Innovative technology in English language teaching: Enhancing early start in teaching English through Zoom

The pandemic situation leads to a change in the education system which requires innovative technology to substitute traditional learning with the modern one. Consequently, it also happened to any level of learners from the early start. The early start in teaching English became an ability to create successful learning by using innovative technology. The purpose of this study is to investigate an early start to learn the English using Zoom by enrolling five students to participate along with problems. The researcher gained the data by observation techniques and interview using qualitative method. The finding revealed that students are more interested while learning by Zoom. The problem was the unstable internet connection. DOI: 10.26905/enjourme.v6i2.6475

Evaluation of an Early Start Denver Model-based intervention for young children with autism in an inclusive preschool setting.

<p>Autism spectrum disorder (ASD) is a neurodevelopmental disorder defined by difficulties in social communication and the presence of restricted or repetitive behaviours or interests. There is evidence to suggest that early intervention (EI) can lead to improved outcomes for children with ASD. Inclusive preschool-based delivery of EI appears to satisfy current legal and best-practice recommendations around the delivery of EI for young children with ASD. It may also offer several potential benefits including cost-effectiveness, efficiency and opportunities for children with ASD to learn from their peers. The Early Start Denver Model (ESDM) is a promising naturalistic behavioural developmental intervention for young children with ASD aged between 12 and 60 months. The ESDM can be delivered to children in a group-based format and several studies have demonstrated its effectiveness when delivered for 15 to 25 hours per week in designated ESDM preschools with low child–teacher ratios. However, the preschools involved in these studies may not be representative of the typical preschool setting for many communities. Thus, more research is needed to determine the effectiveness of this intervention when delivered under conditions that more closely reflect the typical real-world preschool setting. In the present thesis, two studies with multiple probe across participants designs, each involving three preschool children with ASD, examined the feasibility and effectiveness of the use of the ESDM in an inclusive preschool setting. Specifically, Study 1 evaluated the effectiveness of a modified version of ESDM therapy delivered by a certified therapist and Study 2 evaluated (a) the effectiveness of a brief ESDM coaching programme, and (b) the effectiveness of a modified version of ESDM therapy delivered by preschool teachers. For both studies, the intervention was delivered in regular community preschools and no major changes were made to the typical preschool environments or routines. Effectiveness was assessed by measuring improvements in child active participation, vocal/verbal communication and imitation, and, for Study 2, teachers’ fidelity of implementation of ESDM techniques. Teachers’ perceptions of the acceptability and effectiveness of the intervention were also assessed via a questionnaire and in-depth interviews. In Study 1, an outside certified therapist delivered 3 hours per week of ESDM to three children with ASD over an 8- to 10-week period. Participants showed improvement in active participation, imitation and either intentional vocalisations or spontaneous functional utterances. These results were generally maintained at follow-up. For Study 2, a brief coaching programme was used to train three preschool teachers to use the ESDM with a child with ASD who attended the inclusive preschools where they worked. Teachers improved in their use of the ESDM strategies and children demonstrated improved levels of active participation but results for child imitation and communication were mixed. Teachers also found the intervention to be acceptable and effective. Together, the results from these studies provide preliminary support for the feasibility and effectiveness of the ESDM when delivered in real-world inclusive preschool settings. More research is needed to determine the most effective approach to delivering EI for ASD in an inclusive preschool setting. It may also be valuable to evaluate the extent to which gains made by children and teachers during intervention generalise to other people and/or settings.</p>

Evaluation of an Early Start Denver Model-based intervention for young children with autism in an inclusive preschool setting.

<p>Autism spectrum disorder (ASD) is a neurodevelopmental disorder defined by difficulties in social communication and the presence of restricted or repetitive behaviours or interests. There is evidence to suggest that early intervention (EI) can lead to improved outcomes for children with ASD. Inclusive preschool-based delivery of EI appears to satisfy current legal and best-practice recommendations around the delivery of EI for young children with ASD. It may also offer several potential benefits including cost-effectiveness, efficiency and opportunities for children with ASD to learn from their peers. The Early Start Denver Model (ESDM) is a promising naturalistic behavioural developmental intervention for young children with ASD aged between 12 and 60 months. The ESDM can be delivered to children in a group-based format and several studies have demonstrated its effectiveness when delivered for 15 to 25 hours per week in designated ESDM preschools with low child–teacher ratios. However, the preschools involved in these studies may not be representative of the typical preschool setting for many communities. Thus, more research is needed to determine the effectiveness of this intervention when delivered under conditions that more closely reflect the typical real-world preschool setting. In the present thesis, two studies with multiple probe across participants designs, each involving three preschool children with ASD, examined the feasibility and effectiveness of the use of the ESDM in an inclusive preschool setting. Specifically, Study 1 evaluated the effectiveness of a modified version of ESDM therapy delivered by a certified therapist and Study 2 evaluated (a) the effectiveness of a brief ESDM coaching programme, and (b) the effectiveness of a modified version of ESDM therapy delivered by preschool teachers. For both studies, the intervention was delivered in regular community preschools and no major changes were made to the typical preschool environments or routines. Effectiveness was assessed by measuring improvements in child active participation, vocal/verbal communication and imitation, and, for Study 2, teachers’ fidelity of implementation of ESDM techniques. Teachers’ perceptions of the acceptability and effectiveness of the intervention were also assessed via a questionnaire and in-depth interviews. In Study 1, an outside certified therapist delivered 3 hours per week of ESDM to three children with ASD over an 8- to 10-week period. Participants showed improvement in active participation, imitation and either intentional vocalisations or spontaneous functional utterances. These results were generally maintained at follow-up. For Study 2, a brief coaching programme was used to train three preschool teachers to use the ESDM with a child with ASD who attended the inclusive preschools where they worked. Teachers improved in their use of the ESDM strategies and children demonstrated improved levels of active participation but results for child imitation and communication were mixed. Teachers also found the intervention to be acceptable and effective. Together, the results from these studies provide preliminary support for the feasibility and effectiveness of the ESDM when delivered in real-world inclusive preschool settings. More research is needed to determine the most effective approach to delivering EI for ASD in an inclusive preschool setting. It may also be valuable to evaluate the extent to which gains made by children and teachers during intervention generalise to other people and/or settings.</p>

Evaluation of low-intensity therapy and parent training for young children with autism based on the early start Denver model

<p>Autism spectrum disorder (ASD) is a pervasive developmental disorder that is characterised by deficits in social communication and restricted and repetitive behaviours, interests and activities. Recent developments in identification techniques mean that many children can be reliably diagnosed with ASD before the age of 2. Early identification creates the opportunity for early intervention. In fact, some research suggests that the earlier a child with ASD receives intervention, the greater the progress he or she is likely to make. Naturalistic developmental behavioural interventions are a relatively recent method of early intervention for children with ASD, which combine elements of previous intervention approaches (behavioural, naturalistic behavioural, and developmental/relationship-focused intervention). One such naturalistic developmental behavioural intervention is the early start Denver model (ESDM), which is designed for children with or at risk for ASD between the ages of 12 and 60 months (5 years). Research suggests that ESDM intervention may improve a range of child outcomes when delivered for at least 15 hours per week over at least 10 months. However, many families may not be able to access or afford such intensive intervention. Therefore, the two studies in this thesis evaluated the effectiveness of two ESDM delivery approaches that required relatively few hours of professional input per week. Specifically, low-intensity therapist delivered ESDM intervention, and ESDM parent training. Study 1 used a multiple probe across participants design to evaluate the effectiveness of 3 hours per week of home-based ESDM therapy for 12 weeks for improving imitation, communication, and engagement for four young children with ASD. It also examined whether children showed increases in these outcomes with their mothers following the intervention. The results of this study suggest that, following the intervention, all four children increased their imitation skills and their engagement with the therapist. In addition three of the children had more functional utterances and one child increased his use of intentional vocalisations. These results were maintained four weeks after intervention and generalised to a lesser degree to each child’s mother. This suggests that low-intensity therapist delivered ESDM intervention may improve outcomes for children with ASD. The results of Studies 1 and 2 suggest that both low-intensity therapist delivered ESDM intervention and ESDM parent training may be promising intervention approaches for young children with ASD. This is particularly encouraging as both approaches involved relatively few hours of professional input per week. In theory, this could increase the number of families who are able to access such intervention. More research is needed to identify the most effective low-intensity ESDM intervention method, or combination of methods.</p>

Evaluation of low-intensity therapy and parent training for young children with autism based on the early start Denver model

<p>Autism spectrum disorder (ASD) is a pervasive developmental disorder that is characterised by deficits in social communication and restricted and repetitive behaviours, interests and activities. Recent developments in identification techniques mean that many children can be reliably diagnosed with ASD before the age of 2. Early identification creates the opportunity for early intervention. In fact, some research suggests that the earlier a child with ASD receives intervention, the greater the progress he or she is likely to make. Naturalistic developmental behavioural interventions are a relatively recent method of early intervention for children with ASD, which combine elements of previous intervention approaches (behavioural, naturalistic behavioural, and developmental/relationship-focused intervention). One such naturalistic developmental behavioural intervention is the early start Denver model (ESDM), which is designed for children with or at risk for ASD between the ages of 12 and 60 months (5 years). Research suggests that ESDM intervention may improve a range of child outcomes when delivered for at least 15 hours per week over at least 10 months. However, many families may not be able to access or afford such intensive intervention. Therefore, the two studies in this thesis evaluated the effectiveness of two ESDM delivery approaches that required relatively few hours of professional input per week. Specifically, low-intensity therapist delivered ESDM intervention, and ESDM parent training. Study 1 used a multiple probe across participants design to evaluate the effectiveness of 3 hours per week of home-based ESDM therapy for 12 weeks for improving imitation, communication, and engagement for four young children with ASD. It also examined whether children showed increases in these outcomes with their mothers following the intervention. The results of this study suggest that, following the intervention, all four children increased their imitation skills and their engagement with the therapist. In addition three of the children had more functional utterances and one child increased his use of intentional vocalisations. These results were maintained four weeks after intervention and generalised to a lesser degree to each child’s mother. This suggests that low-intensity therapist delivered ESDM intervention may improve outcomes for children with ASD. The results of Studies 1 and 2 suggest that both low-intensity therapist delivered ESDM intervention and ESDM parent training may be promising intervention approaches for young children with ASD. This is particularly encouraging as both approaches involved relatively few hours of professional input per week. In theory, this could increase the number of families who are able to access such intervention. More research is needed to identify the most effective low-intensity ESDM intervention method, or combination of methods.</p>

When age becomes a plus: Seniors and Cognitive Reserve

Cognitive Reserve alludes to gain, resistance, plasticity and is the functional correlative of neuroplasticity and a potential protection factor, which could explain why some patients may show the same pathology but quite different clinical manifestations. Among the activities considered as promoters are studies, work, physical and social activities. Although there are surveys or tables that seek to measure these factors and reflect this reserve in an index, this can be a quite reductionist strategy. Given the increasing ageing of the population, added to the active elders paradigm, programs addressed to seniors are carried out; it is important to consider that gains are accumulative and dynamism must be promoted from earlier ages. The sample for this work consisted of 30 seniors (60–87years) from the Region of Valparaíso, Chile. The CRIq was applied to the participants to measure the CR index and no differences were found between men and women. The purpose of this work is to describe the activities that promote reserve, carried out from 18 years onwards by 30 autonomous and cognitively competent seniors. It is held that it is not the type of activity that matters, but rather the frequency and the length of the execution period that turns into advantages for the persons. The data submitted reveal that seniors never failed to frequently execute some of the activities. That is, they had the habit of being active along their whole lives. This mechanism could be considered as a kind of dynamo where the greater input of promoting activities would make possible better conditions of the nervous system, but it does not have an easy storage as it is in continuous use. For this reason, gains depend on the active habit of execution, its early start, diversity of activities and permanence during the whole life span.

A Prospective Randomized Multicenter Trial Using Either Deferiprone or Deferasirox after an Early Start of Deferiprone or Placebo in Young Children Newly Diagnosed with Transfusion-Dependent Beta-Thalassemia

Iron overload is a potentially preventable complication of blood transfusion dependency. The effectiveness and safety of early start of iron chelation therapy in young children with transfusion-dependent Beta-thalassemia (TDB-T) prior to development of iron overload have been recently demonstrated. The aim of this study was to evaluate the long term effectiveness and safety of continued iron chelation in these children. Methodology: This is a multi-center, investigator initiated, one year prospective randomized study of children with TDB-T who completed the randomized START study (NCT03591575), which had evaluated the safety and efficacy of the oral iron chelator (DFP) in children who did not yet meet the criteria for starting chelation therapy as per standard practice. Enrolment is shown in follow-up chart below; 48 children with TDBT from 3 centers were eligible to be enrolled and were randomized in 1:1 ratio to receive either DFP (n=23) or deferasirox (DFX) (n=25). Half of patients in this study were naïve to chelation (on placebo in START study); had received DFP at a dose; 75 mg/kg/ day or DFX in a dose; 20-25mg/kg/d in 2:1 ratio respectively, while those on DFP in START had continued on either DFP or DFX in 1:2 ratio with same doses. Patients were kept on regular transfusion to keep pre-transfusion Hb &gt;8gm/dl. The primary endpoint was safety and secondary endpoints were changes in serum ferritin (SF) and growth enhancement (height, weight) both were assessed quarterly. An informed consent was signed by parents of all patients before start of the study. Statistical significance between DFP and DFX treated groups was calculated via t-test for continuous variables and Fisher's exact test for discrete variables. Results: In the current study; 66% of the children were males, at enrolment; their age ranged from 20-68 (median 38) months; those who were on DFP or placebo in START had received comparable transfusion units (median 11 and 9 respectively) and SF (880 and 1150 ng/ml respectively). At 12 month of continuation on iron chelation 22% and 60% of children on DFP vs 12% and 48% of those on DFX had SF&lt;500 ng/ml or 500- &lt;1000 ng/ml, respectively (p value &lt;0.05);. TDB-T initiated and continued on DFP had the best growth velocity; all had annual growth velocity &gt;5cm (p value &lt;0.01), as well as a significant lower final SF (P value &lt; 0.01). Adverse events were mild and uncommon in both groups. There were no episodes of arthralgia or agranulocytosis in either group. Elevated serum creatinine &gt; 33% from baseline on 2 successive visits were observed in 0% in DFP vs. 12% in DFX. No unexpected, serious, or severe AEs were reported in both groups. Conclusion: Children with TDB-T whether on DFP or DFX showed uncommon mild AEs, with no serious or severe AEs. Patients on DFP after an early start of DFP showed adequate growth velocity and better control of iron-overload on serial measurement of SF; compared with those who were on placebo. Figure 1 Figure 1. Disclosures Hamdy: ApoPharma: Honoraria; Amgen: Honoraria; Bayer: Honoraria; Novartis: Honoraria; NovoNordisk: Honoraria; Roche: Honoraria; Takeda: Honoraria.