Provision Of Related Services Research Articles

Circular economy digital market solutions for reuse in the European construction sector

Focusing on the cross-matching supply and demand for reused building components and related services, the paper analyses existing Digital Reuse Market Solutions (DRMS) in the European construction sector. A collection of 746 DRMS is built from major online circular economy platforms and custom online search queries. A taxonomy of 9 categories and 28 types is then extracted based on the activities of collected DRMS. Nearly half (46%) of collected DRMS are proper dealers of reused building components. Traditional building component dealers and demolition companies account for another third (32.8%). The rest is made of marketplaces, craftmanship, and providers of related services and knowledge. Only 13.4% of all collected DRMS allow online payment for goods or services.

Strengthening Professional Networks to Serve Students With Autism Who Have Communication Needs

Many students with autism have complex communication needs and benefit from the use of aided augmentative and alternative communication (AAC), which can include picture symbols, communication boards or books, or speech-generating devices. However, many of the challenges to high-quality AAC intervention are amplified by inadequate collaboration. Effective collaboration is critical, including between teachers and speech-language pathologists (SLPs), with students’ parents and other family members, and with other related service providers or specialists. This article draws from social network theory and special education research to offer practical guidelines for special education teachers and SLPs to develop and strengthen their own professional networks and more effectively serve students with autism who have communication needs. Guidance is also offered for school and district leaders. Strong professional networks can improve communication outcomes for students with complex communication needs by fostering educators’ knowledge, skills, confidence, and collective action toward effective and integrated AAC intervention.

Sexual and Reproductive Health Service Provision to Adolescents in Edmonton: A Qualitative Descriptive Study of Adolescents’ and Service Providers’ Experiences

The goal of adolescent sexual reproductive health (SRH) services is to provide information, education and healthcare to promote safe health practices and protect adolescents from negative health outcomes; however, access to timely, effective, and affordable SRH services by adolescents in Edmonton, Canada remains relatively unknown. Our study sought to understand the perspectives and experiences of adolescent girls and service providers in relation to availability, accessibility, and quality of SRH services available in Edmonton. The study objectives were to explore SRH services adolescents seek, uncover barriers in accessing SRH services and identify areas to improve accessibility. Qualitative description design was employed to conduct this study. Five service providers specializing in SRH, and eight females (ages 17–20 years) that access SRH services were recruited from the Alberta Health Services Birth Control Centre (BCC). Semi-structured interviews took place via Zoom. Thematic analysis was conducted using NVIVO software. Findings consisted of four primary themes: (1) views and current SRH practices; (2) barriers to accessibility; (3) the effects of COVID-19 on accessibility; (4) identified gaps in SRH care. The findings from our study support the development of knowledge translation strategies and make recommendations to improve the present quality of SRH services in Edmonton.

Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures

The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ Individualized Education Programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.

Liability for Damage to Health Due to Limited Access to Health Care during Emergency of the Covid-19 Pandemic

Most successful companies have established effective marketing communication as a useful tool for selling their products to customers. The research explored the ways of communication of a selected internet subject, its methods of addressing customers and how effective the communication of the specific enterprise is not only during covid19 pandemic. We carried out a SWOT analysis, conducted a questionnaire survey and made detailed This paper discusses the responsibility / liability of the state and health service providers in relation to limited access by individuals to preventive as well as other outpatient or inpatient care as a result of the measures of the Government of the Czech Republic and the Ministry of Health of the Czech Republic during a declared state of emergency due to the coronavirus pandemic /referred to as SARS CoV-2/. The paper provides a legal analysis of the current legislation in health care services and the circumstances under which health care may be refused by its provider and discusses the possibilities of claiming compensation for damages incurred by affected persons as a result of limited access to health care. The survey is mainly focused on civil liability for non-pecuniary damage to health and human life and liability under the Crisis Management Act of the Czech Republic.

Instagram as a Special Educator Professional Development Tool: A Guide to Teachergram

Instagram is a free, online social media application that facilitates social networking. Since Instagram is image dependent, educators create visuals accompanied by captions of up to 2,200 characters. By adding specific hashtags to captions, educator posts are curated by the algorithm into a broad community of practice, colloquially known as “Teachergram.” As a technology-facilitated PD tool, Teachergram lends itself to many of the characteristics of high quality and sustainable professional development (PD). In this paper, we focus on how Instagram can be used as a PD tool that supports collaboration, reflection, and feedback loops of educators. We focus on how the unique characteristics of Teachergram lead to the creation of communities and affinity spaces, aligned with existing PD frameworks, built to support the retention of special education teachers and related service providers.

Improving Special Education Service Delivery Through Interdisciplinary Collaboration

Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to implement the student’s program and achieve the common goal of improved student outcomes. With support from the literature, this paper discusses the core components of Bronstein’s Interdisciplinary Collaboration Model (2003); and elucidates how professionals share their content knowledge and technical skills with each other, collaborate in instructional design, and gain a firm understanding of each other’s discipline in practice. Practical applications that promote interdisciplinary collaboration between adapted physical educators, special educators, related service providers, and parents to improve service delivery and learner outcomes are shared.

School Canteens in Selected Areas in Indonesia: A Situation Analysis.

The school canteen has a massive impact on the dietary intake and nutritional status of school-age children and adolescents. This study aimed at assessing the current situation of school canteens in selected areas in Indonesia and relevant knowledge, attitudes, and behaviors of school-going children and adolescents. A qualitative study was implemented in a purposive sample of 18 schools in Klaten and West Lombok districts with 2 comparison schools in Jakarta and Klaten. Focus group discussions and in-depth interviews were conducted with a wide range of stakeholders to collect information on nutrition knowledge, food preferences, related policies and governance, and opinions toward school canteens. Data were analyzed using thematic synthesis and narrative analysis. Specific government guidelines on healthy foods and beverages to be sold in canteens are not yet in place. Many canteens had inadequate infrastructure and were managed informally, with limited rules, monitoring, and supervision. Although healthy options including vegetables and fruits were available in most canteens, unhealthy foods and beverages were abundant and cheap. Lack of awareness of the importance of nutrition of school-age children and adolescents was pervasive among all stakeholders. Personal preference and availability were main drivers of the students' food choices. Concerted multisectoral and multistakeholders' efforts are warranted to improve the quality of school canteens in Indonesia by developing a comprehensive relevant guideline, improving the capacity of related stakeholders and service providers, enhancing the implementation and monitoring, and generating demand for healthy canteens.

A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic

In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed.

A Meta-Analysis of Video Modeling Interventions to Enhance Job Skills of Autistic Adolescents and Adults.

Autistic transition-aged youth and young adults face many societal barriers to competitive integrated employment (CIE). Existing evidence-based practices (EBPs) for autistic individuals, such as video modeling (VM), may be a viable on-the-job training method to enhance employment experiences and outcomes for this population. The purpose of this meta-analysis was to synthesize VM studies to teach job skills for autistic individuals. We applied the Council for Exceptional Children's (CEC) Standards for Evidence-Based Practices in Special Education to evaluate the methodological rigor of included studies using a weighted coding scheme. We further evaluated methodologically sound studies by calculating an omnibus Tau-U effect size. Twenty articles met our inclusion criteria, and 11 of those studies were classified as methodologically sound according to the CEC's criteria. Results indicate that VM is an EBP to improve job skills of autistic individuals. The overall effect size for methodologically sound studies was strong (0.91), but most studies occurred in contrived or school-based employment settings rather than CIE settings in the local labor market. Employers, transition professionals, and related service providers can consider VM a viable method to teach job skills to autistic employees. However, additional research conducted in CIE settings is needed to better understand the effects of VM in contexts where autistic employees earn regular wages. Why was this study done?: Autistic adolescents and adults often experience barriers obtaining employment in their local communities. They may also benefit from on-the-job supports for successful employment. Video modeling is one intervention technique that has been used to teach a variety of skills to autistic individuals. Video modeling involves creating short video clips that show the person how to do specific skills or tasks. We wanted to learn about how video modeling has been used to teach job skills to autistic employees.What was the purpose of this study?: The purpose of this study was to evaluate the quality of research studies that used video modeling to teach job skills to autistic employees. Understanding how video modeling interventions can be used in employment settings may help autistic employees have more positive work experiences.What did the researchers do?: The researchers analyzed the video modeling research studies with autistic participants aged 14 years or older. We evaluated the quality of each study, type of employment setting, type of job skill, and how much the job skills improved. We used a criteria established by a professional organization, the Council for Exceptional Children, to evaluate the quality of the research studies.What were the results of the study?: We analyzed 20 research studies and found that video modeling was an overall effective intervention to teach job skills to autistic adolescents and adults. However, most of the studies focused on general job tasks rather than employment-related social skills. In addition, most of the studies were conducted in employment settings where the autistic employees did not earn regular wages, such as school settings or internships. We encourage future researchers to study how video modeling can be used to promote competitive integrated employment in community settings.What do these findings add to what was already known?: Prior research studies have used video modeling to teach skills such as academic, play, and social skills to autistic children and youth. This study showed us that video modeling is an effective intervention to teach job skills to autistic adolescents and adults.What are the potential weaknesses of the study?: There are disagreements about how to evaluate the quality of research studies in the field of special education. We used a popular criterion by the Council for Exceptional Children organization, but our results may be different from other researchers. We also did not find a large number of studies, so some of our findings should be considered with caution.How will these findings help autistic adults now or in the future?: These findings demonstrate that video modeling is an effective on-the-job training method for autistic employees. Autistic adults can use video modeling at work to learn new job skills. Employers, job coaches, and secondary transition professionals could use brief videos to support autistic employees.

Interdisciplinary Collaboration Practices between Education Specialists and Related Service Providers

Interdisciplinary Collaboration Practices between Education Specialists and Related Service Providers

The Intersection of Education and Healthcare: Supporting Children with Chronic Health Conditions

Objective: Chronic health conditions in childhood have been negatively associated with linguistic, academic, and occupational outcomes. Traditionally, categorical diagnostic approaches relying on exclusionary criteria are used in healthcare services. Methods: This literature review examines research from various fields to evaluate the effects of chronic illness in cognitive-linguistic development in children. We explore the implications for different conceptualizations of the term “chronic illness.” We compare categorical and non-categorical diagnostic approaches, specifically in relation to children’s academic performance. Results: We provide recommendations for bridging the gap between healthcare and education to provide children with chronic conditions the best chance of thriving medically and academically. Definitions of chronic illness that rely on inclusive criteria and acknowledge individual variability seem best suited for clinical practice and research. Conclusions: Effective supports for children with chronic illness require evidence-based treatment approaches that are tailored to the unique needs of each individual child. Educators, healthcare providers, families, and related service providers must have open lines of communication to serve children with chronic health conditions. Early identification and intervention is crucial.

A systematic literature review of Aboriginal and Torres Strait Islander engagement with disability services

This systematic review aims to identify the factors that facilitate or impede the engagement of Aboriginal people living with a disability with disability services through review of the current academic and industry literature. Aboriginal and Torres Strait Islander people are twice as likely to experience disability as non-Indigenous Australians, yet often have more difficulty accessing support. 17 documents were included in the final review. The review revealed the super-ordinate theme of culture and Indigeneity which pervades the three additional themes of accessibility, engagement and lack of support. All four themes can be viewed as barriers or facilitators of engagement for Aboriginal people. Quality assessment highlighted the need for research exploring the experiences of Aboriginal and Torres Strait Islander people living with disability and for more culturally appropriate and scientifically rigorous research. The findings provide guidance for policy makers and service providers in relation to supporting Aboriginal people living with disability. Points of interest Aboriginal people living with a disability experience numerous barriers to positively engaging with disability services. The current literature that examines the lived experience of Aboriginal people living with a disability is limited in scope and quality. Aboriginal and Torres Strait Islander access and engagement with disability services may best be facilitated through the consideration of Aboriginal cultural beliefs, individual cultural needs, and Aboriginal perspectives of health. There is a need for disability services to become more culturally aware and more inclusive of Aboriginal cultural understandings to better inform inclusive policy and practice. The study recommends more collaborative research into the lived experience of Aboriginal people living with a disability, particularly relating to the way that inclusion can improve wellbeing and engagement with support services.

A STUDY THE PROBLEMS OF AUTO RICKSHAW DRIVERS IN KOLHAPUR CITY USING STATISTICAL TOOLS AND TECHNIQUES

Health is a very significant matter in the daily life of a vehicle driver. The aim of this study is to identify the problems among the auto rickshaw service providers in relation to their standard of living and the number of hours put in driving the auto rickshaws, their life style, economic status, technology awareness, educational status, awareness about insurance. For this purpose, a well designed questionnaire prepared for collection of primary data containing various attributes and was circulated to 125 auto rickshaw drivers through convenient sampling technique and The data had been collected from different location in Kolhapur city . The collected data were then analysed with the help of various statistical tools and techniques to know the socio economic lifestyle of the autorickshaw drivers in kolhapur city .In our study the obtained results shows revealed major issues and backlogs in their socio economic lifestyle. KEYWORDS: Graphical Representation, Large Test , Small Test, Level of significance.

교육청이 운영한 긍정적 행동지원 개별지원팀 구성원의 경험과 인식에 관한 질적 연구: 서울특별시교육청 사례를 중심으로

The purpose of this study is to investigate the experiences and perceptions of team members who participated in individualized positive behavior support offered by Seoul Metropolitan Office of Education and to propose suggestions for future implementation. Twenty-one team members that included parents, teachers, and related service providers were interviewed either individually or as a group. These team members worked for ten students with developmental disabilities who attended special schools located in Seoul city and exhibited serious and challenging behaviors. Interviews were recorded and transcribed verbatim. Seven themes emerged from qualitative analyses: (1) difficulty before the support; (2) difficulty experienced by related service providers in the course of individualized support; (3) difficulty of parents and teachers in the course of individualized support; (4) implementation of the intervention based on collaboration between team, home, and school; (5) facilitating factors for collaboration; (6) outcomes; and (7) suggestions for future implementation. This study is significant in that it closely examined the process, outcomes, and challenges of individualized positive behavior support through the voices of team members who participated in the transdisciplinary approach to behavior intervention.

Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan

There is a significant shortage of qualified psychiatrists and related service providers in Pakistan; this occurs in the backdrop of burgeoning evidence of a high prevalence of mental health disorders in the country. At the Aga Khan University Medical College, Psychiatry has been taught to the undergraduates as a mandatory one-month clinical rotation since 1987. AKU is the only medical college with a formal psychiatry training at the undergraduate level. In 2017, a team of faculty members reassessed the curriculum, teaching methodology and learning outcomes of the psychiatry rotation. As a result, an outcome-based, blended curriculum was devised that integrated virtual and classroom-based learning with patient skills training. The new curriculum has now been in implementation for one year. At the end of the rotation, a questionnaire was administered to determine students’ experience of online learning. WEBLEI was adapted to measure students’ perceptions across four subscales. Data was gathered from learners’ use of the virtual learning system, participation in facilitator-based sessions and the clinical teaching and learning. Students were also asked to compare didactic face-to-face sessions with blended learning. Blended learning scored higher on all measures such as student engagement, critical thinking, student-led learning and alignment of assessment method with learning outcomes. The analysis of this data has informed future directions regarding the design and implementation of a Pakistan-wide mental health program. This study also highlights the challenges of curriculum design and its implications in the broader context of Pakistan. The results add to the existing literature about the experience, challenges and successful outcomes of designing a blended curriculum for Pakistan.
 Keywords: Blended learning, Integrated curriculum, Mental health, Learning analytics, PakistanHow to cite this article:Chachar, A.S., Siddiqui, S.A., Saeed, H., Naseem, A. & Mian, A.I. 2020. Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan. Scholarship of Teaching and Learning in the South. 4(2): 100-117. https://doi.org/10.36615/sotls.v4i2.111.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Positive Psychology and Education of Students with Disabilities: the Way Forward for Assessment and Intervention

Focusing on using strength-based practices in special education broadens the perspectives of students with disabilities, their families, and people that provide supports (e.g., educators, counselors) regarding the positive traits that students with disabilities demonstrate and how they can use these attributes to achieve valued life outcomes. Measuring, understanding, and building on strengths are the mission of the field of positive psychology, which can provide a framework for practitioners in the disability field to build on strengths and enhance systems of support and quality of life outcomes. Practitioners, including special and general educators, related service providers, psychologists, and counselors, can use positive psychological assessments and interventions to promote positive student school and postschool outcomes, including well-being, achievement, and leadership. This article (1) provides an overview of how positive psychology can provide a framework for strength-based approaches, (2) highlights specific positive psychological assessment tools and interventions, (3) describes how to implement positive psychological assessment tools and interventions in educational contexts with students with disabilities, and (4) identifies areas for future research to promote positive and meaningful outcomes. Low-cost strength-based assessments and interventions can be used in diverse educational settings to promote positive student school and postschool outcomes. Future research should test hypotheses related to how strength assessments and interventions can promote personal strengths across educational contexts (e.g., inclusive, general education classrooms) with students with diverse personal characteristics and support needs.

PROTECT: Efficient Password-Based Threshold Single-Sign-On Authentication for Mobile Users against Perpetual Leakage

Password-based single-sign-on authentication has been widely applied in mobile environments. It enables an identity server to issue authentication tokens to mobile users holding correct passwords. With an authentication token, one can request mobile services from related service providers without multiple registrations. However, if an adversary compromises the identity server, he can retrieve users' passwords by performing dictionary guessing attacks (DGA) and can overissue authentication tokens to break the security. In this paper, we propose a password-based threshold single-sign-on authentication scheme dubbed PROTECT that thwarts adversaries who can compromise identity server(s), where multiple identity servers are introduced to authenticate mobile users and issue authentication tokens in a threshold way. PROTECT supports key renewal that periodically updates the secret on each identity server to resist perpetual leakage of the secret. Furthermore, PROTECT is secure against off-line DGA: a credential used to authenticate a user is computed from the password and a server-side key. PROTECT is also resistant to online DGA and password testing attacks in an efficient way. We conduct a comprehensive performance evaluation of PROTECT, which demonstrates the high efficiency on the user side in terms of computation and communication and proves that it can be easily deployed on mobile devices.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Commentary on "Relationship of School-Based Physical Therapy Services to Student Goal Achievement".

“How should I apply this information?” As related service providers, school-based physical therapists (SBPTs) are charged by the Individuals with Disabilities Education Act (IDEA) to prepare children with disabilities for the postschool outcomes of “further education, employment and independent living.”1 However, SBPTs in this study underemphasized their contributions to self-care (eg, toileting, dressing, and feeding) and academics, which are predictors of success in these postschool outcomes.2 One way SBPTs can increase their focus on both self-care and academics is by supporting the Physical Education and Health curriculum established in each state. As an added benefit, this study supported that working on self-care is associated with exceeding goal expectations for posture and mobility. This is likely due to the repeated opportunities to practice both posture and mobility when performing self-care, such as toileting, multiple times during the school day. This study highlights the importance of services on behalf of the student (eg, consultation, collaboration, and documentation) when working toward posture and mobility goals. By consulting and collaborating with educators, SBPTs can influence class routines to increase the frequency of practice of desired skills (including self-care) during the school day. This increased frequency of practice can, in turn, promote motor learning.3 When working toward recreational and fitness goals, this study supports the SBPTs' use of functional strengthening and mobility interventions to improve playground access. “What should I be mindful about when applying this information?” As clearly stated by the researchers, this study does not establish causation, but associations between school-based physical therapy services and exceeding goal expectations. Therefore, as SBPTs modify the emphasis of their interventions based upon the conclusions of this study, they should closely monitor the response of each student to such interventions and adjust accordingly. For future studies, SBPTs would benefit from learning the associations between service location and goal achievement. Carlo Vialu, PT, MBA Apply EBP, LLC New York Laurie Ray, MPT, PhD North Carolina Department of Public Instruction Raleigh, North Carolina University of North Carolina at Chapel Hill Chapel Hill, North Carolina The authors declare no conflicts of interest.