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A cryptography system was developed previously based on Cipher Polygraphic Polyfunction transformations, C i × j ( t ) ≡ A i × i t P i × j m o d N where C i × j , P i × j , A i × i are cipher text, plain text, and encryption key, respectively. Whereas, ( t ) is the number of transformations of plain text to cipher text. In this system, the parameters ( A i × i , ( t ) ) are kept in secret by a sender of messages. The security of this system, including its combination with the second order linear recurrence Lucas sequence (LUC) and the Ron Rivest, Adi Shamir and Leonard Adleman (RSA) method, until now is being upgraded by some researchers. The studies found that there is some type of self-invertible A 4 × 4 should be not chosen before transforming a plain text to cipher text in order to enhance the security of Cipher Tetragraphic Trifunction. This paper also seeks to obtain some patterns of self-invertible keys A 6 × 6 and subsequently examine their effect on the system of Cipher Hexagraphic Polyfunction transformation. For that purpose, we need to find some solutions L 3 × 3 for L 3 × 3 2 ≡ A 3 × 3 mod N when A 3 × 3 are diagonal and symmetric matrices and subsequently implement the key L 3 × 3 to get the pattern of A 6 × 6 .

Parkinson’s disorder (PD) is a common neurodegenerative disorder affecting approximately 1–3% of the population aged 60 years and older. In addition to motor difficulties, PD is also marked by visual disturbances, including depth perception, abnormalities in basal ganglia functioning, and dopamine deficiency. Reduced ability to perceive depth has been linked to an increased risk of falling in this population. The purpose of this paper was to determine whether disturbances in PD patients’ visual processing manifest through atypical performance on visual illusion (VI) tasks. This insight will advance understanding of high-level perception in PD, as well as indicate the role of dopamine deficiency and basal ganglia pathophysiology in VIs susceptibility. Groups of 28 PD patients (Mage = 63.46, SD = 7.55) and 28 neurotypical controls (Mage = 63.18, SD = 9.39) matched on age, general cognitive abilities (memory, numeracy, attention, language), and mood responded to Ebbinghaus, Ponzo, and Müller-Lyer illusions in a computer-based task. Our results revealed no reliable differences in VI susceptibility between PD and neurotypical groups. In the early- to mid-stage of PD, abnormalities of the basal ganglia and dopamine deficiency are unlikely to be involved in top-down processing or depth perception, which are both thought to be related to VI susceptibility. Furthermore, depth-related issues experienced by PD patients (e.g., increased risk for falling) may not be subserved by the same cognitive mechanisms as VIs. Further research is needed to investigate if more explicit presentations of illusory depth are affected in PD, which might help to understand the depth processing deficits in PD.

Author(s): Yuen Ho [1]; Albrecht Gruhler [1]; Adrian Heilbut [1]; Gary D. Bader [2, 3]; Lynda Moore [1]; Sally-Lin Adams [1]; Anna Millar [1]; Paul Taylor [1]; Keiryn Bennett [1]; [...]

BackgroundYouth and young adults with disabilities experience many barriers in securing employment such as discrimination, inaccessible environments, and lack of support. Youth often need to decide whether and how they should disclose their need for accommodations to employers, which can help them to do their best at work. However, few evidence-based toolkits focusing on disability disclosure exist for youth with various types of disabilities. Supporting youth to develop self-advocacy skills is salient because they are an underrepresented and marginalized group in the labor market. ObjectiveThe objective of this study was to conduct a pilot evaluation of a web-based toolkit to enhance disability disclosure for youth and young adults helping to advocate for their needs and request workplace accommodations. MethodsWe conducted 2 in-person focus groups to codevelop a web-based disability disclosure toolkit, which was followed by a pilot evaluation with a pre-post survey. Primary outcomes focused on the relevance of the toolkit content, preliminary perceived impact on knowledge and confidence, and open-ended feedback on the usefulness of the toolkit. Secondary outcomes focused on effectiveness (ie, measures of self-determination). ResultsA total of 14 youths with various types of disabilities took part in the study (aged 20-25 years; n=11, 78% female) including 3 who participated in the codevelopment focus group sessions and 11 youths who participated in the surveys. Our findings involved three main themes in the codevelopment sessions that included (1) disability disclosure and workplace accommodation experiences (ie, knowing when, whether, and how to disclose their disability and request workplace accommodations), (2) usefulness of the tool (ie, relatable content, format and design, and suggestions for further development), and (3) perceived impact of the toolkit (ie, navigating disclosure decisions and how to approach employers and develop other relevant employment skills). The survey findings showed that the majority of participants (10/11, 91%) reported that the toolkit increased or changed their knowledge or understanding of disability disclosure. Most participants (8/11, 73%) reported that the toolkit helped to increase their perceived confidence in their daily activities. The majority of participants (8/11, 73%) agreed or strongly agreed that the toolkit was easy to understand and comprehensive. Regarding the preliminary impact of the toolkit, participants did not demonstrate any significant improvements in self-determination (all P>.05). ConclusionsOur findings emphasize the importance of codeveloping a disability disclosure toolkit with youth to enhance its relevance for their needs. Our toolkit indicates preliminary potential as an educational resource for youth and young adults with disabilities as they search for and secure employment. Further research is needed to assess the impact of the tool with larger samples to understand the impact of workplace disability disclosure decisions for youth with disabilities.

BackgroundDeciding whether and how to disclose one’s autism at work is complex, especially for autistic youth and young adults who are newly entering the labor market and still learning important decision-making and self-determination skills. Autistic youth and young adults may benefit from tools to support disclosure processes at work; however, to our knowledge, no evidence-based, theoretically grounded tool exists specifically for this population. There is also limited guidance on how to pursue the development of such a tool in collaboration with knowledge users. ObjectiveThis study aimed to co-design a prototype of a disclosure decision aid tool with and for Canadian autistic youth and young adults, explore the perceived usability of the prototype (usefulness, satisfaction, and ease of use) and make necessary revisions, and outline the process used to achieve the aforementioned objectives. MethodsTaking a patient-oriented research approach, we engaged 4 autistic youths and young adults as collaborators on this project. Prototype development was guided by co-design principles and strategies, and tool content was informed by a previous needs assessment led by our team, the autistic collaborators’ lived experiences, considering intersectionality, research on knowledge translation (KT) tool development, and recommendations from the International Patient Decision Aid Standards. We co-designed a web-based PDF prototype. To assess perceived usability and experiences with the prototype, we conducted 4 participatory design and focus group Zoom (Zoom Video Communications) sessions with 19 Canadian autistic youths and young adults aged 16 to 29 (mean 22.8, SD 4.1) years. We analyzed the data using a combined conventional (inductive) and modified framework method (deductive) analysis to map the data onto usability indicators (usefulness, satisfaction, and ease of use). Grounded in participants’ feedback, considering factors of feasibility and availability of resources, and ensuring tool fidelity, we revised the prototype. ResultsWe developed 4 categories pertaining to the perceived usability of and participant experiences with the prototype: past disclosure experiences, prototype information and activities, prototype design and structure, and overall usability. Participant feedback was favorable and indicative of the tool’s potential impact and usability. The usability indicator requiring the most attention was ease of use, which was prioritized when revising the prototype. Our findings highlight the importance of engaging knowledge users throughout the entire prototype co-design and testing processes; incorporating co-design strategies and principles; and having content informed by relevant theories, evidence, and knowledge users’ experiences. ConclusionsWe outline an innovative co-design process that other researchers, clinicians, and KT practitioners may consider when developing KT tools. We also developed a novel, evidence-based, and theoretically informed web-based disclosure decision aid tool that may help autistic youth and young adults navigate disclosure processes and improve their transitional outcomes as they enter the workforce.

BackgroundTraumatic brain injury (TBI) outcomes are dependent on patients' biological sex (e.g., hormone levels) and sociocultural gender (e.g., norms, responsibilities). Informal caregivers additionally experience disruptions to identity and roles post-TBI. However, information on this topic remains largely unavailable to patients and caregivers.PurposeThis study aimed to determine the effectiveness of a one-time educational intervention on sex and gender influences in TBI for patients and informal caregivers.Materials and methodsWe conducted a pilot pre-test/post-test randomized control-group design study. Groups (i.e., passive, active and control) consisted a total of 16 persons with TBI and caregivers (75% persons with TBI, 63% women). Individual and group learning gains, and group-average normalized gain, were computed for three learning domains: knowledge, attitude, and skill. An intervention with an average normalized gain of ≥30% was considered effective. Educational intervention evaluation and qualitative comments post-participation were summarized.ResultsThe passive group demonstrated the highest average normalized gain across the three learning domains, including 100% for knowledge, 40% and 61% for attitude, and 37% for skill. The remaining groups did not reach an average normalized gain of ≥30%, except for the attitude domain of the control group (33% and 32%). Two key categories were identified qualitatively: (1) gendered self-expectations post-injury and (2) implications of gender stereotypes in rehabilitation, including the need for rehabilitation treatment to look beyond sex and gender. The post-participation educational session evaluation conveyed high appraisal of content, organization, and usability of the intervention.ConclusionA one-time passive educational intervention on sex and gender in TBI may improve knowledge, attitude, and skill on the topic of sex and gender among adults with TBI and caregivers. Obtaining knowledge and skill on sex and gender effects in TBI can potentially help persons with TBI and caregivers adapt to changes in roles and behaviours post-injury.

BackgroundAlthough there is a need for gender-specific health care, especially within the context of vocational rehabilitation for youth with disabilities, clinicians, trainees, and community service providers commonly report lacking training in gender-sensitive approaches. Therefore, an educational tool designed for clinicians working with youth, that addresses how to approach such issues, could help clinicians to augment the care they provide. ObjectiveThe objective of our study was to conduct a pilot evaluation of an educational simulation for health care and service providers focusing on gender-sensitive approaches within the context of supporting youth with disabilities in vocational rehabilitation. MethodsWe conducted a survey from May to September 2021 to assess the relevance of the simulation content, preliminary perceived impact on gender-sensitive knowledge and confidence, and open-ended feedback of a web-based gender-sensitive educational simulation. A total of 12 health care providers from a variety of professions who had experience working with youth in the context of vocational rehabilitation participated in the survey (11 women and 1 man). ResultsMost participants reported that the content of the simulation was relevant and comprehensive. The majority of participants reported that the simulation helped to increase their perceived knowledge or understanding of the topic, changed their perceived understanding of their intervention or approach, and informed their perceived confidence. Our qualitative findings from the open-ended questions highlighted three main themes: (1) relevance of the simulation content, (2) perceived impact for clinical practice (ie, gender-sensitive language and communication and building rapport with patients), and (3) perceived impact on organizational processes (ie, practices, policy, and privacy). ConclusionsOur educational simulation shows preliminary potential as an educational tool for service providers working with youth who have a disability within the context of vocational rehabilitation. Further research is needed to assess the impact of the tool with larger samples.

Background: Adolescents with physical disabilities of childhood often require a transition from pediatric to adult systems as part of life-long, comprehensive health care once they reach 18 years of age. The process of transition can be complex, challenging, and influenced by health-related factors and availability of health care resources. Objective: To provide a baseline profile of health-related quality of life, health management, social participation, and health care utilization for adolescents 16 years of age with spina bifida (SB), acquired brain injury (ABI), or cerebral palsy (CP) in Toronto, Canada. Methods: A cross-sectional survey design was used. A sample was drawn from a large, urban pediatric rehabilitation hospital as part of a prospective, longitudinal, observational mixed-methods study. Seven English language, paper-copy standardized measures were completed; measures were organized across the three domains of interest. Health care utilization data were obtained from population-based, health services administrative datasets held by ICES. These data included outpatient physician visits, emergency department visits, and hospitalizations over a 12-month period, beginning at their 16th birthday. Results: The sample comprised 99 participants: survey measures were completed by 59 participants (12 SB, 19 ABI, and 28 CP) and health care utilization obtained for 92 participants (19 SB, 25 ABI, and 48 CP). Baseline scores across measures and rates of health care utilization are provided. All three groups reported relatively good health-related quality of life. Youth with CP had lower scores on health utility, health management, and social participation, compared with the SB and ABI groups. Youth with SB had slightly higher health care utilization in the 12-month period after their 16th birthday, compared with the ABI and CP groups. Conclusions: This cross-sectional survey collected comprehensive health status and health care utilization data on 16-year-old youth with SB, ABI, and CP in Toronto, Canada. With few exceptions, the CP group consistently scored lower across measurement domains. These baseline data may be useful for hospital administrators, policy makers, and researchers examining changes in health-related quality of life, health management, social participation, and health care utilization among youth with SB, ABI, and CP, particularly in the context of transition planning and evaluation.

Purpose: Youth and young adults are particularly vulnerable to the socio-economic impacts of Coronavirus Disease (COVID-19). The purpose of this study was to explore barriers to school and employment for youth with and without a disability during the pandemic. Methods: This qualitative comparison study involved in-depth interviews with 35 youth and young adults (18 with a disability; 17 without), aged 16–29 (mean age 23). An interpretive, thematic analysis of the transcripts was conducted. Results: Our findings revealed several similarities and some differences between youth and young adults with and without disabilities regarding barriers to school and employment during the COVID-19 pandemic. Key themes related to these barriers involved: (1) difficult transition to online school and working from home (i.e., the expense of setting up a home office, technical challenges, impact on mental health), (2) uncertainty about employment (i.e., under-employment, difficult working conditions, difficulty finding work, disability-related challenges) and (3) missed career development opportunities (i.e., canceled or reduced internships or placements, lack of volunteer opportunities, uncertainties about career pathway, the longer-term impact of the pandemic). Conclusion: Our findings highlight that youth and young adults with disabilities may need further support in engaging in meaningful and accessible vocational activities that align with their career pathway.

Qualitative researchers are increasingly using online data collection methods, especially during the COVID-19 pandemic. I compared the data quality (i.e., interview duration, average number of themes and sub-themes, and inaudible words) of 34 interviews (29 conducted by Zoom (16 with camera on, 13 camera off) and 5 conducted by phone) drawn from a study focusing on youth’s coping experiences during the pandemic. Findings showed that phone interviews had a longer duration compared to Zoom. However, phone interviews had a similar average word count to Zoom interviews (with the camera on). Zoom interviews conducted with the camera off were shorter in duration than interviews with the camera on. The number of themes was similar across the different interview formats but there were fewer sub-themes for Zoom interviews with the camera off. The findings suggest that Zoom interviews conducted with the camera off could affect the data quality. This research also emphasizes the importance of giving participants choice in the format of their interview to allow for optimal sharing of experiences while enhancing the equity, diversity and inclusion of the participants.

Abstract Background Prevention of violence due to severe mental disorders in psychiatric hospitals may require intrusive, restrictive and coercive therapeutic practices. Research concerning appropriate use of such interventions is limited by lack of a system for description and measurement. We set out to devise and validate a tool for clinicians and secure hospitals to assess necessity and proportionality between imminent violence and restrictive practices including de-escalation, seclusion, restraint, forced medication and others. Methods In this retrospective observational cohort study, 28 patients on a 12 bed male admissions unit in a secure psychiatric hospital were assessed daily for six months. Data on adverse incidents were collected from case notes, incident registers and legal registers. Using the functional assessment sequence of antecedents, behaviours and consequences (A, B, C) we devised and applied a multivariate framework of structured professional assessment tools, common adverse incidents and preventive clinical interventions to develop a tool to analyse clinical practice. We validated by testing assumptions regarding the use of restrictive and intrusive practices in the prevention of violence in hospital. We aimed to provide a system for measuring contextual and individual factors contributing to adverse events and to assess whether the measured seriousness of threating and violent behaviours is proportionate to the degree of restrictive interventions used. General Estimating Equations tested preliminary models of contexts, decisions and pathways to interventions. Results A system for measuring adverse behaviours and restrictive, intrusive interventions for prevention had good internal consistency. Interventions were proportionate to seriousness of harmful behaviours. A ‘Pareto’ group of patients (5/28) were responsible for the majority (80%) of adverse events, outcomes and interventions. The seriousness of the precipitating events correlated with the degree of restrictions utilised to safely manage or treat such behaviours. Conclusion Observational scales can be used for restrictive, intrusive or coercive practices in psychiatry even though these involve interrelated complex sequences of interactions. The DRILL tool has been validated to assess the necessity and demonstrate proportionality of restrictive practices. This tool will be of benefit to services when reviewing practices internally, for mandatory external reviewing bodies and for future clinical research paradigms.