Skills Module Research Articles

ASSESSMENT AND VALIDATION OF FACILITIES FOR IMPLEMENTING EMPLOYABILITY SKILLS MODULE IN ALUMINIUM FABRICATION: A STUDY IN NIGERIAN TECHNICAL COLLEGES

Technical and Vocational Education and Training (TVET) programs rely heavily on well-equipped facilities to effectively impart skill-based education. This study focuses on identifying and validating the necessary facilities for implementing an employability skills module in aluminium fabrication within Nigerian technical colleges. The research encompasses a population of 1181 individuals, including technical teachers, technologists, and industrial-based supervisors. Employing a multi-stage sampling procedure, a sample size of 318 participants was selected. Data was collected using the Implementing Employability Skills Module Questionnaire (IESMQ), validated by experts and assessed for reliability using Cronbach's alpha (α = 0.92). Additionally, constructs were examined through Average Variance Extracted (AVE) and Composite Reliability (CR) values of 0.54 and 0.89, respectively. Confirmatory Factor Analysis (CFA) was employed to validate the appropriateness of identified facilities for implementing the employability skills module in aluminium fabrication. The results demonstrate convergent, construct, and discriminant validity. Based on these findings, it is recommended that the identified facilities receive prioritization and procurement to ensure the successful implementation of the employability skills module in aluminium fabrication and glazing work within the context of Nigerian technical colleges.

How can we incorporate nature connection into our work as learning developers?

This poster presents reflections on a year of facilitating regular outdoor ‘walk and talk’ activities embedded within a taught academic skills module. The aims were to foster connections between students, to deepen their sense of belonging, and to positively impact on their mental health by inviting them to spend time in local green spaces during timetabled class hours.

Employability Skills

Technology has been responsible for the digitisation and automation of routine jobs. With the advent of Artificial Intelligence (AI) this trend is likely to continue into more technical or sophisticated work. This gives rise to the question; how can graduates and employees ensure they have a job in the future? A precondition for understanding lifelong learning is to clarify what kind of learning may take place throughout an employee’s career. This paper explores the concepts of employability skills, soft skills, and 21st century skills in an effort to identify where particularly human skills will still be essential. After reviewing research in the area of employability skills, mainly from a labour market perspective, the paper goes on to contextualise the training and development of employability skills in higher education. Following that, reasons for developing and introducing employability skills modules in higher education are discussed and based on the literature, recommendations are made for higher education institutions, tutors, students, and employees.

The impact and the challenges of implementing a faculty development program on health professions education in a Brazilian Medical School: a case study with mixed methods

PurposeFaculty development in health professions education is still challenging in developing countries like Brazil. Work overload and the lack of financial support hinder faculty members' participation. Ribeirão Preto Medical School founded its Center for Faculty Development in 2016. Since then, an essential skills module (ESMo) on health professions education (HPE) has been offered regularly to faculty members and preceptors of seven undergraduate programs. This case study aims to evaluate the impact of this Essential Skills Module on the educational practices of participants two years after attending the module and the challenges faced during the process.MethodThe study used a mixed-method approach with a description of the demographic and professional profile data of the ESMo participants. Immediate post-ESMo perceptions (satisfaction and learning) of the participants were determined with structured instruments. Two years later, a semi-structured interview was conducted and recorded to determine the long-term effects (application of learning and behavior changing as an educator). NVIVO® software was used to store and systematize the thematic discourse analysis with a socio-constructivist theoretical framework interpretation.ResultsOne hundred forty-six participants were included: 86 (59%) tenured faculty members, 49 (33,5%) clinical preceptors, and 11 (7,5%) invited teachers. Most were female (66%), and 56% had teaching experience shorter than ten years. 52 (69%) out of 75 eligible participants were interviewed. The immediate reaction to participating in the module was quite positive and 80% have already implemented an educational intervention in their daily activities. Discourses thematic analysis showed five emerging themes appearing in different frequencies: Changes in teaching activities (98%); Lack of previous pedagogical training (92.3%); Commitment and enthusiasm towards teaching (46.15%); Overlapping functions inside the institution (34.6%) and Challenges for student assessment (23%).ConclusionThis first in-depth evaluation of the long-term effects of a faculty development intervention in a Brazilian Health Profession Education school showed that participation positively changed participants' teaching & learning practices. These interventions consistently fostered a community of practice and valued faculty development processes in local and national scenarios.

Research skills modules for further education college based top-up degrees

This case study investigated to what degree the research skills needed for college based top-up degrees differ from each other. The four academic areas studied ranged from natural and formal science subjects to social science and visual arts. They were explored by means of a thematic analysis of both their individual module handbooks on research skills and interviews with lecturers on these modules. The results were compared against the relevant subject benchmark statements, Biglan’s framework of classifying academic fields and related research. The interviews suggest that the research skills development needs of students at top up degree level can be met through a dedicated module in an effective way. Both the handbooks and the interviews intimated that there is a certain amount of overlap when it came to secondary research, which may be effectively met by a suitable librarian. Furthermore it was found that only two dimensions of Biglan’s framework are necessary to explain the needs of detailed ethics consideration for student projects and the existence of primary research tools and techniques peculiar to a certain field. Further work could include the definition of more generic primary research tools and techniques for academic fields where a paradigm consensus is relatively weak.

The effectiveness of video-based learning media and skills practicum module in diploma nursing students during the COVID-19 pandemic at the Faculty of Nursing, Universitas Nahdlatul Ulama Surabaya

Background: Educational science is a reciprocal adjustment process between humans and humans and nature as a regular development and improvement of all moral, intellectual, and physical potentials. In the learning process in the clinical laboratory, lecturers only use textbooks or observation sheets and do not get videos and modules as media in the learning process in the clinical laboratory about nursing skills. Students can choose learning styles through video media and modules to understand nursing materials and skills. This study aims to identify the effectiveness of implementing the clinical skills learning process in the laboratory for nursing students during the COVID-19 pandemic with video media and modules at Universitas Nahdlatul Ulama Surabaya (UNUSA). Methods: This research is a descriptive quantitative study. The selected population is laboratory practicum educators of UNUSA diploma nursing students during the year 2021. The sample was randomly selected, and 60 diploma Nursing students who had used learning media with videos and skill modules made by teaching lecturers during the COVID-19 pandemic were selected. The instrument is designed as a questionnaire regarding various student opinions on online learning with video media and clinical skills modules during the COVID-19 pandemic. Data were collected using a questionnaire and analyzed by t-test and multiple linear regression. Results: The results showed that there was an effect of video learning media on the learning outcomes of skills in the laboratory for diploma nursing students (b=6.64; p=0.023), and there was no effect of learning styles on the learning outcomes of infusion skills (b=6.38; p= 0.111) from the results of multiple linear regression analysis, there is an effect of using video learning media and student learning styles on nursing skills learning outcomes in the laboratory, the effect is statistically significant (b=6.64; p=0.041). Conclusion: This research concludes that using video learning media and modules is very effective in the learning process in clinical laboratories' nursing skills. Therefore, it is recommended that all lecturers make video media and modules about nursing skills per the Standard Operating Procedures from Persatuan Perawat Nasional Indonesia (PPNI) to facilitate the learning process in the laboratory and clinic.

Dialectical Behavior Therapy in Juvenile Correctional and Detention Facilities: A Scoping Review.

Dialectical behavior therapy (DBT) has shown preliminary success in the treatment of youth in forensic settings. However, the implementation of DBT varies considerably from facility to facility. A scoping review was conducted to detail DBT intervention protocols in juvenile correctional and detention facilities. We described eight works' treatment setting, study design, youth characteristics, staff training, DBT approach, DBT skills modules, and main findings. All works involved DBT skills sessions, but few incorporated other DBT components such as individual therapy or skills coaching. Outcomes included reducing problematic behaviors such as aggression, improving mental health, and largely positive feedback regarding the DBT intervention from youth and staff. Our results consolidate the existing literature regarding DBT intervention in forensic settings for youth and inform future implementation and research of DBT in such facilities.

E-Module of Speech Listening Skills for BIPA 1 Learners for Children with Indonesian Culinary Content at the Cooperative Education Unit School

The purpose of this research is to describe 1) the needs analysis profile for the development of e-module listening-speech skills for BIPA 1 students with Indonesian culinary content; 2) the design of an e-module of listening-speech skills for BIPA 1 students with Indonesian culinary content; 3) developing an e-module of listening-speech skills for BIPA 1 students with Indonesian culinary content; and 4) the implementation of the listening-speech skills e-module for BIPA 1 students with Indonesian cuisine content. 5) Response of e-module on listening-speech skills for BIPA 1 students with Indonesian cuisine content. The research and development (R&D) approach was applied in this study with the ADDIE concept. Data collection techniques using literature study and semi-structured interviews. The research data is in the form of words and documents, which are then analyzed with the techniques that will be described descriptively in the form of a collection of words arranged, data reduction, analysis, data interpretation, and triangulation. According to the findings of this development research, the electronic development of the BIPA 1 students' listening-speech skills module with Indonesian cuisine content receives an average percentage of 87% with a very good predicate. As a result, the development of electronic listening-speech skills courses suited to the demands of BIPA 1 pupils is conceivable.

INFUSION OF POLYA AND DIGITAL BAR MODEL: AN ALGEBRAIC THINKING MODULE FOR SEVENTH GRADERS

Algebraic Thinking Skills (ATS) are one of the skills that students need to master in order to solve non-routine problems. These skills are also necessary as a foundation for students preparing to enter university studies and fields of work that require logical and analytical thinking. However, Malaysian students' performance in solving algebraic problems still needs to be satisfactory, according to the TIMSS 2019 and PISA 2018 reports. Therefore, the Algebraic Thinking Skills Module (ATSM) was developed to cultivate ATS through three constructs, namely i) arithmetic generalization, ii) functions, and iii) modelling. The ATSM was developed using the heuristic method by infusing the Polya and digital bars model. The bar model illustrates a rectangle representing known and unknown quantities and the relationship between quantities. The digital bar model refers to the free application of the bar model at https://mathsbot.com/manipulatives/bar. An ATS test was developed and administered as a pre-and post-test on 120 seventh graders from rural schools in Sabah. The paired sample t-test results showed a significant difference in the mean scores between the pre-test and post-test after the intervention using the ATSM. This shows that the ATSM can improve ATS through the infusion of the Polya and digital bars model. The ATSM is able to help rural schools to shape algebraic thinkers and digitally savvy students. Keywords: algebraic thinking skills, digital bar model, non-routine problem solving, Polya

The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application

<p style="text-align: justify;">An earlier study found that assistive technology based on mobile applications significantly improved how social skills were taught to and learned by autism spectrum disorder (ASD) children. Nevertheless, the content of the existing mobile applications is inadequate for capturing the diversity of Malaysian culture, making it unacceptable for local use. Considering cultural norms is a factor in developing social skills in ASD children. It is therefore necessary to develop new assistive technology based on mobile applications that consider Malaysian cultural norms. As a result, the Multimedia Interactive Social Skills Module (MISSM) application was created based on the Addie Model, which offers a systematic process for assisting in developing successful instructional material by fusing instructional theory with learning theory. The MISSM application is based on Malaysia's current social skills curriculum, which helps ASD children become socially competent. Hopefully, it will help them develop better social skills and achieve academically. Finally, local culture-sensitive material for assistive technology based on mobile applications would support Malaysia's adoption of a technology-based teaching and learning strategy and contribute to a better understanding of social skills.</p>

Development of Employability Skill Modules to Improve the Employability Readiness of Final-Year Students

The purpose of this research is to reveal whether the employability skills module fulfills the requirements both in material and appearance, and to describe the level of use of the employability skills module to improve the work readiness of final-year students. This research is a Research and Development (R&D) study. Using the ADDIE development model which consists of five stages which include analysis, design, development, implementation, and evaluation. The research was carried out on the Unila FKIP students class of 2019, by conducting research product testing and FGDs. Data were analyzed by descriptive and inferential analysis. The results of the study show that the employability skill module can be used as a medium in increasing the work readiness of final-year students.

Positive Establishment of a Digital Working Alliance with a Prescription Digital Therapeutic in Patients with Migraine (P11-12.004)

<h3>Objective:</h3> Obtain evidence for a digital working alliance (DWA) between participants with migraine and an investigational precursor of a prescription digital therapeutic (PDT). <h3>Background:</h3> Recommended migraine treatments including cognitive behavioral therapy, biofeedback, and muscle relaxation are underutilized. PDTs can standardize such approaches to migraine treatment and overcome utilization barriers including provider availability and cost. A therapeutic alliance, which identifies patient goals, builds rapport, and establishes patient commitment to treatment, is a critical factor in successful face-to-face treatments. A digital working alliance (DWA), akin to the therapeutic alliance, is likely to be necessary in an effective PDT. Development of an effective DWA has not been assessed in participants with migraine. <h3>Design/Methods:</h3> Single-center, exploratory, single-arm, 2-week study of a precursor version of a PDT in individuals (18–64yrs) with physician-diagnosed migraine (N=60). Participants were asked to complete a lesson each day. DWA was interpreted on a 7-item Likert scale (Mobile Agnew Relationship Measure [mARM]) at end of treatment. <h3>Results:</h3> Correlating with real-world prevalence, Participants were majority female (90%) with a median age (IQR) of 38 years (34, 49). Most (73.3%) had episodic migraine and reported a median (IQR) Migraine Disability Assessment Scale score of 32.5 (18, 45.3). Participants completed a median (IQR) of 14 (13, 14) lessons and a total of 204 therapeutic skill modules. The median (IQR) overall mARM score was 5.9 (5.4, 6.2). <h3>Conclusions:</h3> This is the first study to report that participants with severe migraine related disability form a positive DWA with a PDT. Consistent with this, most participants completed a majority of daily lessons and therapeutic skill modules available to them. This evidence supports further development of PDTs for migraine and is a first step towards refinement and assessment in randomized controlled trials to evaluate clinical efficacy and safety in migraine. <b>Disclosure:</b> Dr. Snipes has received personal compensation for serving as an employee of Click Therapeutics. Dr. Snipes has received publishing royalties from a publication relating to health care. Dr. Kuka has received personal compensation for serving as an employee of Click Therapeutics. Miss Besedina has received personal compensation for serving as an employee of Click Therapeutics Inc.. Laura Taraboanta has received personal compensation for serving as an employee of Click Therapeutics. Laura Taraboanta has stock in Click Therapeutics. Mr. Hare has received personal compensation for serving as an employee of Click Therapeutics, Inc.. Dr. Gupta has received personal compensation for serving as an employee of Click Therapeutics. Dr. Lakhan has received personal compensation for serving as an employee of Zogenix, Fern Health, Thriveworks, The Learning Corp, Click Therapeutics. Dr. Lakhan has received personal compensation in the range of $500,000-$999,999 for serving as a Consultant for Shaheen Lakhan, MD. Dr. Lakhan has received personal compensation in the range of $100,000-$499,999 for serving on a Scientific Advisory or Data Safety Monitoring board for Neurocrine, Fern Health, Lin Health. Dr. Lakhan has received personal compensation in the range of $500,000-$999,999 for serving as an officer or member of the Board of Directors for Click Therapeutics, SpineThera. Dr. Lakhan has stock in Zogenix, NeuroSport, Click Therapeutics, SpineThera.

Fuzzy Delphi Method (FDM) to Identify Elements, Constructs, and Items for Designing And Developing Contents for Pre-Braille Skills Module

On the basis of the discrepancy model, a need analysis questionnaire was distributed to 92 randomly selected special education teachers in Malaysia to determine if they required a specialised module for early braille learning lessons. The results of the survey indicate that teachers strongly agree that they need a guided module with detailed instructions and video demonstrations in teaching early braille lessons. Fuzzy Delphi Method (FDM) was chosen to determine the elements, constructs, and items required to design and develop the contents for Pre-Braille Skills Module. The Content Assessment of the Pre-Braille Skills Module questionnaire is used to collect data from seven authorised subject matter experts. The chosen elements, constructs, and items must satisfy three criteria of triangular fuzzy numbers: threshold value (d) ≤ 0.2, percentage of experts in agreement &gt; 75%, and fuzzy score with a minimum value of 0.5. The data analysis was conducted using an Excel template, called FDM

Broad strokes or fine points: Are dialectical behavior therapy modules associated with general or domain-specific changes?

Dialectical behavior therapy (DBT) has demonstrated effectiveness for a range of emotional difficulties, and DBT skills training groups may be necessary to produce symptom change. However, it is unclear how skills training groups influence outcomes. Specifically, is participation in DBT skills modules associated with general effects (i.e., changes in multiple domains) or domain-specific effects (i.e., changes in the conceptually relevant domain)? Participants recruited from a university training clinic (n = 87; 75.9% diagnosed with borderline personality disorder) participated in standard DBT for 6 months. We conducted hierarchical linear mixed models to test whether self-reported changes in emotion regulation, interpersonal problems, and distress tolerance were associated with the specific DBT module intended to target that outcome. In 3 models, we regressed end-of-module ratings of each of our measures of interest on (a) premodule ratings of each measure of interest, (b) time, and (c) dummy-coded module completed. Although all modules were associated with similar reductions in emotion dysregulation, the Emotion Regulation module was associated with the greatest improvements in both interpersonal problems and distress tolerance. In contrast, the first skills module completed was unrelated to changes in any of these domains. These results suggest that Emotion Regulation skills are associated with improvements in patient symptoms across relevant domains and offer potential directions for optimizing the delivery of DBT. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Optimising online transversal skills delivery in STEM doctoral education

ABSTRACT Transversal skills development is an essential component of doctoral education. The COVID-19 pandemic required the adaptation of five transversal skills modules to online delivery. Instructional design was used to create synchronous and asynchronous teaching to a Virtual Learning Environment. Feedback surveys were used to analyse student perceptions as to whether learning outcomes (LOs) were met and student satisfaction with the online format with a view to optimising future delivery of these modules. Of the 168 students surveyed, 84 (50.0%) responded. Based on 84 responses across five modules, students perceived that 394 (97.0%) of the LOs were met (p < 0.001). Statistically significant advantages to online delivery were found to be convenience, easy visibility of materials, timing of delivery and learning at own pace (p < 0.001). Importantly, 40 (47.6%) students would have struggled to achieve the necessary credits without this online training. 77 (91.7%) students found the online modules very useful or useful for their current research and 78 (92.9%) students reported them as being very useful or useful for their future career. A majority found online delivery more effective for their needs than the face-to-face format. These findings support the effectiveness of online delivery of transversal skills modules in doctoral programmes.

“Walking the Journey Together”: Creating a unique learning module in provider-patient communication for the care of epilepsy in Uganda

ObjectiveThis report documents the creation of a practical communication skills module about epilepsy care, specifically targeted at first-line care providers who treat patients with epilepsy in Uganda. MethodsOur team conducted semi-structured interviews, utilizing Zoom video conferencing, with Ugandan physicians specializing in epilepsy care. Our interview guide promoted a semi-structured conversational interview that explored aspects related to developing a patient-provider relationship, how epilepsy is described in a culturally appropriate manner, exploration of alternative treatments, the impact of the stigma of epilepsy, and facilitators and barriers to antiepileptic drug treatment adherence. Each interview was then transcribed, and an inductive thematic content analysis approach was utilized to facilitate the development of thematic communication and care subcategories. The resulting PowerPoint presentation included numerous short audio clips of our Ugandan experts suggesting effective ways of communicating with patients and their families. ResultsOur interviews with experts yielded valuable results to customize the WHO mhGAP v2.0 training program to be culturally relevant and effective in Uganda. The educational content consisted of topic summaries integrated with audio clips taken directly from our interviews with the Ugandan providers. Six themes emerged that would serve as the outline for the communication module we co-created with our Ugandan colleagues: The six major themes of the module included: (1) Greeting the patient, (2) Getting the story, (3) Traditional healers, (4) Stigma of epilepsy, (5) Explaining epilepsy, and (6) Treatment adherence. ConclusionsThe communications skills teaching module addresses the most critical aspects of communicating with patients and families living with epilepsy. The format of the presentation, which includes the written and spoken words of experts in epilepsy care, provides a practical approach to the provider-patient interaction, and confronts the stigma associated with this disease. This formatting highlights an effective way for international groups to co-create content in a culturally effective manner.

Need Analysis of Pre-Braille Skills Module as The Pedagogical Support in Early Braille Literacy Learning

Pupils with visual impairments adapt in a variety of ways, one of which is learning to "see" through touch. Therefore, tactual readiness is essential for them to have access to physical reading materials. However, conventional instructional methods emphasize on memorising braille codes and braille writing rather than tactile reading. As a result, pupils find reading braille materials physically less engaging, and in the worst possible case, these pupils suffer from academic deficiencies as a consequence of their inability to read tactile information. This will substantially reduce their prospects of success in the future. As a corollary, instructional strategies emphasising interventions to enhance tactile sensitivity are necessary for resolving this issue. On the basis of the discrepancy model, a questionnaire was created to identify whether teachers need specific interventions to suit the special educational needs of pupils with visual impairments, particularly during early braille learning lessons. This questionnaire was distributed randomly to 92 special education teachers who taught visually impaired pupils in a variety of special education programs (PPK) in Malaysia.Beforehand, seven experts were recruited to evaluate the content validity of the need analysis instrument, and an S-CVI value of 0.86 was determined. In the meanwhile, eleven experts evaluated the instrument's face validity; the S-FVI was 0.90. Meanwhile, the quantitative items in this questionnaire had an alpha value greater than.70, indicating that the instrument used is appropriate for obtaining responses from the intended group, since the instrument's alpha value surpassed &gt;.07 and remained within the recommended range for good internal consistency, that could be interpreted as reliable. According to the results, all of the respondents claimed they need a comprehensive module for pre-braille skills that includes step-by-step instructions and video demonstrations. In essence, teachers need a guided module to implement pre-braille skill interventions that foster tactile awareness and tactile perception to support early braille development among pupils with visual impairment in schools and homes.

تطوير مقرر مهارة الكلام فصل العاشر المدرسة العالية معلمات نهضة الوطن الدينية الإسلامية

Speaking proficiency is one type of language ability to be achieved in modern language teaching, including Arabic. Speaking is the main means of fostering mutual understanding, reciprocal communication, using language as the medium. In other words, speaking ability does not only play a role in language learning but also plays an important role in other learning. Based on the results of interviews with Arabic teachers at MA Mu'allimat NWDI Pancor, researchers found that there was little willingness and motivation of students to learn Arabic, minimal provision of vocabulary to practice speaking Arabic and the absence of the Maharah Kalam module to facilitate Arabic practice. The learning media used is an Arabic lesson package book. So it is necessary to develop the Maharah Kalam module to make it easier to speak Arabic.&#x0D; The aims of this study were: 1) To develop the speaking skill module for class X MA Mu'allimat NWDI Pancor, 2) To find out the response of material experts, media/design experts and students to the speaking skill module for class X MA Mu'allimat NWDI Pancor, 3) To find out the students' speaking ability in Arabic from the development of the speaking skill module for class X MA Mu'allimat NWDI Pancor. The research method used in this study refers to the R&amp;D model with the ADDIE model which is one of the systematic (structured) learning design models, which means that it is programmed in sequence as an effort to solve student problems related to the required learning resources and student characteristics.&#x0D; The research that produces the final product in the form of a Maharah Kalam module is a type of R&amp;D (Research and Development) using the ADDIE development model. The ADDIE model development flow is in stages (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. The results of the material expert validation for the material in the speaking skill learning module were 88% (feasible). And the validation results of design/media experts for the speaking skill module design are 92% (Very Feasible). The response of students after learning to use the speaking skill module was 92% of the response "yes" which means that learning to use the speaking skill module was declared successful. And student learning outcomes after using the speaking skill module at pre-test 64.33 &lt; post-test 84.00. This means that using the maharah module in the learning process is effective.

An Exploration of Understanding Teaching Motor Skills Related to Self-Care Skills among Typical Preschool Children: Parents’ and Teachers’ Perspectives

Introduction Self-care skills are integral to how children manage their daily lives without help. Without good motor skills, the children have difficulty achieving independence in self-care. Objectives This study aimed to explore the understanding on teaching of motor skills related to self-care skills, factors inhibit teaching self-care and interest to have module as guidance to preschool children from the parent’s and teachers’ perspectives. Method This was a qualitative study approach that recruited eight participants, which included both parents and teachers. Parents and teachers involved in providing care to preschool children aged four to five years were selected for this study. The data were collected and recorded through semi-structured interviews individually. All the transcribed data were analysed by using thematic analysis. Results Findings indicated five themes that appeared as follows: ”Limited amount of knowledge”, ”Time constraints”, “Needs guidance”, ”Child’s factors”, and ”Non-standardised guidance”. Conclusion Parents show limited understanding of children’s needs and development. Parents and teachers lack awareness role of motor skills that could support self-care independence. Development motor skills module to support self-care skills as guidance is recommended, and further study could be considered to explore more on development of motor skill module to promote early self-care independent.

Mechanism engagement as a potential evidence-based approach to personalized treatment termination

Objective: This study explores whether early change on a putative mechanism maintaining symptoms can serve as a proximal indicator of response to prompt discontinuation. Method: Patients (N = 70; M age = 33.74, 67% female, 74% white) with heterogeneous anxiety and depressive disorders completed a sequential multiple assignment randomized trial (SMART). Patients received 6 sessions of skill modules from the Unified Protocol and then underwent a second-stage randomization to either receive the remaining 6 sessions (Full duration) or discontinue treatment (Brief duration). All participants completed weekly self-report measures of anxiety and depressive symptoms and distress aversion for the full 12-week treatment window. We used structural equation modeling to test (1) if distress aversion demonstrated significant variability during the first-stage randomization and (2) if distress aversion during the first-stage randomization predicted second-stage changes in anxiety and depression. Results: Participants demonstrated significant variability in first-stage distress aversion. Latent distress aversion slopes significantly predicted latent second-stage anxiety slopes, whereas latent distress aversion intercepts significantly predicted latent second-stage depression slopes. Conclusions: These results suggest that early mechanism engagement may have potential as a trigger to prompt personalized termination. Shorter courses of care may reduce patient costs and increase the mental health service system's capacity.