Search

Introduction: Low back pain is the most common type of chronic pain. We examined pain-related behaviors across 18 weeks in rats that received injury to one or two lumbar intervertebral discs (IVD) to determine if multi-level disc injuries enhance/prolong pain. Methods: Twenty-three Sprague-Dawley adult female rats were used: 8 received disc puncture (DP) of one lumbar IVD (L5/6, DP-1); 8 received DP of two lumbar IVDs (L4/5 & L5/6, DP-2); 8 underwent sham surgery. Results: DP-2 rats showed local (low back) sensitivity to pressure at 6- and 12- weeks post-injury, and remote sensitivity to pressure (upper thighs) at 12- and 18-weeks and touch (hind paws) at 6, 12 and 18-weeks. DP-1 rats showed local and remote pressure sensitivity at 12-weeks only (and no tactile sensitivity), relative to Sham DP rats. Both DP groups showed reduced distance traveled during gait testing over multiple weeks, compared to pre-injury; only DP-2 rats showed reduced distance relative to Sham DP rats at 12-weeks. DP-2 rats displayed reduced positive interactions with a novel adult female rat at 3-weeks and hesitation and freezing during gait assays from 6-weeks onwards. At study end (18-weeks), radiological and histological analyses revealed reduced disc height and degeneration of punctured IVDs. Serum BDNF and TNFα levels were higher at 18-weeks in DP-2 rats, relative to Sham DP rats, and levels correlated positively with remote sensitivity in hind paws (tactile) and thighs (pressure). Discussion: Thus, multi-level disc injuries resulted in earlier, prolonged and greater discomfort locally and remotely, than single-level disc injury. BDNF and TNFα may have contributing roles. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the effectiveness of a training program based on group art therapy in developing social interaction skills and increasing the aesthetic sense of the autistic child, as well as detecting differences in the levels of the sample members on the two scales of social interaction skills and aesthetic sense in the light of the effect of the training program. The sample of the study consisted of (8) children with autism who were selected from the Al-Irada Center for Autism Disorders in Gaza (Khan Yunis branch), where their ages ranged from (6-8 years). The study used the two scales of social interaction skills and aesthetic sense (prepared by the researchers). The results of the study showed the following: - There are statistically significant differences between the mean scores of the experimental and control group members in the dimensional measurement on the scales of social interaction skills and aesthetic sense in favor of the experimental group due to the effect of the training program . - There are statistically significant differences between the mean scores of the experimental group members in the tribal and remote measurements on the scales of social interaction skills and aesthetic sense in favor of the post measurement due to the effect of the training program. - There are no statistically significant differences between the mean scores of the experimental group members in the post- and follow-up measurement on the scales of social interaction skills and aesthetic sense. In light of the results, the researchers recommend the specialists and researchers to use the techniques, skills and methods included in the current training program in training children with autism, with the aim of achieving social interaction and aesthetic sense for them. Some auxiliary facilities and equipment in the field of treatment. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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.)

IntroductionLow back pain is the most common type of chronic pain. We examined pain-related behaviors across 18 weeks in rats that received injury to one or two lumbar intervertebral discs (IVD) to determine if multi-level disc injuries enhance/prolong pain.MethodsTwenty-three Sprague-Dawley adult female rats were used: 8 received disc puncture (DP) of one lumbar IVD (L5/6, DP-1); 8 received DP of two lumbar IVDs (L4/5 & L5/6, DP-2); 8 underwent sham surgery.ResultsDP-2 rats showed local (low back) sensitivity to pressure at 6- and 12-weeks post-injury, and remote sensitivity to pressure (upper thighs) at 12- and 18-weeks and touch (hind paws) at 6, 12 and 18-weeks. DP-1 rats showed local and remote pressure sensitivity at 12-weeks only (and no tactile sensitivity), relative to Sham DP rats. Both DP groups showed reduced distance traveled during gait testing over multiple weeks, compared to pre-injury; only DP-2 rats showed reduced distance relative to Sham DP rats at 12-weeks. DP-2 rats displayed reduced positive interactions with a novel adult female rat at 3-weeks and hesitation and freezing during gait assays from 6-weeks onwards. At study end (18-weeks), radiological and histological analyses revealed reduced disc height and degeneration of punctured IVDs. Serum BDNF and TNFα levels were higher at 18-weeks in DP-2 rats, relative to Sham DP rats, and levels correlated positively with remote sensitivity in hind paws (tactile) and thighs (pressure).DiscussionThus, multi-level disc injuries resulted in earlier, prolonged and greater discomfort locally and remotely, than single-level disc injury. BDNF and TNFα may have contributing roles.

Copyright of Al-Mishkat for Humanities & Social Studies / Al-Mis̆kāt li-l-ʿUlūm al-Insāniyyaẗ wa-al-IğtimāʿIyyaẗ is the property of World Islamic Sciences & Education University (WISE) 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.)

Changes in the social environment in this digital era will cause different stimulation patterns for language development and social interaction skills in children. This study's goal is to look into how to improve language ability in the digital age. Data were collected through observation, interviews, reviewing medical history, and conducting a specific assessment of occupational therapy, and then analyzed to identify performance and limitations related to the issues. This study found that the digital environment could bring a good impact if children are given assistance by adults when exposed to various audio-visual technologies. [ABSTRACT FROM AUTHOR]

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

Background: Children with autism spectrum disorder (ASD) often experience physical, social, and emotional barriers that impact participation in extracurricular activities, such as taekwondo. Engaging in taekwondo may provide opportunities for advancing social abilities as well as developing health-promoting behaviors and routines. Therefore, the purpose of this feasibility study was to explore the effectiveness of using a form of martial arts, taekwondo, as an intervention to promote social participation in everyday life. Method: A mixed-methods design was used. Three children between 7 and 8 years of age who met the ASD criteria participated in a 7-week taekwondo program. The children engaged in interviews before and after the program. The parents completed the Autism Social Skills Profile-2 (ASSP-2) and completed pre and post interviews. Results: Four themes emerged from the qualitative data: social interactions, physical abilities, community barriers and supports, and intervention feasibility. Overall, the qualitative data highlighted the children’s increased confidence with social interaction, interests in exploring activities, and program satisfaction. Although not statistically significant, the ASSP-2 scores increased for each child after participation in the program. Conclusion: This study suggests that taekwondo may promote self-confidence in social and physical abilities, leisure exploration, and participation in children with social interaction skills deficits.

Changes in the social environment in this digital era will cause different stimulation patterns for language development and social interaction skills in children. This study’s goal is to look into how to improve language ability in the digital age. Data were collected through observation, interviews, reviewing medical history, and conducting a specific assessment of occupational therapy, and then analyzed to identify performance and limitations related to the issues. This study found that the digital environment could bring a good impact if children are given assistance by adults when exposed to various audio-visual technologies.

In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five European countries; Italy, Latvia, Lithuania, Slovenia, and Spain. The pre- and post-measuring points for both the intervention and the comparison group were at approximately the same time before and after the intervention. Comparison data consisted of 159 teachers in the same countries. The training for the intervention group lasted 16 h for the teachers and a maximum of 16 h for the principles and headmasters. An additional 9 h of further monitoring took place. There were two student groups participating in the study: the age group of 8–11 years (pre puberty) and the age group of 12–15-years (adolescents). Students, whose teachers had participated in the intervention, formed the intervention group (n = 2,552). Those students, whose teachers did not participate in the intervention, formed the comparison group (n = 1,730). The questionnaire data were collected at the beginning and at the end of the school year for both age groups. The results indicated that there was a favorable development in the intervention group in some of the measured skills among students, but the effects were different for the two age groups. This study adds to both theoretical and practical development of continuing teacher training about SEL and its possible role in reducing problem behavior among the students.

In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five European countries; Italy, Latvia, Lithuania, Slovenia, and Spain. The pre- and post-measuring points for both the intervention and the comparison group were at approximately the same time before and after the intervention. Comparison data consisted of 159 teachers in the same countries. The training for the intervention group lasted 16 h for the teachers and a maximum of 16 h for the principles and headmasters. An additional 9 h of further monitoring took place. There were two student groups participating in the study: the age group of 8–11 years (pre puberty) and the age group of 12–15-years (adolescents). Students, whose teachers had participated in the intervention, formed the intervention group (n = 2,552). Those students, whose teachers did not participate in the intervention, formed the comparison group (n = 1,730). The questionnaire data were collected at the beginning and at the end of the school year for both age groups. The results indicated that there was a favorable development in the intervention group in some of the measured skills among students, but the effects were different for the two age groups. This study adds to both theoretical and practical development of continuing teacher training about SEL and its possible role in reducing problem behavior among the students. [ABSTRACT FROM AUTHOR]

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

Background: Children with autism spectrum disorder (ASD) often experience physical, social, and emotional barriers that impact participation in extracurricular activities, such as taekwondo. Engaging in taekwondo may provide opportunities for advancing social abilities as well as developing healthpromoting behaviors and routines. Therefore, the purpose of this feasibility study was to explore the effectiveness of using a form of martial arts, taekwondo, as an intervention to promote social participation in everyday life. Method: A mixed-methods design was used. Three children between 7 and 8 years of age who met the ASD criteria participated in a 7-week taekwondo program. The children engaged in interviews before and after the program. The parents completed the Autism Social Skills Profile-2 (ASSP-2) and completed pre and post interviews. Results: Four themes emerged from the qualitative data: social interactions, physical abilities, community barriers and supports, and intervention feasibility. Overall, the qualitative data highlighted the children's increased confidence with social interaction, interests in exploring activities, and program satisfaction. Although not statistically significant, the ASSP-2 scores increased for each child after participation in the program. Conclusion: This study suggests that taekwondo may promote self-confidence in social and physical abilities, leisure exploration, and participation in children with social interaction skills deficits [ABSTRACT FROM AUTHOR]

In 21st century education, students are required to be active learners in the learning process from various aspects. Therefore, besides planning for students' academic achievement, there is a need for development of their desired skills such as communication and interaction with the society. In this regard, collaborative learning plays an important role in developing students' social interaction skills. This research aims to identify students' perception towards implementing collaborative learning in classrooms. Moreover, this research determines students' understanding, knowledge, and attitude towards collaborative learning in order to identify the relationship between collaborative learning and some demographic factors, such as gender and family background. In addition, this study also examines the relationship between collaborative learning and students' interaction skills. The survey questionnaire was randomly distributed to a total of 100 secondary school students in Klang, Malaysia. Results show that students prefer to work in groups rather than individually. Therefore, collaborative learning shows a significant effect on students' social interaction skills. Students believe that collaborative learning encourages everyone to work best with others and enhances socialization among members. [ABSTRACT FROM AUTHOR]

Past studies have presented evidence that depressive symptoms are affected in different ways by social interaction skills and auditory hallucinatory symptoms in people with schizophrenia. However, few studies have focused on examining the relationship among auditory hallucinatory severity, social interaction skills, and depressive symptoms. This study aimed to explore the mediating effect of auditory hallucinatory severity on social interaction skills and depressive symptoms in people with long‐term schizophrenia. We propose that auditory hallucination severity functions as a mechanism through which impaired social interaction skills increase depressive symptoms. In this study, a convenience sample of 186 people with schizophrenia was obtained from hospital‐based rehabilitation wards. Four instruments were used: A demographic data questionnaire, the Assessment of Communication and Interaction Skills‐Chinese version, the Characteristics of Auditory Hallucinations Questionnaire, and the Beck Depression Inventory II. To investigate the mediating effect of auditory hallucinatory severity after controlling for six covariates, we tested an indirect effect in a simple mediation model using the SPSS macro PROCESS, which is a regression‐based approach. The indirect effect and the results of Sobel's test were significant (Z = −2.824, P = 0.005), which confirms that auditory hallucination severity mediates social interaction skills and depressive symptoms. This finding suggests that psychiatric nurses must teach people with schizophrenia to use auditory hallucination management strategies to prevent them from becoming immersed in auditory hallucinations and reducing their social interaction with the real world, so that depressive symptoms can be improved. [ABSTRACT FROM AUTHOR]

The Engaging Learning Environment (ELE) model was introduced into a company’s work-place to support the learning and well-being of the employees. The participants were 107 middle managers: E-learning group (n = 42) and a comparison group (n = 42) as well as a blended ELE intervention group (n = 23) assigned by the company that combined e-learning and face-to-face sessions. All groups participated in pre- and post-tests. The participants’ knowledge was assessed by 16 MCQs and their application skills by the Dealing with Challenging Interaction (DCI) method which consisted of case studies. The descriptions of how to act in case situations were content analysed. A repeated measures GLM was used to determine whether knowledge and skills changed during the leadership training, and whether their belonging to one of the groups had any bearing on this. The analysis showed that the e-learning group improved their performance more than the comparison group and the results of the ELE intervention group improved even more. Therefore, it is possible to learn communication skills online.

The present study aimed to explore the effectiveness of an educational program based on psychodrama to develop social interaction skills and mental toughness of a sample of victimized children of wars and crisis. The study sample consisted of 52 male and female students from primary school who have experienced wars and crisis. Additionally, the researcher used both social interaction skills scale and mental toughness scale for the study sample. The results of the study showed statistically significant differences between the experimental group and the control group on the mental toughness scale and social interaction skills scale for the experimental group. Overall, the researcher suggested that the intervention program contributed to the improvement of social interaction skills and mental toughness of the experimental group. [ABSTRACT FROM AUTHOR]

The Engaging Learning Environment (ELE) model was introduced into a company’s work-place to support the learning and well-being of the employees. The participants were 107 middle managers: E-learning group (n = 42) and a comparison group (n = 42) as well as a blended ELE intervention group (n = 23) assigned by the company that combined e-learning and face-to-face sessions. All groups participated in pre- and post-tests. The participants’ knowledge was assessed by 16 MCQs and their application skills by the Dealing with Challenging Interaction (DCI) method which consisted of case studies. The descriptions of how to act in case situations were content analysed. A repeated measures GLM was used to determine whether knowledge and skills changed during the leadership training, and whether their belonging to one of the groups had any bearing on this. The analysis showed that the e-learning group improved their performance more than the comparison group and the results of the ELE intervention group improved even more. Therefore, it is possible to learn communication skills online. [ABSTRACT FROM AUTHOR]

Background: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children. Children with ADHD have challenges in understanding social cues and behavioral problems when entering a social setting. Virtual reality (VR) has been applied to improve cognitive behaviors in children with ADHD. Previous studies have not adopted VR to improve social interaction competence and appropriateness in children with ADHD. VR offers a more effective alternative to therapeutic strategies for children with ADHD., Objective: This study aims to examine the feasibility and effectiveness of social VR training in enhancing social interaction skills compared to traditional social skills training in children with ADHD. We hypothesize that participants in the social VR training group are likely to perform better on social interaction skills than those in the traditional social skills training group., Methods: In this nonblinded, 3-arm randomized controlled trial (RCT), 90 participants with ADHD recruited from the community will be randomized 1:1:1 to the social VR intervention group, traditional social skills training group, or waitlist control group. The child psychiatrist will conduct assessments for each participant at baseline and after the intervention. The Social Skills Rating Scale-Parent will be used to assess the social interaction skills of the participants before and after the intervention. Participants in the social VR intervention group and traditional social skills training group will receive twelve 20-minute training sessions for 3 weeks. The participants in the waitlist control group will receive no training. The primary outcome measure is training acceptability and compliance. The secondary outcome measures are the child psychiatrist's assessment and the Social Skills Rating Scale-Parent before and after the intervention. Another outcome measure is the Behavior Rating Inventory of Executive Function and Attention. Differences in the scale scores will be examined using a t test and an F test., Results: This study is set to commence in the fourth quarter of 2023. It is anticipated that participants in the social VR intervention group will exhibit superior social interaction skills than those in the traditional social skills training group., Conclusions: To our knowledge, this RCT is the first study examining the feasibility and effectiveness of a social VR-based intervention for enhancing the social interaction skills of children with ADHD in Hong Kong. The VR-based social skills training is expected to provide a safer and more effective environment for children with ADHD to learn than the traditional approach. This study can lead to a full-scale RCT., Trial Registration: ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526., International Registered Report Identifier (irrid): PRR1-10.2196/48208., (©Ka Po Wong, Jing Qin. Originally published in JMIR Research Protocols (https://www.researchprotocols.org), 18.09.2023.)

This article reports on a longitudinal experimental study with 3,227 introverted children aged 6-8 years from 15 countries on the effects of a spiritual education program (SEP) in reducing social interaction phobia and anxieties and improving social interaction skills. The pre- and post-test scores of the treatment group children were examined and compared with the scores of the control group on the following measures: the play interaction dimension of the Penn Interactive Peer Play Scale (PIPPS-PI), the Social Phobia and Anxiety Inventory for Children (SPAI-C), and the Children's Self-Efficacy in Peer Interaction Scale (CSPI). Results showed that the scores of the control group and pre-test scores of the treatment group were lower on the PIPPS-PI and CSPI and higher on the SPAI-C. Post-test or post-SEP scores of the treatment group children were higher on the PIPPS-PI and CSPI and lower on the SPAI-C. Boys, upper-middle-class children, Christians, children who lived with both their parents, children who did three or four rounds of the SEP, and children who regularly self-practiced scored higher on the PIPPS-PI post-test. Post-treatment CSPI scores were higher for children from affluent countries. The most effective predictors of higher post-test CSPI scores were the number of rounds of SEP and self-practice. Results suggest the importance of SEP for introverted children who experience social interaction anxieties. [ABSTRACT FROM AUTHOR]

Statement of context This practice analysis explored the utility of the Evaluation of Social Interaction (ESI) in a 12-bedded male in-patient low secure forensic unit in England. The ESI is a standardised observational assessment of the person engaging in two social exchanges in naturalistic settings with real social partners. Critical reflection on practice The ESI helped identify specific social interaction skills that supported and skills that limited competent quality of social interaction. This enabled the men to better understand why they had social interaction problems, thus improve their motivation to engage in planning their own treatment and resulted in positive re-enforcement during the intervention. Implications for practice The ESI is suitable to use in forensic and mental health settings. Unexpected outcomes included a more productive team, a more settled atmosphere and reduced levels of frustration for both staff and clients. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine if participants could improve their social interaction skills by participating in a virtual immersive environment. The participants used a developing virtual reality head-mounted display to engage themselves in a fully-immersive environment. While in the environment, participants had an opportunity to explore and interact in a variety of scenarios that were designed to help develop their social interaction skills. The study observed and interviewed participants with autism spectrum disorders (ASD) to determine the effectiveness of virtual environments and examine how they can be used to develop and improve social interaction skills. [ABSTRACT FROM AUTHOR]

The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending a preschool classroom. Based on their teacher's comments, all children were limited in their ability to initiate and maintain social initiations and in their ability to respond to social interaction initialized by their peers. Play skills were taught to the target students using direct teaching methods through small group arrangements outside the class. The study was conducted using a multiple probe design using probe sessions across subjects in order to determine the impact of play skills taught through direct instruction on the social interactions of children in the class. Visual and non-parametric analyses showed that the play skills taught are effective in increasing the target VI students' abilities to initiate interactions with their peers and in increasing their response behaviors. In addition, the target students not only generalized the interaction behaviors that they had learned to a girl of their own age, but they also retained what they had learned 2 and 3 weeks after the completion of the implementations. [ABSTRACT FROM AUTHOR]

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

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

Copyright of Ergotherapie & Rehabilitation is the property of Schulz-Kirchner Verlag Gmbh 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.)

This article focuses on the use of film and animation at the Thomas Hardye School in Dorset - a comprehensive with 2216 on roll. It cites the development of the Films for Learning (FFL) website as the driving force in the use of film and animation to promote and share learning. The article explores the various ways teachers and students have been using film and animation to help students with learning difficulties and includes:• how the English department have used film to improve listening and cooperation skills• how the ICT department have used screen capture software to help students with literacy difficulties• how the Education Extra department have used film to introduce a new course• how the Science department use film banks such as YouTube and National Geographic to help the lower ability students understand science topics• how the History department have made films with low ability students to help their understanding of historic periods. [ABSTRACT FROM AUTHOR]