Skill Domains Research Articles

The ways of communication for children with autism spectrum disorder

Deficits in social cognition underlie many of the profound challenges individuals with autism spectrum disorder face interacting with and understanding others. This study aimed to evaluate abilities predicting behavioral, verbal, and emotional responses during simulated social scenarios in 42 autistic children. Additionally, communication patterns were analyzed across solitary, peer, and group settings. A multifaceted assessment battery including the “prognostic stories” technique, expert observational ratings, cultural congruence metrics, and activity mapping provided insights into participants’ capacity forecasting actions, statements, and feelings in interpersonal situations. Results revealed marked variability across skill domains, with greatest impairments anticipating emotions. Communication quality and self-regulation strongly correlated with predictive accuracy. Cluster analysis indicated four distinct functional profiles (“proactive planners”, “regulatory navigators”, “quiet observers”, and “balanced responders”) highlighting heterogeneous strengths warranting support. Despite challenges inferring psychological states, personalized interventions targeting highly correlated skill deficits offer optimal social adaptation. Findings reiterate calls for balanced approaches recognizing autistic diversity while compassionately addressing barriers to inclusion. With acceptance and opportunity, individuals across the spectrum have much to contribute. Limitations include sample size and gender imbalance. Follow-up longitudinal tracking is warranted.

Evolving Educational Testing to Meet Students’ Needs: Design‐in‐Real‐Time Assessment

AbstractThe goal in personalized assessment is to best fit the needs of each individual test taker, given the assessment purposes. Design‐In‐Real‐Time (DIRTy) assessment reflects the progressive evolution in testing from a single test, to an adaptive test, to an adaptive assessment system. In this article, we lay the foundation for DIRTy assessment and illustrate how it meets the complex needs of each individual learner. The assessment framework incorporates culturally responsive assessment principles, thus making it innovative with respect to both technology and equity. Key aspects are (a) assessment building blocks called “assessment task modules” (ATMs) linked to multiple content standards and skill domains, (b) gathering information on test takers’ characteristics and preferences and using this information to improve their testing experience, and (c) selecting, modifying, and compiling ATMs to create a personalized test that best meets the needs of the testing purpose and individual test taker.

Defining competencies in curriculum and instruction and developing a new competency model

This research aims to define competencies and propose a new competency model based on expert opinions. Using the Delphi technique, a qualitative research approach was employed. Data were collected through three rounds of Delphi surveys from 29 experts at universities with doctoral programmes in the field of Curriculum and Instruction (CI), who hold doctoral degrees in this area. In the first round, open-ended questions enabled experts to identify key competencies for CI. The subsequent rounds refined these competencies into a 7-point Likert scale questionnaire. Content and descriptive analysis were applied to the first round, while measures of central tendency and dispersion analysed the second and third rounds. The study culminated in a model encompassing 22 competencies: 5 in knowledge, 10 in skills, and 7 in attitudes and values. The knowledge domain includes sub-competencies such as possessing and deepening knowledge. The skills domain covers areas like teamwork and leadership, knowledge dissemination, independent working, problem-solving, and critical thinking, along with innovative and analytical thinking. The attitudes and values domain comprises professional sensitivity, lifelong learning, and commitment to ethical principles and values. This competency model aligns with the European Qualifications Framework (EQF) and the National Qualifications Framework for Higher Education in Türkiye (NQF-HETR), offering a robust framework for CI doctoral programmes. This model not only enhances the quality of CI education but also ensures alignment with international standards.

Smart Cities, Digital Inequalities, and the Challenge of Inclusion

While cities on a global scale embrace smartness as a roadmap for efficient urban governance, disparities persist in the domain of digital accessibility, literacy, and skills, with manifestations of digital exclusion, ageism, and ableism prevalent in most digital urban experiences. Despite their commitment to bridging the digital divide, governments lack comprehensive frameworks to inform policymaking and action for inclusion in smart cities. This review paper aims to deepen the understanding of the multifaceted challenges confronting the governance of inclusion in smart cities. Drawing from a review of research encompassing digital inclusion, digital transitions, smart cities, and urban governance, we discuss who is included and excluded in the governance of smart cities; what are the necessary conditions to be met for smart cities to be considered inclusive; and how can smart city governance deliver public value and equal benefits for all. As a novel contribution, this paper outlines a reflective framework to inform citizen inclusion in the governance of smart cities. This framework is meant to act as a starting point in the design of inclusive digital urban policies, and can also be employed to assess the directions taken to date in public organizations towards more inclusive urban practices.

GUIDELINES FOR THE COMPETENCY DEVELOPMENT OF TRAINERS IN THE PLASTICS MOLDING INJECTION FACTORIES IN THAILAND

Objective: The aim of this research is to develop guidelines for the competency development of trainers in plastics molding injection factories (PMIF) in Thailand. Theoretical Framework: A mixed-methods framework is adopted, integrating quantitative data through statistical analyses like means, standard deviations, and regression, alongside qualitative insights from interviews. The framework explores relationships by combining numerical trends with thematic patterns for a comprehensive understanding. Method: The study population comprises 284 operators and 14 trainers. Data is collected through quantitative and qualitative approaches, including questionnaires and interviews, with statistical analysis applied using percentages, means, standard deviations, relationship analysis, and stepwise multiple linear regression. Results and Discussion: Guidelines for trainer competency development in PMIF in Thailand focus on three key areas—knowledge, skills, and attitude. Four sub-competencies in the knowledge domain influence training success: knowledge in 1) Teaching Psychology, 2) Trainers' Attitudes, 3) Behavior and Work Analysis, 4) Training and Counseling. In the skills domain, significant sub-competencies include: 1) Teaching Skills, 2) Listening Skills, 3) Computer Proficiency, 4) Behavior and Work Analysis Skills. The significant sub-competencies of the attitude domain include: attitudes toward 1) Modern Research, 2) Trainees' Intentions, 3) Teaching Psychology, 4) Trainers' Attitudes. Research Implications: Guidelines to enhance trainer competency in Thailand's plastics molding injection industry are provided. Findings influence training programs, workforce development, and industry productivity. Originality/Value: Key sub-competencies that predict training success are identified in the areas of knowledge, skills, and attitude. Structured approaches to enhance training success are provided, impacting professional practice and training outcomes in industrial settings.

Empowering Community College Students’ Geospatial Education Through Virtual Practical Training

Practical training is important for community college students to gain high-impact real-world experience. This study aims to evaluate the impact of practical training of remote internships of community college and two-year associate degree students on spatiotemporal GIS learning during the pandemic. Anonymous pre- and post-internship surveys and in-person focus groups were conducted, ensuring the collection of quantitative and qualitative data. Outcomes reveal discernible enhancements across all skill domains, encompassing technical proficiencies and soft skills such as research, presentation, and time management. Findings provide valuable insights for refining the efficacy of similar internship programs.

Adaptive behavior in primary agenesis of the corpus callosum

Background and aimsPrimary agenesis of the corpus callosum (ACC) is a congenital neurological disorder characterized by the absence, either partial or complete, of the corpus callosum in individuals who do not have intellectual disability and are otherwise neurologically asymptomatic. While mild to moderate neurocognitive deficits have been observed in individuals with primary ACC using neuropsychological assessments, the impact of this syndrome on adaptive behavior remains insufficiently understood. MethodsThis study used self- and informant-ratings on the Adaptive Behavior Assessment System, Second Edition (ABAS-II) to evaluate adaptive behavior in 35 adults diagnosed with primary ACC. ResultsWhile adults with primary ACC reported adaptive functioning comparable to an age-adjusted normative sample, family informants rated their adaptive ability below norms in several skill domains, particularly social skills. ConclusionsThis pattern of lower ratings by informants than self-ratings suggests adults with ACC may have poor understanding of their own behavior and its consequences. This study demonstrates that informants observe significant deficiencies in the conceptual, social, and practical aspects of adaptive behavior in persons with primary ACC, and that these deficiencies are not seen as clearly by the persons themselves.

Association between Thai language proficiency and adherence to COVID-19 protective behaviors (CPB) among Myanmar migrant workers in Southern Thailand.

The association between host country language proficiency and disease prevention among migrants is underexplored. The objective of this study is to assess the extent to which self-reported command of the Thai language is associated with adherence to COVID-19 protective behaviors (CPB) among Myanmar migrant workers in Thailand. We distributed a self-administered structured questionnaire in Burmese language to 1,050 Myanmar migrant workers in Southern Thailand from September 2022 to January 2023. The questionnaire included background characteristics, self-reported Thai language proficiency based on the Common European Framework Reference (CEFR), and self-reported CPB adherence at residence and workplace. We analyzed data using descriptive statistics and multivariate linear regression analysis. Although slightly less than half of the participants reported CEFR A1 level or higher in Thai speaking and listening skills, less than 10 percent did so for reading and writing skills. Workplace COVID-19 preventive adherence scores were initially found to be significantly associated with A1 level or higher speaking and listening skills. However, after adjusting for confounders, these associations were not statistically significant (Speaking skill's Adjusted Beta = 0.713, 95% CI = -0.011, 1.437; Listening skill's Adjusted Beta = -0.367, 95% CI = -1.087, 0.353). No significant associations were found between any language skill domain and residence COVID-19 preventive adherence scores for both unadjusted and adjusted analysis. The study findings may have implications for relevant stakeholders in migrant services, migrant health, and infectious disease control. However, information biases, language barriers, and lack of generalizability should be considered as caveats in the interpretation of the study findings.

Successful Development and Implementation of Communication Skills Simulation Training Within Pediatric Hematology-oncology Fellowship Education.

Difficult discussions with patients and families are a primary component of pediatric oncology care. We report our experience in the development and implementation of a longitudinal simulation-based Communication Skills Curriculum within a pediatric hematology-oncology fellowship training program. A 6-session simulation curriculum was created for fellows to practice difficult oncology related discussions with a standardized patient (SP). This program was implemented in 2017 and continues presently. Throughout fellowship training the scenarios progress in content and scope. Each simulation was observed and recorded, and written and verbal feedback was provided. The Gap-Kalamazoo Communication Skills Assessment Form was used to assess communication skills in each session. A total of 15 fellows (100% of possible participants) have participated in this curriculum to date. Across all domains of communication skills assessed, the ratings given by the physician evaluators and self-evaluations improved over the course of the scenarios completed throughout fellowship training. This type of simulation-based communication skills curriculum within a pediatric hematology-oncology fellowship training program is feasible to implement. This training is useful to fellows beyond training in improving communication skills, which has the potential to directly benefit the future patients they care for.

Characteristics of early cognitive development in children with Williams syndrome: a prospective cohort study

To investigate the early cognitive development characteristics of children with Williams syndrome (WS) at different age stages. From September 2018 to June 2023, 106 children diagnosed with WS at the Department of Pediatric Health Care, Children's Hospital, Zhejiang University School of Medicine, aged 1 to <5 years, were prospectively enrolled. All children underwent Gesell developmental diagnostic assessments to analyze the cognitive development characteristics of WS children across different age groups. The average age of the 106 WS children was (3.1±1.2) years; 58 were male, and 48 were female. There were no significant differences in developmental levels between males and females in the five domains of gross motor skills, fine motor skills, language, personal-social skills, and adaptive behavior (P>0.05). The incidence rates of mild, moderate, severe, and profound developmental disabilities among children of different age groups showed no significant differences (P>0.05). Comparisons of developmental levels in gross motor skills, language, personal-social skills, and adaptive behavior among different age groups were also not statistically significant (P>0.05). With the increase of age, the developmental level of fine motor skills showed a decreasing trend (P<0.05). There were no significant differences in verbal IQ and non-verbal IQ within each age group of WS children (P>0.05). The overall developmental level of WS children stabilizes with age, and their early language abilities do not significantly exceed their non-verbal abilities.

Relationships between sensory reactivity and occupational performance in children with paediatric acute-onset neuropsychiatric syndrome (PANS).

Paediatric acute-onset neuropsychiatric syndrome (PANS) is a neurodevelopmental disorder affecting children's performance in a fluctuating manner. This study investigates the relationship between sensory reactivity and occupational performance in children with PANS during exacerbation phases. Understanding these relationships is crucial for developing tailored interventions and managing the condition effectively. This study is part of a larger project in which a two-period bidirectional case-crossover design was employed to assess sensory reactivity and occupational performance in children with PANS. The current study used data from exacerbation phases only. Parents of children aged 4.6 to 13.1years with PANS were recruited globally, and data were collected via online surveys. The Vineland Adaptive Behaviour Scale (VABS) evaluated occupational performance, and the Sensory Processing Measure (SPM) assessed sensory reactivity. Analysis utilised Pearson correlation to determine the relationships between sensory reactivity and occupational performance domains. Data from 60 participants who completed the SPM and 21 who completed the VABS showed moderate to strong negative correlations between the SPM total and several domain scores (vision, hearing, body awareness, balance, and motion) and the VABS Communication and Daily Living Skills scores, indicating that increased sensory reactivity is associated with decreased occupational performance during exacerbations. No significant correlation was found between sensory reactivity and socialisation skills. Findings highlight the significant relationship between sensory reactivity and occupational performance during PANS exacerbations, particularly in communication and daily living skills domains. Further research is needed to examine factors influencing socialisation skills and to assess the effectiveness of sensory interventions in improving occupational performance. Although there was no direct consumer and community involvement, two researchers on our team have family members with PANS. Their personal experiences provided vital insights into the challenges faced by children with PANS, deeply influencing our study's design, focus, and interpretation, ensuring it reflects the realities of those affected. We examined the relationship between children's daily activities and their sensory reactivity during PANS symptom flare-ups. Parents of children aged 4.6 to 13.1 years completed surveys measuring sensory reactivity and their children's performance of daily tasks. Our findings showed that during symptom flare-ups, children experienced significant difficulties with communication and daily living skills. These challenges were directly related to heightened sensory reactivity during flare-ups. This highlights the importance of providing targeted occupational therapy during these times to help children manage their symptoms and improve their daily functioning.

A multi-smart agent-based training environment for enhancing 3D graphics production and design thinking skills among elementary computer teachers

This study introduces a multi-smart agent-based training environment aimed at enhancing the production of 3D graphics and fostering design-thinking skills among primary-stage computer teachers. This environment offers a collaborative and interactive learning experience using intelligent agents represented as animated characters. The research evaluates the effectiveness of this innovative training approach through experimental groups, demonstrating significant improvements in the cognitive and psychomotor domains of 3D graphics production skills and in developing design thinking. The results underscore the potential of smart agent technology in educational settings, offering a dynamic platform for teacher professional development by integrating modern technological tools and creative problem-solving methodologies. This study pioneers using multi-smart agent environments in primary education, providing a novel framework that significantly enhances educators' skills and prepares them for future technological advancements in teaching.

No Sex-based Differences in Self-reported Empathy between Patients with Schizophrenia and Control Subjects.

Schizophrenia, one of the most disabling disorders worldwide, is characterized by impaired empathy, which appears to be more common in women. This study aimed to compare empathy levels between control subjects and patients with schizophrenia by sex. We compared sixty-two patients with schizophrenia and 166 control subjects. All participants completed the Empathy Quotient (EQ) questionnaire. A multivariate analysis of variance model was performed with the EQ as the outcome criterion, and group and sex as fixed factors to test for interaction effects. Overall, patients obtained lower scores in the cognitive, emotional reactivity and social skills domains of empathy (p < 0.001). No differences between men and women were found and no interaction effect was identified between sex and group (schizophrenia vs. control) (p > 0.05). This study adds to the evidence on differences in social cognition between people with and without a mental illness such as schizophrenia. It also identifies the absence of sex differences between men and women, observed in both the group of patients and control subjects, which warrants further exploration.

Telehealth Education in Athletic Training

Context: Within the broad telehealth education literature, there are numerous case studies and position statements from various associations of model practices. Little is known about how athletic training is addressing telehealth education. Objective: To determine how athletic training education programs teach, assess, and structure telehealth content. Design: Cross-sectional study Setting: Online survey instrument Patients or Other Participants: An institutional athletic training faculty member from 82 athletic training programs in the United States. Data Collection and Analysis: The survey contained the validated Telehealth Evaluative Content in Higher Education (TECHE) instrument, which consisted of descriptive items focused on how education programs teach, assess, and deliver telehealth education content. Data were cleaned and basic descriptive statistics were calculated. Results: Of the program faculty that responded, 49% (n=39) reported that their program includes telehealth content. Specifically, 19 programs (49%) taught about the knowledge, skills, and abilities using multiple presentations across the curriculum (42%, n = 8) ,including techniques such as class discussions (68%, n = 13) and lectures (63%, n = 12). For assessment, 17 programs (44%) included simulations (65%, n = 11) evaluated most commonly by faculty (82%, n = 14). Only 14 (36%) programs created telehealth clinical experiences including practice with simulated patients throughout all the domains of telehealth skills. When programs included telehealth clinical experiences, they mainly focused (28%, n = 16) on orthopedics and (26%, n = 15) on primary care experiences. Discussion: The development of telehealth content should be based on model practices and delivered across multiple curriculum presentations. Assessment should incorporate various perspectives and utilize different methods. Practice opportunities with classmates and simulated patients that require interpersonal communication, data gathering, and patient education should be developed. Conclusion: While a slight majority of programs do not teach telehealth content, those that do teach telehealth utilize various strategies. Most program faculty use simulations conducted by faculty to assess orthopedic and primary care telehealth content.

Comparing the Effects of Transcranial Direct Current Stimulation and Cognitive Rehabilitation on Language Skills and Attention in Elderly With Mild Alzheimer's Disease

Objectives Alzheimer’s disease (AD) is one of the most common problems in the elderly, which causes a decline in their cognitive function. This study aims to compare the effects of transcranial direct current stimulation (tDCS) and short-term cognitive rehabilitation on language skills and attention in older people with mild AD. Methods &amp; Materials This is a quasi-experimental study with a pre-test/post-test/follow-up design. Participants were 60 people over 65 years of age with mild Alzheimer’s referred to a neurologist in 2022, who were selected by a convenience sampling method and were randomly assigned into two experimental groups and one control group (20 in each group). Then, the tDCS was applied in one experimental group at 10 sessions of 20 minutes once a week and the short-term cognitive rehabilitation program was provided to the second experimental group at 9 sessions of 90 minutes, once a week. No intervention was provided to the control group. Before, one week after (post-test) and one month after (follow-up) the end of the intervention, the assessments were conducted in all groups using Addenbrooke’s cognitive examination- revised (ACE-R). For data analysis, repeated measures analysis of variance test was used in SPSS software, version 23. Results Both methods improved the writing and naming domains of language skills, but they had no significant effect on the attention variable. Conclusion Both tDCS and short-term cognitive rehabilitation can be used to improve the language skills of older adults with mild AD.

Graduate qualities for preservice health and welfare professionals for collaborative prevention and early intervention for child maltreatment: a qualitative study

AimThis study explored Australian nursing, midwifery and social work perspectives on needs within pre-service education to enable interprofessional public health responses to child maltreatment. BackgroundChild maltreatment is a global public health concern, but little is known about how well health and welfare professionals are equipped for interprofessional responses to child maltreatment during initial pre-service qualification. DesignQualitative, World Café approach with online roundtable discussions. MethodsTwenty-five participants attended one of three online roundtables in October 2023. Participants were nurses, midwives and social workers from Australia with expertise in tertiary education, professional regulation and/or child protection. Data were analysed through inductive thematic analysis. ResultsGraduates are not well-equipped during their pre-service education for collaborative responses to child maltreatment. Findings identified four core areas of focus so health and welfare professionals can effectively collaborate to respond to child maltreatment. Core areas are described as graduate qualities and encompass broad domains of knowledge, skills and values which are transferable across multiple areas of practice. ConclusionsOur study proposes core qualities which are essential for health and welfare professional pre-service education to equip graduates for collaborative responses to child maltreatment. Key barriers included lack of shared interprofessional language and priorities, meaning future work should establish consensus on essential knowledge, skills and values. A shared understanding which acknowledges disciplinary nuances is vital to inform curriculum that equips future professionals to collaboratively mitigate harms from child maltreatment.

Stéréotypes d’incompétence des bénéficiaires du RSA : une enquête auprès des professionnels de l’insertion du RSA

BackgroundRSA beneficiaries constitute a stigmatized group within the French population. The stereotype of incompetence, defined very broadly, appears central in this stigmatization, even though the valorization of skills is a fundamental aspect of professional integration support. ObjectivesThe objective of this study is to identify the domains of skills stigmatized in RSA beneficiaries by insertion professionals and the factors associated with this stigmatization. MethodAn online survey was conducted with a specific measure of the stereotype of incompetence and its associated factors. Participants must be insertion professionals working with RSA beneficiaries. Participants were recruited on professional social networks. ResultsThe responses of 427 participants were analyzed. The results reveal four domains of strongly stigmatized skills: the competence to make decisions regarding one's health, the competence to be effective at work, the competence to maintain good social relationships, and the ability to control one's emotions. Beliefs regarding the possibility of professional integration, perceived similarities between professionals and RSA beneficiaries, and the type of support are factors associated with less stigmatization of skills. ConclusionRSA beneficiaries are the subject of multiple stereotypes of incompetence among insertion professionals. These different domains of stereotypical beliefs are therefore a relevant target for promoting RSA beneficiary support types aimed at reducing stigmatization and promoting their professional integration.

Subjective learning gain from a simulation-based health management course: a mixed methods study.

Simulations are increasingly being offered as part of the educational experience of healthcare students. We used a Health Management Scenario Simulation system to create a course. This study aimed to evaluate learning gains before and after the course. Based on the learning strategies of framing, simulation, and debriefing, the Health Management Scenario Simulation course lasted 4 weeks and was conducted online. Learning gain was assessed using a comparative self-assessment questionnaire administered electronically at the beginning and end of the course. We organized focus group interviews and collected quantitative data after students completed the simulations and the questionnaire. These data were subjected to descriptive statistical analysis and thematic grouping using frequency counting. There were 195 health management students enrolled in the course. In total, 265 anonymously completed questionnaires were received, 141 (72.31%) on the pre-simulation and 124 (63.59%) on the post-simulation. All questionnaire item gain values were positive, except the item "I can identify common health risk factors," which showed no change. The skills domain showed the highest learning gain, ranging from 16 to 22%. Six students participated in the focus-group study. The main themes that emerged from students' reflections were learner-centeredness, competencies, and career development. Students acquired health management skills through the simulation, which contributed to the development of basic attitudes and skills in their professional careers. Students' comments highlighted the value of practicing health management skills in a simulated environment.

Multivariate analysis on students' cognitive assessment, attitude, and skill evaluation in problem-based learning

To improve the quality of education, the Ministry of Education and Culture of the Republic of Indonesia designed the "Merdeka" curriculum. With this curriculum, there are three learning outcomes, namely cognitive (knowledge), affective (character or attitude), and psychomotor (skills) domains. The learning that can be applied to the "MERDEKA" curriculum is the problem-based learning model. The significance of a variable in the learning process is very important to research to evaluate the learning process, especially in problem-based learning. Thus, the research objective of this study is to provide evidence of the significance of students’ cognitive assessment, attitude, and skill evaluation in mathematics learning. This study is a quantitative research using two-way multivariable analysis of variance (MANOVA), to determine the significance of cognitive assessment (assessment of learning outcomes), character or attitude, and skills evaluation in three classes of VIII students using problem-based learning (PBL). A two-way MANOVA analysis was carried out with students' class and gender factors, using measurement variables: cognitive assessment, attitude, and skill evaluation. From the results of the analysis, it was found that problem-based learning can be applied to Mathematics classes because, with this learning, both male and female students, the student's cognitive assessment is equally good in the significance level 5%. The differences in attitude and skill evaluation occurred because of the uniqueness of male and female students.

Effective Teaching for Classroom Management Workshop: The Ghanaian Teachers’ Perspectives and Evaluation

The paper is about teachers’ reflection on and evaluation of continuous professional training and development. It is a qualitative survey, grounded in narrative inquiry framework of educational research with the assumptions that humans are social storytelling organisms. With a convenient sampling technique, 619 responses were received from 778 participants. Adopting a participant-centred mode of teaching, participants evaluated the workshop in their own words. With a human cognition of thinking, learning, and understanding, comments were classified into Bloom’s (1956) three learning domains of cognitive, affective, and skills combined with Perry &amp; Booth’s (2021) concept of evaluating facilitators and workshop organizations and Kirkpatrick’s (1998) four levels of evaluation. Participants insisted that this workshop be extended to other schools to build the required foundation for students. They mentioned also that their exposures to contemporary instructional strategies meet the globally acceptable standards and are challenged as 21st century teachers. Participants maintained that they would go back to the classroom with different mind-sets to include learners during lesson planning.