Promote Skill Acquisition Research Articles

What Do We Really Know About Motor Learning in Children with Developmental Coordination Disorder?

There is a general consensus that developmental coordination disorder (DCD) is characterized by impaired motor learning skills. However, actual studies of motor learning in DCD are scarce and, above all, inconsistent. The aims of the present study were therefore to explore the presumed presence of a motor learning deficit among individuals with DCD and to provide a synopsis of the current literature on motor learning in DCD. We begin by defining DCD (etiology, neuropsychology, and brain bases), motor learning (measurement of learning, methods for promoting skill acquisition, scheduling, practice, retention, and feedback) and, of course, the link between the two, focusing on the issue of a possible motor learning deficit in DCD. We then discuss dominant hypotheses and suggest directions for future research in this domain, in the light of research conducted thus far. Particular attention is paid throughout to guide the choice of intervention approaches.

A Three-Step Reinforcer Identification Framework: A Step-by-Step Process

The delivery of reinforcers is a research-based practice that can be used to increase student engagement within the classroom and promote skill acquisition. Reinforcers also play an integral role in the instructional planning of students with severe disabilities. Using reinforcement involves using preference assessment to identify potential reinforcers, then presenting these potential reinforcers as rewards. Given the importance of using reinforcers in instructional settings, this paper illustrates a three-step reinforcer identification framework for identifying individualized reinforcers for students with disabilities. The framework consists of using a preference inventory checklist, a choice-based assessment, and a reinforcer assessment.

THE PLACE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) IN SCIENCE, TECHNOLOGY AND INNOVATION (STI) POLICY: THE NEED FOR POLICY REFORMATION IN NIGERIA

Educational policy is a fundamental document that guides the smooth running of any educational programme. If not properly planned, prepared and implemented, such education programme can be run haphazardly without any beneficial outcome. Any policy document that cannot be applied in any educational programme may be described as inadequate. A science or technology based policy should not consider only the advanced level technology in Nigeria but also integrate the lower or indigenous level technology; hence STI policy should not neglect the TVET indigenous technologies since TVET is seen as programme to promote skill acquisition for indigenous and advanced technology in any nation. This study, therefore, investigated the place of TVET programmes in STI policy in Nigeria. The study determined that the place of TVET in STI policy may be described as illusion, mirage or not comprehensive to the public because the policy formulation and implementation appears to neglect the adoption of low level indigenous TVET technologies in Nigeria which an average Nigerian benefits from. Theories and philosophical dicta were presented with respect to policy advocacy for TVET programmes in Nigeria. The place of TVET in STI policy is undefined in Nigeria, hence the need to properly integrate TVET section in STI policy or formulate an independent TVET policy. It is, therefore, recommended that applicable societal values in technology should be considered in STI policy for the realization of the Nigerian vision 20:2020. The STI policy making and implementation process should embrace 90% of the experts in the fields of science, technology, technical and engineering education, else the need for alternative policy for TVET programmes in Nigeria. Key words: technical and vocational education and training, science, technology and innovation Policy, indigenous technology, policy reform.

Wage determination in Australia: The impact of qualifications, awards and enterprise agreements

A prevailing assumption in labour market policy is that workers have a powerful incentive to acquire new skills and qualifications, as this should lead to higher wages. However, the process of rewarding qualifications with higher wages is not automatic, determined solely by market principles, or consistent across all qualification types and fields. Whereas human capital theory struggles to explain why greater human capital (in the form of higher qualifications) may not always lead to higher wages, institutional approaches can better accommodate a more nuanced relationship between education and training institutions, industrial relations institutions and wage outcomes. This article examines the role that awards and enterprise agreements play in the recognition of workers’ qualifications and in so doing demonstrates the ongoing relevance of industrial relations to skills policy. Using data from the longitudinal Australia at Work survey, this article reveals that workers with vocational and university qualifications who were employed on awards report higher wages over and above the qualification premium received by workers on other wage-setting arrangements. This finding did not extend to workers on enterprise (collective) agreements. The article confirms the positive role of awards in promoting skill acquisition, especially among the low-paid, award-reliant workforce.

Using Simulation Education With Deliberate Practice to Teach Leadership and Resource Management Skills to Senior Resident Code Leaders.

Cardiopulmonary arrests are rare, high-stakes events that benefit from using crisis resource management (CRM). Simulation-based education with deliberate practice can promote skill acquisition. We assessed whether using simulation-based education to teach CRM would lead to improved performance, compared to a lecture format. We tested third-year internal medicine residents in simulated code scenarios. Participants were randomly assigned to simulation-based education with deliberate practice (SIM) group or lecture (LEC) group. We created a checklist of CRM critical actions (which includes announcing the diagnosis, asking for help/suggestions, and assigning tasks), and reviewed videotaped performances, using a checklist of skills and communications patterns to identify CRM skills and communication efforts. Subjects were tested in simulated code scenarios 6months after the initial assessment. At baseline, all 52 subjects recognized distress, and 92% (48 of 52) called for help. Seventy-eight percent (41 of 52) did not succeed in resuscitating the simulated patient or demonstrate the CRM skills. After intervention, both groups (n = 26 per group) improved. All SIM subjects announced the diagnosis compared to 65% LEC subjects (17 of 26, P = .01); 77% (20 of 26) SIM and 19% (5 of 26) LEC subjects asked for suggestions (P < .001); and 100% (26 of 26) SIM and 27% (7 of 26) LEC subjects assigned tasks (P < .001). The SIM intervention resulted in significantly improved team communication and cardiopulmonary arrest management. During debriefing, participants acknowledged the benefit of the SIM sessions.

Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction

A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention.

Human Capacity Building in Selected Local Government Areas of Ebonyi State, Nigeria – The Role of Non-Governmental Organizations and Development Agencies (2000 – 2008)

The role of Non-governmental organizations and Development Agencies in Human Capacity-Building in selected Local Government Areas of Ebonyi State; and the effectiveness of Capacity-building programmes in facilitating community development were examined. The study reviewed the contributions of Scholars in this area and related fields; with particular attention to the activities of indigenous NGOs and the Ebonyi State, Community-Based Poverty Reduction Agency. To effectively evaluate the activities of these bodies, the focus of the Research was on issues relating to human capacity-building through workshops and training as well as issues on capacity-building through micro-projects at the community and council levels. Three hypotheses were formulated and tested using chi-square method. The study adopted the System Approach to training and that of Development participation. Data were collected via: structured questionnaires, interviews, records and documents. The central point of the findings is that the Agencies’ capacity building efforts cannot promote skill acquisition, and most of their outcomes are not sustainable at the grassroot. The study recommended, among others, that the skills acquisition centres should be equipped and that capacity building programmes should involve the people at the critical stages of the process, in addition to sequencing programmes in accordance with assessed needs of the time. That sustainability could be ensured through participative processes to strengthen the involvement of local communities; with special attention to maintenance arrangements. These, would assist the government, NGOs and Development Agencies appreciate new strategies in the efforts on capacity development at the grassroots.

Applying principles of motor learning and control to upper extremity rehabilitation

The purpose of this article is to provide a brief review of the principles of motor control and learning. Different models of motor control from historical to contemporary are presented with emphasis on the Systems model. Concepts of motor learning including skill acquisition, measurement of learning, and methods to promote skill acquisition by examining the many facets of practice scheduling and use of feedback are provided. A fictional client case is introduced and threaded throughout the article to facilitate understanding of these concepts and how they can be applied to clinical practice.

Translating Massed Practice Principles to Promote Skill Acquisition in a Patient with Brain Injury

This paper will apply motor learning, massed practice principles, to a patient with a traumatic brain injury from a self inflicted gunshot wound. Massed practice will be explained and described how it is employed in a clinical practice to promote skill acquisition. Evidence related to the interventions employed with this patient will be described.

The Effect of Age on Discrete Kinematics of the Elite Female Tennis Serve

The importance of the flat serve in tennis is well documented, with an abundance of research evaluating the service technique of adult male players. Comparatively, the female and junior serves have received far less attention. Therefore, the aims of this study were to quantify the flat serve kinematics in elite prepubescent, pubescent, and postpubescent female tennis players. Full body, racket, and ball kinematics were derived using a 22-camera Vicon motion capture system. Racket velocity was significantly lower in the prepubescent group than in the two older groups. In generating racket velocity, the role of the serving arm appears to become more pronounced after the onset of puberty, whereas leg drive and "shoulder-over-shoulder" rotation mature even later in development. These factors are proposed to relate to strength deficits and junior players' intentions to reduce the complexity of the skill. Temporally, coupling perception (cues from the ball) and action (body movements) are less refined in the prepubescent serve, presumably reducing the "rhythm" (and dynamism) of the service action. Practically, there appears scope for equipment scaling to preserve kinematic relevance between the junior and senior serve and promote skill acquisition.

Manipulating Task Constraints in Small-Sided Soccer Games: Performance Analysis and Practical Implications

Since an awareness of key task constraints can be extremely beneficial for coaches, the lack of scientific background about the effects of altered game rules/conditions on individual or team performances during soccer practice is surprising. The aim of the present study was to analyze the influence of different small-sided game (SSG) playing rules (“free-form”, “two touches” and “four passes to score”) on the offensive performance of young soccer players. Eight U-13 male soccer players were divided into two balanced teams. The experimental protocol consisted of three testing sessions separated by one-week intervals. In each session, teams faced each other in the three SSG conditions (3vs.3+goalkeepers) during periods of ten minutes interspersed with five minutes of passive recovery. Simple (i.e. Duration of ball possession, Players involved, Ball Touches, Passes, Shots, and Result of the Offensive Sequence) and composite (i.e. Players involved/ Duration, Ball Touches/Duration, Passes/Duration, Ball Touches/Players involved, Passes/Players involved, Passes/Ball Touches, and Goal/Shots) performance indicators were used to characterize the offensive performance of both teams. Results revealed that the factor “playing rule” had a significant effect on simple and composite indicators (p<0.05). It was concluded that manipulating task constraints, such as game rules, can direct practitioners towards intended behaviors, and consequently promote skill acquisition and improve performance in youth soccer. Further research is needed to extend the knowledge about the modification of playing rules in team sports practice.

Making music after stroke: using musical activities to enhance arm function

A common long-term consequence of stroke is impaired arm function, which affects independence and quality of life in a considerable proportion of stroke survivors. There is a growing need for self-management strategies that enable stroke survivors to continue their recovery after rehabilitation has ceased. Interventions with high-intensity, repetitive task training and feedback are most likely to improve function. Achieving the required amount of self-practice is challenging, however. Innovative approaches are required to translate therapies into rewarding activities that can be undertaken independently. This paper describes the key principles and development of a novel intervention that integrates individuals' preferred music with game technology in upper limb rehabilitation. The "tap tempo" paradigm, which uses rhythmic auditory cueing, provides repetitive upper limb task training, which can be tailored to individual goals and progress (e.g., in terms of movement range and complexity), while providing sensitive quantitative feedback to promote skill acquisition and enhance self-management.

Evaluation of preference assessment procedures for use with infants and toddlers.

Behavior intervention techniques which employ positive reinforcement are effective for promoting skill acquisition and reducing maladaptive behaviors among a wide variety of populations (Akin-Little, Eckert, Lovett & Little, 2004; Ellison, 1997; Lannie & McCurdy, 2007). For such strategies to work, effective must be identified. The most effective means for identifying is through the use of systematic preference and reinforcer assessments (Hagopian, Long, & Rush, 2004; Logan & Gast, 2001). Preference assessments are techniques designed to identify items that are preferred by an individual and thus may serve as reinforcers. However, preference assessments do not actually assess the reinforcing value of an item. A reinforcer assessment may be used following a preference assessment to determine whether or not a preferred item functions as a reinforcer. Reinforcer assessments are primarily utilized in research to assess the validity of a preference assessment approach, whereas preference assessments are widely used in both research and clinical practice (Hagopian et al., 2004; Logan & Gast, 2001). Current research indicates that reinforcers are widely used with the infant and toddler population. For example, legislative and policy making bodies clearly advocate for early intervention inclusive of children as young as 18 months or younger who exhibit delays in adaptive behavior, communication, and/or social-emotional skills (Chao, Bryan, Burstein,& Cevriye, 2006; Individuals with Disabilities Education Improvement Act, 2004; Gresham, Beebe-Frankenberger, & MacMillan. 1999; Webster-Stratton & Reid, 2003). These children may be exposed to intensive intervention programs which often include significant reinforcement components. In addition, young children with feeding disorders typically participate in intensive feeding interventions that require the identification of preferred foods or items to increase food consumption (Piazza, Patel, Gulotta, Sevin, & Layer, 2003). Young children who exhibit early onset severe behaviors disorders (such as self-injurious behavior) are also placed in intensive behavioral programs designed to decrease severe problem behaviors while increasing appropriate communicative responses (Kurtz et al., 2003). Finally, typically functioning infants and toddlers are frequently exposed to reinforcement procedures. For example, reinforcement is often used to teach infants sign language (Thompson, Cotnoir-Bichelman, McKerchar, Tate, & Dancho, 2007; Thompson, McKerchnar, & Dancho, 2004), to enhance toilet training programs (Luxim, Christophersen, & Purvis, 1997), and to increase desirable behaviors in the preschool and daycare settings (Hanley, Cammilleri, Tiger & Ingvarsson, 2007; Layer, Hanley, Heal, & Tiger, 2008). Surprisingly, while the use of reinforcement is reported in many studies examining the effectiveness of intervention techniques with these populations, there is very little research on the validity of the assessment techniques used prior to the development of the intervention. It appears that many decisions are based on clinical judgment rather than empirical evidence. Without the knowledge or understanding of the idiosyncratic nature of the child's preference, we risk designing misaligned interventions during a critical period for the child (Kennedy, 2002). A large body of research describing valid and reliable techniques to effectively determine does exist for other populations such as the developmentally disabled (Hagopian et al., 2004; Logan & Gast, 2001). In fact, the majority of preference assessment techniques currently in use were originally designed for this population (e.g. DeLeon & Iwata, 1996; Fisher et al, 1992; Green et al., 1988; Roane, Vollmer, Ringdahl & Marcus, 1998; Windsor, Piche, & Locke, 1994). Identifying potential for the general education population has also received significant attention (e. …

Making the Move

Resuscitating neonates is a critical skill set for obstetric and neonatal care providers. The principles, knowledge, and skills of neonatal resuscitation as developed by the Neonatal Resuscitation Program are taught in a variety of ways to enhance learning including didactic, CD-ROM, hands-on-task training, and mock codes. Despite this variety of educational methods, studies have called into question the ability of the care provider to adequately perform neonatal resuscitation. Simulation-based training is gaining more recognition in healthcare as a method of training that incorporates adult learning theory, real-time clinical situations, and video debriefing of the scenario to allow a healthcare team an opportunity to practice skills and evaluate their performance. The Neonatal Resuscitation Program is including simulation-based training as an educational methodology to promote skill acquisition and performance enhancement in its providers.

A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders

This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders (ASD). Twenty-three single-subject design studies were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Results suggest that video modeling and VSM are effective intervention strategies for addressing social-communication skills, functional skills, and behavioral functioning in children and adolescents with ASD. Results also indicate that these procedures promote skill acquisition and that skills acquired via video modeling and VSM are maintained over time and transferred across persons and settings. The results suggest that video modeling and VSM intervention strategies meet criteria for designation as an evidence-based practice.

The National Directorate of Employment's Open Apprenticeship Scheme in Nigeria

PurposeThe paper aims to review the National Open Apprenticeship Scheme and how it has fulfilled its mandate of promoting skill acquisition and youth employment in Nigeria, in the 17 years since the inception of the National Directorate of Employment (NDE).Design/methodology/approachSite visits to trainers’ workshops were carried out to observe the programme in practice and examine documents and annual report(s) made available at the NDE Office in Benin City, Edo State, Nigeria.FindingsThe paper finds that master craftsmen and women operate both the traditional apprenticeship system and the NDE scheme using the same training methods. It reveals that there are no Saturday Theory classes due to lack of funds. It also finds that apprentices have low educational background, no evaluation and certification at the end of training; they get an equivalent of about €3 a month and are paid in arrears of three to six months. It is found that there is a shortage of tools and drop‐out rate is high.Research limitations/implicationsThe latest annual report available was for year 2000, which may not be very current. The paper focuses on only one out of 36 states, although the programme is centrally controlled from Abuja, Nigeria's capital and may have similar features.Practical implicationsThe paper provides insight for stake‐holders involved in providing vocational skills geared towards solving unemployment problems in Nigeria.Originality/valueThere is a dearth of literature in the area of vocational skills in Nigeria. This paper tries to contribute to the body of knowledge in this area, especially after 17 years of NDE existence.

The Essential Steps® cognitive orthotic

A multifunction cognitive orthotic system is designed to assist people with cognitive disorders in the performance of ecologically relevant activities. This personal computer-based compensatory approach applies neuroscience and technology to the rehabilitation needs and challenges of people with chronic brain damage. The primary goal of this approach is the independent accomplishment of practical, applied tasks integral to daily living, at home, at work, at school and in the community. This paper will describe the "Essential Steps" cognitive orthotic system, and describe its potential to facilitate skill acquisition and enhance self-sufficient life management. The software was designed to guide and protect the user as he or she progresses through each "essential step" in the progression required for completion of a targeted task. The discussion will explicate the underlying principles promoting skill acquisition with this application of a cognitive orthotic. Data have shown that this compensatory aid can promote rapid skill acquisition and support reliable performance, even long past the time when rapid recovery and progress are customarily expected. Discussion will focus on issues of design for people with brain damage, the significance of this system's prototypical structure, and research findings and clinical observations made with people using "Essential Steps".

From traditional behavioral couple therapy to integrative behavioral couple therapy: New research directions.

Integrative behavioral couple therapy (IBCT; Jacobson & Christensen, 1996) grew out of traditional behavioral couple therapy (TBCT; Jacobson & Margolin, 1979), but has expanded on this approach to emphasize the important role of acceptance in relationships. Addressing many of the limitations highlighted in research on TBCT, integrative behavioral couple therapy focuses on different controlling variables in the development of couple dysfunction and is part of an ongoing movement in behavior therapy toward the use of acceptance strategies. Early in its development, IBCT has not yet been researched thoroughly enough to be classified as efficacious; however, this approach has the potential to significantly enhance TBCT and is being evaluated in ongoing clinical trials. Future research should capitalize on the unique emphasis in IBCT on acceptance. Specific recommendations for future research include (a) establishing IBCT as an empirically supported treatment, (b) investigating the efficacy of IBCT to varied populations, (c) more closely defining and examining the mechanisms of action in IBCT. ********** Traditional behavioral couple therapy (TBCT; Jacobson & Margolin, 1979) has had the distinction of being the most widely studied and empirically supported intervention available for the treatment of relationship distress for more than two decades. TBCT was developed to target the dysfunctional patterns, communication difficulties, and poor problem-solving behaviors often associated with relationship discord. Based on social learning theory and findings from research with distressed couples, TBCT consists largely of strategies to promote skill acquisition and behavioral change among partners. Empirical support for the efficacy of TBCT is considerable; however, several studies have highlighted key limitations of this approach. In an effort to address the shortcomings of TBCT, Jacobson and Christensen (1996) developed Integrative Behavioral Couple Therapy (IBCT). IBCT is grounded in contextually based behavioral theory and interweaves the well-established components of TBCT that promote accommodation and change between partners with newer acceptance-based strategies. Consequently, many of the treatment recommendations in IBCT share similarities with those proposed in several of the burgeoning treatment approaches based in contextual-behavioral theory that emphasize acceptance-based strategies, such as Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 2000), Functional Analytic Psychotherapy (FAP; Kohlenberg & Tsai, 1991), and Dialectical Behavior Therapy (DBT; Linehan, 1993). Traditional Behavioral Couple Therapy (TBCT) Jacobson and Margolin (1979) developed TBCT (formerly known as behavioral marital therapy; BMT) largely based on social learning and behavioral exchange theories of marital discord. Research from social learning theory suggested that couples who exchange negative or aversive behaviors with high frequency and who lack communication and problem resolution skills were likely to experience poor relationship adjustment (Gottman, 1980). These findings fit well within the context of social exchange theory, which posits that relationship satisfaction is associated with the ratio of costs and benefits received in the current relationship, relative to perceived alternatives to the current relationship. A higher ratio of positive to negative behavior denotes a higher frequency of reinforcing behaviors, fewer punishers, and more satisfaction. From this framework, TBCT treatment primarily involves: (a) behavioral exchange, strategies aimed at increasing the exchange of positive behaviors between partners, (b) communication training, to enhance skills in communicating desires, needs, feelings and thoughts, and (c) problem resolution training, to improve the couples' facility and efficiency in working together to resolve problems inside and outside of the marriage. …

Teaching Daily Living Skills to Children with Autism Through Instructional Video Modeling

Research on video modeling has typically utilized either competent peer models or self-models engaging in criterion performances. Although both methods have demonstrated utility in achieving skill acquisition, each has potential disadvantages. The current research utilized a multiple probe design across tasks and replicated across participants in order to demonstrate the efficacy of an instructional video modeling technique to teach functional living skills to three children with autism. Five tasks were selected. Prior to the development of each training video, task analyses were created. Videotapes were developed from the participant's viewing perspective, that is, as the participant would be viewing the task. Instructional video modeling was effective in promoting skill acquisition across all three children and maintained during the postvideo phase and a 1-month follow up.

Teaching Chemical Technique. A Review of the Literature

The purpose of this study was to determine through a historical review of the literature some of the most effective ways to teach manipulative skills in chemistry. I reviewed chemical education journals, laboratory manuals, early American chemistry textbooks, analytical chemistry texts, and science education textbooks and journals that have to do with instructional methods of teaching laboratory technique in the chemistry laboratory from the mid-1800s to the present. Both anecdotal and research-based findings suggest that while it may be difficult to choose the best method to improve students' manipulative skills, it is clear that videos can be useful media to promote skill acquisition. Using videotapes, videodiscs, CD-ROMs, and the Internet can have several advantages, such as the ability to be edited, copied, and viewed multiple times. The review of the literature also strongly suggests that some sort of mental preparation combined with physical practice can beneficially affect students' laboratory sk...