Skills Intervention Research Articles

Music therapy improves engagement and initiation for autistic children with mild intellectual disabilities: A randomized controlled study.

This study aimed to evaluate the effectiveness of music therapy (MT) for children with co-occurring autism spectrum disorder (ASD) and intellectual disabilities (ID) and explore whether pre-intervention quantitative electroencephalogram (qEEG) responses can predict outcomes. A randomized controlled trial was conducted with 33 children receiving MT and 34 receiving an active control therapy. Participants received either MT or a non-musical social skills intervention for 45 min weekly over 12 weeks. Primary outcomes were measured using the Childhood Autism Rating Scale (CARS-2), along with the parent-rated Social Responsiveness Scale (SRS-2) and video coding of social behaviors. Both conditions significantly improved in CARS-2 scores at 2 weeks and 4 months post-intervention, with no differences between MT and control conditions. No changes were found in SRS-2 scores. While both conditions showed reduced disengagement after intervention, only the MT condition showed increased engagement and initiation. Strong qEEG responses to social scenes and music predicted increased initiation, indicating its potential to help tailor interventions. These results support incorporating MT into standard services and further research on qEEG predictors.

Serious games as instruments for the social habilitation of children with Autism Spectrum Disorder: a narrative review

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition related to some persistent challenges with communication and social interaction, repetitive and circumscribed behavior patterns, and interests. Some studies in the scope of neuropsychological habilitation towards individuals with ASD have integrated technology-based approaches for evaluating the impairments that characterize the clinical condition and for the intervention to develop skills and improve the quality of life of this population. The current study aimed to investigate the scientific literature on emerging programs of technology-based interventions, specifically serious games, to foster social skills-building in children with ASD. In conclusion, some studies suggested game-based intervention as a promising feature of social habilitation designed for this population, although outcomes are still preliminary. Some studies also indicate the use of virtual environments as an effective resource for delivering social skills interventions and providing opportunities for individuals with ASD to learn and train skills in a controlled and replicable setting.

Neurocircle microsurgery model: Description of simulation-based training and exoscope

Background: Microsurgery is crucial in neurosurgery, requiring precise skills for interventions on delicate structures. Effective training is essential for developing these skills. In Peru and Latin America, however, there is a notable shortage of specialized training centers and high costs associated with foreign simulators, hindering the development of neurosurgical skills. To address this issue, the NeuroZone3D Research Center has initiated a project to create a national dataset on Peruvian craniometry and develop locally adapted training models. Methods: The “NeuroCircle Microsurgery Model” was created through a multi-phase process. Phase 1 involved designing a simulation platform using a 3D printer. Phase 2 focused on creating a realistic biomodel with polyurethane and advanced modeling techniques. In Phase 3, the biomodel was assembled and integrated into the platform. Phase 4 included using a wooden module, a cost-effective exoscope simulation, and surgical instruments to provide a realistic training environment. Results: The “NeuroCircle Microsurgery Model” provided a stable and effective training environment. Feedback from training sessions with neurosurgery residents and medical students indicated significant improvements in microsurgical skills. Participants valued the model’s realism and its role in enhancing their surgical proficiency. Conclusion: The “NeuroCircle Microsurgery Model” is a significant advancement in microsurgery training for Peru and Latin America. Its development provides a valuable, locally adaptable tool for improving surgical skills and addresses the critical training gaps in the region.

Peer-Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio-psycho-social Model. A Systematic Review.

This systematic review expands the current knowledge about Peer-Mediated Interventions (PMIs) for children with Autism Spectrum Disorder, focusing exclusively on primary school age (6-12years). The study has three aims: (1) describing the main features of the PMI programs; (2) discussing the PMIs efficacy on autistic children's social skills; (3) analyzing whether the PMIs were coherent with the bio-psycho-social model promoted by the International Classification of Functioning, Disability and Health (ICF) classification system, by referring to the person-environment interaction and to the concepts of body functions and structures, environmental factors, and activity and participation. The systematic review followed the PRISMA-P method. The literature search was conducted in August 2024 through PsycInfo, PsycArticles, Education Source, and PubMed databases. A total of 558 articles were generated; 1 study was later added. Twenty-four articles were finally included. Most of the studies used a multiple baseline design across subjects and proved to be effective. Yet, only 5 studies included a follow-up assessment, which showed contrasting results. PMIs partly fit the ICF bio-psycho-social vision, even if they were not designed for this purpose. Our analysis arises from the belief that systematically including the perspective of individual-environment interaction could better guarantee the intervention efficacy.

Empowering Social Growth Through Virtual Reality–Based Intervention for Children With Attention-Deficit/Hyperactivity Disorder: 3-Arm Randomized Controlled Trial

Background Attention-deficit/hyperactivity disorder (ADHD) usually begins in childhood and is often accompanied by impairments in social functioning. Virtual reality (VR) has emerged as an adjunctive tool to embed in social skills training to enhance the social skills of children with ADHD, but its effectiveness requires further investigation. Objective This study aims to enhance the social skills of children with ADHD by examining the feasibility and effectiveness of VR-based training in comparison to traditional social skills training. Methods A 3-arm randomized controlled trial was conducted with 90 children with ADHD aged 6-12 years. Participants were randomly assigned to 3 weeks of 12-session VR-based social skills training, traditional social skills training, or a waitlist control group of equivalent duration. Outcome measures included assessments by a clinical psychologist who was blinded to group assignments, the Social Skills Improvement System Rating Scale, the Behavior Rating Inventory of Executive Function, and the Simulator Sickness Questionnaire, conducted at baseline and after the intervention. Results The preliminary results support the feasibility and acceptability of VR training for children with ADHD aged 6-12 years. Analysis showed that the VR and traditional social skills training groups experienced a statistically significant improvement in the clinical psychologist assessment of social skills and parent-rated self-control, initiative, and emotional control after the intervention compared with baseline. The VR group performed significantly better than the traditional social skills group on social skills assessed by clinical psychologists (F2,85=76.77; P<.001) and on parent-rated self-control (F2,85=18.77; P<.001), initiative (F2,85=11.93; P<.001), and emotional control (F2,85=17.27; P<.001). No significant between-group differences were found for parent-rated cooperation and inhibition (all P>.05). Conclusions The findings provide preliminary evidence supporting the feasibility and superior effectiveness of VR-based social skills training compared to traditional approaches for enhancing social skills and related executive functions in children with ADHD. These results suggest that VR may be a valuable tool to embed within social skills interventions for this population. Further research is warranted to explore the long-term impacts and generalizability of these benefits. Trial Registration ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526 International Registered Report Identifier (IRRID) RR2-10.2196/48208

Being a nurse during an earthquake that affected ten provinces: A qualitative study on experiences and expectations.

This study was conducted to determine the professional experiences and future expectations of nurses working in the most damaged areas during the first two weeks of the 2023 Turkey earthquake. The increase in the frequency and severity of disasters in recent years has strongly shown that nurses must be prepared to respond to all disasters. To prepare for disasters that require a multifaceted approach, the experiences of nurses serving in disasters should not be ignored. A hermeneutic phenomenological approach was used in this research. The study included 18 nurses who worked in the first two weeks of the disaster. Data were collected through semistructured in-depth interviews between April and May 2023. Four themes were identified from the analysis of the data: (1) personal challenges, (2) organizational challenges, (3) nursing during the disaster, and (4) expectations. The results showed that nurses needed psychosocial support intervention skills in disasters and that their psychological preparation and knowledge levels for disasters were insufficient. In addition, the study revealed that organizational preparation was inadequate and that all these factors affected nursing care. The knowledge and skills that nurses need for professional disaster management can be provided by updating undergraduate education, in-service training procedures, and related policies. Considering that ideal disaster management is possible with a multidisciplinary team, it is recommended that national disaster policies be reviewed.

Exploring the Feasibility of Social Skills Programs for Autistic Youth Through Virtual Reality.

Many autistic individuals may desire support and services primarily in the areas of adaptive functioning and social well-being throughout their lifetime. There is a need for community-informed and person-centered social programs targeted for autistic adolescents and adults. New technology, such as virtual reality (VR), is being researched to assess the feasibility of providing therapeutic services to autistic individuals. This qualitative study aims to better understand and explore the perceptions of parents and autistic adolescents regarding social development and thoughts around social skills interventions delivered through technologies such as VR. Eight autistic adolescents between the ages of 12 to 17, and five parents participated across five focus groups. The focus group interviews were semi-structured, and qualitative data analysis was conducted through an open thematic approach and inductive coding process. Seven primary themes with sub-themes were identified throughout the focus group interview discussions: Social Skills of the participating autistic adolescents as reported by their parents and by self-report, Family Dynamics affecting social relationships within the family, Social Skills Goals both groups hoped to develop and improve, the existence and quality of In-Person vs. Online Friendships, Experience/Comfort With Technology, Openness to Virtual Environments, and Concerns for Virtual Environments. Researchers identified these themes across both parent and adolescent focus groups. This study provides guidance to the research community on investigating different innovative approaches for offering a social program that is supported by autistic individuals.

Feasibility of the Challenge Assessment, the Gait Outcomes Assessment List and ‘Moving Together’ (‘Sammen I Bevægelse’), a Group-Based Motor Skills Intervention for Independent School-Aged Children with Cerebral Palsy

ABSTRACT This single group pre and posttest study evaluated the feasibility of a new 10-week group-based motor skills enhancement intervention: “Moving Together,” and associated use of the Challenge assessment and Gait Outcomes Assessment List (GOAL). Participant attendance/completion and satisfaction with the assessments and intervention were evaluated, and a first estimate of associated motor skill-related changes obtained. Ten ambulatory children with cerebral palsy (7–14 years) and their parents participated. Ninety percent of Challenge sessions were attended and 82.5% of GOAL questionnaires completed. Program attendance was 83% overall. Satisfaction with assessments was high for the Challenge and moderate for the GOAL, and intervention satisfaction was high. Mean change scores (95% CI) post-intervention for the Challenge and GOAL were 4.2 (−11.4 to 3.1) and 3.6 (−14.4 to 4.0) points (/100) respectively. Challenge and GOAL use was feasible and appropriate for “MovingTogether” and associated with gains in motor skill performance and functional abilities.

Effect of standardized patient simulation with BCG vaccination on nursing students' skills, knowledge and satisfaction, and self-confidence: A randomized controlled study

AimTo examine the effect of standardised patient simulation training on nursing students' skills and knowledge in administering the Bacillus Calmette-Guérin vaccine, as well as their satisfaction and self-confidence. BackgroundThe Bacillus Calmette-Guérin vaccine is administered by nurses to prevent tuberculosis. However, there have been reports of complications arising from inadequate knowledge and skills related to Bacillus Calmette-Guérin vaccine administration. DesignA randomised controlled experimental design. MethodThis experimental study was conducted between October 2022 and January 2023 at a university, Medical Training and Simulation Centre. The fourth-year nursing students enrolled in their intern term were asked to participate in this experimental study. Participants were allocated to the intervention group (n=45) and the control group (n=45). The control group received only theoretical training and then BCG application on the model. The socio-demographic survey was conducted to collect demographic data. The Bacillus Calmette-Guérin Vaccine Knowledge Form, Bacillus Calmette-Guérin Vaccine Administration Checklist, and the student satisfaction and self-confidence scale in learning were used. The intervention group received simulation training using a standardized patient. All students' knowledge and skills were measured before and 3 months after the theoretical training. ResultsSimulation training using standardized patients significantly increased nursing students' Bacillus Calmette-Guérin vaccine knowledge (intervention group=21.57±5.12; control group=15.33±5.61), skills (intervention group=20.88±4.29; control group=10.22±4.56), confidence and satisfaction (intervention group=4.61±0.30; control group=4.17±0.3) compared with the control group (p < 0.05). ConclusionTraining with standardized patient techniques provides students the opportunity to practice realistically in a safe environment, enabling repetitive practice, which enhances self-confidence and satisfaction.

Water Competency and Sensory Processing Among Children on the Autism Spectrum.

Globally, drowning is the third leading cause of unintentional injury death, and children on the autism spectrum are at a higher risk of drowning. Several factors affect limited water competency (swim skills and water safety) and engagement in swimming as a meaningful leisure activity. To identify baseline water competency among children on the autism spectrum, examine caregiver goals for swim skill intervention, and examine factors associated with water competency. Cross-sectional analysis of baseline assessment from a larger randomized controlled trial. Franklin County Board of Developmental Disabilities Therapy Pool. Children on the autism spectrum (N = 37; 28 boys, 9 girls), ages 5 to 9 yr, recruited from the local community. Water competency was assessed using the Water Orientation Test-Alyn 1 and 2 (WOTA 1 and 2). Caregivers completed the Canadian Occupational Performance Measure (COPM), the Sensory Profile-2 (SP-2), and a prior aquatic exposure questionnaire. Children on the autism spectrum showed limited water competency skills on the WOTA 1 and 2. A majority of caregivers identified safety in and around water as a goal for their child, using the COPM. Higher conduct processing and low registration scores on the SP-2 significantly correlated with lower water competency. Exposure to group lessons significantly correlated with better water competency. Children on the autism spectrum demonstrated limited swim and water safety skills, highlighting the need for programs that teach swim and water safety skills in this population. Plain-Language Summary: This study examined water competency, including swim safety skills, among children on the autism spectrum. The results suggest that these children lacked basic water competency and safety skills. Caregivers of children on the autism spectrum identified water safety in and around bodies of water to be a high-priority goal. A child's sensory characteristics and prior exposure to water activities affect their water competency. Our results highlight the need for programs that teach swim and water safety skills for children on the autism spectrum.

Life Skills in Compulsory Education: A Systematic Scoping Review

The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and 2023 focused on life skills in compulsory education (grade 1–10). In addition to mapping the studies according to their characteristics, how life skills are defined is also examined, with a specific focus on collectivistic and individualistic perspectives. Through a rigorous search process, 50 studies were identified. The studies are mainly concerned with evaluating the efficacy of life skills programs or interventions for adolescents. They define life skills by both the type of skill and what it achieves. Key trends include an emphasis on an individualistic understanding of the term, lacking collectivistic perspectives. The implications focus on life skills education connected to lifelong learning, Bildung, and holistic growth from a collectivistic perspective, suggesting that future research could include life skills education for younger children for more sustainable effects favorable for desired societal outcomes.

Study protocol of the safe driving program for the prevention of car accidents: A randomized controlled trial protocol.

Driving cessation is strongly associated with adverse health outcomes in older adults. Although numerous studies have focused on driving skill interventions for safe driving, the effects of interventions on car accidents remain unclear. We designed a randomized controlled trial to examine the effects of driving skill training on the prevention of car accidents among community-dwelling older adults using on-road training. A total of 1408 community-dwelling older drivers aged ≥65 years participated in the randomized controlled trial with blinded endpoint assessment. Participants randomized to the intervention group (n = 697) underwent four sessions, with 200 min re-training focused on the problem of driving in the older people. Controls (n = 697) received one classroom education session. On-road driving performance was assessed by certified driving school instructors in a driving school. The primary endpoint is an incident car accident, which will be detected based on the Japanese national car accident report data, after 24 months. This study has the potential to provide the first evidence of the effectiveness of on-road driving skill training regarding the prevention of car accidents. If our trial results show a lower number of car accidents due to driving skill training, this kind of intervention will provide an effective method for maintaining safe driving. These results will be disseminated to the appropriate national transportation agencies to improve or modify safe driving policies and possibly extend the validity of driver's licenses for older adults. UMIN-CTR (identification number: UMIN000034709). Registered 31 October 2018. Geriatr Gerontol Int 2024; ••: ••-••.

The Friends and Family for Mental Health Program: a pilot study of a cognitive behavioral therapy skills intervention for rural adults.

Limited access to psychological treatment is a pressing problem in the US, especially in more rural areas. One potentially underutilized resource is informal care from friends and family members. Although those in rural areas rely on informal care more than those in urban areas, there is little to guide interested caregivers in how they can be most effective. In this study, we conducted a pilot test of the Friends and Family for Mental Health Program, a mental health skills program we developed to enhance informal care and reduce psychological symptoms among informal caregivers. To provide an initial test of the potential benefits of this program, we evaluated the impact of the program on informal care skills, hope, psychological symptoms, and mental health skills. Informal care skills and hope improved. Participants also reported reduced anxiety. We considered intervention feedback to inform intervention development. Overall, findings provided preliminary support for the program and provide directions for future refinements. Though further research is needed, initial evidence suggests mental health skills programs directed at informal caregivers are both desired and beneficial in rural areas.

Social skills programme for adolescents with depression: initial outcomes of a hospital based study in Sri Lanka

ObjectiveThis quasi-experimental study aimed to describe the outcome of a social skills intervention for adolescents with depression followed up at an outpatient Child and Adolescent Psychiatry Unit. Twenty adolescents with depression attending a tertiary care facility in Colombo, Sri Lanka were recruited, who participated in two social skills training programmes (6 months apart), in addition to pharmacological treatment. Outcome of the programme was measured by a self-administered questionnaire that assessed perceived changes in social skills, before and after the intervention. Wilcoxon Signed Rank test was used to determine the statistical significance of improvement in social skills.ResultsThe sample consisted of 80% (n = 16) female adolescents. Median scores (inter-quartile range) for social skills before and after the first social skills programme were 31.5 (21.0–36.0) and 33.0 (28.25–40.25) respectively, indicating a significant improvement in social skills following intervention (p = 0.011, r = 0.57). A similar improvement was observed after the second programme (n = 10), reporting higher median scores for social skills after intervention (29.5 vs. 37.5, p = 0.005, r = 0.89). A significant improvement was also observed in perceived ability to cope with depressive thoughts after intervention (p = 0.032), indicating that social skills training can be a useful adjunct to pharmacological interventions, in the management of depression in adolescents.

Healthy identity development in adolescent and young adult (AYA) oncology: Enhancing family communication to reduce AYAs’ identity distress.

371 Background: Identity development is the process that informs how an individual views oneself and develops a sense of self. A cancer diagnosis during adolescence and young adulthood (AYA; ages 15-39) disrupts AYAs’ identity development and creates identity distress. Identity development is a key developmental task during AYA. It is a recognized psychosocial concern and need for diagnosed AYAs but remains an understudied psychosocial need in AYA oncology care. Identity development can be promoted (or inhibited) in AYAs’ social interactions. AYAs’ communication with parents (often their primary source of support) may function adaptively or maladaptively for AYAs’ identity development. A communication skills intervention for diagnosed AYAs and parents could address communication strategies that promote AYAs’ healthy identity development while buffering identity distress. To capture knowledge that will contribute to a communication skill intervention, this study aimed to identify parent – AYA communication that promotes or inhibits identity formation. Methods: We recruited 14 AYAs to participate in audio-recorded, semi-structured, in-depth interviews. Eligibility criteria for AYAs included: 1) must be diagnosed with any type of cancer during adolescence (aged 15-18) or emerging adulthood (aged 19-29) and 2) be in active treatment or up to 32 months since the end of treatment. Interviews were thematically analyzed using constant comparative method. Results: AYAs’ age ranged from 19-29 ( M =24 years old), and their age of diagnosis ranged from 15-27 years ( M =21 years old). Diagnosed AYAs shared four types of identity disruptions that involved communication with their parents: independence, friendships, sexual orientation/behavior, and long-term goals. They also shared how parents’ communication either promoted identity development or contributed to identity distress. Results indicated that parents’ using parental psychological control in communication contributed to AYAs’ identity distress. AYAs shared parents prioritizing the AYA’s voice and engaging in emotionally supportive communication fostered their identity development. Conclusions: This study captures specific communication approaches and behaviors in parent-AYA communication and its promotion of AYAs’ identity development or contribution to identity distress. Findings demonstrate the importance of developing communication skills training and conversation tools to helps both AYAs and parents learn how to communicate to promote AYAs’ identity development and better overall psychological well-being.

Critical thinking and misinformation vulnerability: experimental evidence from Colombia.

Misinformation represents a vital threat to the societal fabric of modern economies. While skills interventions to detect misinformation such as de-bunking and prebunking, media literacy, and manipulation resilience have begun to receive increased attention, evidence on de-biasing interventions and their link with misinformation vulnerability is scarce. We explore the demand for misinformation through the lens of augmenting critical thinking in an online framed field experiment during the 2022 Presidential election in Colombia. Data from roughly 2.000 individuals suggest that providing individuals with information about their own biases (obtained through a personality test) has no impact on skepticism towards news. But (additionally) showing participants a de-biasing video seems to enhance critical thinking, causing subjects to more carefully consider the truthfulness of potential misinformation.

The role of social identity in a suicide prevention programme for construction workers in Australia.

Each year, more than 700 000 people die by suicide globally, the majority of whom are men. The United Nations and World Health Organization have set targets to reduce suicide rates by one-third by 2030. While large-scale suicide prevention programmes are required to meet these targets, diffusion of these types of initiatives is difficult-particularly with male populations. This qualitative study investigated the MATES in Construction suicide prevention programme in Australia. Guided by Social Identity Theory and the Social Identity Model for Collective Action, the study aimed to understand why construction workers chose to volunteer and advocate for industry-based suicide prevention programmes, and how their worker identity, solidarity and relationships impacted their volunteering and advocacy. Semi-structured interviews were conducted with 28 participants who had chosen to engage with MATES as volunteers. Data were interpreted using a reflexive approach to thematic analysis, and four themes were constructed from the data relating to feelings of belonging, connection and solidarity between workers and their industry; how specific context and roles impacted identity while existing within an overall sense of identity and solidarity; how industry mateship supported engagement in suicide prevention; and how the role of lived experience, mateship and responsibility provided hope for change. Providing intervention skills to workers, particularly workers with a lived experience of mental ill-health, empowered them to believe that they could make a difference by acting collectively. The MATES engagement model described in this study may have applications for other health promotion prevention programmes targeting male cultures.

Assessment of the approach to managing medical emergencies during dental procedures.

This study aims to investigate the knowledge of dental interns and post-graduated doctors regarding dental emergencies and their occurrence in the clinic and examine the doctors' ability to intervene in these emergencies. Note that, 150 dental interns and 101 post-graduated doctors were surveyed with sixteen questions regarding their knowledge and experience with syncope, orthostatic hypotension, myocardial infarction, angina pectoris, asthma, and anaphylactic shock. Also, post-graduate doctors answered nine additional questions about their emergency response capabilities. This study found that interns and doctors exhibited similar knowledge about emergencies. Nonetheless, the count of dental interns encountering emergencies is relatively limited. Syncope was the most frequently encountered condition (61.8%). Doctors' increase in years of experience correlated positively with a higher rate of intervention in epilepsy, orthostatic hypotension, and anaphylactic shock (p=0.001, 0.024, and 0.02, respectively). The ability to check the carotid pulse and to perform intramuscular injections was high in post-graduated doctors (90.09% and 81.2%, respectively). Although interns believe their knowledge about emergencies to be sufficient, their intervention skills may need to be improved due to the low frequency of encounters. After graduation, their inability to intervene adequately during emergencies in the clinic can lead to fatal consequences. The lack of improvement in doctors' knowledge and intervention abilities with experience could be attributed to insufficient training after completing their formal education. To prevent such scenarios, regular training sessions should be provided to interns and doctors, focusing on the emergencies they may encounter.

Exploring the therapeutic potential of virtual reality and augmented reality in social skills training for individuals with autism spectrum disorder

This paper examines the emerging role of Virtual Reality (VR) and Augmented Reality (AR) technologies in providing immersive and personalized social skills training for individuals with Autism Spectrum Disorder (ASD). By creating realistic and interactive environments, VR and AR offer novel approaches to address the social deficits characteristic of ASD, facilitating skill acquisition and generalization in a controlled and supportive setting. This study reviews recent advancements, challenges, and future directions in utilizing VR and AR as adjunctive tools in social skills interventions for individuals with ASD.

Learning Underwater Intervention Skills Based on Dynamic Movement Primitives

Improving the autonomy of underwater interventions by remotely operated vehicles (ROVs) can help mitigate the impact of communication delays on operational efficiency. Currently, underwater interventions for ROVs usually rely on real-time teleoperation or preprogramming by operators, which is not only time-consuming and increases the cognitive burden on operators but also requires extensive specialized programming. Instead, this paper uses the intuitive learning from demonstrations (LfD) approach that uses operator demonstrations as inputs and models the trajectory characteristics of the task through the dynamic movement primitive (DMP) approach for task reproduction as well as the generalization of knowledge to new environments. Unlike existing applications of DMP-based robot trajectory learning methods, we propose the underwater DMP (UDMP) method to address the problem that the complexity and stochasticity of underwater operational environments (e.g., current perturbations and floating operations) diminish the representativeness of the demonstrated trajectories. First, the Gaussian mixture model (GMM) and Gaussian mixture regression (GMR) are used for feature extraction of multiple demonstration trajectories to obtain typical trajectories as inputs to the DMP method. The UDMP method is more suitable for the LfD of underwater interventions than the method that directly learns the nonlinear terms of the DMP. In addition, we improve the commonly used homomorphic-based teleoperation mode to heteromorphic mode, which allows the operator to focus more on the end-operation task. Finally, the effectiveness of the developed method is verified by simulation experiments.