scholarly journals Brief Report: Above and Beyond Safety: Psychosocial and Biobehavioral Impact of Autism-Assistance Dogs on Autistic Children and their Families

2022 ◽  
Author(s):  
Angela Tseng
Keyword(s):  
Case Studies ◽  
Chronic Stress ◽  
Autistic Child ◽  
Repeated Measures ◽  
Empirical Support ◽  
Physiological Measures ◽  
Autistic Children ◽  
Repeated Measures Design ◽  
Assistance Dogs ◽  
Before And After

AbstractAutism-Assistance Dogs (AADs) are highly-skilled service animals trained primarily to ensure the safety of an autistic child by preventing elopement and mitigating ‘meltdowns’. Although anecdotal accounts and case-studies have indicated that AADs confer benefits above and beyond safety, empirical support anchored in validated clinical, behavioral, and physiological measures is lacking. To address this gap, we studied children and their families before and after receiving a well-trained AAD using a within-subject, repeated-measures design. Notably, this study is the first to assess change in a biomarker for chronic stress in both autistic children and their parents. Final analyses included pre-/post-AAD data from 11 triads (parent/handler-dog-child) demonstrating significantly positive psychosocial and biobehavioral effects of AADs.

scholarly journals Above and Beyond Safety: Psychosocial and Biobehavioral Impact of Autism-Assistance Dogs on Autistic Children and Their Families

2021 ◽  
Author(s):  
Angela Tseng
Keyword(s):  
Autistic Child ◽  
Repeated Measures ◽  
Child Outcomes ◽  
Empirical Support ◽  
Physiological Measures ◽  
Wait List ◽  
Repeated Measures Design ◽  
Assistance Dogs ◽  
And Function ◽  
Multiple Domains

Abstract Autism-Assistance Dogs (AADs) are highly-skilled service animals trained primarily to ensure the safety of an autistic child by preventing elopement and mitigating “meltdowns”. Whereas families with AADs attest anecdotally to the psychosocial and behavioral benefits of their dogs above and beyond safety, quantitative, empirical support for these reports is lacking. The present study investigated the effects of well-trained AADs using validated clinical, behavioral, and physiological measures. We recruited families (N=13) from the top of an accredited training dog organization’s wait-list for AADs and collected pre/post-AAD data using a within subject, repeated measures design. Our findings demonstrate that, in addition to enhancing child outcomes, the integration of well-trained AADs can impact families positively across multiple domains of health and function.

scholarly journals The Acute Effects of a Swimming Session on the Shoulder Rotators Strength and Balance of Age Group Swimmers

2021 ◽  
Vol 18 (15) ◽  
pp. 8109
Author(s):  
Nuno Batalha ◽  
Jose A. Parraca ◽  
Daniel A. Marinho ◽  
Ana Conceição ◽  
Hugo Louro ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Training Session ◽  
Age Group ◽  
Acute Effects ◽  
Muscle Strengthening ◽  
Repeated Measures Design ◽  
Before And After ◽  
Shoulder Strength ◽  
Isometric Torque ◽  
Gender Specific

The purpose of this study was to analyze the acute effects of a standardized water training session on the shoulder rotators strength and balance in age group swimmers, in order to understand whether a muscle-strengthening workout immediately after the water training is appropriate. A repeated measures design was implemented with two measurements performed before and after a standardized swim session. 127 participants were assembled in male (n = 72; age: 16.28 ± 1.55 years, height: 174.15 ± 7.89 cm, weight: 63.97 ± 6.51 kg) and female (n = 55; age: 15.29 ± 1.28 years, height: 163.03 ± 7.19 cm, weight: 52.72 ± 5.48 kg) cohorts. The isometric torque of the shoulder internal (IR) and external (ER) rotators, as well as the ER/IR ratios, were assessed using a hand-held dynamometer. Paired sample t-tests and effect sizes (Cohen’s d) were used (p ≤ 0.05). No significant differences were found on the shoulder rotators strength or balance in males after training. Females exhibited unchanged strength values after practice, but there was a considerable decrease in the shoulder rotators balance of the non-dominant limb (p < 0.01 d = 0.366). This indicates that a single practice seems not to affect the shoulders strength and balance of adolescent swimmers, but this can be a gender specific phenomenon. While muscle-strengthening workout after the water session may be appropriate for males, it can be questionable regarding females. Swimming coaches should regularly assess shoulder strength levels in order to individually identify swimmers who may or may not be able to practice muscle strengthening after the water training.

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

scholarly journals Improving developmental and educational support for children born preterm: evaluation of an e-learning resource for education professionals

BMJ Open ◽  
2019 ◽  
Vol 9 (6) ◽  
pp. e029720 ◽  
Author(s):  
Samantha Johnson ◽  
Deborah Bamber ◽  
Vasiliki Bountziouka ◽  
Sarah Clayton ◽  
Lucy Cragg ◽  
...  
Keyword(s):  
Preterm Birth ◽  
Repeated Measures ◽  
Special Educational Needs ◽  
Learning Resource ◽  
Education Professionals ◽  
Repeated Measures Design ◽  
Children’S Learning ◽  
Before And After ◽  
E Learning ◽  
Children's Learning

ObjectivesChildren born preterm are at higher risk for special educational needs and poor academic attainment compared with term-born peers, yet education professionals receive limited training and have poor knowledge of preterm birth. We have developed an interactive e-learning resource and evaluated its efficacy in improving teachers’ knowledge of preterm birth and their confidence in supporting the learning of children born preterm.SettingEight primary, infant or junior schools in England.Participants61 teachers of children aged 4–11 years, of which 55 (90%) were female.InterventionInteractive e-learning resource designed to improve education professionals’ knowledge of long-term outcomes following preterm birth and strategies that can be used to support children’s learning (www.pretermbirth.info). In a repeated measures design, participants were given up to 30 days access to the e-learning resource, before and after which they completed the Preterm Birth Knowledge Scale (PB-KS; scores 0–33; higher scores indicate greater knowledge) to assess knowledge of outcomes of prematurity. Four Likert scale items were used to assess confidence in supporting children’s learning and 10 items were used to evaluate the utility of the resource. PB-KS scores and responses on confidence item were compared pre-resource and post-resource use.ResultsPB-KS scores significantly increased after accessing the e-learning resource (median (95% CI): pre-resource 13 (11 to 14); post-resource 29 (28 to 30)), equating to a 2.6 SD increase in PB-KS scores. Teachers’ confidence in supporting children born preterm was also significantly improved after using the resource. The utility of the resource was evaluated positively by participants with 97% reporting that they would recommend its use to others.ConclusionsThe e-learning resource substantially improved teachers’ knowledge of preterm birth and their confidence in supporting preterm children in the classroom. Use of this resource may represent a key advance in improving educational outcomes for children born preterm.

scholarly journals Effects of Self-Handicapping Strategies on Anxiety before Athletic Performance

2008 ◽  
Vol 22 (3) ◽  
pp. 304-315 ◽  
Author(s):  
Guillaume R. Coudevylle ◽  
Kathleen A. Martin Ginis ◽  
Jean-Pierre Famose ◽  
Christophe Gernigon
Keyword(s):  
Athletic Performance ◽  
Repeated Measures ◽  
Present Experiment ◽  
Basketball Players ◽  
Somatic Anxiety ◽  
Repeated Measures Design ◽  
Cognitive Anxiety ◽  
Before And After ◽  
Anxiety Levels

The purpose of the present experiment was to examine whether the use of selfhandicapping strategies influences participants’ anxiety levels before athletic performance. Seventy-one competitive basketball players participated in the study. A repeated measures design was used, such that state cognitive and somatic anxiety intensity and direction were measured before and after participants were given the opportunity to self-handicap. Overall, participants reported their cognitive anxiety to be more facilitating after they had the opportunity to self-handicap. Thus, participants who were given the opportunity to self-handicap (i.e., use claimed and behavioral self-handicaps), reported greater increases in perceptions of cognitive anxiety as facilitating their performance. This study shows the importance of looking at anxiety direction, and not just anxiety intensity, when examining self-handicapping’s effects on anxiety. Implications for sport psychologists are proposed.

Treatment of Objective and Subjective Benign Paroxysmal Positional Vertigo

2013 ◽  
Vol 24 (07) ◽  
pp. 600-606 ◽  
Author(s):  
Alexandra C. Huebner ◽  
Susan R. Lytle ◽  
Steven M. Doettl ◽  
Patrick N. Plyler ◽  
James T. Thelin
Keyword(s):  
Repeated Measures ◽  
Benign Paroxysmal Positional Vertigo ◽  
Head Position ◽  
Subjective Report ◽  
Repeated Measures Design ◽  
Positional Vertigo ◽  
Data Collection And Analysis ◽  
Significant Difference ◽  
Before And After ◽  
Paroxysmal Positional Vertigo

Background: Benign paroxysmal positional vertigo (BPPV) is the most common cause of vertigo in adults and is a result of otolithic particles or debris that become free floating within a semicircular canal or adhere to the cupula. Characteristics of BPPV include brief episodes of latent onset vertigo that occur with changes in head position, transient rotary nystagmus beating toward the dependent ear, and reversed nystagmus upon sitting up. Both the vertigo and nystagmus fatigue quickly while maintaining the same head position. The BPPV may be classified as objective or subjective. Objective BPPV presents all the aforementioned symptoms whereas subjective BPPV presents all the symptoms without nystagmus. The accepted method of treatment for objective BPPV is canalith repositioning maneuvers (CRM); however, CRM are not traditionally used as the method of treatment for cases of subjective BPPV. Purpose: The purpose of the study was to determine if the subjective report of dizziness using the Dizziness Handicap Inventory (DHI) was different in patients with objective and subjective BPPV and to determine if the two groups showed similar improvements in perceived dizziness handicap following CRM treatment. Research Design: The present study utilized a retrospective, repeated measures design. Study Sample: Sixty-three adults with BPPV that were given the DHI both before and after CRM treatment. Data Collection and Analysis: Pre and post DHI results were analyzed for participants with objective versus subjective BPPV. A five-question DHI subscale was also analyzed between the groups. Results: A significant difference was noted between initial and posttreatment DHI scores for patients in both the subjective and objective groups when using the full-scale and subscale DHI. No significant difference was noted between groups for their initial or posttreatment DHI scores. The two groups also did not differ significantly in their initial or posttreatment DHI subscale scores. Conclusions: The results of the study indicated that individuals with both objective and subjective BPPV demonstrated significant improvement in DHI scores following CRM treatment. Additionally, there was no difference in DHI improvement for the subjective versus objective group suggesting CRM are effective for both subjective BPPV and objective BPPV. This improvement in DHI scores was also noted in the five-question DHI subscale with no significant difference noted between groups. These findings combined with previous studies suggest the presence or absence of nystagmus during Dix-Hallpike maneuvers is not related to the effectiveness of treatment using CRM.

Effect of Sinus Surgery on Bodily Pain: A Metaanalysis

2008 ◽  
Vol 139 (2_suppl) ◽  
pp. P75-P75
Author(s):  
Alexander C Chester ◽  
Raj Sindwani ◽  
Timothy L Smith ◽  
Neil Bhattacharyya
Keyword(s):  
Repeated Measures ◽  
Short Form ◽  
Bodily Pain ◽  
Sinus Surgery ◽  
Web Based ◽  
Repeated Measures Design ◽  
Pain Scores ◽  
Sf 36 ◽  
Before And After ◽  
Pain Domain

Objective To determine by systematic review and metaanalysis if (1) bodily pain as measured by the 36-Item Short Form Health Survey (SF-36) is consistently increased in patient populations with chronic rhinosinusitis (CRS); and (2) if SF-36 bodily pain scores significantly and consistently improve following endoscopic sinus surgery (ESS). Methods Studies published in any language reporting SF-36 results before and after ESS were retrieved by searching MEDLINE, EMBASE, Web of Science, Cochrane databases, and additional Web-based sources (from 1980 to January 2008); by examining bibliographies of retrieved articles; and by contacting investigators in the field. Two authors independently evaluated studies for inclusion. Results After excluding 1 study reporting results as medians rather than as means, the remaining 10 observational ESS studies (909 patients) reported preoperative SF-36 bodily pain scores 0.95 SDs below the general population mean (more bodily pain) in average weighted by sample size. Using a repeated-measures design, all studies noted an improvement in SF-36 bodily pain domain scores following surgery, with a moderate-sized combined effect of 0.54 (95% confidence interval [CI], 040–0.69) and moderate heterogeneity (I2 = 50%). This pooled effect corresponds to a clinically and statistically significant mean improvement of 11.7 (95% CI, 7.1–16.3) units in the SF-36 bodily pain domain. Conclusions Bodily pain is consistently increased in patient populations with CRS. Using within-subject comparisons, a clinically and statistically significant improvement in bodily pain is noted after ESS, an improvement similar in size to that previously described for fatigue and other CRS symptoms.

scholarly journals La educación emocional en la infancia: una estrategia inclusiva

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 73 ◽  
Author(s):  
Amaya Cepa Serrano ◽  
Davinia Heras Sevilla ◽  
María Fernández-Hawrylak
Keyword(s):  
Inclusive Education ◽  
Repeated Measures ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Five Dimensions ◽  
Repeated Measures Design ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Emotional Education

RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.

scholarly journals THIRST RESPONSE TO POST-EXERCISE FLUID REPLACEMENT NEEDS AND CONTROLLED DRINKING

2016 ◽  
Vol 14 (2) ◽  
pp. 1-16
Author(s):  
Catalina Capitán-Jiménez ◽  
Luis Fernando Aragón-Vargas
Keyword(s):  
Plasma Volume ◽  
Repeated Measures ◽  
Fluid Replacement ◽  
Water Volume ◽  
Volume Changes ◽  
Physically Active ◽  
Post Exercise ◽  
Repeated Measures Design ◽  
Controlled Drinking ◽  
Before And After

Perceived thirst (TP) was evaluated as a dependent variable: can it distinguish among several levels of acute dehydration, is it reliable, and how does it respond to the ingestion of a fixed water volume post exercise? In a repeated-measures design, eight physically active students (24.5±3.6 years, mean±SD), reported to the laboratory on four non-consecutive days. They remained at rest or exercised at 32±3°C db and 65±6% rh to a randomly assigned dehydration equivalent to 1, 2, and 3% of body mass (BM). Following exercise, participants ingested a fixed water volume of 1.20% BM in 30 minutes; urine output, TP and plasma volume changes were assessed every 30 minutes over 3 hours. Post-exercise TP was not different before and after showering (p = 0.860), but it was significantly different among conditions (TP = 2.50 ± 0.45, 4.44 ± 0.72, 6.38 ± 0.82, and 8.63 ± 0.18 for 0, 1, 2, and 3% BM, p = 0.001). TP was associated with net fluid balance (rpart = -0.62, p < 0.0001) but, soon after drinking, TP was the same regardless of dehydration (p>0.05). Thirst perception is valid and reliable in the absence of drinking but it responds inappropriately to water intake.

A pilot study on the impact of a pottery workshop on the well-being of people with dementia

Dementia ◽  
2018 ◽  
Vol 19 (6) ◽  
pp. 2056-2072 ◽  
Author(s):  
Enrique Pérez-Sáez ◽  
Elena M Cabrero-Montes ◽  
María Llorente-Cano ◽  
Elena González-Ingelmo
Keyword(s):  
Repeated Measures ◽  
Mood State ◽  
Well Being ◽  
Self Esteem ◽  
Global Deterioration Scale ◽  
Repeated Measures Design ◽  
Reference Centre ◽  
People With Dementia ◽  
Before And After ◽  
The Impact

Objective This study seeks to assess the impact of a pottery workshop as a creative arts programme and discover the extent to which people with dementia taking part in an artistic and creative activity engage with it, experience a feeling of well-being, and improve their mood state. In addition, the study will seek to answer the question of whether taking part in a programme of creative activities improves the self-esteem of people with dementia. Method The research used an uncontrolled, repeated measures design. Thirty users of the National Reference Centre for Alzheimer’s and Dementia care in Salamanca (Spain) in a moderate to advanced stage of dementia (Global Deterioration Scale 4, 5, or 6) were divided into five intervention groups that received ten 45-minute sessions in which they were helped by facilitators to make different ceramic pieces. The participants were assessed before and after the intervention with a self-esteem scale, and they rated their mood before and after the sessions on a graphic scale. During the art sessions, two observers recorded the presence of multiple indicators of well-being. Results The intervention was found to have a significant impact on mood and self-esteem that was independent of the participants’ Global Deterioration Scale. Regarding the tool used to observe well-being, the participants scored highly in the domains of sustained attention, pleasure, self-esteem, and normalcy, with low scores in negative affect and sadness. Conclusions Pottery may be a highly suitable activity for people with dementia, as they may enjoy both the activity and the creative process, with it triggering a positive mood during the sessions, providing psychological well-being and reinforcing their self-esteem.

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