The Blind Adolescent Life Skills Center

1975 ◽  
Vol 69 (3) ◽  
pp. 109-115
Author(s):  
Philip H. Hatlen ◽  
Paula Le Duc ◽  
Patricia Canter
Keyword(s):  
Social Relations ◽  
Independent Living ◽  
Life Skills ◽  
Traditional Classroom ◽  
Daily Activities ◽  
Classroom Setting ◽  
Group Instruction ◽  
Life Styles ◽  
Apartment Complex ◽  
Living Skills

The Blind Adolescent Life Skills Center provides both individual and group instruction in mobility, living skills, communication, recreation, and social relations. The program does not take place in a traditional classroom setting but tries to provide real experiences in independent living by housing the students in an apartment complex and offering services on an “on call” basis. Instruction is meaningful because it is related to daily activities. Participants acquire skills that enable them to select life styles that will be satisfactory to them when they leave the center.

scholarly journals The predictive value of measures of social cognition for community functioning in schizophrenia: Implications for neuropsychological assessment

2009 ◽  
Vol 15 (2) ◽  
pp. 239-247 ◽  
Author(s):  
G.H.M. PIJNENBORG ◽  
F.K. WITHAAR ◽  
J.J. EVANS ◽  
R.J. VAN DEN BOSCH ◽  
M.E. TIMMERMAN ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Social Cognition ◽  
Independent Living ◽  
Psychiatric Symptoms ◽  
Emotion Perception ◽  
Unique Contribution ◽  
Healthy Controls ◽  
Independent Living Skills ◽  
Community Functioning ◽  
Living Skills

AbstractThe objective of this study was to examine the unique contribution of social cognition to the prediction of community functioning and to explore the relevance of social cognition for clinical practice. Forty-six schizophrenia patients and 53 healthy controls were assessed with tests of social cognition [emotion perception and Theory of Mind (ToM)], general cognition, and, within the patient sample, psychiatric symptoms. Community functioning was rated by nurses or family members. Social cognition was a better predictor of community functioning than general cognition or psychiatric symptoms. When the contributions of emotion perception and ToM were examined separately, only ToM contributed significantly to the prediction of community functioning. Independent living skills were poor in patients with impaired social cognition. In controls, social cognition was not related to community functioning. ToM was the best predictor of community functioning in schizophrenia. However, to fully understand a patient’s strengths and weaknesses, assessment of social cognition should always be combined with assessment of general cognition and psychiatric symptoms. (JINS, 2009, 15, 239–247).

Competencies and preferences of online psycho-education for caregivers of transition-aged autistic youth

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hung Jen Kuo ◽  
Jina Chun ◽  
Gloria Lee ◽  
Sarah Curtiss
Keyword(s):  
Online Learning ◽  
Community Involvement ◽  
Independent Living ◽  
Design Methodology ◽  
Autistic Children ◽  
Content Type ◽  
Synchronous Mode ◽  
Learning Programs ◽  
The Usa ◽  
Living Skills

PurposeThe need for more accessible services is apparent and has become more urgent due to the pandemic, COVID-19. While online psycho-education exists, its feasibility is rarely tested. This study explored the online learning experiences and technology competencies of caregivers of transition-aged autistic youth. Their preferred online transition-related training topics were also explored.Design/methodology/approachA quantitative survey was developed based on the review of related literature. The survey was distributed to caregivers of autistic children in the USA.FindingsResults showed that these caregivers are open to online learning (84%) while preferring asynchronous (74.6%) over synchronous mode (12%). The highest-rated topics include life/independent living skills, employment and social and community involvement.Originality/valueThis paper presented valuable information for researchers and educators who are interested in developing online learning programs for the caregivers of autistic children.

scholarly journals Autonomy of long-stay psychiatric inpatients

2006 ◽  
Vol 40 (4) ◽  
pp. 699-705 ◽  
Author(s):  
Luciane Carniel Wagner ◽  
Marcelo Pio de Almeida Fleck ◽  
Mário Wagner ◽  
Míriam Thaís Guterres Dias
Keyword(s):  
Social Functioning ◽  
Physical Disability ◽  
Independent Living ◽  
Personal Autonomy ◽  
Psychiatric Inpatients ◽  
Work Related ◽  
Severe Impairment ◽  
Living Skills ◽  
The Impact ◽  
Management Work

OBJECTIVE: To assess personal autonomy of long-stay psychiatric inpatients, to identify those patients who could be discharged and to evaluate the impact of sociodemographic variables, social functioning, and physical disabilities on their autonomy was also assessed. METHODS: A total of 584 long-stay individuals of a psychiatric hospital (96% of the hospital population) in Southern Brazil was assessed between July and August 2002. The following instruments, adapted to the Brazilian reality, were used: independent living skills survey, social behavioral schedule, and questionnaire for assessing physical disability. RESULTS: Patients showed severe impairment of their personal autonomy, especially concerning money management, work-related skills and leisure, food preparation, and use of transportation. Autonomy deterioration was associated with length of stay (OR=1.02), greater physical disability (OR=1.54; p=0.01), and male gender (OR=3.11; p<0.001). The risk estimate of autonomy deterioration was 23 times greater among those individuals with severe impairment of social functioning (95% CI: 10.67-49.24). CONCLUSIONS: In-patients studied showed serious impairment of autonomy. While planning these patients' discharge their deficits should be taken into consideration. Assessment of patients' ability to function and to be autonomous helps in identifying their needs for care and to evaluate their actual possibilities of social reinsertion.

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

2006 ◽  
Vol 21 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Michael W. Hubble ◽  
Michael E. Richards
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Student Performance ◽  
Classroom Environment ◽  
Educational Process ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Online Students ◽  
Convenience Sample ◽  
Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

scholarly journals A young adult with nonverbal low-functioning Autism: A case review of readiness for independent living

2020 ◽  
Vol 3 (1) ◽  
pp. 162-177
Author(s):  
Zuxin Josie Oh ◽  
Guo Hui Xie
Keyword(s):  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Short Paper ◽  
Case Review ◽  
Male Adult ◽  
Percentile Rank ◽  
Independent Life ◽  
Low Functioning ◽  
Living Skills

This is a case review of a male adult, GO, with nonverbal low functioning autism in his twenties. Previous psycho-educational assessment indicated that GO had a nonverbal IQ (NVIQ) of 73 within the borderline range, an adaptive behavior composite score at the extremely low percentile rank, and poor executive functioning (EF) capability with majority of the EF components falling in the performance range from borderline problem to problematic range. His family has expressed their concern if GO would be able to take care of himself when they are too old or no longer around to care for him. This short paper is an attempt to review all the previous assessment results and to find out if GO could be helped to improve in his daily living skills in order to lead a more independent life in the future.

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