucial for fostering the clinical acumen of future dental professionals. The integration of disciplines should be systematically woven into all phases of the educational curriculum. By merging fundamental and clinical disciplines, a multidimensional approach to problem-solving is facilitated, highlighting the interconnectedness between fields. This integration enhances students' intellectual, cognitive, and communicative abilities, broadening their educational horizons and enabling the application of foundational knowledge in novel contexts. Consequently, this approach nurtures the development of clinical reasoning skills among aspiring dental practitioners.&#x0D; Conclusions: The interdisciplinary integration of Microbiology, Virology, and Immunology with Therapeutic Stomatology in professional training ensures educational coherence, enhances the organization and refinement of knowledge and skills, and lays the groundwork for cultivating professionals characterized by versatile thinking and comprehensive expertise in their field.

Health Conditions, Education Services, and Transition Planning for Adolescents With Autism.

Our objectives with this study were to describe the frequency of selected cooccurring health conditions and individualized education program (IEP) services and post-high school transition planning for adolescents with autism spectrum disorder and identify disparities by sex, intellectual ability, race or ethnicity, and geographic area. The study sample included 1787 adolescents born in 2004 who were identified as having autism through a health and education record review through age 16 years in 2020. These adolescents were part of a longitudinal population-based surveillance birth cohort from the Autism and Developmental Disabilities Monitoring Network from 2004 to 2020 in 5 US catchment areas. Attention deficit hyperactivity disorder (47%) and anxiety (39%) were the most common cooccurring health conditions. Anxiety was less commonly identified for those with intellectual disability than those without. It was also less commonly identified among Black adolescents compared with White or Hispanic adolescents. There was wide variation across Autism and Developmental Disabilities Monitoring Network sites in the provision of school-based IEP services. Students with intellectual disability were less likely to receive school-based mental health services and more likely to have a goal for postsecondary independent living skills compared with those without intellectual disability. A total of 37% of students did not participate in standardized testing. We identified disparities in the identification of cooccurring conditions and school-based IEP services, practices, and transition planning. Working with pediatric health and education providers, families, and adolescents with autism will be important to identify contributing factors and to focus efforts to reduce disparities in the supports and services adolescents with autism have access to and receive.