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Introduction: It is crucial to provide a quality educational response to the needs of autistic children across various mathematical domains. However, there is no consensus on which of the early skills have the greatest predictive effect in the short and long term within these domains. Therefore, this research aimed to a) compare early numerical skills and mathematics domains, and 2) analyze the predictive value of early numerical skills into mathematics domains. Methods: Forty-two children (twenty-one autistic children and twenty-one non-autistic children) aged 6-12 years participated in the study. Three areas were evaluated through different tasks: 1) control tasks: reading, impulse control and manual speed, 2) early numerical skills: counting, verbal subitizing, magnitude comparison and estimation, and 3) mathematical domains: arithmetic calculation and arithmetic word problems. Results: Significant differences were found in subitizing and estimation tasks. Both groups showed similar mathematical skills in arithmetic calculation and arithmetic word problems. For autistic students, several non-symbolic tasks predict performance in mathematical domains, whereas for non-autistic students, symbolic tasks were predictors. Discussion: Although mathematics does not seem to be an area of concern for autistic children, future studies should explore early numerical and mathematical domains in children with cognitive support needs through longitudinal research. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espanola de Investigacion Criminologica is the property of Revista Espanola de Investigacion Criminologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Virtual and augmented reality technologies are increasingly being implemented in education and there is a growing body of evidence on their usefulness for training academic and non-academic skills among student with different education levels and diverse educational needs. To fully benefit from their use, teachers need to know the different existing tools and their potential, as well as be trained and motivated in their use. The current study aims to evaluate the factors that promote and hinder the use of virtual and augmented reality in future teaching professionals. Data were gathered by means of an online questionnaire from a total of 422 Spanish students from the Universidad Pontificia de Salamanca (Spain). Instrumental analyses (Cronbach's Alpha, and CFA) were performed, together with descriptive, correlational, and inferential tests (Manova, Anova, and Student's T test) to contrast the hypotheses. Results indicate that participants show favorable attitudes towards these technologies, but have little knowledge of them. Age, year of study, and knowledge are associated with a higher perception of usefulness as tools for teaching and learning and for promoting inclusion. The results support the relevance of providing knowledge, and enhancing skills, thus fostering positive attitudes towards these technologies. [ABSTRACT FROM AUTHOR]

The figure of the sexual assistant is increasingly demanded as a right in the disabilities field. This figure requires debate, adaptation to the characteristics of countries and cultures, as well as to the characteristics of people with intellectual and developmental disabilities. This study presents the work carried out with representatives of Spanish organizations of people with intellectual disabilities to develop a proposal for the figure of support staff for sexual behavior. Together with a rights perspective, this proposal is aligned with the Supports paradigm to better meet the health and behavior needs of users. The figure is framed within the auto-erotic and therapeutic model of sexual assistance. This figure excludes characteristics of the erotic model that involves interaction or sexual exchange between the sexual assistant and the individual with a disability. Several advantages and disadvantages need to be carefully considered before implementing this support in a delivery service model. We argue that the proposed figure requires specific accreditation, training, and monitoring. [ABSTRACT FROM AUTHOR]

Cyberbullying is a worldwide phenomenon and its effects can be severe. To better understand the personal and situational factors in cyberbullying, we approach it from the perspective of the general aggression model. More specifically, we analyze the medium and long-term impact of past experiences of cyberbullying on university students. We also compare their psychological adjustment with peers who have not been cyberbullied by examining the recall of cyberbullying while attending secondary school of 1,593 university students. Participants from a Spanish University (N = 680) and a Bolivian University (N = 913) were invited to participate by filling in an online survey. It included the School Violence Questionnaire-Revised, CUVE-R, to assess school and classroom climate in relation to bullying and cyberbullying, the Beck Depression Inventory, and the State-Trait Anxiety Inventory. Results show that among the participants, 5.1% reported having suffered cyberbullying and 19.3% reported having been a bystander of cyberbullying, with similar percentages between universities. Canonical correlation suggests that variables related to school climate best explain the variability among participants who have and have not been cyberbullied. Those who have been cyberbullied scored significantly higher on anxiety and depression symptoms as well. Being a bystander of cyberbullying was not associated to significant differences on psychological adjustment (i.e., anxiety and depression). Results indicated that experiencing cyberbullying in secondary school is associated to lower psychological adjustment years later as university students. School climate variables contribute more strongly to identifying victims of cyberbullying. These results support the need for psychosocial interventions from a broader perspective, addressing the different dimensions of this phenomenon and its impact on victims. [ABSTRACT FROM AUTHOR]

Current research demands that we rethink the roles of people with intellectual disabilities (IDs) in the research that affects them. The paradigm of inclusive research responds to this need. Although the specialized literature is progressively adopting a more inclusive research approach, the study of roles and relationships within inclusive research and reflections on the process of doing participatory research has received little attention. From a qualitative approach and a participatory action research framework this study aims to: (1) report the experience of involving adults with IDs in inclusive research, and their improvements in terms of developed competencies; (2) identify their perceived roles as researchers, and (3) describe their perceived barriers and facilitators during the research process. This study describes the experiences of 11 adults with IDs who participated in a project aimed at evaluating the cognitive accessibility of public spaces and services in a Chilean city for 14 months. Different roles emerged, ranging from apprentices to experts by experience, and were adopted to different extent by co‐researchers as the process evolved. Co‐researchers developed conceptual, procedural, and attitudinal skills. They also identified contextual and personal barriers as well as facilitators consisting of natural, professional, and community supports, as well as assisted technology while performing their role as co‐researchers. Inclusive research is a challenging, evolving process and it requires ongoing support and feedback to monitor the process and the outcomes to guarantee that all the participants perform different roles involved while meeting the goals of the research. [ABSTRACT FROM AUTHOR]

To answer the question about which e-health and e-therapy applications are being used with people with intellectual disabilities, we searched the PsycINFO, Medline, PubMed, ERIC, CINAHL, Scopus, Web of Science, and Cochrane databases. This is an extensive search. Inclusion criteria were academic journals and any design type that addressed the topic of interest. Studies that do not include adults or elderly, and studies that do not focus on people with disabilities but on third parties, were excluded. After an initial selection of 515 articles, 32 full-text articles were subjected to in-depth analysis leading to the final selection of 18 articles. We used the AAID framework definition of intellectual disability to analyze the dimensions explored by the selected studies and found that the majority of studies focused on the use of technology as supports to instrumental activities of daily life. The ISO classification of assistive products allowed us to identify that many e-health products are aimed at providing psychological or medical treatment. In summary, this review suggests that there is a very small number of studies focusing on the use of technology by older persons with intellectual disabilities. The studies present substantial limitations regarding generalization and replication and pay little attention to the maintenance of cognitive abilities in this population. These aspects, together with premature aging generally associated with many conditions that lead to intellectual disability, underscore the need to pay more attention to and develop e-health interventions for cognitive stimulation for this group. [ABSTRACT FROM AUTHOR]

Objective: Scientific literature has identified different vulnerability factors associated to abuse in people with dementia (PWD), but little is known about the psychosocial protective variables against abuse. The main objective of this study is to investigate a set of caregiver and patient factors linked to abuse-related behavior of PWD.Methods: A total of 326 primary and family caregivers, residents of the Castilla and León community (Spain), were evaluated. All participants filled out a standardized protocol, which assessed the sociodemographic characteristics, patient and care-related variables, as well as the perceived burden, resilience, and social support. Abuse-related behavior was evaluated using the Caregiver Abuse Screen.Results: Results show that the severity of cognitive impairment and behavior disorders of PWD, a greater number of caregiving hours, a worse previous relationship with the caregiver, and perceived burden are positively related with abuse. However, resilience and social support showed a negative relationship with Caregiver Abuse Screen scores, suggesting a protective effect on abuse, even after controlling the effect of a number of covariates. Indeed, resilience was the only variable that remained significant after including the effect of burden.Conclusions: This paper states the role of burden in abuse of PWD, while resilience and social support are abuse protective factors. These variables should be considered in future guidelines for the prevention of abuse against PWD. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Diagncstico y Evaluacicn Psicolcgica is the property of Asociacion Iberoamericana de Diagnostico y Evaluacion Psicologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The risks and opportunities associated with the use of technologies are of growing research interest. Patterns of technology usage illuminate these opportunities and risks. However, no studies have assessed the usage patterns (frequency, duration, and intensity) and related factors in young people with intellectual disabilities. Methods: Questionnaires on Internet and cell phone usage patterns, the Internet Over‐Use Scale and the Cell‐Phone Over‐Use Scale, as well as the Beck Depression Inventory were filled out in one‐on‐one interviews of 216 youth with intellectual disabilities. Results: Young people with disabilities make more social and recreational rather than educational use of these tools, and show higher rates of excessive use of both technologies than a comparison group of 410 young people without disabilities. Also, their overuse is associated with other unhealthy behaviors. Conclusion: The framework of support needs of people with disabilities should be considered to promote healthy Internet and cell phone use. [ABSTRACT FROM AUTHOR]

Copyright of Intellectual & Developmental Disabilities is the property of American Association on Intellectual & Developmental Disabilities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices. [ABSTRACT FROM PUBLISHER]

This study analyzes the attitudes towards people with Down syndrome derived from carrying out content analysis of comments of two videos on this issue; one recorded in Spain and the other in Romania. Responses were coded by using five attitudinal domains identified in studies of attitudes towards people with disabilities. The results revealed the existence of attitudes ranging from acceptance and vindication of their rights up to overprotection and stereotypical attitudes. We hereby present the results and we offer suggestions for further research. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to examine the impact of disease and hospitalization on children's quality of life. METHOD: Three measures were administered to 105 participants ranging in age from 6 to 15 years, from public hospitals in Castilla y Leon (Spain). Data were collected throughout 9 months. Measures were the Survey on Subjective Perception of Hospitalization and Hospital (CPSH), the quality of life survey KINDL, and the health survey SF-36. Internal consistency coefficients were acceptable for most of scales and subscales. Results indicated that children experience a decrease in their quality of life, mainly in daily living activities and psychological well being; that emotional states impact their quality of life, and that hospitals need to make some changes to better meet the needs of hospitalized children. CONCLUSIONS: Interventions, at an organizational and individual level, may help improve the well-being of hospitalized children. [ABSTRACT FROM AUTHOR]

Aim. This paper analyses the association between nurses' individual characteristics, job features and work engagement. Background. Current shortage of nurses and turnover justify more research efforts on job satisfaction. Closely associated with job satisfaction is work engagement, a construct which is composed of vigour, dedication and absorption, and requires more empirical evidence supporting its relevance. Most of the studies focus on organizational features, while reducing the relevance of individual characteristics. Method. Survey data for this descriptive, correlational study were collected over a 7-month period (2006-2007) from a convenience sample of 412 Nurses. Measures utilized were the Work Engagement Survey, the General Health Questionnaire, and an ad hoc survey. Results. Concerning psychiatric morbidity, 49% nurses met criteria for somatic symptoms, 65.5% met criteria for anxiety and insomnia, 4.6% met criteria for social dysfunction and 10% met criteria for severe depression. There were no effects for length of service or professional category. Nurse managers scored significantly higher in several job stressors compared with other groups. Concerning engagement, 33% of the nurses experienced high dedication, 20.4% experienced high vigour and 36.7% experienced high absorption. Predictors of vigour and dedication were satisfaction with job position, higher quality of working life, lower social dysfunction and lower stress associated with patient care. Conclusions. Strategies to promote work engagement should be implemented. More attention should be paid to job environments to guarantee job satisfaction. Organizational strategies to reduce the stress associated with patients' care, and initiatives to improve social and communication skills are also required for nurses to experience vigour and dedication. [ABSTRACT FROM AUTHOR]

This paper examines the perceived quality of working life of workers with intellectual disabilities. Specifically, this paper looks at participants' perceptions in relation to perceived job demands and resources and their impact on experienced job satisfaction. In this cross-sectional survey, 507 workers with intellectual disabilities, employed in either sheltered workshops or supported employment, completed questionnaires on the quality of working life through semi-structured interviews. Regression analyses showed that perceived low job demands and elevated social support from coworkers and supervisors predicted higher quality of working life. Common organizational psychology measures can be successfully used with this population to assess quality of working life. This study confirms the multidimensional nature of quality of working life, and the impact of job demands and available resources on perceived satisfaction with job for workers with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Copyright of Acción Psicológica is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acción Psicológica is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Love has been a recurring theme through history and literature, and its relevance to health, wellbeing and quality of life has been widely acknowledged. However, the scientific study of love has not yet reached people with learning disabilities. The study reported here was based on research with 376 people with learning disabilities in Spain, and aimed to analyse their appraisal of love, loving relationships and related issues (global evaluation, satisfaction, role of the family and self determination). A Likert-type measure was developed, and the outcomes indicate that the measures have satisfactory psychometric characteristics. It is also evident that the theoretical model of love for people without disabilities can be applied to individuals with disabilities, and includes three key factors ('commitment, stability and idealisation','passion and physiological arousal' and 'intimacy and romanticism'). It also indicates that the perceptions of love in people with learning disabilities are relatively idealised and influenced by context, and interference from family and self-determination are key issues. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to examine the impact of disease and hospitalization on children’s quality of life. Three measures were administered to 105 participants ranging in age from 6 to 15 years, from public hospitals in Castilla y Leon (Spain). Data were collected throughout 9 months. Measures were the Survey on Subjective Perception of Hospitalization and Hospital (CPSH), the quality of life survey KINDL, and the health survey SF-36. Internal consistency coefficients were acceptable for most of scales and subscales. Results indicated that children experience a decrease in their quality of life, mainly in daily living activities and psychological well being; that emotional states impact their quality of life, and that hospitals need to make some changes to better meet the needs of hospitalized children. Interventions, at an organizational and individual level, may help improve the well-being of hospitalized children. [ABSTRACT FROM AUTHOR]

This study aimed to assess pathological Internet and cell-phone use in college students, and to identify psychological, health, and behavioral correlates. A cross-sectional design was utilized to gather data from 337 students. We developed two measures, termed the Internet Over-use Scale (IOS), and the Cell-Phone Over-Use Scale (COS). Additional measures utilized were the Beck Anxiety Inventory, the Beck Depression Inventory, and the General Health Questionnaire-28. Results provide support for internal consistency of the IOS and the COS (α = 0.88 and α = 0.87, respectively) as well as for construct validity. Logistic regression analyses indicated that heavy Internet use is associated with high anxiety; high cell-phone use is associated to being female, and having high anxiety and insomnia. The developed measures seem to be promising tools for assessing these new behavioral addictions. [ABSTRACT FROM AUTHOR]

Increasingly, supported employment is an available alternative for people with disabilities all over the world. However, there remains a great deal more segregated and non-inclusive employment than inclusive jobs for people with significant disabilities. In European countries, there is a lack of legislation at a national level, unlike the United States. Ongoing research on the benefits derived from supported employment show that people with disabilities realize better economic and social benefits than in non-integrated work settings. The purpose of this paper is to analyze the relationships between supports and outcomes in supported employment in an international context. 448 participants (aged 18--40+ years) from Australia, Germany, and the United Kingdom were included in this study. Data was obtained from an instrument developed by Mank et al. [26,27,28] which included demographic, disability, and employment information. Results provide evidence that (1) less natural support strategies during the entry process correspond to less typical job outcomes, (2) more typical interventions during the job development correspond to better social, economical, and performance outcomes, and (3) economical, social, and performance outcomes are strongly related. The authors stress the need for developing supportive work environments, where natural agents provide supports, in order to obtain quality outcomes. [ABSTRACT FROM AUTHOR]

In recent years, there has been a considerable increase in the number of university students with disabilities in Spain, as in other countries. Access to and completion of studies in higher education has been identified as a factor that improves the educational and labor inclusion of these people. However, this group of students faces difficulties in completing their studies, as they encounter problems in carrying out their internships, which is an obligatory element of many degrees. Our quantitative research study presents the results of the Generating Professional Skills (GPS) program for the development of vocational maturity based on training itineraries, carried out by the University Unit of Attention to People with Disability. The main results show an increase in vocational maturity and position tutoring as a fundamental part of the educational inclusion process, as well as a key role of the support services for those with disabilities to experience a more inclusive and quality education, thus aligning with objective 4 of the 2030 Sustainable Development Goals. SDG. The information collected allows us to conclude that these programs increase the vocational maturity and the knowledge and competencies of students with disabilities and, therefore, are key elements for the success in accessing and obtaining internships and for the successful completion of their studies. [ABSTRACT FROM AUTHOR]

This study analyzes the attitudes towards people with Down syndrome derived from carrying out content analysis of comments of two videos on this issue; one recorded in Spain and the other in Romania. Responses were coded by using five attitudinal domains identified in studies of attitudes towards people with disabilities. The results revealed the existence of attitudes ranging from acceptance and vindication of their rights up to overprotection and stereotypical attitudes. We hereby present the results and we offer suggestions for further research. [ABSTRACT FROM AUTHOR]