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Purpose: Autistic individuals often display social-communicative differences affecting aspects of daily living. The present study assessed the feasibility and potential efficacy of a dance-based exergame for enhancing autistic children's social-communication skills. Methods: A mixed method, within-subject, pre-test/post-test study design was employed. Children in their home (n = 4; Mage = 8.25 years old, SD = 0.50) and school environments (n = 31; Mage = 10.87 years old, SD = 1.61) participated in a dance-based exergaming intervention (Just Dance) for six weeks. Results: A positive change in children's social-communication skills was observed (p < 0.01). Results suggest Just Dance was easy to implement and enjoyable. Conclusion: A larger randomised control trial is warranted to confirm the effectiveness of the dance-based exergame. [ABSTRACT FROM AUTHOR]

People with autism spectrum disorder (ASD), face several difficulties entering the workforce; yet when provided with appropriate support programs, can be expected to benefit from vocational rehabilitation and become independent. In this systematic literature review, supported employment programs and interventions related to the training and enhancement of vocational skills in adolescents and young adults with ASD were identified and evaluated. PubMed, ERIC, Science Direct, and Scholar Google databases were systematically searched from 2015 up to March 2021. The review findings suggest that young people with ASD who receive special training in high school and participate in supported employment programs appear to develop social and vocational skills, succeed in appropriate and competitive employment, and have a better quality-of-life (QOL). The review revealed that 16 relevant peer-reviewed studies implemented supported employment programs such as Project Search-ASD (PS-ASD), or a specific curriculum, both of which appear to be effective in teaching work-related, social, and QOL skills. Eight studies conducted a maintenance phase, 10 were conducted in the USA and 12 were federally funded. Future research will require focusing on work-related social skills. More international cross-cultural research is suggested to be conducted. In addition, private companies should be encouraged to fund supported employment programs. [ABSTRACT FROM AUTHOR]

This study investigates Chinese general education teachers' perceptions of teaching assistants' (TAs) support for students with intellectual and developmental disabilities (IDD). We administered open-ended questionnaires to 358 participating teachers and interviewed eight participants. The results showed that teachers perceived behavioural and emotional adjustment among students with IDD as a significant benefit of TA support. Students with IDD also benefited in social development, academic gain, and functional skill development. However, while most teachers were satisfied with TA support, they had concerns about limited independence, decreased social interaction, stigma, behavioural problems, and limited access to professional academic support for students with IDD. The findings highlight the urgent need to enhance the effectiveness of TA support by clarifying TAs' responsibilities, providing systematic training, and improving the one-on-one support model in Chinese elementary schools. [ABSTRACT FROM AUTHOR]

Over the last few years, there has been an increase in the extent of autism spectrum disorder (ASD), with developed countries having a higher incidence than developing ones. On the other hand, Latin America lacks studies on autism because the instruments for its detection and diagnosis have not been psychometrically validated. This study aimed to analyze the differences in ASD traits among individuals in Spain and Colombia, with results indicating no significant differences in sample characteristics regarding age, sex, and type of ASD. However, differences in diagnostic comorbidity with intellectual disability have been found between both samples and factors related to the characteristics of the Colombian cases may have influenced the results. Specifically, higher levels of severity of stereotypes, compulsions, and restricted interests were found in Colombian individuals with ASD compared to the Spanish population. Future studies should increase the sample size and analyze the psychometric properties of autism detection and diagnosis instruments in Colombia. [ABSTRACT FROM AUTHOR]

This brief paper reviews the articles in this special issue and summarizes contributions and provides suggestions for future research. [ABSTRACT FROM AUTHOR]

Social skills are critical behaviors that enable students to effectively navigate their social lives. Further, social skills function as protective factors against emotional behavior concerns and enable strong academic growth. Social skills can be developed and improved via programs implemented in schools. Students identified as gifted have long faced stereotypes as "nerds" or "geeks" with strong academic but weak social skills. Yet, there are few studies investigating the social skills of these students. Thus, we explicated the definition of social skills, their importance, and instructional approaches supported by research. Further, we utilized a national sample of students who provided self-ratings (N = 325) or were rated by teachers (N = 322) to compare the social skills and emotional behavior concerns of students identified as gifted or not gifted. Results indicated few differences with notable exceptions for teacher rated cooperation and responsibility skills. Implications for further research and practice are discussed. [ABSTRACT FROM AUTHOR]

Previous studies found that exposure to self-facial expressions (SFE) facilitated recognition of other-facial expressions (OFE) in typical individuals. However, this effect is unclear for individuals with autism spectrum disorder (ASD). This study designed an SFE recognition training curriculum and employed a nonconcurrent multiple probe-baseline design across participants to assess the effects of training on SFE recognition directly and OFE recognition indirectly in three low-functioning children with ASD aged 8-9 years. With the gradual improvement of SFE recognition during training, the performance of children with ASD in OFE recognition increased slightly. In addition, the training and maintenance effects of SFE and OFE recognition were strong across participants. This result suggested that SFE recognition training was beneficial for OFE recognition in children with ASD and should be included in OFE training programs in the future. [ABSTRACT FROM AUTHOR]

Introduction: Digital social contact is increasingly being used, which accelerated during the COVID-19 pandemic. This study aimed to determine the consensus among stakeholders regarding recommendations for the use and facilitation of digital social contact for people with intellectual disabilities living in sheltered care facility homes. Methods: This consensus statement was developed in three consecutive rounds of questionnaires (rapid online modified Delphi design). The expert-groups included people with disabilities (N = 6) and their families (N = 10), support professionals (N = 9), behavioural consultants (N = 7), managers of sheltered care facility homes (N = 10), scientists and industry experts (N = 15). Findings: Four main themes were identified: 1. Reasons for and types of digital social contact; 2. Support and training needs; 3. Materials and other requirements needed to enable digital social contact; and 4. Best practices and future developments. For each theme, several recommendations were formulated. Discussion and conclusion: This study resulted in a consensus statement aimed mainly at care professionals, families of people with intellectual disabilities and managers of sheltered care facility homes. Findings show that digital social contact can contribute to societal participation of people with disabilities. Additionally, tailored exploration of digital contact is recommended, as well as aiming for inclusive-by-design technology developments with developers and stakeholders working together. [ABSTRACT FROM AUTHOR]

Objective: This study aims to determine the effectiveness of the concrete-representational-abstract (CRA) sequence presented by the explicit instruction in teaching the skills of basic addition and subtraction, building tens-and-ones to a student with special needs in a general education classroom. Method: A multiple probe across skills single case research design was used to evaluate the CRA sequence. The research was carried out with a seven-year-old female student diagnosed with autism spectrum disorder (ASD). Results: It was determined that the participant gained the math skills taught with the CRA sequence, and these skills were displayed two, three, and four weeks after the intervention ended. In addition, it was observed that the student was able to generalize these skills to another environment and person. Social validity findings show that the mother has positive opinions about teaching math skills with CRA sequence. Conclusion: In this study, it was determined that the CRA sequence could be used effectively in teaching math skills to a student with ASD studying in a general education classroom. [ABSTRACT FROM AUTHOR]

This study explores the (characteristics of) social relationships and coping efforts that protect emerging adults from feeling lonely. The research question is 'what do emerging adults need in order to not feel lonely?'. Semi-structured interviews with university students from the Netherlands (N = 29; 20–26 years) were conducted between November 2021 and February 2022. Thematic analysis was used to analyse the data. All participants had experiences with loneliness. In order to not feel lonely, participants needed functional, available social relationships with specific others. Quantitative and qualitative characteristics of social relationships were discussed. Furthermore, participants needed to know and accept themselves and to have realistic expectations about others. In terms of coping, participants made active efforts to improve social relationships and altered expectations about others. The results are discussed in line with social discrepancy theory, coping theory, and characteristics of the life phase of emerging adulthood. Implications for loneliness interventions are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a reliable and valid self-report instrument to measure self-directedness in learning for young people who are not in education, employment or training (NEET-youth). Accomplishing this purpose involved two stages: (a) formulating scale items that describe the factors of self-directed learning (SDL), and (b) validating the factor structure of the questionnaire. Exploratory factor analysis produced a six-factor structure of openness to experiences, resilience, attitudes, future orientation, metacognition, and responsibility. The confirmatory factor analysis revealed a satisfactory model fit and factor loadings. The reliability and convergent validity of the instrument were assessed and the results of the six factors were described and compared across different samples. The resultant 34-item SDL Scale for NEET-youth (SDL-NEET) is a highly reliable (α = 0.927) instrument for using with students and NEET-youth. [ABSTRACT FROM AUTHOR]

This study explores young adult students' experiences of living alone during the COVID-19 pandemic, addressing a vital research gap by investigating the collective influence of youth, student status, and solitary living on mental health. Remote semi-structured interviews were conducted with 18–24-year-olds in UK universities who had lived alone for at least 2 weeks between September 2020 and March 2021 (N = 8; 4 males; 19–24 years, M = 21.75). Reflexive thematic analysis identified four themes and two subthemes. Living alone was experienced as confinement, accompanied by loneliness and perceptions of loss and injustice. The experience significantly impacted mental health, which was exacerbated by social isolation and withdrawal. Accessing social support and connection through technology was protective. Findings have implications for the design of interventions for young people dealing with isolation. Improving emotion regulation and social skills and preventing social withdrawal are important intervention targets. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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.)

Numerous emerging adults are inclined to go to college, but the different life and learning environment of college can be a challenge, particularly those with autistic traits such as poor social skills, poor communication skills, and so on. Few studies have explored the mechanism underlying the association between autistic traits and school adjustment in college students. This study sheds light on this topic. A sample of 1,381 Chinese college students completed surveys about autistic traits, school adjustment, emotion regulation, and friendships. The results showed that there were significant correlations between autistic traits, emotion regulation, friendships, and school adjustment. Emotion regulation and friendships were found to play a chain-mediating role in the association between autistic traits and school adjustment. The results indicate that to help college students to better adapt to school life, it is critical to pay attention to their autistic traits, emotion regulation ability, and friendships. [ABSTRACT FROM AUTHOR]

Aim: The present study aimed to study the effect of COVID-19 on the quality of life in the geriatric population using ICF in and around Belagavi city. Settings and Designs: Observational study design was implemented in and around Belagavi city. SF-36 and ICF documentation were explained to the subjects and collected. Subjects and Methods: Sixty-five participants from the age group of 65 and above were taken based on the inclusion and exclusion criteria. Both SF-36 and ICF documentation was explained to them in regional language and collected from them. Statistical Analysis Used: Correlation was performed. Statistical significance was considered where the p-value (0.001) was kept as highly significant. Results: This study investigated the impact of COVID-19 on the elderly population (65+) using the International Classification of Functioning (ICF). Analysis of the SF-36 questionnaire revealed significant impairments in social functioning (56.25%), particularly community life, recreation, and spirituality (ICF codes d-910, d-920, d-930). Additionally, pain (54.3%) significantly affected all 20 ICF code sets, with d-415, d-430, and d-450 being the most impacted. General health also showed a 48% decline. These findings highlight the multifaceted negative impact of COVID-19 on the functioning of the elderly population. [ABSTRACT FROM AUTHOR]

The college experience can significantly increase feelings of anxiety in all students, as students find themselves in evaluative settings where academic, and often social abilities, are judged. Moreover, high levels of anxiety can lead to significant difficulties with navigating the challenges of college. For students with autism symptomatology, an elevated predisposition to feel anxious (i.e., trait anxiety) may cause more difficultly in successfully adjusting to college and succeeding academically. Thus, we examined differences in trait anxiety and college adjustment between cisgender women with and without autism symptomatology. We also explored the extent to which autism symptomatology and trait anxiety uniquely accounted for variance in college adjustment in women. Study findings showed that higher levels of autism symptomatology were associated with elevated trait anxiety. Additionally, both autism symptomatology and trait anxiety were associated with lower adjustment to college across four indices (academic, social, personal-emotional and total adjustment), although neither predicted GPA. We conclude with implications of our findings and recommendations for professionals serving autistic students, including disability resource officers. [ABSTRACT FROM AUTHOR]

The Manchester–Oxford Foot Questionnaire is a validated English 16-item patient-reported outcome measure for evaluating foot and ankle function. This study aimed to translate a Cantonese Chinese version of the questionnaire and evaluate its validity and reliability among patients with foot and ankle disorders. The translation and cross-cultural adaptation were conducted by forward translation, synthesis of translated versions, backward translation, review, and pre-testing by a panel of healthcare professionals. The test-retest reliability was conducted within 2–4 weeks. Internal consistency and construct validity were evaluated using the Visual Analogue Scale and Short-Form 36. 135 participants were recruited to complete the validation process. The overall reliability coefficient constituted 0.86 (intraclass correlation coefficient = 0.72–0.93). A strong, statistically significant correlation was found between the bodily pain subscale of Short-Form 36 and the pain subscale of the Cantonese Chinese-Manchester-Oxford Foot Questionnaire (r = −0.77, p < 0.001). This was similar to the pain subscale of the Cantonese Chinese-Manchester-Oxford Foot Questionnaire and visual analogue pain score (r = 0.77, p < 0.001). The overall score for the Cantonese Chinese Manchester-Oxford Foot Questionnaire between the healthy control group and the pathological group was statistically different (p < 0.001). A good consistency level was found in the questionnaire with a Cronbach's alpha coefficient of 0.78, 0.86, 0.78, 0.85 for pain, walking/standing, social interaction, and the overall domain of the Cantonese Chinese-Manchester-Oxford Foot Questionnaire, respectively. Therefore, this questionnaire can be adapted as a reliable clinical assessment and an outcome measure among the Cantonese Chinese-speaking population. [ABSTRACT FROM AUTHOR]

This study investigated the factors predicting the school adjustment of Turkish preschool children with and without special needs by assessing the school adjustment, social skills, developmental functions, problem behaviors, and cognitive skills of 122 children from 53 preschool classes in 13 public preschools, as well as teacher-child and teacher-parent relationships. Multiple linear regression was used to analyze data to identify the main predictors of school adjustment. The children's classification structure was then modeled using a Chi-squared automatic interaction detector (CHAID) analysis, considering both their important predictors and school adjustment levels. The findings revealed that the children's social skills were the most critical predictor of school adjustment. The decision tree created based on the results of the CHAID analysis classified the levels of school adjustment of children with different levels of social skills in terms of parent-teacher relations, developmental functions, and problem behaviors. [ABSTRACT FROM AUTHOR]

Background: Studies indicate that nursing homes are special places that require getting used to feel comfortable. Changing staff might challenge the residents' individual needs and experience of recognition. The purpose of this study is to gain insight into the residents' perception of what they experience as significant in everyday life. Method: Qualitative, individual, semi-structured interviews were carried out with eight residents in nursing homes. The analysis is inspired by Malterud's systematic text condensation. Two main themes emerged: 1. Individual care: The importance of the staff in creating well-being and safety in the nursing home and 2: The importance of being together with like-minded residents and individually adapted activities. Conclusion: The findings indicate that it is of great importance that the staff show an interest in the residents as well as their interaction with the other residents. Activities can facilitate social contact, while the activities must meet the individual resident's unique preferences. [ABSTRACT FROM AUTHOR]

Importance: Community social participation aids dementia prevention and alleviates loneliness among older adults. Incorporating occupational therapy using information and communications technology (ICT) could potentially delay dementia onset and reduce loneliness. Objective: To quantify how meaningful social participation, participation frequency, ICT use, and expanded social networks influence cognitive function and loneliness among socially active older Japanese adults. Design: Cross-sectional exploratory study using structural equation modeling. Setting: Meetings organized by older adults at seven community gathering places in Osaka Prefecture, Japan. Participants: One hundred thirteen healthy older adult cohort members. Measures: Cognitive function assessed via Mini-Cog; loneliness assessed via the condensed UCLA Loneliness Scale. Results: The final model demonstrated excellent fit, χ2(23) = 28.291, p =.205 (root mean square error of approximation =.045, 90% confidence interval [.000,.094]; confirmatory factor index =.995; Tucker–Lewis Index =.993). ICT use directly affected social networks (β = 0.472), which directly influenced participation frequency (β = 0.324) and meaningful social participation (β = 0.381). The indirect effect of meaningful participation significantly improved cognitive function (β = 0.237). The only indirect effect of meaningful interpersonal participation was a reduction in loneliness (β = −0.235). Conclusions and Relevance: ICT use contributes to the expansion of social networks among elderly people. Furthermore, the frequency of social participation and the meaningfulness of such participation are related to reduction in loneliness and maintenance of cognitive function. Although the frequency of social participation was not directly related to these outcomes, the results suggest that meaningful social participation may play an important role in reducing loneliness and maintaining cognitive function. Plain-Language Summary: The promotion of social participation among older people is a global phenomenon, driven by the recognition of its positive relationship with cognitive function and the alleviation of loneliness. Nevertheless, older people's social participation is constrained by a combination of physical and social factors. To address this issue, there has been a push to promote social participation based on information and communications technology (ICT). However, no specific study has been conducted on occupational therapists' perspective in capturing social participation and the use of ICT. The findings of this study show that using ICT has the potential to enhance opportunities for social interaction for older adults, thereby improving the quality and quantity of social participation. The quality of social participation was identified as the sole factor that had a positive impact on cognitive function and loneliness. This study suggests the need for occupational therapists to consider means of facilitating the use of ICTs among older adults as well as interventions that use occupational therapy theory to enhance the meaningfulness of existing social participation opportunities. This study found that using information and communications technology has the potential to enhance opportunities for older adults' social interaction, thereby improving the quality and quantity of social participation. [ABSTRACT FROM AUTHOR]

Studies on the domestication of idioms in English as second language contexts have investigated the strategies of domestication and the cultural imperatives of the innovative or else deviant usages as well as the implications for pedagogy, standardization and international intelligibility of the usages. Differing from earlier studies, this paper investigates idiomatic adaptation in Chimamanda Adichie's novels with the objective of establishing their causes, discourse-pragmatic functions and stylistic import. The data consist of sixty-one (61) instances of idiomatic adaptation identified through a close reading of Adichie's three novels: Purple Hibiscus (2003), Half of a Yellow Sun (2006) and Americanah (2013). The data were analyzed using a synthesis of insights from a discourse-pragmatic and functionalist approach with a focus on contexts of culture and situation. The findings reveal that idiomatic adaptations in ESL contexts are borne out of pragmatic constraints, the need for contextual and cultural appropriacy, communicative effectiveness and a bias for social function over grammaticality. The adaptations include both translated indigenous idioms and domesticated Standard British idioms. The translated indigenous idioms function especially as palliation, omen, and emphasis pragmatic markers, and the domesticated Standard British English idioms especially as emphasis pragmatic markers. Contextual appropriacy was realized by means of translated indigenous idioms and cultural appropriacy via indigenized Standard British English idioms through the evocation of commonplace culture-bound images, symbols and shared knowledge. Communicative effectiveness was achieved by the pairing of linguistic form and appropriate context. The idiomatic adaptations as such have a functional significance especially as Adichie's novels present a higher incidence of translated indigenous idioms than domesticated Standard British English idioms. [ABSTRACT FROM AUTHOR]

In today's digitally driven era marked by widespread remote communication, individuals grapple with diverse challenges when undertaking speaking tasks from a distance. Despite extensive research on communication dynamics in virtual contexts, the specific hurdles associated with remote speaking tasks remain understudied. This research addresses this gap by qualitatively exploring the complexities of such challenges and proposing practical strategies for effective communication in virtual environments. Employing a qualitative research approach, a survey with open-ended questions was administered to 19 students in the English Education program, and NVivo 12 was used for analysis. The findings highlight technical and non-technical challenges in remote speaking tasks, emphasizing the critical role of digital proficiency and a stable technical infrastructure. The study underscores the need to address personal and social aspects, suggesting solutions that encompass a precise and adaptive approach, including ensuring a reliable Internet connection, strategic use of digital resources, enhancement of technical skills, and a holistic strategy to tackle both technical and non-technical challenges. This research implies that educators should prioritize developing students' digital proficiency and adopt a comprehensive approach that tackles both technical and psychological challenges, aiming to boost confidence and interpersonal skills in virtual learning environments. [ABSTRACT FROM AUTHOR]

In surgery, simulated-based training improves the knowledge and interpersonal skills needed for surgeons to improve their performance and meet the "never the first time on a patient" imperative. The objective is to evaluate the effects of a 2017 reform on surgeon's accessibility to simulation-based training, five years after the implementation of the program, and to gauge surgeon satisfaction. A 27-item national online survey was sent to all surgical residents and fellows in the 13 surgical specialties. Among 523 responses, 405 (77.4%) were residents and 118 (22.6%) were surgical fellows. Two hundred forty-seven (47.2%) of surgical residents and fellows stated they did not have a simulation structure or simulation program in the town of their university hospital center. Two hundred thirty-five (44.9%) reported having simulation training programs and 41 (7.8%) reported having easy and free access to their simulation structure. Regarding simulation-based training, 44.6% of surgical residents and fellows had never received training in technical skills on simulators, 82.2% had never received training in teamwork or interprofessional skills and 76.1% had never received training in behavioral or relational skills. There was a significant difference between the degree of satisfaction of residents at the beginning and at the end of the study (P = 0.02). Simulation is a well-established educational tool, but there are still strong inequalities between universities. Despite the national deployment of simulation-based teaching programs and institutional efforts, surgical simulation is insufficiently developed in France, and learner satisfaction is poor. [ABSTRACT FROM AUTHOR]

Social-emotional competencies are complex actions that include skills, knowledge and attitudes to maintain effective and satisfactory social interactions. As well as, managing one's own and other people's emotions in different environments. They are vital for healthy coexistence in higher education. The purpose of this research was to establish the evidence of validity and reliability for the scale of socioemotional competencies of university teachers. Scale constructed under the pentagonal model approach of Bizquerra and Pérez (2007). The study is crosssectional and instrumental. A non-probabilistic convenience sample of 237 teachers from public and private universities in Lima (Peru), from different professional careers, aged between 24 and 70 years, male and female, was used. Satisfactory evidence of content-based validity was found for the criteria of clarity, pertinence, and relevance for each of the items using Aiken's V technique. For validity based on the internal structure of the construct, a Penta dimensional model and a bi-factor model were contrasted by confirmatory factor analysis, with better fit values for the second model (CFI and TLI > 0.95, RMSEA and SRMR < 0.07, = ω h = 0.90, ECV and PUC > 0.95), and favorable evidence of convergent and discriminant validity was also found. For both the overall score and the scores for each factor, there were coefficients denoting high reliability (ordinal α and ω > 0.90). [ABSTRACT FROM AUTHOR]

Although it is not disputed that cognitive training can affect similar domains (near transfer) such as similar working memory tasks, it is still hotly debated whether they advance seemingly different domains (far transfer), such as social skills improvement. This study aimed to investigate the possibility of far transfer in enhancing social-communication and adaptive behavior skills using a computerized cognitive training program (CCTP) in adolescents with intellectual disabilities (ID). The two research participants aged 14 & 16 conducted a 16-week home-based CCTP using CogniFit for 2-4 days a week, at 20 minutes a day. After the 16-week CCTP, an adjusted 4-week CCTP based on CogniFit activities and on added social cues was followed. The participants underwent pre and post assessments for examining far transfer skills using a) the Test of Pragmatic Language-2, b) the Social Skills Improvement System Rating Scale, and c) the Vineland Adaptive Behavior Scales II. The results showed that this intervention program can benefit adolescents with ID in social-communication and adaptive skills, which can function as an important driver of cognitive development and academic outcomes. [ABSTRACT FROM AUTHOR]

This study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor's degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model). [ABSTRACT FROM AUTHOR]

Policies for early childhood inclusion in South Korea have been enacted and implemented over 3 decades. However, early childhood educators' experiences and perceptions toward inclusion in early childhood education settings have been understudied. In this qualitative study, we interviewed 11 early childhood educators with inclusive teaching experiences using a semi-structured format. The teachers conceptualized the definition of and suggestions for inclusion in early childhood education settings and discussed the benefits of and challenges for inclusion in current South Korean education settings. We use their suggestions to provide implications for research and practice. [ABSTRACT FROM AUTHOR]

Caregiver-mediated interventions for young autistic children are increasingly considered standard of care. These interventions share two sets of components: strategies to improve children's communication, behavior, and development; and procedures to coach caregivers to implement those strategies. To date, no review has examined how caregiver coaching is described in caregiver-mediated intervention manuals. We assessed how caregiver coaching is described in caregiver-mediated intervention manuals for young autistic children. We conducted a scoping review to identify publicly available manuals that are designed to support providers in their practice; target core or co-occurring symptoms that affect young autistic children; and were tested as caregiver-mediated interventions in randomized controlled trials. We identified 11 publicly available manuals that met inclusion criteria. Manuals were coded using a summative content analysis to identify the presence and frequency of descriptions of caregiver coaching. The content analysis highlighted a wide range in the descriptions of caregiver coaching. Many intervention manuals did not include specific descriptions of caregiver coaching. Intervention developers should include explicit information about how to coach caregivers. Implementation strategies that specifically target caregiver coaching can serve as critical supports to increase the use of coaching in early intervention. [ABSTRACT FROM AUTHOR]

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers' ideas about civic teaching. The current study examined the degree to which elementary preservice teachers' civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third-fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK-second). Practical implications for preservice teacher preparation are discussed. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

Engineering students in their first years attending universities in South Africa are faced with different challenges one of which is understanding the topic that will equip them with appropriate skills. These students transition from being high school students to university students and as a result experience behavioral changes, performances, and learning rates. One of the important components of the process is the transfer of skills, and this should be done both theoretically and practically to train an engineer. Fresh students usually struggle to apply what they learn in classrooms to real-life situations when joining the college as engineers. This paper seeks to discuss skills transfer and how skills transfer can be improved for first-year Students in engineering as the methodology adopted for this research work shall be qualitative research whereby an extensive review of the literature and secondary sources relating to skills transfer in engineering education shall be conducted. There is a critical review of more than 30 journal articles and industry research papers, academic newsletters, and studies to assess the current state and efficiency of transfer of skills approaches. The main idea is that by using active learning approaches. problem-based scenarios. mentorship activities, and external corporate partnerships universities can provide students with the skills necessary for the modern engineering profession. Faculty is also under consideration in the paper, followed by a consideration of curriculum design and an examination of the application of technology in bridging the gap between skills gained in class and skills as applied in practice. With these approaches, first-year engineering students can effectively learn and enhance their motor and cognitive skills, thus empowering them academically and professionally. [ABSTRACT FROM AUTHOR]

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• Non-immersive virtual reality (NIVR) interventions are safe and generalizable. • NIVR have been shown to be feasible and acceptable for pediatric healthcare. • NIVR may facilitate a reduction in children's socioemotional and behavioral problems. • This review demonstrates the need for expansion of NIVR in pediatric healthcare. Nonimmersive virtual reality (NIVR), a computer-generated virtual reality experience wherein users are not fully immersed, has been increasingly used in pediatric healthcare. This study aimed to identify the effects of NIVR-based interventions for children. A mixed methods systematic review of relevant studies published until December 2023 was conducted. We included samples of healthy children and those with chronic conditions or disabilities, findings related to self-management or social skills, and the NIVR interventions applied. A convergent-integrated design was used for the synthesis. This review included 22 studies, of which 15 examined children having autism spectrum disorders. Utilizing NIVR was found to be effective in enhancing social skills. Participating in virtual communities with peers having similar conditions was determined to facilitate social support and identity exploration. Healthcare interventions using NIVR need to be explored further to improve self-management and social skills in children with various conditions. [ABSTRACT FROM AUTHOR]

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Purpose of current study is to examine the mediating effect of human resource practices on the relationship between emotional intelligence (Self-Awareness, Self-Regulation, Motivation, Empathy and Social Skills) and effective leadership from the perspective of employees within telecommunication organizations. For that sake, researcher adopted the quantitative approach in which a questionnaire was distributed on a convenient sample of (97) leader and employee within customer service department in the main three telecommunication organizations in Jordan (Zain, Orange and Umniah). Depending on SPSS, it was seen that HR practices have the ability to influence the relationship between emotional intelligence and effective leadership. In addition to that, study results found that the hypothesis that HRM practices mediate the relationship between emotional intelligence and leadership effectiveness emphasizes the importance of good HRM practices in an organization shows that developing and implementing effective HRM practices can create an environment in which emotionally intelligent leaders can maximize their potential and drive their organization towards success. Study recommended encouraging open communication and a culture of transparency within the organization. Further recommendations were presented in the study. [ABSTRACT FROM AUTHOR]

Ecological momentary assessment (EMA) is a methodological approach to studying intraindividual variation over time. This study aimed to use EMA to determine the variability of cognition in individuals with chronic stroke, identify the latent classes of cognitive variability, and examine any differences in daily activities, social functioning, and neuropsychological performance between these latent classes. Participants (N = 202) with mild-to-moderate stroke and over 3-month post-stroke completed a study protocol, including smartphone-based EMA and two lab visits. Participants responded to five EMA surveys daily for 14 days to assess cognition. They completed patient-reported measures and neuropsychological assessments during lab visits. Using latent class analysis, we derived four indicators to quantify cognitive variability and identified latent classes among participants. We used ANOVA and Chi-square to test differences between these latent classes in daily activities, social functioning, and neuropsychological performance. The latent class analysis converged on a three-class model. The moderate and high variability classes demonstrated significantly greater problems in daily activities and social functioning than the low class. They had significantly higher proportions of participants with problems in daily activities and social functioning than the low class. Neuropsychological performance was not statistically different between the three classes, although a trend approaching statistically significant difference was observed in working memory and executive function domains. EMA could capture intraindividual cognitive variability in stroke survivors. It offers a new approach to understanding the impact and mechanism of post-stroke cognitive problems in daily life and identifying individuals benefiting from self-regulation interventions. [ABSTRACT FROM AUTHOR]

Communication is an integral component of effective healthcare delivery to patients, and this includes breaking bad news (BBN). However, clinicians in dentistry are rarely exposed to diseases that can negatively and seriously affect an individual's view of their future and pose a mortality risk, except for oral cancer. The aim of this study was to assess clinician practices in BBN of oral cancer diagnosis in Malaysia. An exploratory sequential mixed-methods study design was used. A qualitative study was conducted among 12 clinicians to gather relevant information regarding their practices in BBN of oral cancer diagnosis using a descriptive–interpretive approach. The themes that emerged were preparation for BBN, BBN setting, communication, emotional aspects, and summarizing the session. These themes were used to develop a questionnaire with 34 items. In the quantitative study, this questionnaire was sent to 87 clinicians who had experienced BBN of oral cancer diagnosis in the past 5 years; the response rate was 100%. An arbitrary cut-off score between the third and fourth quartiles was set to distinguish 'good' and 'poor' practice in BBN among the clinicians. The data analysis was performed using IBM SPSS Statistics version 23.0. Overall, at least two-thirds of the clinicians had good practices in BBN of oral cancer diagnosis. The clinicians' designation (oral and maxillofacial surgery consultant/specialist vs dental officer) and BBN experiences were factors associated with their practices in BBN of oral cancer diagnosis. [ABSTRACT FROM AUTHOR]

This study examined the level of social communication problems (SCP), social anxiety (SA), and mood problems (MP) among children with ASD (age 4–13 years) enrolled in special classes (n = 74) and regular classes (n = 73) and grade level (kindergarten, 1st–3rd, 4th–6th) from teachers' perspective in schools of Palestinian Arabs in Israel. Teachers responded to three questionnaires about (1) SCP, (2) SA and (3) MP; the teachers' responses to the questionnaires were used to answer the research questions. Results: SCP, SA and MP were of medium rates for students with ASD enrolled in regular and special classes. No significant differences in the level of SCP could be attributed to class type (Regular, Special) or the grade level (kindergarten, 1st–3rd, 4th–6th). There were significant differences in SA levels that could be attributed to grade level in favor of the 4th–6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in MP levels that could be attributed to the class type in favor of special classes, and the effect of grade level was not significant. There was a direct significant relationship between SCP, SA, and MP. Conclusion: SCP may be an important risk factor for the development of SA and MP among students with ASD, which lead us to incorporating social skills interventions by educational staff to alleviate or even prevent symptoms of SA and MP among students with ASD, which supports the view of inclusion [ABSTRACT FROM AUTHOR]

Purpose This study aimed to elucidate the current state of the quality of life (QOL) of Japanese women undergoing infertility treatment and to identify the factors affecting it. Methods A comprehensive literature search using keywords such as "infertility (treatment)," "infertility-female (treatment)," and "quality of life" was conducted on Ichushi web version 6, PubMed, CINAHL, and Psycinfo. Original articles meeting eligibility criteria were considered for the review, and content that described the current state of the QOL of Japanese women undergoing infertility treatment and identified factors affecting it, were extracted. Results Following the literature search, 13 papers were extracted, and seven types of QOL scales were used to identify factors affecting QOL of Japanese women undergoing infertility treatment. Among six sub-items selected from the FertiQOL scale, "Emotional items" and "Treatment environment items" revealed lower scores, whereas "Relational items" revealed a higher score. Discrepancies in scores for "Social functioning" were noted between SF-12 and SF-36. In one study using WHO/QOL-26, "Physical" domain indicated the lowest QOL scores, whereas another study indicated no significant differences in scores between the "Physical," "Psychological," "Social relationships," and "Environment" domains. Among "Quality of life during infertility treatment scale," "QOL related to family relationships items" recorded the highest score. Factors affecting QOL were categorized into personal factors, treatment-related factors, psychological factors, and social factors. The love and involvement of the partner and trust in infertility treatment had an impact on improving QOL. Conclusion To measure the QOL of Japanese women undergoing infertility treatment, several types of health-related QOL scales were used. The sub-items or domains with low and high QOL scores varied across the QOL scales. Given the finding that the love and involvement from those women's partners, and their confidence in infertility treatment improved their QOL, medical professionals should support the relationships between the women undergoing treatment and their partners, and provide respectful explanations and care to patients. [ABSTRACT FROM AUTHOR]

Children with ADHD fail to establish good relationships with others and practice undesirable behaviors that disturb those around them. Additionally, this disorder may create difficulties in social performance and adaptation to different life contexts. Nonetheless, in light of recent technological advancements, traditional education programs no longer cover deficiencies resulting from this disorder. It is also no longer attractive among children with ADHD. Therefore, in this research study, the researchers designed four Google Cardboard Virtual Reality (VR) applications that were developed with several domain experts' supervision to enhance four social skills (greeting back, waiting for a turn during an ordering, not interrupting others while talking, and cooperating) among children with ADHD which had the potential to help them integrate smoothly into society. A quasi-experimental study was conducted for one group in the Developmental and Behavioral Disorders Clinics and Centers in Maternity and Children's Hospital in Najran Region, Saudi Arabia. The results were promising and showed an improvement in the social skills of the participants with mild or moderate ADHD symptoms. In contrast, there was no improvement in social skills in participants with severe ADHD symptoms. [ABSTRACT FROM AUTHOR]

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