Search

In Australia, macadamia orchards are attacked by four main insect pest groups. Management and control of three of these key pests currently relies on broad‐spectrum insecticides whose long‐term future is questionable. Of the 23 insecticides registered for use in macadamia in Australia, 19 face issues affecting their availability and 12 are presently not approved in the EU, the USA or Canada. These international markets may refuse produce that does not adhere to their own insecticide use standards, hence Australian produce may be excluded from market access. Many of the potential replacement integrated pest management methods of pest control are generally considered less effective by the industry and have not been adopted. There are 17 insect pest groups identified by the industry, any of which have potential to become major problems if broad‐spectrum insecticide options become unavailable. Thirteen pest groups need urgent attention as they are at risk of losing current effective control methods, and no replacement solutions have yet been developed. The lag period for research and development to identify new chemical and biological control solutions means there is now an urgent need for the macadamia industry to craft a strategy for sustainable pest management for each pest. Critically, this industry strategy needs to address the vulnerabilities identified in this paper, identify potential solutions for any cases of market failure and consider funding mechanisms to address these gaps. On economic and sustainability grounds, potential biological control options should be explored, especially in cases where insecticide control options are vulnerable. © 2024 The Authors. Pest Management Science published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry. [ABSTRACT FROM AUTHOR]

Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were randomized to either an attention training (n = 38) or control program (n = 38). Both programs were completed at home over a 5-week period. Outcome measures assessed literacy, numeracy, executive functioning, and behavioral/emotional problems, and were conducted at baseline, post-training, and 3-month follow-up. No training effects were observed at post-training; however, children in the training group showed greater improvements in numeracy skills at the 3-month follow-up. These results suggest that attention training may be beneficial for children with IDD; however, the modest nature of the intervention effects indicate that caution should be taken when interpreting clinical significance.

Exercise fidelity is a fundamental aspect of exercise prescription by physiotherapists. Assessing exercise fidelity via telehealth (videoconference) is potentially useful but its reproducibility has not been assessed. The objective was to evaluate agreement (reproducibility) of video rating of calf exercise fidelity within (over four weeks) and between telehealth raters and compared with live rating. Nineteen videos of participants with AT undertaking calf exercises were rated by physiotherapists in person (live) and by watching pre-recorded videos (replicating telehealth). Three forms of agreement were assessed: (i) between live assessment and recorded video (telehealth) assessment; (ii) between telehealth raters (inter-rater); (iii) agreement within telehealth raters over four weeks (intra-rater). There was weak to almost perfect agreement (Kappa = 0.65 to 1.00, rater 1, Kappa = 0.57 to 1.00, rater 2) between the telehealth and live raters. There was moderate to almost perfect agreement (Kappa = 0.65 to 1.00) when assessing intra-rater reliability, aside from one of the six criteria (quality of movement). Assessing calf exercise fidelity via videos recorded on Zoom® appears to demonstrate weak or greater agreement versus live rating and over time. Inter-rater agreement was lower, suggesting that the criteria developed may be better suited to use by individual raters over time. Telehealth assessment (when compared with live, in person assessment) shows a moderate or greater agreement for the majority of assessment criteria when assessing calf exercise fidelity. The calf exercise fidelity criteria developed can be used as an adjunct to assessment and management of people with Achilles Tendinopathy. Intra-rater assessment was shown to be moderately or more consistent over a four-week period when assessing calf exercise fidelity. [ABSTRACT FROM AUTHOR]

Background: Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have assessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of a computerised attention training programme in children with IDD. Methods: In a double-blind randomised controlled trial, children (n = 76; IQ < 75) aged 4-11 years were assigned to an adaptive attention training condition or a nonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25 sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed core attention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactive behaviour. Results: Children in the attention training condition showed greater improvement in selective attention performance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvements were maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention training programme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions: The findings suggest that attention training may enhance some aspects of attention (selective attention) in children with IDD, but the small to medium effect sizes indicate that further refinement of the training programme is needed to promote larger, more global improvements.

The article discusses a study of 4-5 year old children's use of technology to assist and enhance the acquisition of a play lexicon within a formal educational setting. The new language system to be learned was Auslan, a signed/nonverbal language. A purpose specific software program was developed by the authors, "Auslan Kids," in order to test and evaluate the efficacy of multimedia in learning language particularized by visual representation. Of particular interest to the authors was the influence of characters and interaction styles on learning outcomes. Kindergarten children managed to learn Australian Sign Language vocabulary from the multimedia software package. Children that interacted with the software either by making the signs or by making selections with the mouse learned more signs that those who were passive and only watched. Children showed a slight preference for learning from a female over a superhero or puppet. (Contains 30 figures.)

This article describes an ethnographic study of children's behavioural interaction with multimedia within a familiar context. The rationale for such a study was to provide data and evaluation of the capabilities of young children in an expressly modified multimedia environment and to determine the usefulness of employing technology as an adjunct to young children's play. However, hermeneutic and interpretativist concerns for the study of human action and social practice in the use of technology also informs both the structural, procedural, and evaluative management of the study. Using customised children's software, observation focused on time spent using the computer, the attitude toward the computer, the reaction to the interface, their use and adaptation of the mouse, and adult interventions. Significantly, the results differ appreciably from previous research and possible grounds for this variation is explored.