Educational Activity Suggestion System of Children With Pervasive Developmental Disorder for Guiding Education and Training Staff Activities

2022 ◽  
pp. 448-471
Author(s):  
Duygu Çelik Ertuğrul ◽  
Atilla Elçi
Keyword(s):  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Intelligent System ◽  
Education And Training ◽  
Educational Activity ◽  
Developmental Progress ◽  
The Individual ◽  
And Training

Individuals with pervasive developmental disorders should be supported with special education programs that are planned according to the type and degree of the disorder, age, characteristics, and needs of the individual. Search over internet resources may provide suitable educational material and methods (and associated activity/game). However, syntactic search in today's static-based internet is insufficient to offer desired relevant results. An intelligent system able to identify the needed educational methods and material with the help of semantic web-based agents will not only contribute to the development of individuals with disorders, and support education specialists in this process, but also be extremely useful for the families of these individuals in assisting and monitoring their child's developmental progress. In this chapter, an agent-based educational activity suggestion system of children with pervasive developmental disorder for guiding education and training staff activities is proposed.

Educational Activity Suggestion System of Children With Pervasive Developmental Disorder for Guiding Education and Training Staff Activities

2018 ◽  
pp. 142-165
Author(s):  
Duygu Çelik Ertuğrul ◽  
Atilla Elçi
Keyword(s):  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Intelligent System ◽  
Education And Training ◽  
Educational Activity ◽  
Developmental Progress ◽  
The Individual ◽  
And Training

Individuals with pervasive developmental disorders should be supported with special education programs that are planned according to the type and degree of the disorder, age, characteristics, and needs of the individual. Search over internet resources may provide suitable educational material and methods (and associated activity/game). However, syntactic search in today's static-based internet is insufficient to offer desired relevant results. An intelligent system able to identify the needed educational methods and material with the help of semantic web-based agents will not only contribute to the development of individuals with disorders, and support education specialists in this process, but also be extremely useful for the families of these individuals in assisting and monitoring their child's developmental progress. In this chapter, an agent-based educational activity suggestion system of children with pervasive developmental disorder for guiding education and training staff activities is proposed.

Inquiry into the Incidence of Hyperlexia in a Statewide Population of Children with Pervasive Developmental Disorder

1985 ◽  
Vol 57 (1) ◽  
pp. 236-238 ◽  
Author(s):  
Larry Burd ◽  
Jacob Kerbeshian ◽  
Wayne Fisher
Keyword(s):  
Word Recognition ◽  
North Dakota ◽  
Pervasive Developmental Disorder ◽  
Cognitive Abilities ◽  
Prevalence Rate ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Reading Skills ◽  
Developmental Disorder ◽  
School Aged Children

Hyperlexia is a condition occurring in a group of children who traditionally have been described as having word-recognition reading skills which far exceed their other language and cognitive abilities. The incidence of this particular skill in a group of children with pervasive developmental disorders had not previously been documented. In the state of North Dakota 68 children who meet DSM-III criteria for pervasive developmental disorders (including autism) have been identified. Four of these children show hyperlexia. This computes to a prevalence rate of 6.6% of school-aged children with pervasive developmental disorders.

scholarly journals Pervasive Developmental Disorders in Iraqi Children

2019 ◽  
pp. 1-8
Author(s):  
Aamir Jalal Al Mosawi ◽  
Keyword(s):  
Mental Retardation ◽  
Asperger Syndrome ◽  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Self Care ◽  
Psychiatry Clinic ◽  
Atypical Autism ◽  
Bowel Control

Background: Pervasive developmental disorders include five chronic disorders marked by early impairment in socialization, communication and behavior. Little is known about the types of pervasive developmental disorders in Iraq. This is a retrospective clinical study aiming at determining the types of pervasive developmental disorders in Iraqi children observed at the pediatric psychiatry clinic in a tertiary pediatric referral center. Patients and methods: During nine months period (November 18th, 2018 to July 18th, 2019), fifty one patients with a diagnosis of pervasive developmental disorders (30 males and 21 females) were observed at the psychiatry clinic at the Children Teaching Hospital of Baghdad Medical City. Their ages ranged from two and half years to twelve years. Results: Thirty two (17 males and 15 females) patients had autism without significant mental retardation as indicated by adequate urine and bowel control and self care skills particularly spoon feeding. Thirteen patients were considered to have atypical autism or Pervasive developmental disorder not otherwise specified (10 boys and 3 girls), in eleven of them, the disorder was considered atypical because of the lack of adequate urine and bowel control and self care skills particularly appropriate spoon feeding indicating significant degree of mental retardation. In one patient, his condition was considered a typical because of the presence of an acceptable eye contact and response appropriately to name in most instances. Three patients had Asperger syndrome including two girls and one boy. Two boys had childhood disintegrative disorder (Heller syndrome), one of them have changes on brain MRI suggestive of cerebral vasculitis. One girl had Rett syndrome and her case and early treatment was published. Conclusion: In this series, typical autism without significant mental retardation accounted for 63%. Atypical autism (Pervasive developmental disorder not otherwise) was the second most common type of Pervasive developmental disorders accounting for about 25%. Asperger syndrome accounted for only 6% of the cases in this series

Autism and other Pervasive Developmental Disorders: Exploring the Dimensional View

1998 ◽  
Vol 43 (6) ◽  
pp. 589-595 ◽  
Author(s):  
Gail Myhr
Keyword(s):  
Diagnostic Criteria ◽  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Asperger’S Disorder ◽  
Asperger's Disorder ◽  
Autistic Symptoms ◽  
Dsm Iv ◽  
Higher Functioning

Objective: To examine empirical data on children with autistic disorder (AD), Asperger's disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS) for continuities or distinguishing features between disorders and to see to what extent the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnostic criteria reflect observed data. Method: Studies were identified in 4 ways. 1) A Medline search from 1976 to the present of articles with the key words autism, pervasive developmental disorder, autistic spectrum disorder, and Asperger; of these articles, those with mesh headings or textwords “cluster,” which identified cluster analyses deriving pervasive developmental disorder (PDD) subtypes, were retained. 2) The Journal of Autistic and Developmental Disorders from 1990 to the present was hand-searched to identify other empirically derived studies on diagnosis, prevalence, classification, and validity of PDD subtypes. 3) Key review articles were searched for their references. 4) The references of all identified articles were searched. Results: Eight cluster studies were retained for their relevance to diagnostic issues, as were 7 empirically derived studies delineating clinical characteristics of children with AD, Asperger's syndrome, or PDD-NOS. Data suggest that children with PDD may fit into 1 of 2 overlapping groups, including a lower-functioning group with greater developmental compromise, social aloofness, and a greater number of autistic symptoms and a higher-functioning group with higher IQ, fewer autistic symptoms, and more prosocial behaviour. The PDD subtypes resemble each other and can be seen as existing on a continuum, differing only by degree of impairment. Conclusion: Children exhibiting the triad of autistic impairments can be seen as suffering from disorders on a PDD continuum. While the DSM-IV does identify a lower-functioning autistic group (AD), the higher-functioning group is less well served. Asperger's disorder as defined in the DSM-IV is not clearly distinguishable from AD and PDD-NOS, and the PDD-NOS subcategory is not operationalized. Further research is required to elaborate criteria for the higher-functioning PDD group, and measures related to etiology, outcome, and treatment response may help determine which diagnostic criteria can meaningfully separate one disorder from another.

scholarly journals Psychosocial Care Centers and the profile of pervasive developmental disorder cases in Brazil, 2014-2017

2021 ◽  
Vol 31 (2) ◽  
Author(s):  
Jeane Tomazelli ◽  
Conceição Fernandes
Keyword(s):  
Information System ◽  
Pervasive Developmental Disorder ◽  
Autistic Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Psychosocial Care ◽  
Age Group ◽  
Communicative Practices ◽  
Unified Health System

Abstract The study describes the profile of children and adolescents with pervasive developmental disorders (PDD) attended at the Psychosocial Care Centers (CAPS) and professionals from these establishments in Brazil and regions. It uses data from the Outpatient Information System of the Unified Health System (SIA/SUS) and the National System of Health Establishments System (SCNES) in 2014-2017. The SIA/SUS was deterministically linked with the SCNES, based on the establishment number. PDD cases were individualized using a variable coded SUS card; 18,852 diagnoses of PDD were recorded in CAPS, most of them by spontaneous demand, 73.2% performed in CAPSi, 50.3% in the age group of 1-6 years old, 80% male and highest proportions of females over 13 years (p <0.001). PDD was not specified in 54.3% of the diagnoses; autistic disorder was the most common PDD (27.2%). Professional teams vary by CAPS type; Procedures of communicative practices and psychosocial rehabilitation were not expressive (10.3%). It was concluded that studies are necessary to clarify a high spontaneous demand, to understand treatment outside CAPSi and to define parameters to evaluate if the procedures used are appropriated for the therapeutic project and possibilities monitoring and evaluate the care of people with PDD.

Who Pays for Skills?

2017 ◽  
Author(s):  
Terence Hogarth ◽  
Lynn Gambin
Keyword(s):  
Economic Performance ◽  
Education And Training ◽  
The State ◽  
National Economic ◽  
The Individual ◽  
The Cost ◽  
Investments In Education ◽  
And Training

Debates about the need to increase investments in education and training in order to improve overall national economic performance quickly result in deliberations about who should pay for those investments. If it is the individual or the employer who are the principal beneficiaries, then there is an expectation that they should share the cost of the investment proportionate to the benefit they obtain. There are, however, a number of barriers which prevent employers and individuals making optimum levels of investment which inevitably means that the State needs to step into the breach. This chapter addresses what economics has to say about who should make the investment in training and how various barriers to those investments being made can be overcome.

MEDIUS: A Serious Game for Autistic Children Based on Decision System

2018 ◽  
Vol 49 (4) ◽  
pp. 423-440 ◽  
Author(s):  
Kinane Daouadji Amina ◽  
Bendella Fatima
Keyword(s):  
Decision Support ◽  
Applied Behavior Analysis ◽  
Autistic Child ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Serious Game ◽  
Picture Exchange Communication System ◽  
Autistic Children ◽  
The World ◽  
The Individual

Background and Aim. This work aims to realize a serious game called “Medius” based on criteria of decision support to present a new mean of communication between the tutor and the autistic child in the form of a playful serious game, and in a purely educational frame. Two methods of communication and learning are involved in Medius: Picture Exchange Communication System “PECS” and Applied Behavior Analysis “ABA” to guarantee an effective apprenticeship for autistic children without taking into account their types of autism. This game is retroactive and will be adapted according to the individual levels of each player. Result. Thanks to the obtained information we were able to know the preferences, the habits and the characters of the autistic children involved in the experiment. Conclusion. This work is very useful for a targeted apprenticeship and personalized to each player ( autistic child) and also represents a mean of communication between the tutor and the autistic child seen the difficulty of the exchanges of the information and the communication which reign in the world of the children affected by the pervasive developmental disorders “PDD”.

The Second Century Papers: Looking Ahead in Aeronautics—15

1969 ◽  
Vol 73 (698) ◽  
pp. 91-100
Author(s):  
Joseph Black
Keyword(s):  
Technological Progress ◽  
Education And Training ◽  
Second Century ◽  
The Other ◽  
The Individual ◽  
Point Of Intersection ◽  
And Training

“Man's curiosity searches past and future And clings to that dimension. But to apprehend The point of intersection of the timeless With time, is an occupation for the saint.” The Dry Salvages—T. S. Eliot Why include the topic of education and training, it could be asked, in a series devoted to predicting ahead to the Second Century of the Society. It is obvious that in the other fields covered there is bound to be great technological progress but men, it might be thought, will teach, and learn, and study much as they do today, and as they did yesterday. Thus we could advise our student engineer that “the acquirements which are necessary to enable the individual to distinguish himself, or even to practise his profession with a moderate chance of success are partly abstract and theoretical, and partly experimental or practical.

scholarly journals Small numbers are an opportunity, not a problem

2021 ◽  
Vol 31 (1) ◽  
pp. e40128
Author(s):  
Jimmie Leppink
Keyword(s):  
Time Window ◽  
Parametric Method ◽  
Simulated Data ◽  
Education And Training ◽  
Repeated Measurements ◽  
Individual Participant ◽  
Research In Education ◽  
The Individual ◽  
And Training ◽  
Non Parametric

Aims: outcomes of research in education and training are partly a function of the context in which that study takes place, the questions we ask, and what is feasible. Many questions are about learning, which involves repeated measurements in a particular time window, and the practical context is usually such that offering an intervention to some but not to all learners does not make sense or is unethical. For quality assurance and other purposes, education and training centers may have very locally oriented questions that they seek to answer, such as whether an intervention can be considered effective in their context of small numbers of learners. While the rationale behind the design and outcomes of this kind of studies may be of interest to a much wider community, for example to study the transferability of findings to other contexts, people are often discouraged to report on the outcomes of such studies at conferences or in educational research journals. The aim of this paper is to counter that discouragement and instead encourage people to see small numbers as an opportunity instead of as a problem.Method: a worked example of a parametric and a non-parametric method for this type of situation, using simulated data in the zero-cost Open Source statistical program R version 4.0.5.Results: contrary to the non-parametric method, the parametric method can provide estimates of intervention effectiveness for the individual participant, account for trends in different phases of a study. However, the non-parametric method provides a solution in several situations where the parametric method should be used.Conclusion: Given the costs of research, the lessons to be learned from research, and statistical methods available, small numbers should be considered an opportunity, not a problem.

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