scholarly journals Social and Cognitive Interactions Through an Interactive School Service for RTT Patients at the COVID-19 Time

2021 ◽  
Vol 12 ◽  
Author(s):  
Lucia Dovigo ◽  
Tindara Caprì ◽  
Giancarlo Iannizzotto ◽  
Andrea Nucita ◽  
Martina Semino ◽  
...  
Keyword(s):  
Social Interactions ◽  
Rett Syndrome ◽  
Cognitive Task ◽  
Eye Gaze ◽  
Cognitive Tasks ◽  
Educational Institutions ◽  
Support Needs ◽  
Precautionary Measure ◽  
School Program ◽  
Spontaneous Reduction

Background: The closure of all educational institutions and most rehabilitation centres represents a precautionary measure to face the COVID-19 pandemic, but the isolation and social distancing may be particularly challenging for children with special needs and disabilities (SEND), such as Rett Syndrome (RTT). The main aim of this study was to promote cognitive and social interactions among children with RTT through an interactive school program.Methods: The Interactive School palimpsest was composed of moments in which a teacher spoke directly to children with RTT and expected a response through eye gaze, and moments in which storeys-cartoon were presented while tracking the eye gaze of children. We investigated behavioural, social and cognitive parameters.Results: Children participated in both social and cognitive tasks with the spontaneous reduction of stereotypies and with increase in attention. They recalled more significant indexes when music or a song was presented together with a cartoon or a cognitive task.Conclusions: This study provides initial insights in promoting cognitive and social interactions and in the support needs of families with a child with RTT during the COVID-19 pandemic.

scholarly journals Social and cognitive interactions through an interactive school service for RTT patients at the COVID-19 time

2020 ◽  
Author(s):  
Lucia Dovigo ◽  
Tindara Caprì ◽  
Giancarlo Iannizzotto ◽  
Andrea Nucita ◽  
Martina Semino ◽  
...  
Keyword(s):  
Social Interactions ◽  
Rett Syndrome ◽  
Cognitive Task ◽  
Eye Gaze ◽  
Cognitive Tasks ◽  
Educational Institutions ◽  
Support Needs ◽  
Precautionary Measure ◽  
School Program ◽  
Spontaneous Reduction

Abstract Background: The closure of all educational institutions and most rehabilitation centres represents a precautionary measure to face the COVID-19 pandemic, but the isolation and social distancing may be particularly challenging for children with special needs and disabilities (SEND), such as Rett Syndrome (RTT). The main aim of this study was to promote cognitive and social interactions among children with RTT through an interactive school program. Methods: The Interactive School palimpsest was composed of moments in which a teacher spoke directly to children with RTT and expected a response through eye gaze, and moments in which stories-cartoon were presented while tracking the eye gaze of children. We investigated behavioural, social and cognitive parameters.Results: Children participated in both social and cognitive tasks with the spontaneous reduction of stereotypies and with increase in attention. They recalled more significant indexes when music or a song was presented together with a cartoon or a cognitive task. Conclusions: This study provides initial insights in promoting cognitive and social interactions and in the support needs of families with a child with RTT during the COVID-19 pandemic.

scholarly journals Social and cognitive interactions through an interactive school service for RTT patients at the COVID-19 time

2020 ◽  
Author(s):  
Lucia Dovigo ◽  
Tindara Caprì ◽  
Giancarlo Iannizzotto ◽  
Andrea Nucita ◽  
Martina Semino ◽  
...  
Keyword(s):  
Social Interactions ◽  
Cognitive Task ◽  
Eye Gaze ◽  
Cognitive Tasks ◽  
Educational Institutions ◽  
Support Needs ◽  
Precautionary Measure ◽  
School Program ◽  
Spontaneous Reduction ◽  
Rehabilitation Centers

Abstract Background The closure of all educational institutions and most rehabilitation centers represents a precautionary measure to face the COVID-19 pandemic, but the isolation and social distancing may be particularly challenging for children with special needs and disabilities (SEND), such as Rett Syndrome (RTT). The main aim of this study was to promote cognitive and social interactions among children and girls with RTT, through the interactive school program Methods The Interactive School palimpsest was composed of moments in which the teacher spoke directly to the subjects with RTT and expected a response through eye gaze, and moments in which stories-cartoon were presented while tracking the eye gaze of the patients. We investigated behavioural, social and cognitive parameters. Results Patients attended both social and cognitive tasks with the spontaneous reduction of stereotypies and with the increase of attention. They recalled more significant indexes when the music or the song was presented together with the cartoon or the cognitive task. Conclusions this study provides initial insights in promoting cognitive and social interactions and into the support needs of families with a child with RTT during the COVID-19 pandemic.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

Manajemen Sekolah Adiwiyata (Green School)

2020 ◽  
pp. 37-43
Author(s):  
Asep Priatna
Keyword(s):  
Junior High School ◽  
National Level ◽  
Educational Institutions ◽  
School Program ◽  
West Java ◽  
World Community ◽  
Strategic Issue ◽  
Green School ◽  
The Government ◽  
Environmentally Sound

The issue of environmental pollution has come to the attention of the world community and has become a strategic issue in sustainable development, so it needs to have the support of all parties, including the government, the private sector and educational institutions. Integrated Junior High School Lampang, Subang Regency West Java Indonesia has been implementing the green school program since 2008 and in 2019 it was entrusted by the West Java Education Office to be proposed as a national level green school program. Some achievements as a green school implementing school are private schools that have obtained "A" (exellent) accreditation with a beautiful environment and are able to fulfil 4 (four) components, namely (1) environmentally sound policies, (2) implementation of environment-based curriculum, (3) participatory-based environmental activities and (4) management of environmentally friendly supporting facilities Keywords : Management, green school Isu pencemaran lingkungan hidup telah menjadi perhatian masyarakat dunia dan menjadi isu strategis dalam pembangunan berkelanjutan, sehingga perlu mendapat dukungan semua pihak baik pemerintah, sector swasta maupun lembaga pendidikan. SMPS Terpadu Lampang Kabupaten Subang telah melaksanakan program adiwiyata sejak tahun 2008 dan pada tahun 2019 diberi kepercayaan oleh Dinas Pandidikan Jawa Barat diusulkan sebagai Sekolah Adiwiyata (green school program)  tingkat nasional. Beberapa capaian sebagai sekolah pelaksana green shcool  adalah sekolah swasta yang telah memperoleh akreditasi “A” (Unggul) dengan lingkungan asri dan mampu memenuhi 4 (empat) komponen yaitu (1) kebijakan berwawasan lingkungan, (2) pelaksanaan kurikulum berbasis lingkungan, (3) kegiatan lingkungan berbasis partisipatif dan (4) pengelolaan sarana pendukung ramah lingkungan Kata Kunci : Manajemen, Sekolah Adiwiyata

Deficits in Eye Gaze During Negative Social Interactions in Patients With Schizophrenia

2010 ◽  
Vol 198 (11) ◽  
pp. 829-835 ◽  
Author(s):  
Soo-Hee Choi ◽  
Jeonghun Ku ◽  
Kiwan Han ◽  
Eosu Kim ◽  
Sun I. Kim ◽  
...  
Keyword(s):  
Social Interactions ◽  
Eye Gaze ◽  
Negative Social Interactions

Studying the effect of Heartfulness Meditation on Brain Activity

2018 ◽  
Author(s):  
Pallavi Gupta ◽  
Jahnavi Mundluru ◽  
Arth Patel ◽  
Shankar Pathmakanthan
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Brain Activity ◽  
Cognitive Task ◽  
Thinking Skills ◽  
Cognitive Tasks ◽  
Logical Thinking ◽  
Meditation Practice ◽  
Guided Relaxation

Long-term meditation practice is increasingly recognized for its health benefits. Heartfulness meditation represents a quickly growing set of practices that is largely unstudied. Heartfulness is unique in that it is a meditation practice that focuses on the Heart. It helps individuals to connect to themselves and find inner peace. In order to deepen ones’ meditation, the element of Yogic Energy (‘pranahuti’) is used as an aid during meditation. The purpose of this study was to determine whether consistent EEG effects of Heartfulness meditation be observed in sixty experienced Heartfulness meditators, each of whom attended 6 testing sessions. In each session, participants performed three conditions: a set of cognitive tasks, Heartfulness guided relaxation, and Heartfulness Meditation. Participants during the cognitive portion were required to answer questions that tested their logical thinking (Cognitive Reflective Test) and creative thinking skills. (Random Associative Test) The order of condition was randomly counter balanced across six sessions. It was hypothesized that Heartfulness meditation would bring increased alpha (8-12Hz) brain activity during meditation and better cognitive task scores in sessions where the tasks followed meditation. Heartfulness meditation produces a significant decrease in brain activity (as indexed by higher levels of alpha during the early stages of meditation. As the meditation progressed deep meditative state (as indexed by higher levels of delta) were observed until the end of the condition.  This lead to the conclusion that Heartfulness Meditation produces a state that is clearly distinguishable from effortful problem solving. 

A Shaping Procedure to Modulate Two Cognitive Tasks to Improve a Sensorimotor Rhythm-Based Brain-Computer Interface System

2018 ◽  
Vol 21 ◽  
Author(s):  
Leandro da Silva-Sauer ◽  
Luis Valero-Aguayo ◽  
Francisco Velasco-Álvarez ◽  
Álvaro Fernández-Rodríguez ◽  
Ricardo Ron-Angevin
Keyword(s):  
Interaction Effect ◽  
Single Case ◽  
Brain Computer Interface ◽  
Cognitive Task ◽  
Computer Interface ◽  
Cognitive Tasks ◽  
Significant Interaction Effect ◽  
Task Load ◽  
Mental Demand ◽  
Shaping Procedure

AbstractThis study aimed to propose an adapted feedback using a psychological learning technique based on Skinner’s shaping method to help the users to modulate two cognitive tasks (right-hand motor imagination and relaxed state) and improve better control in a Brain-Computer Interface. In the first experiment, a comparative study between performance in standard feedback (N = 9) and shaping method (N = 10) was conducted. The NASA Task Load Index questionnaire was applied to measure the user’s workload. In the second experiment, a single case study was performed (N = 5) to verify the continuous learning by the shaping method. The first experiment showed significant interaction effect between sessions and group (F(1, 17) = 5.565; p = .031) which the shaping paradigm was applied. A second interaction effect demonstrates a higher performance increase in the relax state task with shaping procedure (F(1, 17) = 5. 038; p = .038). In NASA-TXL an interaction effect was obtained between the group and the cognitive task in Mental Demand (F(1, 17) = 6, 809; p = .018), Performance (F(1, 17) = 5, 725; p = .029), and Frustration (F(1, 17) = 9, 735; p = .006), no significance was found in Effort. In the second experiment, a trial-by-trial analysis shows an ascendant trend learning curve for the cognitive task with the lowest initial acquisition (relax state). The results suggest the effectiveness of the shaping procedure to modulate brain rhythms, improving mainly the cognitive task with greater initial difficulty and provide better interaction perception.

scholarly journals Birokrasi, Perilaku dan Budaya Organisasi dalam Lembaga Pendidikan Islam Roudlotul Athfal UIN Sunan Kalijaga Yogyakarta

2017 ◽  
Vol 2 (2) ◽  
pp. 271-286
Author(s):  
Djunawir Syafar
Keyword(s):  
Cultural Identity ◽  
Social Interactions ◽  
Islamic Education ◽  
Educational Institutions ◽  
Social Changes ◽  
Mutual Respect ◽  
Organizational Behaviour ◽  
Depth Interview ◽  
Organisational Behaviour ◽  
Islamic Values

This research discusses bureaucracy and organizational behaviour and culture in Islamic education institute i.e., Roudlotul Athfal UIN Sunan Kalijaga Yogyakarta. This research aims to study the implementation of institutional bureaucracy and to build organisational behaviour and culture. This is a qualitative research applying three methods of data collection, namely: (1) observation, (2) in-depth interview, (3) emphasizing the value of dialogue ​​(small colloquium, discussion or sharing), (2) Integrating Islamic values ​​to build organizational behaviour such as honesty, discipline and mutual respect. (3) Cultural acculturation as part of the organizational cultural identity, such as maintaining the grassroots culture including how to behave, how to communicate in certain language and other social interactions. These aspects ​​turn into the basic values of institutional bureaucracy in facing various challenges, social changes as well as competition among numerous Islamic educational institutions.

scholarly journals A Kiosk Station for the Assessment of Multiple Cognitive Domains and Enrichment of Monkeys

2021 ◽  
Author(s):  
Thilo Womelsdorf ◽  
Christopher Thomas ◽  
Adam Neumann ◽  
Marcus Watson ◽  
Kianoush Banaie Boroujeni ◽  
...  
Keyword(s):  
Behavioral Control ◽  
Animal Cognition ◽  
Cognitive Task ◽  
Cognitive Tasks ◽  
Fully Integrated ◽  
Cognitive Domains ◽  
Visual Tasks ◽  
Versatile Tool ◽  
Controlling Behavior ◽  
Individual Consistency

AbstractBackgroundNonhuman primates (NHPs) are self-motivated to perform cognitive tasks on touchscreens in their animal housing setting. To leverage this ability, fully integrated hardware and software solutions are needed, that work within housing and husbandry routines while also spanning cognitive task constructs of the Research Domain Criteria (RDoC).New MethodWe describe a Kiosk Station (KS-1) that provides robust hardware and software solutions for running cognitive tasks in cage-housed NHPs. KS-1 consists of a frame for mounting flexibly on housing cages, a touchscreen animal interface with mounts for receptables, reward pumps and cameras, and a compact computer cabinet with an interface for controlling behavior. Behavioral control is achieved with a unity3D program that is virtual-reality capable, allowing semi-naturalistic visual tasks to assess multiple cognitive domains.ResultsKS-1 is fully integrated into the regular housing routines of monkeys. A single person can operate multiple KS-1s. Monkeys engage with KS-1 at high motivation and cognitive performance levels at high intra-individual consistency.Comparison with Existing MethodsKS-1 is optimized for flexible mounting onto standard apartment cage systems. KS-1 has a robust animal interface with options for gaze/reach monitoring. It has an integrated user interface for controlling multiple cognitive task using a common naturalistic object space designed to enhance task engagement. All custom KS-1 components are open-sourced.ConclusionsKS-1 is a versatile tool for cognitive profiling and enrichment of cage-housed monkeys. It reliably measures multiple cognitive domains which promises to advance our understanding of animal cognition, inter-individual differences and underlying neurobiology in refined, ethologically meaningful behavioral foraging contexts.

The Impact of Cognitive Load on Volitional Running

2016 ◽  
Vol 60 (1) ◽  
pp. 1179-1183 ◽  
Author(s):  
Megan J. Blakely ◽  
Kyle Wilson ◽  
Paul N. Russell ◽  
William S. Helton
Keyword(s):  
Physical Activity ◽  
Cognitive Load ◽  
Cognitive Performance ◽  
Cognitive Task ◽  
High Load ◽  
Interactive Effects ◽  
Cognitive Tasks ◽  
Running Speed ◽  
Original Experiment ◽  
The Impact

The effects of physical activity on cognition and the effects of cognitive load on physical activity are complex. Both the nature of the physical activity and cognitive task may influence the interactive effects of performing a physical task while also performing a cognitive task. In a previous study examining the impact of increasing cognitive load on outdoor running speed and the impact of outdoor running on cognitive performance, Blakely et al. (2015) found running speed decreased as cognitive load increased. They also found that the impact of running itself on cognitive performance occurred when the cognitive task was itself demanding (high cognitive load). In the current study we expanded on this previous research by improving the experimental task to rule out peripheral sensory, not central or executive, interference and by incorporating heart rate measures and VO2 max estimates. Twelve runners completed five conditions, two seated cognitive tasks (one low load and one high load), two dual running cognitive tasks and one run only. Results were similar to the original experiment, as the cognitive task became more difficult, voluntary running speed decreased. Also the effects of running on cognitive performance (counting) were found only when the cognitive task was high load.

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