China
Africa
Explore chapters and articles related to this topic
Effects of Computer-Assisted Instruction on Word and Pseudoword Reading of Reading-Disabled Students
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
First, reading-disabled students are clearly hard to teach because none of the experiments showed dramatic progress for the trained subjects. The question can be raised whether computer-assisted instruction indeed fulfills the needs of these students. Returning to the three principles cited from Guthrie (1978) in the introduction, computer-assisted instruction certainly provided an intensive interaction. In most cases, the program was fully interactive, in others some assistance was given by an experimenter. In all cases, the instruction was executed individually and feedback was given immediately. With respect to instruction time, in some of the studies the period of instruction was relatively short and the amount of instruction time was small (e.g. in the first experiment of Yap et al. the instruction time was only 160’). However, in other cases instruction time ranged from 6 to 11 hours in only a few months time (see Table 2). Because neither doubling the training period from 160’ to 320’ by Yap and van der Leij (exp. II), nor extending the amount of instructional time to 700’ (Smeets & van der Leij) did have effect, it may be assumed that instructional time is not the key factor of efficacy beyond a certain minimum. Possibly, the third principle of Guthrie, focus on the deficient cognitive components of reading, is the key factor. In general, all the experiments concentrated on (pseudo)word processing that is recognised as the main deficit of reading-disabled students (Perfetti, 1985; Rack, Snowling & Olson, 1992).
Occupational Therapy in a learning disability day service
Published in Sue Parkinson, Rob Brooks, A Guide to the Formulation of Plans and Goals in Occupational Therapy, 2020
Prakesh will try new experiences with people he has gained confidence with, and responds well to intensive interaction techniques. For instance, he often clicks his teeth and when the occupational therapist replies by clicking her teeth, he appears to recognise that the communication is two-way. Over time, he has followed demonstrated actions and responded to visual aids and verbal prompts to complete one-step tasks. These involve taking his arms out of his clothing and opening a cookie jar, putting rubbish in a bin, or holding the juice carton when having a drink. He appears to remember where things are kept and what will happen next in a sequence of actions.
The FDA New Animal Drug Approval Process
Published in Rebecca A. Krimins, Learning from Disease in Pets, 2020
Jacob Michael Froehlich, Alice Ignaszewski, Anna O’Brien
For certain emerging technologies including animal cell-based products, the FDA-CVM has established a pilot Veterinary Innovation Program (VIP). The goal of the VIP is to facilitate advancements in development of innovative animal products by providing greater certainty in the regulatory process, encouraging development and research, and supporting an efficient and predictable pathway to approval. The VIP offers sponsors multiple opportunities for intensive interaction and helpful dialogue. For example, sponsors of products accepted into the VIP can take advantage of pre-review and post-review feedback prior to or following the review of each major technical section. The VIP also offers the option of stopping and restarting the review clock, allowing sponsors to address data gaps within a technical section without losing their places in the review queue. Both of these benefits may reduce the number of review cycles and reduce the overall time to approval. Sponsors of animal cell-based products are highly encouraged to explore these benefits and others described on the VIP website.*
Listening to mothers: experiences of mental health support and insights into adapting therapy for people with severe or profound intellectual disabilities
Published in International Journal of Developmental Disabilities, 2019
Tracey Marie Adams, Andrew Jahoda
Mothers thought they had a potentially important role in therapy, by helping professionals to understand their offspring’s idiosyncratic ways of communicating their needs and emotions. Some mothers described interpreting their offspring’s communication using a similar approach to intensive interaction, which involves interpreting non-verbal behaviour and using idiographic communication, such as responsive eye contact and mirroring body or facial expressions. Intensive interaction aims to promote social interaction with people who have limited or no expressive verbal ability (Hutchinson and Bodicoat 2015). There was also a view that therapists would need to take time to build up an understanding of a person and to build rapport, as individuals can find it difficult to meet and get to know new professionals. Interestingly, the mothers placed emphasis on the therapeutic relationship being important for their offspring with severe and profound disabilities, just as it has been highlighted as key to therapeutic change by individuals with mild to moderate intellectual disabilities (Pert et al.2013).
Examining the impact of a city-wide intensive interaction staff training program for adults with profound and multiple learning disability: a mixed methods evaluation
Published in Disability and Rehabilitation, 2020
Judy Clegg, Rachael Black, Antoin Smith, Shelagh Brumfitt
The aim of this study was to evaluate a city-wide implementation of Intensive Interaction training to social care staff by investigating how staff use intensive interaction with adults with profound and multiple learning disability, and their perception of the impact of intensive interaction on facilitating interaction and communication between staff and these service users.