Participants In Experimental Group Research Articles

Effects of TBI on Students’ Essay Writing Performance and Engagement

This study attempted to investigate the effects of TBI on students’ essay writing performance and their writing engagement, and again to examine the mediating effects of writing engagement between the causal relationship of TBI and essay writing performance. The study was conducted on Grade-11 students of Ediget Feleg Secondary School in Gondar City, Ethiopia. The design employed in the study was quasi-experimental, taking randomly two intact groups as control and experimental, with 56 and 58 students in each, respectively. The experimental group students were taught using the TBI approach as intervention, whereas the control group students were taught, employing the conventional (PPP) approach. Writing test was used to collect the writing performance data, whereas questionnaire was employed to collect data about students’ writing engagement. Independent samples t-test, Chi square, and Structural Equation Model were used to analyze the data. And it was found that direct significant difference came true between the control and experimental group students’ essay writing performance posttest scores, favoring experimental group participants, i.e., (B = 1.581 CR = 5.190 (>±1.96), p < .05). And, it happened that there was significant effect of TBI on engagement, favoring experimental group participants, showing results (β = .543, CR = 4.757 (>±1.96), p < .05). Still, results (β = .345, CR = 2.103(>±1.96), p < .05) reveal that TBI had positive effect on experimental group participants’ writing performance posttest score through writing engagement. The TBI, therefore, has a positive effect, directly and indirectly /through writing engagement, on students’ writing performance. The implication is that writing engagement plays a partial mediation role in the causal relationship between TBI and Essay writing performance.

Evaluation of telemedicine for contraceptive counseling given to pregnant women during the COVID-19 pandemic: A randomized controlled trial

In this study, we aimed to evaluate the impact of telemedicine for contraceptive counseling on knowledge levels and satisfaction with Family Planning Services. We collected data from 77 third-trimester pregnant women using a personal information form, Family Planning Knowledge Questionnaire, and the Satisfaction with Family Planning Services Scale and compared the data using chi-square test, Fisher’s exact chi-square test, t-test for independent and dependent groups and Mann-Whitney U analysis. The experimental group participants (n = 37) received two informative video visits for contraceptive counseling, while the women in the control group (n = 40) received routine face-to-face Family Planning Services at their primary health care center. Participants in the experimental group showed a greater increase in knowledge levels and higher satisfaction with Family Planning Services than those in the control group (p < 0.05). In conclusion, we determined that telemedicine for contraceptive counseling is a promising option even beyond the pandemic.

Developing and validating a knowledge-based AI assessment system for learning clinical core medical knowledge in otolaryngology

BackgroundClinical core medical knowledge (CCMK) learning is essential for medical trainees. Adaptive assessment systems can facilitate self-learning, but extracting experts' CCMK is challenging, especially using modern data-driven artificial intelligence (AI) approaches (e.g., deep learning). ObjectivesThis study aims to develop a multi-expert knowledge–aggregated adaptive assessment scheme (MEKAS) using knowledge-based AI approaches to facilitate the learning of CCMK in otolaryngology (CCMK-OTO) and validate its effectiveness through a one-month training program for CCMK-OTO education at a tertiary referral hospital. MethodsThe MEKAS utilized the repertory grid technique and case-based reasoning to aggregate experts' knowledge to construct a representative CCMK base, thereby enabling adaptive assessment for CCMK-OTO training. The effects of longitudinal training were compared between the experimental group (EG) and the control group (CG). Both groups received a normal training program (routine meeting, outpatient/operation room teaching, and classroom teaching), while EG received MEKAS for self-learning. The EG comprised 22 UPGY trainees (6 postgraduate [PGY] and 16 undergraduate [UGY] trainees) and 8 otolaryngology residents (ENT-R); the CG comprised 24 UPGY trainees (8 PGY and 16 UGY trainees). The training effectiveness was compared through pre- and post-test CCMK-OTO scores, and user experiences were evaluated using a technology acceptance model-based questionnaire. ResultsBoth UPGY (z = −3.976, P < 0.001) and ENT-R (z = −2.038, P = 0.042) groups in EG exhibited significant improvements in their CCMK-OTO scores, while UPGY in CG did not (z = −1.204, P = 0.228). The UPGY group in EG also demonstrated a substantial improvement compared to the UPGY group in CG (z = −4.943, P < 0.001). The EG participants were highly satisfied with the MEKAS system concerning self-learning assistance, adaptive testing, perceived satisfaction, intention to use, perceived usefulness, perceived ease of use, and perceived enjoyment, rating it between an overall average of 3.8 and 4.1 out of 5.0 on all scales. ConclusionsThe MEKAS system facilitates CCMK-OTO learning and provides an efficient knowledge aggregation scheme that can be applied to other medical subjects to efficiently build adaptive assessment systems for CCMK learning. Larger-scale validation across diverse institutions and settings is warranted further to assess MEKAS's scalability, generalizability, and long-term impact.

Effectiveness of novel facial stretching with structured exercise versus conventional exercise for Bell’s palsy: a single-blinded randomized clinical trial

The purpose of the study was to assess the effects of a novel technique involving facial stretching of the unaffected side along with a structured exercise for the affected side on facial symmetry and facial functions as compared to conventional exercise. A hospital-based parallel-group randomized trial was completed among patients with acute Bell’s palsy in Mangalore, India. Participants were randomized to receive facial stretching and a structured exercise program (experimental group) or the conventional exercise regimen (conventional group). Primary outcomes were facial symmetry and voluntary movement; assessed by the Sunnybrook Facial Grading System (SFGS). Both regimens were given for 3 weeks, with baseline, 10th day, and 20th day assessments. Out of 31 participants screened, 24 were eligible and 12 participants each were assigned to experimental and conventional groups. Change scores revealed greater improvement in the SFGS score (p = 0.002) for the experimental group participants. Facial stretching and structured exercise program exhibited promising results in enhancing facial symmetry and function in acute Bell’s palsy when compared to conventional exercise regimen.

Grit pada mahasiswa: Dapatkah diturunkan menggunakan intervensi growth mindset?

Students in facing the demands of lectures can experience difficulties and experience failure, so grit is needed. Students with low grit tend to change interests easily and think about changing majors because they feel they have not succeeded in getting the right thing. Increasing grit can be done by developing a growth mindset in individuals. This research aims to test the effectiveness of growth mindset intervention in increasing grit in students. The participants in this research were 17 Makassar State University students divided into two groups (9 participants in the experimental group and 8 participants in the control group). Participants were determined through a purposive sampling technique. The research design used in this study was a randomized pretest-posttest control group design. Data collection was carried out using the grit scale (∝ = 0.716). The data analysis techniques used are the Wilcoxon test and the Mann-Whitney test. Experimental group participants were proven to experience an increase in grit scores after receiving a growth mindset intervention for two weeks. The findings of this research can make growth mindset intervention a way to increase student grit.

The Effect of the Gender Inequality Sensitivity Training Program Based on Active Learning

In the study, it was aimed to test the effectiveness of the Gender Inequality Sensitivity Training Program Based on Active Learning, which was prepared to develop sensitivity to gender inequality. The research was conducted with 26 participants studying in the Guidance and Psychological Counselling department of a university in the Central Anatolia Region in the 2019-2020 academic year. This study is a mixed-method research. In the quantitative part of the research, a quasi-experimental application was conducted with a 2x2 pre-test-post-test control group. In the qualitative part, the activity products and assignments obtained during the training were evaluated. The quantitative data of the research were collected through the Attitudes towards Gender Roles Scale and Personal Information Form, and the qualitative data were collected through the activity products and assignments obtained during the training. A 12-week-long Gender Inequality Sensitivity Training Program Based on Active Learning was applied to the experimental group. The findings showed that the training program increased the gender roles total attitude scores and traditional gender role scores of the experimental group participants significantly. In addition, after the experimental procedure, it was determined that there was a significant difference in favour of the experimental group regarding the total score, female, traditional, and male gender role sub-dimensions between the experimental and control groups. Qualitative findings showed that the program increased participants’ awareness of gender issues.

Effectiveness of a mobile-based return to work program for decent return to work, fatigue, stress, and quality of working life among cancer survivors.

This study aimed to develop a smartphone mobile application-based supportive return to work (RTW) program for cancer survivors and evaluate its effects on their RTW, fatigue, stress, and quality of working life. This program was developed through a comprehensive process involving literature review, interviews with cancer survivors, and consultations with experts. A non-equivalent control group pre- and post-test design was used, with 41 participants assigned to the experimental (n = 18) and control (n = 23) groups based on recruitment timing. The experimental group received a 6-week smartphone mobile application-based supportive RTW program comprising "Counseling and Education" and "Self-Management." Participants completed assessments of decent RTW, fatigue, stress, and quality of working life at baseline and 6months later. The experimental group completed an additional post-program completion survey. During the 6-week program, no experimental group participants dropped out. The program's impact on decent RTW remains unclear. Fatigue (F = 2.52, p = 0.095) and quality of working life (F = 0.86, p = 0.434) did not show statistically significant differences. However, there was a significant reduction in stress (F = 4.59, p = 0.017). The smartphone application-based RTW program, focusing on self-management and counseling, effectively reduced participants' stress levels. To further evaluate the effectiveness of the program, a more diverse range of interventions and ongoing programs should be implemented. This study underscores the importance of tailored digital interventions to support the RTW of cancer survivors. The use of mobile smartphone applications allows temporal and spatial flexibility in program participation. Interventions involving various activities should be implemented to ensure ongoing participation.

The impact of mobile-assisted project-based learning on developing EFL students' speaking skills

Combining mobile-assisted language learning (MALL) with project-based learning (PBL) might be the potential framework for enhancing EFL learners' speaking skills. However, only a few studies have scrutinised the impact of modern technologies on project work. More importantly, investigating how MALL, as a new field within ICT with unique pedagogical affordances, and PBL can enhance learners' speaking skills is still lacking in the literature. Accordingly, this study examines how integrating MALL through mobile phones and PBL, defined as mobile-assisted project-based learning or mobile-assisted projects, improves Moroccan secondary school students’ speaking performance. A true experimental study was conducted with 91 students assigned randomly to one experimental group and two control groups. The experimental group received instruction through mobile-assisted projects over one semester. In contrast, participants in the first control group taught speaking through project-based learning, and participants in the second control group received traditional teaching. Two instruments were employed to collect data: a speaking pre- and post-test to evaluate the three groups’ oral proficiency and a 5-Likert scale survey to detect the experimental group participants’ experience and attitudes toward the implementation. Based on independent sample t tests and paired sample t tests (SPSS-26), it was found that instruction through mobile-assisted projects was considerably more effective than project-based learning and conventional teaching in enhancing learners’ overall speaking performance and sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Further, the results of the attitude post-questionnaire demonstrated a very high positive perception of the participants toward the implementation. As a result, these findings confirm the pedagogical role of combining MALL with PBL as an innovative mode of instruction in enhancing EFL learners’ speaking performance.

The effects of immersive virtual reality field trips upon student academic achievement, cognitive load, and multimodal presence in a social studies educational context

AbstractThere is increasing educational interest in immersive virtual reality (IVR) applications which aid student learning and performance. However, few empirical studies have investigated the potential for implementing the technology in middle-school social studies classrooms. This study employed a quasi-experimental approach to address this issue, using pre- and post-test evaluations to measure academic achievement, and questionnaires to examine cognitive load and sense-of-presence. 48 seventh-grade students participated, split evenly between experimental and control groups. The experimental group received a systematic set of IVR-based social studies lessons via Head-Mounted Displays, while the control group covered identical content conventionally. Experimental group participants attained higher academic achievement with lower cognitive loading than control group students. The experimental group also experienced high levels of multimodal presence (physical, social, and self). This study yielded empirical evidence demonstrating the potential benefits which IVR offers social studies education. Furthermore, it provides an example for how effective, IVR-based social studies lessons can be developed.

Implementasi Gamifikasi pada Learning Management System Linsafe LPK Adiputra Purwokerto Berbasis Website

This study aims to apply gamification to the LPK Adiputra Purwokerto website-based learning management system (LMS) to increase participant motivation and involvement in the learning process. Gamification is a method of using game elements to influence the behavior of LPK Adiputra Purwokerto participants to achieve learning objectives. The research method used was a case study with participants consisting of LPK Adiputra students in Purwokerto using a quasi-experimental design and divided into two groups, The control group, and The experimental group. The control group took part in learning with an LMS without gamification elements, while the experimental group took part in learning with the application of gamification to an LMS. The number of research participants was 47 participants who took the LPK Adiputra Purwokerto driving course. During the research, the experimental group had access to an LMS that implemented gamification elements such as points, levels, rewards, challenges, and a ranking system. Experiment group participants are given the freedom to compete with themselves or other participants through the scoreboard and reach a certain level of learning. The results of the data analysis will later show that the experimental group that took part in gamification learning experienced a significant increase in motivation and engagement compared to the control group. It is hoped that this research can make an important contribution to the development of technology-based education and the use of LMS as an effective tool for increasing participant motivation and engagement. This study concludes that the implementation of gamification at the website-based LMS Linsafe LPK Adiputra Purwokerto will be effective in enhancing the learning experience of participants by incorporating game elements. LPK Adiputra Purwokerto participants should tend to be more motivated and actively involved in the learning process so that later they can improve the quality and overall learning outcomes.

The Role of Video-Based Shadowing Practices in L2 Oral Proficiency Development

This quasi-experimental study investigated the effect of shadowing practices on oral proficiency and pronunciation, specifically in terms of comprehensibility, pronunciation, intonation, and speech rate in second language learners. To this end, intact freshmen classes in an English language teaching program were randomly assigned to experimental and control groups. The experimental group carried out 11 shadowing tasks bi-weekly in two academic terms and submitted their shadowing recordings to the learning management system to receive feedback from their instructor. After the intervention, oral rating forms, an activity evaluation survey, and a semi-structured interview were used to investigate the outcomes. The oral assessment forms including pre- and post-treatment oral recordings of the participants were rated online through a 7-point Likert scale by native speakers of English. The ratings of the experimental and control groups were compared through ANOVAs. The descriptive statistics revealed that the experimental group demonstrated a relatively higher but small increase in the oral rating components (comprehensibility, intonation, speech rate) except for the pronunciation of individual sounds. However, the pre- and post-test differences of both groups were not found to be statistically significant in the ANOVA analysis. The 5-point Likert scale activity evaluation questionnaire and the content analysis of the interviews showed that the experimental group participants thought shadowing improves pronunciation and overall, participants had positive attitudes towards the shadowing practice.

The use of the Criterion automated assessment system in teaching students of language specialties to write essays in a foreign language: the results of an experimental test

Importance. Modern artificial intelligence (AI) tools are able to take on some of a foreign language teacher’s functions, thereby optimizing the learning process. One of these is the teacher’s function of checking and evaluating students’ written papers (essays). There are works in the scientific literature describing step-by-step methods of teaching students to write essays in a foreign language, including individual extracurricular practice of students with an AI tool during the completion of the essay’s draft version. Based on receiving evaluative feedback from the AI tool, students can refine their essays in linguistic, structural and substantive aspects. The Criterion automated assessment system for written papers is one of the modern AI tools that can be used in teaching. However, checking the effectiveness of this system is not the subject of a separate study. The purpose of the study is to clarify the stages of teaching students of language specialties to write essays in a foreign language using evaluative feedback from the Criterion automated assessment system and to test the effectiveness of this technique during experimental training.Materials and Methods. The study participants are 2nd year students of the specialty 45.05.01 “Translation and Translation Studies” of the Lipetsk State Technical University (control group = 25 and experimental group = 25). The students of the control group studied according to the traditional essay teaching methodology, excluding the use of AI tools, and the experimental group participants studied according to an innovative methodology, including individual extracurricular practice of students with the Criterion system in order to receive evaluative feedback for the completion of the essay. The following aspects of control are: a) the lexical side of written speech; b) the grammatical side of written speech; c) the organizational structure of the work; d) the content of the work.Results and Discussion. It is proved that the innovative method of teaching students to write essays, based on the integration of the Criterion automated essay assessment system into the learning process, is more effective than the traditional method in mastering students a) the organizational structure of the essay (t = 2.82 at p = 0.004) and b) the content side of creative work (t = 3.05 at p = 0.002). However, statistical analysis of the results do not confirm the advantage of the innovative technique in the formation of lexical (t = 1.44 at p = 0.08) and grammatical (t = 1.36 at p = 0.09) speech skills of students of a language university.Conclusion. The novelty of the research consists in developing the stages of teaching students to write an essay based on practice with the Criterion automated control system in order to receive evaluative feedback for the completion of the essay. The results obtained can be used in the methodology of teaching secondary school students and university students in teaching writing.

Effects of Religious Versus Non-religious Self-compassion Interventions on Anxiety and Quality of Life of Iranian Infertile Women: A Randomized Controlled Trial.

Anxiety is one of the common psychological problems among infertile women, which affects their quality of life. The purpose of this study was to compare the effects of self-compassion intervention based on a religious and non-religious perspective regardingthe anxiety and quality of life of infertile women. A randomized clinical trial design with experimental and control groups was used. A total of 78 infertile women who lived in Yazd province, Iran, were referred to Yazd reproductive sciences institute, were selected by available sampling and randomly assigned to two experimental and one control groups. The participants of the first experimental group received eight sessions of self-compassion-focused intervention based on religious instructions. The second experimental group received eight sessions of non-religious self-compassion intervention, while the control group was put on the waiting list. Data were collected using Quality of Life in Infertile Couples Questionnaire (QOLICQ) and Beck anxiety inventory (BDI) in the pretest, posttest and 2-month follow-up phases and then analyzed using repeated measures as well as one-way analysis of variance. The results showed as compared to control group at the posttest and follow-up phases, the quality of life (p < 0.001) and anxiety (p < 0.001) of infertile women increased and decreased, respectively, across both experimental groups. Comparison of experimental groups showed that although the difference between the two groups in the subscales of social relationships and sexual satisfaction was not significant, the gain scores of quality of life and anxiety were significantly greater in the first experimental group. These findings indicate that given the religious background of infertile women, religious self-compassion intervention can be relatively more effective in improving the quality of life and anxiety of infertile women than non-religious intervention.

Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study

BackgroundIn the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students' learning and students' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities. MethodsA quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning. Learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups. ResultsThe findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students' learning performance, self-efficacy, and learning motivation. ConclusionAs an integral part of Entrustable Professional Activities, Leopold's Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold's Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education.

Bridging the Gap: Exploring the Revolutionary Application of GenAI in Language Teaching and Learning

Objective: The objective of this research is to investigate the possibilities of Generative AI (GenAI) in language education, to suggest the ways of overcoming limitations, restructuring teaching methods, and improving language assessments. It seeks to study the influence of GenAI on the learning outcomes of language and student satisfaction and address ethical aspects. Methodology: A multi-methods approach was utilized in which demographic analysis, pre-test and post-test assessments, GenAI usage analytics, course evaluation surveys, and focus groups were conducted. Participants were divided into control and experimental groups, with the experimental group being engaged in GenAI-assisted language learning activities. Statistical analysis was carried out to compare pretest and post-test scores, to evaluate GenAI usage patterns and to analyze the survey responses. Findings: The demographic analysis indicated equally distributed across gender and age brackets with differences in technology expertise and AI exposure. Pre-test and post-test scores comparison demonstrated significant improvement in both groups but the experimental group showed significant more gains, showing GenAI- assisted learning to be very effective. GenAI utilization analytics showed significant use of GenAI by the experimental group participants. Ratings from a course evaluation survey showed a higher level of overall satisfaction and positive perception of GenAI. The study demonstrates the transformatory role of GenAI for language teaching, implying teaching techniques and student participation. Novelty: This study adds to the developing area of AI-augmented language education, as it offers empirical proof of the benefits of GenaAI in improving language learning results and increasing student satisfaction. It fills the gap in literature by investigating the effect of GenAI on various facets of language education, including teaching approaches, assessments, and student interaction. The results are a reminder of the key role of ethical issues in the application of AI technologies in education and give a direction for further research and practice.

Effect of Cognitive Orientation to Daily Occupational Performance (CO-OP) Programme on Playfulness in Children with Attention Deficit Hyperactivity Disorder

Objective: To investigate the effect of cognitive orientation to daily occupational performance (CO-OP) programme on playfulness in children with attention deficit hyperactivity disorder.Material and Methods: Seventy Attention deficit hyperactivity disorder participants (N=70), aged between 6-8 years were recruited from a local community-based setting. The children were divided into an experimental (n=35) and a control group (n=35). The experimental group participants received CO-OP and the control group participants received the conventional occupational therapy programme; for 12 weeks. The test on playfulness was used to measure playfulness in children.Results: There were statistically significant differences between pretest and post-test scores of the test of playfulness (TOP) in the experimental group (p-value≤0.05) components of: Extent, Intensity and Skillfulness, and there were statistically significant differences between pretest and post-test group of TOP in the control group (p-value≤0.05) in Intensity and Skillfulness. There was no statistically significant difference in pretest and post-test scores of TOP in the component of Extent. Further analysis revealed that clinically there was significant differences in the post-test scores of TOP between the control and experimental group components of Extent, Intensity and Skillfulness.Conclusion: CO-OP was effective in improving playfulness in children with attention deficit hyperactivity disorder.

Whole-brain correlates of post-traumatic stress disorder in military-related mild traumatic brain injury: A voxel-wise meta-analysis

Resting-state functional magnetic resonance imaging (rs-fMRI) is widely used in studying mild traumatic brain injury (mTBI) and post-traumatic stress disorder (PTSD) among military service personnel (MSP). The risk for PTSD is greater after mTBI than after non-mTBI trauma, and PTSD is associated with worse biological, psychological, and social (biopsychosocial) outcomes after mTBI. Studying the neural correlates of mTBI-related PTSD in this population may provide insights into the pathophysiology of both conditions and help identify MSPs most at risk of developing persistent symptoms. This voxel-wise meta-analysis aimed to examine the current literature on rs-fMRI in mTBI-related PTSD, collect neuroimaging data, and perform a voxel-wise meta-analysis to identify significant nodes of functional connectivity across studies. We searched the literature using PubMed, EMBASE, and ScienceDirect. The database query yielded 1455 articles, narrowed with specified eligibility criteria to a final cohort of 33 studies, with 1521 experiment group participants and 1369 controls. Article quality was assessed using the QUADAS-2 instrument. Our meta-analysis revealed a robust correlation between PTSD-mTBI and increased whole-brain resting-state functional connectivity (rsFC) in the amygdala. Our meta-analysis also showed strong correlations between PTSD-mTBI and decreased whole-brain rsFC across regions implicated in speech and language processing. Our meta-regression highlighted robust correlations between less time after a recent mTBI and increased whole-brain rsFC in posterior regions of the default mode network. Our meta-regression also showed strong correlations between increased PTSD symptom severity, increased connectivity in the amygdala, and decreased connectivity in Broca's area.

The effect of BAPNE Body Percussion exercises on the balance and the executive functions of DCD children

This research aims to study the effect of Bodypercussion exercises on balance and executive functions of children with DCD. Thirty children with DCD between seven and nine years of age were selected from girls' elementary schools. The subjects were randomly divided into two groups: experimental and control (15 subjects in each group). For eight weeks, the experimental group participated in group BAPNE neuromotor sessions. Data were analyzed with descriptive statistics and mixed ANOVA test with repeated measures and Bonferroni's post hoc test. The results showed that the result of BAPNE body percussion exercises on static balance (P=0.001), dynamic balance (P=0.001), sustained attention (P=0.001) and response inhibition (P=0.001) is significant and participants in the experimental group performed better at post-test (P=0.001) and follow-up (P=0.001) than the control group.

Tinnitus treatment: an experimental study

ObjectiveThe objective of the present study was to compare the effectiveness of the selected tinnitus management protocols for the experimental groups, based on the scores obtained for psychosocial variables, quality of life and severity of tinnitus between the four experimental groups following the various treatment protocols.MethodTwo-hundred adults ages ranged from 20 to 55 years (mean age 44.14, SD = 6.16) with mild-to-moderate sensorineural hearing loss without tinnitus were randomly selected for the control group, whereas the experimental group comprised 200 adults with mild-to-moderate sensorineural hearing loss with tinnitus without any other associated medical problems. Participants of both control and experimental groups underwent audiological tests and were administered the QoL questionnaire. The experimental group, in addition, was also administered the PSQ, TSI and THI questionnaire and psychoacoustic tests, i.e. measuring pitch, loudness and MML of tinnitus. Participants of experimental group were randomly assigned to 4 groups, each of 50 participants, and treatment was given as below: Group 1: only tinnitus masking sound was administered, Group 2: only counselling was given, Group 3: masking with counselling was given and Group 4: tinnitus masking combined with counselling and attention diversion task therapy was given.ResultThe patients without tinnitus had significantly better quality of life in comparison to the patients with tinnitus. Pre-post comparisons of the treatment groups revealed that “masking + counselling + attention diversion task” group showed highly significant differences for psychosocial aspects, QoL and severity of tinnitus. Further, pairwise comparison based on differences in mean scores indicated significant impact of “masking + counselling + attention diversion task” as compared to both in combination like “masking + counselling” or independently, i.e. masking or counselling alone.ConclusionIt appears that an integrated package of intervention (masking + counselling + attention diversion task) might be preferable for providing immediate tinnitus relief by masking through reducing tinnitus loudness and pitch by altering neuroplasticity (tonotopicity); in the long term, it reduces tinnitus impact through positive thinking by counselling treatment and also diverts attention to daily activity through attention training.

Effect of Postural Training in Improving Hand Eye Coordination in Autism Children - An Interventional Study

Autism is one of the major developmental delays that affect the children at an early age. It presents as a series of motor and sensory impairments that constantly needs adjustment in posture. Evaluation of motor skills and enhancing it quite often results in postural adjustment. The primary objective of this current study is to investigate the effect of postural training exercises prior to administration of motor activities in improving the hand eye coordination to perform upper limb tasks. The study was a randomised control trial that included children of both sexes with a diagnosis of autism between the age group of 5 and 10. All the participants of the study underwent the pre-test assessment of Gross motor skill and fine motor skill and were entered in the data sheet as pre-test score. The children’s Gross motor skill and Fine Motor Skill were assessed through Box and Block test and 25 grooved peg board test respectively. The test was performed for the dominant hand of the participant. The participants in control group underwent the motor and fine motor activities for a period of 30 minutes each session on alternate days for 8 weeks. The participants in experimental group received postural stability exercises along with these activities. At the end of 8 weeks the results of the study showed significant improvement in the experimental group. The study concluded that postural stability exercises prior to the activities improved the motor and fine motor skill of the autism children. Keywords: Autism, Postural Exercises in autism children, Hand eye coordination, Postural instability.