Adult Skills Research Articles

EFFECTIVENESS OF DUAL-LANGUAGE COGNITIVE INTERVENTION IN COGNITIVE HEALTHY AND DEMENTIA BILINGUAL OLDER ADULTS

Abstract There is an increasing interest in using touch-screen devices to conduct cognitive training and collect measurements of cognitive performance. Although research with technology-based intervention has shown benefits in improving cognitive performance with older adults, overall results are mixed (Ge et al, 2018). This study aims to investigate whether our elder-friendly, multi-modal touch-screen, computerized dual-language intervention program would help to improve cognitive skills in cognitive healthy and dementia bilingual older adults in a multilingual society. Fifty-eight older adults, 26 with dementia (Mage 82.77 ± 7.45) and 32 healthy older adults (Mage 72.44 ± 8.42), completed 24 sessions of gameplay over 8-12 weeks. Each session took about 30-45 minutes to complete, and consisted of two cognitive tasks: Object Categorization (OC), and Utility of things (UoT). Participants’ performance was assessed by reaction time (RT) and number of prompts used to reduce task difficulty. Using a two-way ANOVA, we compared the performance of the first 4 and last 4 sessions of the two groups for both tasks. By the last 4 sessions, there were significant improvements in performance of the dementia group (i.e., faster RT and fewer prompts for OC, and fewer prompts for UoT; post-hoc ps<.002). Performance in the cognitively-healthy group remained stable (ps>.11), and they consistenly outperformed the dementia group across the intervention (ps<.001). These improvements suggest that our cognitive intervention program could be effective for older adults with dementia. In sum, bilingual elder-friendly touch-screen platforms can be a novel yet effective method to study cognitive interventions in populations of older multilinguals.

The Effects of the Nocturnal Sleep on Learning of a Complex Motor Skill in Young and Older Adults

ABSTRACT Background/Study context Research on older adults has shown impairments in nocturnal sleep, impacting motor memory consolidation and learning. However, previous studies primarily focus on simple tasks, limiting generalization to complex motor activities. Moreover, no evidence exists on how sleep influences adaptability and relearning in older adults. Methods Sixty older adults and 60 young adults practiced an underarm dart-throwing task. The participants were divided into 2 sub-groups: SLEEP, which practiced in the evening and was retested on the morning of the following day, and CONTROL, which practiced in the morning and was retested in the evening on the same day. The practice and retention phases were spaced 12 hours. We analyzed motor learning through persistence, adaptability and relearning rate. Results Sleep did not enhance motor learning for any group. While young adults exhibited retention, older adults did not, especially after nocturnal sleep. There was no difference between sub-groups in adaptability. Older adults demonstrated inferior relearning compared to young adults, independently of sleep. Conclusion Nocturnal sleep did not influence memory consolidation in any group. On the contrary, our findings suggest that nocturnal sleep harms retention in older adults. Age-related characteristics induce a worse relearning rate regardless of sleep occurrence.

Effect of a 48-Hour Thickened Liquid Protocol on Visuospatial Skills in Young Adults.

Thickened liquids are frequently recommended for individuals with swallowing disorders who are at risk of aspiration. However, thickened liquids may be poorly tolerated and result in reduced fluid intake, which may impact performance in a number of areas. The purpose of this study was to examine the possible impact of a thickened liquid regimen on visuospatial skills in young healthy adults. Twenty young adults, ages 19-26 years, were included as participants. Baseline data consisting of urine specific gravity (USG) measurements as a marker of hydration status and completion of a visuospatial task were obtained prior to initiation of the experimental protocol. Participants in the experimental group followed a thickened liquid protocol, which consisted of drinking nectar-thick liquids for 48 hours. Data collection procedures were repeated. Participants in the experimental group exhibited significantly higher USG levels and required more time to complete the visuospatial task post-thickened liquids. No significant change in performance accuracy was found. Participants in the experimental group reported a decrease in fluid intake. Performance accuracy on a visuospatial task was not significantly impacted by a 48-hour period of thickened liquid intake but time required to complete the task increased and was associated with mild dehydration as indicated by higher USG levels.

Learning outcomes for the future: how STEM education promotes sustainable development, innovation and green skills for young adults in Germany

STEM (Science, Technology, Engineering, and Mathematics) education is pivotal in fostering innovation and promoting Germany’s position in global industries and in several sectors. This paper explores selected cases of STEM education and STEM related VET in Germany, focusing on how learning outcomes are aligned with the evolving demands of a sustainability-driven economy. By examining ESD educational frameworks, government policies, and industry collaboration, the research explores key competencies developed through STEM curricula, such as green skills, innovative problem-solving, and critical thinking. Despite Germany’s progress in STEM education and VET, challenges such as gender disparities, lack of systematic integration of Education for Sustainable Development (ESD) into VET curricula, and increasing demand on green talent as well as digitalisation, climate change and increased migration to Germany, present opportunities for further policy refinement on a governance level. Focusing on STEM education in Germany, the paper provides recommendations to better align STEM learning outcomes with labour market needs, emphasising the integration of emerging trends like AI, digitalisation, and Education for Sustainable Development (ESD). It also contributes to the better understanding of adult learning and education policy and practice and the international political economy of education policy, both in the context of sustainable development.

Transition to Adulthood: Executive Functions and Independent Living Skills in Autistic Young Adults

This study investigated differences in independent living skills and executive functioning skills between autistic and neurotypical young adults in addition to how executive functioning skills contribute to independent living skills in autistic young adults. Participants completed the Adaptive Behavior Assessment System as a measure of independent living skills and the Behavioral Rating Inventory of Executive Function Adult version to measure executive functioning abilities. The Weekly Calendar Planning Activity was also used as a novel measure of performance-based executive functioning skills. Results demonstrated that independent living skills and executive functioning skills were significantly lower in autistic adults (p<.001) than neurotypical young adults. The WCPA also indicated deficits in the autistic population as demonstrated by following fewer rules, utilizing fewer strategies, lower accuracy, and lower self-awareness of performance. Within autistic adults, self-reported measures of executive functioning skills robustly correlated with independent living skills. While the Weekly Calendar Planning Activity accuracy correlated strongly with self-reported measures of executive function, the accuracy did not significantly correlate with the ABAS-3 scores suggesting a discrepancy between self-report and performance-based measures of executive functioning skills. Results indicated that the Weekly Calendar Planning Activity shows promise to inform clinical practice by providing a window into how the integration of multiple executive functioning skills impact challenges with everyday living in the adult autistic population.

Assessment of Validated Instruments for Measuring Cooking Skills in Adults: A Scoping Review.

Home-cooked meals are linked to healthier diets, but assessing cooking skills accurately remains challenging. This review aimed to evaluate and compare available validated instruments to assess adult cooking skills; the Joanna Briggs Institute's manual and PRISMA-ScR checklist were followed. A search was conducted in April 2024 in five databases using MeSH Terms and adaptations, including studies written without time or language restrictions and with validated instruments to assess adult cooking skills. Reviews, conference abstracts, books, chapters, and case reports were excluded; 1070 studies were identified, and 38 remained after removing duplicates and applying eligibility criteria. Eleven different instruments were identified. Some instruments have been successfully adapted and validated in various countries, covering a broad range of skills, such as meal organization, preparation and cooking techniques, providing a thorough assessment of cooking skills. The Cooking and Food Skill Confidence Questionnaire was considered the best available model, considering its items and domains, direct relation to cooking skills, and easy translation into other cultures. The analysis revealed significant variations in the scales used, with some instruments offering detailed assessments of specific cooking techniques and easy cultural adaptation while others focused more on confidence and attitudes.

Toward harmonization of aging and technology research: German adaptation of the mobile device proficiency questionnaire (MDPQ) for older adults

The Mobile Device Proficiency Questionnaire (MDPQ) is a well-established, reliable, and valid instrument to measure basic and advanced mobile device skills among older adults. We offer a German adaptation of the MDPQ and report reliability and validity findings. A controlled translation procedure was applied. The translated scale was tested in two analytical samples with an age range of 50–95 years in 2020 (n = 548) and 2022 (n = 276). To assess reliabilities, internal consistencies and test–retest reliabilities are reported. To assess validity, we analyze the scale in the context of gender, age, and educational differences and its associations with measures of technology use and attitudes towards technology (convergent and divergent validity). The German adaptation of the MDPQ was found to be reliable and valid as the original version. The scale demonstrated an excellent internal consistency in both studies with α = 0.95 (study 2: α = 0.92) and ω = 0.95 (study 2: ω = 0.93). Subscale internal consistencies were all ≥ 0.65. Test–retest reliabilities with measurement waves 2 years apart showed excellent values (MDPQ full scale: rtt = 0.84, p < 0.001). We also found the expected factorial structure of the scale, positive associations with education, mobile device use and technology attitudes, and negative associations with age. Women scored lower than men. The German adaptation of the MDPQ can serve as a useful tool to estimate mobile device skills in older adults in German speaking countries in a reliable and valid way, for example in survey research, research projects, and practice contexts. Translating and implementing the MDPQ in other European countries will help to further strengthen internationally harmonized assessments in technology and aging research.

제5차 평생교육진흥기본계획 과제에 대한 K지역의 교육 요구 분석

This study aims to analyze the lifelong education needs of residents in order to apply the detailed tasks of the 5th Basic Plan for Lifelong Education Promotion to the characteristics of the K region. K City, an agriculture-based area, faces increasing challenges of aging and population decline, necessitating regional revitalization through lifelong education. To this end, it is important to identify the specific educational needs of local residents and design customized education programs accordingly. The study examines various demographic characteristics of K City residents, such as gender, age, and occupational groups, and analyzes the necessity of 20 detailed tasks, including adult skill development, senior-specialized education, digital learning opportunities, and business-tailored education. The results reveal a particularly high demand for senior-targeted education, digital competency enhancement, and career transition and job opportunity expansion. This study contributes to the establishment of a lifelong education policy that reflects the unique regional needs of K City, promoting resident participation in learning and improving their quality of life.

A Comparative Study of Auditory Processing and Working Memory Profiles in Young and Older Adults.

This study aimed to profile and compare the auditory processing and working memory skills of young and older adults with near-normal hearing thresholds (up to 2000 Hz) and cognition. This was done to investigate the effect of aging on these skills despite exhibiting near-normal peripheral hearing in low frequencies and normal cognitive skills. Twenty-five young adults (18 to 35 years) and 35 older adults (56 to 79 years) were recruited for the study. They were screened for near-normal hearing thresholds (up to 2000 Hz) as well as cognition, and written informed consent was obtained. A battery of auditory processing and working memory tests were administered to the participants. The responses obtained were compared using the Mann-Whitney U test. Principal component analysis (PCA) was also carried out to examine any relationship between the various auditory processes and the cognitive skills. The young adults had superior performance compared to older adults on most of the tasks. PCA revealed the influence of working memory on performance in most tests of auditory processing in young adults and to a lesser extent in older adults. This study aimed to assess and compare the auditory processing and working memory skills of young and older adults with normal hearing and cognition. Overall, young adults demonstrated superior performance compared to older adults across the tasks. The results of PCA indicated that the young adults utilized their cognitive resources better for auditory processing compared to the older adults. These findings suggest a need for tailored interventions targeting both auditory processing and working memory, especially among older adults, and highlight the importance of considering age-related differences in these cognitive processes when interpreting auditory processing assessments.

Vocational Skill Fluency Through Frequency Building.

Employment offers many important benefits yet the majority of adults with disabilities are not represented in the workforce suggesting more research is needed on evidence-based vocational training for adults with disabilities (U.S.Bureau of Labor Statistics, 2024). The evidence base for improving current vocational training practices can be expanded through more research on fluency-based instruction and precision teaching. Precision teaching has been demonstrated to improve skill repertoires in a number of academic settings but its application for vocational skill acquisition is still emerging. The present study evaluated precision teaching as a tool to teach employment skills and extended Cohen (2005). Thus, the purpose of this study was to determine the effects of precision teaching with frequency building on the acquisition of job skills for adults with disabilities and examine the effects of training component skills using frequency building at a simulated training site on composite skill performance at the job site requiring the vocational skill. The results suggest frequency building was successful at improving vocational component repertoires. Evaluations of fluency outcomes after aims were met found degradations in participants' component performances. Finally, maximizing the effects component skill fluency has on related composite repertoires may require composite skills to be explicitly trained.

Communication, Socialization, and Literacy for Adults With Developmental Disabilities: An Interview Study of Parents' Perspectives and Experiences.

The study highlights the significance of continuous support and services in communication, socialization, and literacy skills for adults with developmental disabilities (DDs). The aim of the study was to gather in-depth information on the individualized needs, lived experiences, and expectations of adults with DD by interviewing their parents. A total of 14 parents of adults with DD participated in one-on-one semistructured interviews. During the interviews, parents were asked to describe (a) their children's current communication, socialization, reading and writing skills; (b) the types of communication, socialization, and literacy support their children were receiving; and (c) the types of support that their children needed. Interviews were video- and audio-recorded, transcribed, and analyzed qualitatively using thematic analysis. Thematic analysis revealed three main themes and eight subthemes: (1) insufficient support and services for adults with DD (i.e., lack of competent professionals and lack of literacy support), (2) approaches that the parents attempted for their children with DD (i.e., parents' responsibilities, technologies, and pseudoscience), and (3) recommendations for ongoing support and services (i.e., novel technologies, social media, and motivation). The study highlights crucial gaps between the participating parents' desire for individualized, consistent, and innovative support and services for their adult children with DD and scarcity of resources in communication, socialization, and literacy. The dearth of evidence-based support and resources leads to easy access to pseudoscience. Future research is warranted to develop innovative, customized, and highly motivating programs in communication, socialization, and literacy for adults with DD. https://doi.org/10.23641/asha.27214407.

Socio-economic factors affecting spatial inequalities in pregnancy-related ambulance attendances in Greater London

Exploring inequalities in ambulance and pre-hospital demand is important to improve service equity and reduce wider health inequalities. Maternity incidents amongst ambulance demand are a key area of focus because of the specialized care that is needed for patients, as well as the impact of wider determinants of health on pregnancy outcomes. Since there are spatial inequalities amongst pregnant patients who call for an ambulance, the aim of this study is to assess the underlying factors associated with pregnancy related ambulance complaints, to determine why maternity patients utilize the ambulance service. Local indicators of spatial autocorrelation were used to identify clusters of ambulance maternity demand within Greater London (UK). A negative binomial regression model was used to explore associations between socioeconomic, environmental, accessibility and demographic variables. Our results reveal that neighborhoods with low adult skills (i.e. qualifications/English language abilities) have a higher rate of demand. Moreover, our results imply that the demand for ambulance services may not be directly tied to health outcomes; rather, it might be more closely associated with patients' reasons for calling an ambulance, irrespective of the actual necessity. The benefits of identifying factors that drive demand in ambulance services are not just linked to improving equity, but also to reducing demand, ultimately relieving pressure on services if alternative options are identified or underlying causes addressed. Doing so can improve health inequalities by firstly, improving ambulance care equity by directly supporting a better allocation of resources within ambulance systems to target patterns in demand.

Harnessing Virtual Reality: Improving Social Skills in Adults with Autism Spectrum Disorder.

Background and Objectives: Autism Spectrum Disorder (ASD) involves challenges in social communication and daily functioning. Emerging research highlights that virtual reality (VR) interventions can significantly improve social skills in adults with ASD by providing immersive, controlled practice environments. This systematic review will assess the effectiveness of VR-based interventions for improving social skills in adults with ASD. Materials and Methods: Studies were identified from an online search of PubMed, Web of Science, Cochrane Library, and Embase databases without any search time range. This review was registered on Open OSF (n) P4SM5. Results: Recent studies show that VR interventions significantly enhance job interview skills, social abilities, and practical tasks in adults with ASD, with improvements in confidence, social understanding, and everyday skills. VR has been shown to be user-friendly and effective in providing immersive, adaptable training experiences. Conclusions: The review highlights VR's promising role in improving social skills, job interview abilities, and daily functioning in adults with ASD. It emphasizes the need for broader studies, standardized interventions, and exploration of VR's integration with other therapies to enhance long-term effectiveness and address comorbidities like anxiety and depression.

The language network ages well: Preserved selectivity, lateralization, and within-network functional synchronization in older brains.

Healthy aging is associated with structural and functional brain changes. However, cognitive abilities differ from one another in how they change with age: whereas executive functions, like working memory, show age-related decline, aspects of linguistic processing remain relatively preserved (Hartshorne et al., 2015). This heterogeneity of the cognitive-behavioral landscape in aging predicts differences among brain networks in whether and how they should change with age. To evaluate this prediction, we used individual-subject fMRI analyses ('precision fMRI') to examine the language-selective network (Fedorenko et al., 2024) and the Multiple Demand (MD) network, which supports executive functions (Duncan et al., 2020), in older adults (n=77) relative to young controls (n=470). In line with past claims, relative to young adults, the MD network of older adults shows weaker and less spatially extensive activations during an executive function task and reduced within-network functional synchronization. However, in stark contrast to the MD network, we find remarkable preservation of the language network in older adults. Their language network responds to language as strongly and selectively as in younger adults, and is similarly lateralized and internally synchronized. In other words, the language network of older adults looks indistinguishable from that of younger adults. Our findings align with behavioral preservation of language skills in aging and suggest that some networks remain young-like, at least on standard measures of function and connectivity.

Measuring Socioeconomic and Stress Disparities in Infant Declarative Memory Using the Visual Paired Comparison Task.

Research suggests that socioeconomic circumstances and stress predict memory skills in adults and older children, yet few studies have addressed this question in infancy. The current study used the visual-paired comparison paradigm to examine whether socioeconomic circumstances, maternal perceived stress, and/or maternal physiological stress, all measured prenatally, predict memory performance among 6-month-old infants. We found no significant associations between infant memory and any measure of socioeconomic circumstance or stress. Potential explanations for these null findings are discussed.

The Creative Awareness Theory: A Grounded Theory Study of Inherent Self-Regulation in Attention Deficit Hyperactivity Disorder

Objectives: The aim of this study was to determine why and how adults with attention deficit hyperactivity disorder (ADHD) experience variable impairment and identify the processes and strategies adults with ADHD use to develop positive self-regulation skills. Methods: A mixed cohort of 11 participants (6 female and 5 male) from a university, an adult ADHD clinic and an ADHD support group in the UK were interviewed online between September 2021 and February 2022. Data were collected and analysed simultaneously, inspired by a constructivist grounded theory methodology. Results: Participants described a “polar awareness of difference” from others in terms of engagement and ADHD characteristics, and a “polar awareness of consciousness” experienced as the states of chaotic attention and hyperfocus, both of which impact core perceptions of self. Using an infinity paradigm, the results demonstrate unskilled attempts to self-regulate within and between these states using self-absorption or self-transcendence strategies, including their inherent challenges and energetic cost. Our results further indicate that at the centre of this dynamic paradigm, creative awareness strategies exist, which exemplify polarity awareness and the regulation of that awareness supported by an authentic inner compass (AIC). Conclusions: This paper presents the empirical foundation for the ADHD Creative Awareness Theory (CAT)—a new theory for understanding the experience of ADHD consciousness and environmental engagement. Practical implications are explored, and recommendations include use of the CAT as a framework for understanding and development of inherent self-regulation skills for adults with ADHD.

Interventions targeting work-related skills in adults with autism spectrum disorders: A comprehensive literature review

Interventions targeting work-related skills in adults with autism spectrum disorders: A comprehensive literature review

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.

Bridging the Gender Gap in NEET Risk: Institutional Influences on NEET Status in Different Age Groups

Utilizing the Survey of Adult Skills from the Program for the International Assessment of Adult Competencies (PIAAC) and the OECD database, this study investigates the role of gender inequality and public social spending in the gender gap in Not in Employment, Education, or Training (NEET) risk across various age cohorts. The research identifies a concentration of female NEETs aged 25 to 34 in nations with more pronounced gender employment gaps, whereas such disparities were not evident among the 15 to 24 age groups. In exploring the role of public social spending as a mitigating factor for the gender-based NEET rate gap, the study underscores that investments in education, labor market activation, and early childhood education serve as key factors in reducing gender discrepancies in the likelihood of NEET status.

Combining low-technology augmentative and alternative communication with regular aphasia treatment: interim findings of a hospital-based RCT in post-stroke patients

ABSTRACT Background Previous research indicates that low-technology (low-tech) augmentative and alternative communication interventions (AACT) can enhance communication skills in individuals with post-stroke aphasia in China. However, there is limited evidence for low-tech AACT in inpatient settings. Aim This study aims to evaluate the impact of low-tech AACT combined with speech-language therapy (SLT) on communication skills related to basic needs, quality of life, and spoken language function among individuals with post-stroke aphasia in an inpatient setting. Methods & Procedures Twelve participants with aphasia having difficulty in daily communication were randomly assigned to an experimental group, receiving 30 minutes of SLT and 30 minutes of low-tech AACT per session (AACT + SLT), or a control group, receiving 60 minutes of SLT per session (SLT), over ten sessions in two weeks. Primary outcomes were measured using the basic needs (CBN) domain of the functional assessment of communication skills for adults (FACS). Secondary outcomes included scores from the Chinese version of the stroke-specific quality of life scale (SS-QOL) and subtests of spoken language production and comprehension from the aphasia battery of Chinese (ABC). The study was registered in the Chinese clinical trial registry (ChiCTR2000028870). Results The results indicated a significant improvement in the CBN domain of FACS in the AACT + SLT group, with larger clinically significant changes compared to the SLT group. The AACT+ SLT group also showed significantly higher overall scores on the SS-QOL and more significant improvements in the content of spontaneous speech than the SLT group after intervention. Comparable improvements were observed in other subtests of the ABC between the two groups. Conclusions Incorporating low-tech AACT into regular SLT in inpatient settings can improve communication for basic needs in an in-patient setting, facilitate language recovery, and potentially support the overall quality of life, compared to SLT alone, for people with post-stroke aphasia. This combined approach demonstrates preliminary feasibility in hospital settings, suggesting the value of low-tech AACT in aphasia rehabilitation.