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Purpose: In the study, we investigated whether speech-language pathologists (SLPs) in India use practice and feedback conditions of motor learning principles (MLPs), including biofeedback, in dysphagia therapy in adults using a problem--solution approach. Method: Based on a literature review and clinical experience, we developed and validated a hypothetical case involving an adult with dysphagia (representing the problem) and a purpose-built 22-item questionnaire (representing the solution). We distributed the questionnaire electronically by sending an e-mail to 2,069 SLPs and also published a flyer on the dysphagia special interest group of India. Results: A total of 107 SLPs anonymously submitted their responses. In practice conditions, most of the SLPs reported following massed over distributed, small over large, blocked over random, whole over part, variable over constant, and internal over external practice strategies. In feedback conditions, most of the participants reported using knowledge of results over performance, high over low, immediate over delayed, and self over therapist feedback strategies. Lastly, more than two thirds of SLPs did not use biofeedback devices for dysphagia therapy. Conclusion: The findings from our study indicate that SLPs in India do not adhere uniformly to the recommended practices of MLPs for dysphagia therapy in adults.

Purpose: Children with residual speech sound disorders (RSSD) have shown differences in neural function for speech production, as compared to their typical peers; however, information about how these differences may change over time and relative to speech therapy is needed. To address this gap, we used functional magnetic resonance imaging (fMRI) to examine functional activation and connectivity on adaptations of the syllable repetition task (SRT-Early Sounds and SRT-Late Sounds) in children with RSSD before and after a speech therapy program. Method: Sixteen children with RSSD completed an fMRI experiment before (Time 1) and after (Time 2) a speech therapy program with ultrasound visual feedback for /[voiced alveolar approximant]/ misarticulation. Progress in therapy was measured via perceptual ratings of productions of untreated /[voiced alveolar approximant]/ word probes. To control for practice effects and developmental change in patterns of activation and connectivity, 17 children with typical speech development (TD) completed the fMRI at Time 1 and Time 2. Functional activation was analyzed using a region-of-interest approach and functional connectivity was analyzed using a seed-to-voxel approach. Results: Children with RSSD showed a range of responses to therapy. After correcting for multiple comparisons, we did not observe any statistically significant cross-sectional differences or longitudinal changes in functional activation. A negative relationship between therapy effect size and functional activation in the left visual association cortex was on the SRT-Late Sounds after therapy, but it did not survive correction for multiple comparisons. Significant longitudinal changes in functional connectivity were observed for the RSSD group on SRT-Early Sounds and SRT-Late Sounds, as well as for the TD group on the SRT-Early Sounds. RSSD and TD groups showed connectivity differences near the left insula on the SRT-Late Sounds at Time 2. Conclusion: RSSD and treatment with ultrasound visual feedback may thus be associated with neural differences in speech motor and visual association processes recruited for speech production.

The classroom is the primary site for learning. A vital feature of classroom learning is the division of educational content into various disciplines. While disciplinary differences could substantially influence the learning process toward success, little is known about the neural mechanism underlying successful disciplinary learning. In the present study, wearable EEG devices were used to record a group of high school students during their classes of a soft (Chinese) and a hard (Math) discipline throughout one semester. Inter-brain coupling analysis was conducted to characterize students' classroom learning process. The students with higher scores in the Math final exam were found to have stronger inter-brain couplings to the class (i.e., all the other classmates), whereas the students with higher scores in Chinese were found to have stronger inter-brain couplings to the top students in the class. These differences in inter-brain couplings were also reflected in distinct dominant frequencies for the two disciplines. Our results illustrate disciplinary differences in the classroom learning from an inter-brain perspective, suggesting that an individual's inter-brain coupling to the class and to the top students could serve as potential neural correlates for successful learning in hard and soft disciplines correspondingly.

The neural basis for long-term behavioral improvements resulting from multi-session transcranial direct current stimulation (tDCS) combined with working memory training (WMT) remains unclear. In this study, we used task-related electroencephalography (EEG) measures to investigate the lasting neurophysiological effects of anodal high-definition (HD)-tDCS applied over the left dorsolateral prefrontal cortex (dlPFC) during a challenging WMT. Thirty-four healthy young adults were randomized to sham or active tDCS groups and underwent ten 30-minute training sessions over ten consecutive days, preceded by a pre-test and followed by post-tests performed one day and three weeks after the last session, respectively, by performing high-load WM tasks along with EEG recording. Multi-session HD-tDCS significantly enhanced the behavioral benefits of WMT. Compared to the sham group, the active group showed facilitated increases in theta, alpha, beta, and gamma task-related oscillations at the end of training and significantly increased P300 response 3 weeks post-training. Our findings suggest that applying anodal tDCS over the left dlPFC during multi-session WMT can enhance the behavioral benefits of WMT and facilitate sustained improvements in WM-related neural efficiency.

Learning spatial layouts and navigating through them rely not simply on sight but rather on multisensory processes, including touch. Digital haptics based on ultrasounds are effective for creating and manipulating mental images of individual objects in sighted and visually impaired participants. Here, we tested if this extends to scenes and navigation within them. Using only tactile stimuli conveyed via ultrasonic feedback on a digital touchscreen (i.e., a digital interactive map), 25 sighted, blindfolded participants first learned the basic layout of an apartment based on digital haptics only and then one of two trajectories through it. While still blindfolded, participants successfully reconstructed the haptically learned 2D spaces and navigated these spaces. Digital haptics were thus an effective means to learn and translate, on the one hand, 2D images into 3D reconstructions of layouts and, on the other hand, navigate actions within real spaces. Digital haptics based on ultrasounds represent an alternative learning tool for complex scenes as well as for successful navigation in previously unfamiliar layouts, which can likely be further applied in the rehabilitation of spatial functions and mitigation of visual impairments.

Purpose: This study aimed to identify predictors of response to treatment for residual speech sound disorder (RSSD) affecting English rhotics. Progress was tracked during an initial phase of traditional motor-based treatment and a longer phase of treatment incorporating ultrasound biofeedback. Based on previous literature, we focused on baseline stimulability and sensory acuity as predictors of interest. Method: Thirty-three individuals aged 9-15 years with residual distortions of [voiced alveolar approximant] received a course of individual intervention comprising 1 week of intensive traditional treatment and 9 weeks of ultrasound biofeedback treatment. Stimulability for [voiced alveolar approximant] was probed prior to treatment, after the traditional treatment phase, and after the end of all treatment. Accuracy of [voiced alveolar approximant] production in each probe was assessed with an acoustic measure: normalized third formant (F3)-second formant (F2) distance. Model-based clustering analysis was applied to these acoustic measures to identify different average trajectories of progress over the course of treatment. The resulting clusters were compared with respect to acuity in auditory and somatosensory domains. Results: All but four individuals were judged to exhibit a clinically significant response to the combined course of treatment. Two major clusters were identified. The "low stimulability" cluster was characterized by very low accuracy at baseline, minimal response to traditional treatment, and strong response to ultrasound biofeedback. The "high stimulability" group was more accurate at baseline and made significant gains in both traditional and ultrasound biofeedback phases of treatment. The clusters did not differ with respect to sensory acuity. Conclusions: This research accords with clinical intuition in finding that individuals who are more stimulable at baseline are more likely to respond to traditional intervention, whereas less stimulable individuals may derive greater relative benefit from biofeedback.

Purpose: This proof-of-concept study examined the effectiveness of an ultrasound visual biofeedback (UVB) training within the Participatory Adult Teaching Strategy framework for instructing speech-language pathologists (SLPs) on the assessment of sonographic tongue configuration for remediation of speech sound errors. Method: This research followed a multiple-baseline, multiple-probe single-case research methodology replicated across behaviors for data collection and analysis. Two school-based SPLs with no previous knowledge or experience with UVB were recruited. Results: Visual analysis of data and effect size calculations using the percentage of nonoverlapping data indicated that training was highly effective in teaching SLPs skills for the assessment of sonographic tongue configuration and how to promote changes in tongue configuration for the remediation of speech sound errors. Conclusions: This study addressed the current gap in the literature regarding the lack of empirical evidence of UVB training for SLPs. Our findings support the exploration of evidence-based teaching strategies to train SLPs in the use of UVB for assessment of tongue configuration and remediation of speech sound errors. This can be of interest to academic programs and organizers of training opportunities through continued education units.

Purpose: This study was conducted to explore the effectiveness of speech to text as a form of biofeedback intervention for speech sound production in children with articulation disorders. Method: A multiple-baseline across-participants design was used for this study. Speech-to-text biofeedback was implemented with three children aged 7-9 years who demonstrated consonantal articulation errors. Data regarding accuracy of target phoneme production were repeatedly collected across baseline, treatment, and probe phases. Results: Based on the preliminary data collected and analyzed during this study, results suggest that speech to text is an effective approach for addressing speech sound production. All three participants demonstrated improvement in the production of their target phonemes. In addition, all of the participants maintained their skills posttreatment. Conclusions: The results of this study provide initial support for the use of speech to text for children who demonstrate articulation disorders. Implications for future research and practice based on the results are discussed.

Improving academic grades within the core areas of English, Science and Mathematics has had a lot of previous research interest, but research has tended to mostly focus on students who are failing, non-athletically talented students or student athletes at collegiate level. The particular needs of athletically talented secondary school students who are academically underperforming have so far been neglected. This study addressed this issue by measuring the outcome of academic grades in these three core areas. Method: During a six week intervention programme, ninety four students were separated into 4 groups--control, heart rate variability biofeedback, performance psychology skills training and a combination of these two interventions. Changes in self-efficacy and self-regulation for all students were also measured. Results: Significant pre-post intervention differences in all academic subjects and generalised self-efficacy were found when compared to the control group. Results also showed that a combination of interventions with medium-large effect size was more effective in improving academic results than the single interventions on their own. All interventions improved self-efficacy, but were not significantly different from each other. Self-efficacy was found not to have any interaction effects. Conclusion: Sport psychological skills training can help student-athletes achieve higher scholastic grades and aid mindfulness intervention. Mindfulness on its own was not found to be the most effective intervention, and as such should be used as an adjunct to other psychological methods. Psychological skills training (PST) may help students generalize approaches used in sport to the academic arena.

Purpose: Although mobile apps are used extensively by speech-language pathologists, evidence for app-based treatments remains limited in quantity and quality. This study investigated the efficacy of app-based visual-acoustic biofeedback relative to nonbiofeedback treatment using a single-case randomization design. Because of COVID-19, all intervention was delivered via telepractice. Method: Participants were four children aged 9-10 years with residual errors affecting American English /[voiced alveolar approximant]/. Using a randomization design, individual sessions were randomly assigned to feature practice with or without biofeedback, all delivered using the speech app "Speech Therapist's App for /r/ Treatment." Progress was assessed using blinded listener ratings of word probes administered at baseline, posttreatment, and immediately before and after each treatment session. Results: All participants showed a clinically significant response to the overall treatment package, with effect sizes ranging from moderate to very large. One participant showed a significant advantage for biofeedback over nonbiofeedback treatment, although the order of treatment delivery poses a potential confound for interpretation in this case. Conclusions: While larger scale studies are needed, these results suggest that app-based treatment for residual errors can be effective when delivered via telepractice. These results are compatible with previous findings in the motor learning literature regarding the importance of treatment dose and the timing of feedback conditions.

College students experience high levels of anxiety and stress, resulting in academic, interpersonal, and functional challenges. Despite awareness of anxiety and stress amongst students, universities and colleges fail to meet their mental health needs. Neurofeedback (NFB) training, a noninvasive approach designed to regulate brain processes to mitigate anxiety and stress-based symptoms, is an innovative option to help college students. A pre-posttest control group quasi-experimental design was implemented to measure whether a treatment group reported differences in anxiety and stress (as measured by the Beck Anxiety Inventory [BAI], Perceived Stress Scale [PSS], and Social Anxiety Thought [SAT] questionnaire) as compared to a waitlist control group. Results indicated significant decreases in SAT and PSS scores between groups, with no significant difference for BAI scores. Additionally, no significant differences were found over time between groups, regardless of gender. Limitations and future recommendations are explored.

Objective: Theory suggests that impaired executive functioning (EF) might explain several symptoms of autism spectrum disorder (ASD) in children. However, only a few studies have examined the efficacy of EF training for the children using randomized control trial designs, and only two of them found significant benefits of the training. Method: We designed Comprehensive Attention Training System (CATS), and tested this new EF intervention for children with ASD in a small-sampled randomized controlled trial. Twenty-five children with ASD aged six to twelve were randomly assigned to either the CATS or the control training and were assessed pre- and post-training. Results: Relative to the control group, the CATS group improved on EF as measured by the trail-making test, avoiding perseverative errors, and forming conceptual responses in the Wisconsin Card Sorting Task. There were also indications that CATS contributed to long-term communication skills as measured by the Vineland adaptive behavior scales. Conclusions: We report preliminary evidence that the CATS intervention may improve the EF of school-aged children with ASD compared to a control intervention. We discuss the results in terms of their generalizability to other developmental disorders.

The prevailing hypothesis for observed post-rest motor reaction time improvements is offline consolidation. In the present study, we present evidence for an alternate account involving the accrual and dissipation of reactive inhibition. Four groups of participants (N = 159) performed a finger-tapping task involving either massed (30 s per trial) or spaced (10 s per trial) training, and with one of two break intervals between each trial: 10 s or 30 s. After 360 s of training in each group, there was a 300 s rest period followed by a final test on the same task. The results show that the smaller the ratio of break time to on-task trial time during training, the larger the improvement in reaction time after the rest period. Those results are fully consistent with a model that assumes no facilitating offline consolidation, but rather learning that is concurrent with performance and reactive inhibition that builds during performance and dissipates during breaks.

Cognitive neuroscience research is typically conducted in controlled laboratory environments and therefore its contribution to our understanding of learning in real-world environments is limited. In recent years, however, portable and wearable brain devices have become more readily available for classroom-based research. Complementing existing education research methods, these emerging technologies could provide information about learning processes that might not be reflected in classroom observations or learners' self-reports. This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation. We also address ethical concerns regarding student privacy and the potential misuse of students' brain data.

The aim of this research is to investigate the effect of playing soccer for a long time in for professional soccer players regarding sole pressure. Despite the increasing prevalence of new methods developed in the footpad pressure measurement in recent years, our knowledge about pressure distribution of the footplate is still insufficient, especially for sportsmen (Ford et al., 2006). Plantar pressure analysis system (EMED-SF) was used in the study. Statistically significant differences between the study groups were examined using the non-parametric Mann-Whitney U test. According to the results of the research, there was no statistical difference between the experimental and control groups in terms of physical characteristics. However, significant results were found at (0.01-0.05) level in the beginning and grand total of heel medial, heel lateral, 1,2,3,4,5 metatars in the maximal force comparisons applied to the right and left foot contact area and the floor.

The purpose of this study is to examine the relationship between six-minute walk test and muscle pain, muscle strength in visually disabled people. The study includes 50 visually disabled people, aged between 17, 21 ± 5,3. Participants were classified into three categories according to their degree of vision (B1, B2, B3). All participants were administered to six-minute walk test, muscle test and muscle pain threshold test. In B2 and B3 group there is significant moderate correlation between the walk distance and muscles. There were significant differences in pain threshold of quadriceps, pain threshold of hamstring and pain threshold of tibialis anterior among the groups. The data were evaluated using IBM SPSS Statistics 23.0 package software, and the level of significance was taken as p < 0.005. When the visually disabled people were classified according to their visual degree, it was noticed that visual area is important while walking. Muscle power is thought to be effective in walking ability. The muscles of the legs, backs and buttocks act as they walk and allow them to stay in balance. In addition to the muscular strength, people with muscle pain do not want to continue walking because they are feeling pain in their muscles as they walk. As a result, if we want to increase walking distance, which is an important part of daily life activities of visually impaired individuals, an exercise program should be organized to strengthen muscle groups that are effective in walking and to rehabilitate painful muscles.

Cyberattacks have a similar global economic impact of a natural disaster such as Hurricane Katrina, according to Lloyds, the world's specialist insurance market of London report. According to Lloyd's of London, global cyberattacks pose a considerable risk to businesses, health service, and education, resulting in average economic losses of between $4.6bn and $53bn a year. This literature review investigated the growing threat, stemming from the upsurge in cyberattacks on the significant business, health, education and government infrastructures on a global scale. This review identifies current cyberthreats to education through a wide range of devices and networks. Recommendations for future research, policy, and training are provided.

This research is conducted to determine the physical profiles of sitting volleyball players of the Turkish National Team. 12 male players from Turkish Sitting Volleyball National Team volunteered to participate in the study. The anthropometric measurements were taken over dominant extremity. In order to determine the physical features of the participants' tests and measurements were made regarding stature, body weight, BMI, upper body length, upper extremity length, arm length, forearm length, hand length, arm circumference, forearm circumference, upper body length, modified sit-ups, modified abdominal endurance, modified push-ups, hand grasping power, plate tapping, and shoulder flexibility. SPSS 21.0 program was used in the analysis of the data, and minimum, maximum, arithmetic mean, and standard deviation values were determined. As a conclusion, it can be mentioned that the anthropometric measurements of the players and modified bio-motor test results of the disabled individuals will inspire the sports scientists/trainers and this data are vital with regards to selection of the players.

Autism spectrum disorder is characterized by abnormal function in core social brain regions. Here, we demonstrate the feasibility of real-time functional magnetic resonance imaging volitional neurofeedback. Following up the demonstration of neuromodulation in healthy participants, in this repeated-measure design clinical trial, 15 autism spectrum disorder patients were enrolled in a 5-session training program of real-time functional magnetic resonance imaging neurofeedback targeting facial emotion expressions processing, using the posterior superior temporal sulcus as region-of-interest. Participants were able to modulate brain activity in this region-of-interest, over multiple sessions. Moreover, we identified the relevant clinical and neural effects, as documented by whole-brain neuroimaging results and neuropsychological measures, including emotion recognition of fear, immediately after the intervention and persisting after 6 months. Neuromodulation profiles demonstrated subject-specificity for happy, sad, and neutral facial expressions, an unsurprising variable pattern in autism spectrum disorder. Modulation occurred in negative or positive directions, even for neutral faces, in line with their often-perceived ambiguity in autism spectrum disorder. Striatal regions (associated with success/failure of neuromodulation), saliency (insula/anterior cingulate cortex), and emotional control (medial prefrontal cortex) networks were recruited during neuromodulation. Recruitment of the operant learning network is consistent with participants' engagement. Compliance, immediate intervention benefits, and their persistence after 6 months pave the way for a future Phase IIb/III, randomized controlled clinical trial, with a larger sample that will allow to conclude on clinical benefits from neurofeedback training in autism spectrum disorder (NCT02440451).

This study was conducted to investigate the effects of a 24-week multifaceted sport training program on some physical and performance characteristics of 5-9 year old children. There are many researches about the necessities for children to start physical activity at an early age. According to the characteristics of different physical activities to be performed, children can endow with different developments. Multifaceted development in the motor properties of an unbranched individual will also benefit him/her in the branching phase. A branch that will be applied to children will develop the characteristics of that branch in the child. This study aims to determine the effects of the implementation of a training program consisting of the basic characteristics of different branches on the physical characteristics of children. A group of children with a mean age of 6.4 (SD 1.34) (n = 98) residing in Ankara participated in the study. A training program including basic techniques of many sports branches was applied to children in the form of 2 lesson hours per day for 2 days in each week. Lessons are scheduled for 45 minutes. During the 24-week training period, children were tested and measured three times; at the beginning, in the middle and at the end of the study. All physical characteristics of the children within the scope of the study has improved, and the differences in the test of vertical jump, throwing medicine ball, right foot balance posture, left hand grip force, shuttle, horizontal jump and 10x5m running were found to be statistically significant (p<0.05).

Commonly proven abnormalities in the structure and functioning of the prefrontal cortex (PFC) are related to cognitive deficits in children with ADHD. The purpose of the randomized controlled study was to assess the efficacy of intervention using hemoencephalographic biofeedback (HEG BFB) in PFC in ADHD and neurotypical children. The final cohort consisted of 120 children aged 9-15 years, including 60 children with ADHD. The individuals were randomized in 10 HEG BFB or physical activity (PA) training sessions. Children with ADHD exhibited lower cognitive capacity in terms of vigilance, visual search, multitasking, inhibitory control and working memory compared to neurotypical children. The performance of children with ADHD and neurotypical children in cognitive functions improved under the influence of HEG BFB (the PA training did not have a statistically significant impact on the results). The important gain predictors in HEG BFB involved: intrinsic motivation, internal locus of control and positive mood.

According to Ekman's model, the basic emotions are anger, disgust, fear, happiness, sadness, and surprise. These emotions are universal and have an adaptative function. However, studies on these emotions among individuals with moderate intellectual disability (MID) are limited, mainly owing to issues in sample size and sample homogeneity. The present study aimed to explore differences between a MID group (n = 10) and a non-MID control group (n = 10) in 1) the identification of basic emotions; and 2) the physiological response with images related to fear, happiness, sadness, anger, and disgust, as well as images with neutral and sexual content. A total of 29 images from "The International Affective Picture System" and a biofeedback measurement system were used. The results showed no statistically significant differences in the identification of the basic emotions of fear, sadness, and disgust. However, statistically significant differences were found for happiness (p = 0.008), anger (p = 0.02), and neutral images (p = 0.02), and minor statistically significant differences were found for images with sexual content (p < 0.01) in MID individuals with respect to the control group. The MID group's physiological response was lower compared with the control group, with statistically significant differences for all emotional visual stimuli. This preliminary study showed important and interesting results for the study of emotions and sexuality in MID. Future studies should consider the sample size, sex and age comparisons, and the different levels of intellectual disability.

As researchers come to recognize the origins of dysgraphia, we can better suggest optimal approaches to remediation. In defining dysgraphia, we review the writing process, research on the development of writing, and various factors related to either spelling difficulties, visual-motor difficulties, or both, that might interfere in the process of writing. We conclude by exploring some potentially helpful remediation techniques that should be considered as educators, clinicians, researchers, teachers, and parents work together to ameliorate the potentially devastating consequences of dysgraphia.

This preliminary study examined the effects of 16 sessions of neurofeedback (NF) training protocol on levels of depression, anxiety, and academic self-efficacy in college students with attention deficit hyperactivity disorder (ADHD). Results identified that NF was a viable option for mitigating depression and anxiety symptoms as well as increasing academic self-efficacy scores in college students with ADHD, based on their scores over time. Implications for college counselors are presented.

Background: Deep vein thrombosis (DVT) of lower limbs is one of the most causes for the majority of death caused by pulmonary embolism. Many medical and surgical disorders are complicated by DVT. Most venous thrombi are clinically silent. B-mode and color Doppler imaging is needed for early diagnosis of DVT to prevent complications and squeal of DVT. Aim and objectives: the objectives of our study were to evaluate the role of color flow Doppler in the diagnosis of deep vein thrombosis (DVT), and subsequently to investigate its diagnostic value in patients who have normal deep veins despite symptoms. Patients and methods: prospective cross sectional study of 50 patients, 32 patients male, 18 female, diagnosed on Doppler with DVT. Results: Color Doppler flow imaging in 50 cases had sensitivity of 90%, specificity of 96.7%, positive predictive value of 94.7%, negative predictive value of 93.5%, and accuracy rate of 94%, with majority belonging to fifth decade (26%). In our study, predominantly distribution of thrombus was found to be in above knee region with (65.63%), while only 34.38% of them had DVT below knee. Conclusion: Color Doppler is useful in diagnosing DVT in symptomatic and at risk patients and provides non-invasive method of investigation. It is also helpful in evaluating the site, extent and stage of thrombus.

This study was conducted for determining the effects of trainings, applied to athletes during short term camp period, on their aerobic and anaerobic performance. Measurements were made by the participation of 28 volunteer male ice hockey national team players. During the 15-day camp period, 10-minute running and stretching for warming and then 40-minute jogging practice was performed in the mornings, and at evenings, following warming and stretching for the same lengths, general strength practices were applied. On the first and last day of the camp period, after making body weight and height measurements, respectively, the Running-Based Anaerobic Sprint Test (RAST) and 20m shuttle running tests were performed. The obtained data were evaluated by the paired-t test. As a result of the study, when the two measurements were compared, there was no significant difference found between speed, maximal oxygen consumption (VO2max) and fatigue index (FI) (p>0,05); significant differences were found between the two measurements in heart rate (HR) during maximal loading (p<0,05). Based on these results; it was concluded that although trainings performed during short term camp period lowered number of heart beats at maximal running speed, this time was not sufficient for developing performance.

Development of adaptation, maintenance of normal human life in extreme environmental conditions is an urgent and a priority for all of humanity, for the recognition of the UN Commission on Sustainable Development "well-being" half of humanity in the XXI century will be directly related to the quality of development and the development of mountain areas. The purpose of the research is to study the level of physical performance, which is the most informative indicators of human adaptation to mountain conditions. The methodology of the paper presents experimental data on the effect of altitude and the duration of stay of the person on the active physical performance. It was established that during the first five days of active healthy people staying at an altitude of 2000m clearly develop beneficial effects of adaptation to muscular work. The high altitude (2300-3340) significantly increases the reaction of the cardiovascular and respiratory systems, and physical performance is reduced by 20-25%. Results of the research based on research developed gradation of physical human performance in conditions of plain and mountainous terrain.

Research consistently demonstrates that attention deficits have a deleterious effect on academic achievement. Impairments in attention, and not hyperactivity/impulsivity, are associated with learning difficulties and academic problems in students with attention-deficit/hyperactivity disorder (ADHD). To date, most studies have focused on symptoms of hyperactivity/impulsivity, with little research being conducted on interventions for students with ADHD, inattentive subtype. This study examines the use of neurofeedback as an intervention to improve reading achievement in a public school setting. A multiple-baseline-across-participants single-case model was used to assess five fourth-grade students who received 40 daily sessions of neurofeedback. Following the intervention, improvements were observed on objective measures of attention: a continuous performance test (Integrated Visual and Auditory Continuous Performance Test [IVA+Plus]) and/or a test of shifting attention (CNS Vital Signs, Shifting Attention Test [CNS-VS, SAT]). Results on tests of reading fluency revealed little change, although participants demonstrated gains on a measure of reading comprehension (Gray Oral Reading Tests-Fifth Edition [GORT-5]). Results suggest that neurofeedback helped participants to become more accurately engaged with the text with more focused attention to content. Thus, neurofeedback may be a viable option to assist children with attention deficits for improving both attention and reading achievement. [Additional funding for this research was provided by the Foundation for Neurofeedback and Neuromodulation Research (formerly, the International Society for Neurofeedback and Research Foundation) and Brain Science International. This article was published in "NeuroRegulation," v3 n2 p55-77 2016.]

Purpose: Surface electromyography (sEMG) is often used for biofeedback during swallowing rehabilitation. However, commercially available sEMG electrodes are not optimized for the head and neck area, have rigid form, and are mostly available in large medical centers. We developed an ultrathin, soft, and flexible sEMG patch, specifically designed to conform to the submental anatomy and which will be ultimately incorporated into a telehealth system. To validate this first-generation sEMG patch, we compared its safety, efficiency, and signal quality in monitoring submental muscle activity with that of widely used conventional sEMG electrodes. Method: A randomized crossover design was used to compare the experimental sEMG patch with conventional (snap-on) sEMG electrodes. Participants completed the same experimental protocol with both electrodes in counterbalanced order. Swallow trials included five trials of 5- and 10-ml water. Comparisons were made on (a) signal-related factors: signal-to-noise ratio (SNR), baseline amplitude, normalized mean amplitude, and sEMG burst duration and (b) safety/preclinical factors: safety/adverse effects, efficiency of electrode placement, and satisfaction/comfort. Noninferiority and equivalence tests were used to examine signal-related factors. Paired t tests and descriptive statistics were used to examine safety/preclinical factors. Results: Forty healthy adults participated (24 women, M[subscript age] = 67.5 years). Signal-related factors: SNR of the experimental patch was not inferior to the SNR of the conventional electrodes (p < 0.0056). Similarly, baseline amplitude obtained with the experimental patch was not inferior to that obtained with conventional electrodes (p < 0.0001). Finally, normalized amplitude values were equivalent across swallows (5 ml: p < 0.025; 10 ml: p < 0.0012), and sEMG burst duration was also equivalent (5 ml: p < 0.0001; 10 ml: p < 0.0001). Safety/preclinical factors: The experimental patch resulted in fewer mild adverse effects. Participant satisfaction was higher with the experimental patch (p = 0.0476, d = 0.226). Conclusions: Our new wearable sEMG patch is equivalent with widely used conventional sEMG electrodes in terms of technical performance. In addition, our patch is safe, and healthy older adults are satisfied with it. With lessons learned from the current COVID-19 pandemic, efforts to develop optimal swallowing telerehabilitation devices are more urgent than ever. Upon further validation, this new technology has the potential to improve rehabilitation and telerehabilitation efforts for patients with dysphagia.

This study's aim was to examine biofeedback, specifically the Heart-Math® Inner Balance technology, as an effective tool for decreasing stress and anxiety while increasing perceived coping ability in college students. Seven students from a university campus were selected to use the device in an A-B-A-B experimental design for four or eight weeks. Four of the students completed the study. It was hypothesized that lower levels of anxiety and stress and higher levels of perceived coping ability would be recorded during biofeedback intervention periods compared to nonintervention periods. Results largely supported the prediction as participants experienced greater changes in stress, anxiety and coping levels during weeks with biofeedback. The major implication of these findings is that college students can employ this technology to cope with nonclinical levels of stress and anxiety, but the potential for cessation and practicality of the approach in research need to be addressed from the outset.

Purpose: This study evaluated whether outcomes from treatment, which includes ultrasound visual feedback (UVF), would be more or less effective when combined with auditory perception training for children with residual /[voiced alveolar approximant]/ errors. Method: Children ages 8-16 years with /[voiced alveolar approximant]/ distortions participated in speech therapy that included real-time UVF of the tongue. Thirty-eight participants were randomized to speech therapy conditions that included a primary focus on articulation using UVF or a condition that included auditory perceptual training plus UVF (incorporating category goodness judgments and self-monitoring). Generalization of /[voiced alveolar approximant]/ production accuracy to untrained words was assessed before and after 14 hr of therapy. Additionally, the role of auditory perceptual acuity was explored using a synthetic /[voiced alveolar approximant]/--/w/ continuum. Results: There was no difference between the treatment groups in rate of improvement of /[voiced alveolar approximant]/ accuracy (increase of 34% for each group; p = 0.95, n[subscript p][superscript 2] = 0.00). However, pretreatment auditory acuity was associated with treatment progress in both groups, with finer perceptual acuity corresponding to greater progress (p = 0.015, n[subscript p][superscript 2] = 0.182). Conclusion: Similar gains in speech sound accuracy can be made with treatment that includes UVF with or without auditory perceptual training. Fine-grained perceptual acuity may be a prognostic indicator with treatment.

Purpose: The aim of the study was to evaluate the effects of motor imagery (MI) and action observation (AO) combined with a motor control exercises program for the lumbopelvic region. Method: Forty-five asymptomatic individuals were randomized into three groups: MI (n = 15), AO (n = 15) or control group (CG) (n = 15). The outcome measures included lumbopelvic motor control measured with a stabilizer pressure biofeedback, trunk muscle strength using a dynamometer and the perceived fatigue using a visual analogue scale. Participants were assessed at pre-intervention, at first week of intervention (mid) and post-intervention. Results: Regarding lumbopelvic motor control, we observed significant within-group differences between pre- and the mid and post-intervention assessment in AO group (p < 0.001, d > 0.80). MI and CG groups showed significant differences between pre- and post-intervention assessment (p < 0.05, d > 0.80). Regarding the direct comparison in the [delta]Mid-Pre differences between groups, only the AO group was superior to the CG with a large effect size (d > 0.80). Regarding trunk muscle strength, significant within-group differences between pre- and post-intervention assessments were observed in AO (p < 0.001, d = -1.25) and MI (p < 0.05, d = -1.00) groups. In relation to the perceived fatigue, statistically significant within-group differences were found in all groups (p < 0.05, d > 0.60). Conclusion: AO training caused faster changes in lumbopelvic motor control compared with the CG group. The AO strategy could be used as a guideline for teaching lumbopelvic motor control exercises.

Brain-Computer Interface (BCI) hardware is becoming more affordable and accessible. However, there is limited work investigating ways to design software that broadens participation with BCI technology. In this article, we present a block-based programming environment designed to assist novice programmers with creating BCI applications. We also discuss learning barriers encountered by novice programmers developing neurofeedback applications. Our findings suggest that visual programming assists novice programmers with building basic BCI applications; however, students may experience understanding and learning barriers initially.

We propose a Responsible Research and Innovation (RRI) framework to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders. RRI is an approach that has successfully been used in different research fields, but not yet in MBE research. After substantiating the need for, and possibilities of using this framework within MBE research, we report a case study to demonstrate the feasibility and benefits of RRI within an MBE context. This case study entails developing an educational intervention to improve learners' sense of agency regarding their own learning processes using neurofeedback. Using RRI, we found that societal stakeholders (teenagers, parents, and teachers) anticipate different potential impacts of this neurotechnology-based intervention than researchers did, enabling us to adapt the intervention according to these perspectives. This example demonstrates that RRI enables researchers to be reflexive and responsive to the stakeholders needs and values, to ultimately improve the educational and societal value of MBE research.

College students are exposed to daily stressors throughout their academic careers, which can have lasting consequences to their health and well-being. Mindfulness practices, art therapy, and the simple act of manipulating clay have independently demonstrated positive effects on stress and anxiety, but there is little research on the feasibility of incorporating these into an online resource for students to proactively address their mental health. In this pilot study, full-time university students (N = 15) were randomly assigned to a mindfulness-based art therapy (MBAT) program that used clay for all art directives or an unstructured, undirected neutral clay-manipulating task (NCT) for 10 weeks. Anxiety symptoms, salivary cortisol concentrations, and perceived levels of stress were assessed. Within-group analysis demonstrated significant decreases in anxiety symptoms and cortisol concentrations for MBAT participants, with no significant decrease in perceived stress. NCT participants experienced a significant decrease in cortisol concentrations on Week 1 but not on Week 10, with no other statistical significance in outcomes detected. Between-group analysis generated no significant interactions between variables. Based on these results, the structure of a therapist-directed online MBAT program using clay has the capacity to elicit anxiety-reducing benefits and may produce a trained biofeedback response for combating stress, offering a feasible strategy for addressing the mental health crisis on college campuses.

Purpose: This study evaluated ultrasound visual biofeedback treatment for teaching new articulations to children with a wide variety of speech sound disorders. It was hypothesized that motor-based intervention incorporating ultrasound would lead to rapid acquisition of a range of target lingual gestures with generalization to untreated words. Method: Twenty children aged 6-15 years with a range of mild to severe speech disorders affecting a variety of lingual targets enrolled in a case series with replication. Of these, 15 children completed the intervention. All of the children presented with a variety of errors. We therefore employed a target selection strategy to treat the most frequent lingual error. These individual speech targets were treated using ultrasound visual biofeedback as part of ten to twelve 1-hr intervention sessions. The primary outcome measure was percentage of target segments correct in untreated wordlists. Results: Six children were treated for velar fronting; 3 children, for postalveolar fronting; 2 children, for backing alveolars to pharyngeal or glottal place; 1 child, for debuccalization (production of all onsets as [h]); 1 child, for vowel merger; and 2 children, for lateralized sibilants. Ten achieved the new articulation in the 1st or 2nd session of intervention, despite no children being readily stimulable for their target articulation before intervention. In terms of generalization, effect sizes for percentage of target segments correct ranged from no effect (5 children), small effect (1 child), medium effect (4 children), and large effect (5 children). Conclusions: Ultrasound visual biofeedback can be used to treat a wide range of lingual errors in children with various speech sound disorders, from mild to severe. Visual feedback may be useful for establishing new articulations; however, generalization is more variable.

Metacognitive approaches are important in teaching reading skills, but experts know little about how to develop self-regulation through classroom interventions. This article reports results from a randomized controlled pilot trial in which we investigated whether mindfulness-based training improves literacy scores/attitudes in children with learning disabilities (LD). Mindfulness is a well-established metacognitive strategy for developing attention; it reduces anxiety and cognitive interference and improves positive affect. These benefits might help students with LD come to terms with their disability and improve their reading skills. We randomly assigned 20 elementary students with LD to either an active control or experimental group that received a 5-week intervention incorporating reading instruction and mindfulness. Quantitative results showed that training significantly increased response times during decoding (indicating possible increases in reflectiveness) and lowered heart rate. Qualitative analysis revealed themes pointing to improvements in literacy and affect. We discuss implications for intervention and assessment.

A quick, well-timed pelvic-floor muscle contraction during physical effort is recommended for active women to prevent urine leakage. Purpose: We address two research questions: how well do future female exercise professionals contract the pelvic-floor muscles, and whether the biofeedback session is necessary to train them to contract pelvic-floor muscles? Method: Participants were 84 nulliparous future exercise professionals (age 23 ± 3 years, mean ± SD), randomly allocated into biofeedback (n = 27), usual-advice (n = 26), and control (no advice, n = 21) groups. Contraction of pelvic-floor muscles on a 4-point scale (1 = incorrect through 4 = correct) was assessed in all groups by surface electromyography (sEMG) with a vaginal probe before and after 6 weeks of intervention. Results: In pretest, almost one in five participants (17%) could not activate the pelvic floor and less than half of them (45%) presented correct technique. The technique score for the three groups was 3.1 ± 1.1 (mean ± SD). After training, both intervention groups presented better technique score by 0.6 (90% confidence limits ± 0.5) relative to the control group, and two-thirds (65%) of the intervention groups presented the correct technique. Conclusions: Future exercise professionals displayed poor skills in contracting pelvic-floor muscles. Both training interventions (with and without biofeedback) were effective for this study group.

Background: As cost and access barriers to ultrasound technology have decreased, interest in using ultrasound visual biofeedback (U-VBF) as a tool for remediating speech sound disorders (SSD) has increased. A growing body of research has investigated U-VBF in intervention for developmental SSD; however, diversity in study design, participant characteristics, clinical methods and outcomes complicate the interpretation of this literature. Thus, there is a need for a synthesis and review of the evidence base for using U-VBF in intervention for SSD. Aims: To synthesise and evaluate the research evidence for U-VBF in intervention for developmental SSD. Methods: A systematic review was conducted. Eight electronic databases were searched for peer-reviewed articles published before 2018. Details about study design, participants, intervention procedures, service delivery, intervention intensity and outcomes were extracted from each study that met the inclusion criteria. The included studies were rated using both a critical appraisal tool and for their reporting of intervention detail. Main Contributions: Twenty-eight papers, comprising 29 studies, met the inclusion criteria. The most common research design was single-case experimental design (44.8% of studies). The studies included between one and 13 participants (mean = 4.1) who had a mean age of approximately 11 years (range = 4;0-27 years). Within the research evidence, U-VBF intervention was typically provided as part of, or as an adjunct to, other articulatory-based therapy approaches. A range of lingual sounds were targeted in intervention, with 80.6% of participants across all reviewed studies receiving intervention targeting rhotics. Outcomes following therapy were generally positive with the majority of studies reporting that U-VBF facilitated acquisition of targets, with effect sizes ranging from no effect to a large effect. Difficulties with generalisation were observed for some participants. Most studies (79.3%) were categorised as efficacy rather than effectiveness studies and represented lower levels of evidence. Overall, the reviewed studies scored more highly on measures of external validity than internal validity. Conclusions: The evidence base for U-VBF is developing; however, most studies used small sample sizes and lower strength designs. Current evidence indicates that U-VBF may be an effective adjunct to intervention for some individuals whose speech errors persist despite previous intervention. The results of this systematic review underscore the need for more high-quality and large-scale research exploring the use of this intervention in both controlled and community contexts.

Background: Emotion dysregulation has been linked to sexual offending and reoffending across a number of different theories. Interventions focused on improving emotion regulation in sexual offenders have been recommended. Objectives: The current study explored the feasibility and impact of biofeedback in improving an emotion regulation strategy linked to arousal control/response modulation in a sample of eight sexual offenders with intellectual disability. Method: The study delivered a heart rate variability (HRV) biofeedback intervention on eight occasions over a period of four weeks. Success of the intervention was assessed using average heart coherence. Emotion dysregulation was assessed through self-report using the modified Difficulties in Emotion Regulation Scale (DERS), and behavioral observations. Results: Participants were able to apply themselves well to the biofeedback intervention however there were no significant improvements observed for the sample on the outcome measures. There were some improvements at an individual level. Conclusion: This study demonstrated the feasibility of this novel treatment with this offender population and outlines the future directions for research to further explore this intervention.

Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online self-directed learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fill this gap, the current study, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi-experimental design study was carried out over a 12-week set of EFL self-regulated online reading activities. Pretest and posttest on reading performance and their cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signals (e.g., gazing duration, verbal fixation, and brain wave) were captured via eye-tracking and electroencephalograph (EEG) technology. The results emphasized that (a) students' reading ability and cognitive hierarchy significantly improved through biofeedback stimulation. Moreover, (b) learners in single level-one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multilevel hierarchic groups had no significant enhancements. Finally, (c) the optical data results and EEG reports showed that males favor procedural feedback and females have a preference for a conclusive assessment.