Effects of textual prompting and constant time delay on social communication skills of young adults with Prader Willi syndrome during online socialisation activities.

BACKGROUND: Social communication skills are critical for full participation in social activities in primary life contexts for adolescents and young adults with neurodevelopmental disorders. METHOD: Two young adults with Prader Willi syndrome participated in an online socialisation programme with elderly and adolescent conversational partners. We used a multiple baseline across conversational partners design for each participant to investigate the effects of textual prompts and constant time delay on the number of initiations and follow-up questions. We evaluated the social validity. RESULTS: Both participants improved their social communication skills during online socialisation with partners. Participants with Prader Willi syndrome enjoyed participating in this study. Elderly conversational partners reported a slight decrease in loneliness following online socialisation. CONCLUSION: The use of textual prompts and constant time delay may be helpful to promote opportunities for interaction among segments of the population potentially at risk of social isolation during online socialisation.

Using Precision Teaching to Evaluate the Effects of Tact Training on Intraverbals Relations.

Interventions involving precision teaching (PT) and fluency-based instruction may promote the acquisition of intraverbal repertoires. We examined the effects of tact fluency training on the emergence of untrained intraverbal component-composite relations for three participants with autism and mild to moderate intellectual disability. We used a multiple-probes across participants design across the three participants, with additional replication across thematic clusters for one participant. The results suggest a relation between tact fluency training and the emergence of untrained intraverbal responses may exist. All participants learned to name items in a category without a nonverbal discriminative stimulus.

The psychosocial determinants of adherence to home-based rehabilitation strategies in parents of children with cerebral palsy: A systematic review.

INTRODUCTION: Involving parents of children with cerebral palsy (C-CP) in home exercise programmes (HEP) is globally practiced strategy closely linked to improved physical performance and functional outcomes for the child. Nevertheless, non-adherence to HEP is increasing at an alarming rate, and little is known about the factors influencing adherence to HEP (AHEP) especially in parents of C-CP. This systematic review aimed to identify the factors enhancing AHEP among parents of C-CP to reinforce the efficacy of rehabilitation practices proposed by health professionals, researchers, and educators. MATERIALS AND METHODS: We conducted searches in PubMed, Scopus, CINHAL, PsycINFO, and Embase for articles published up to March 2023, that investigated the factors influencing AHEP among parents of C-CP. A narrative synthesis was conducted using the search results and pertinent material from other sources. RESULTS: Overall, non-adherence rates to HEP were moderate to high, ranging from 34% to 79.2%. Strong evidence suggests that factors enhancing AHEP fall into three categories: child-related (such as younger age and better gross motor function [GMF]), the caregiver-related (including high self-efficacy and knowledge, strong social support, low levels of depression, anxiety and stress symptoms, and a low perception of barriers), and the physiotherapist-related. For the latter category, the parent's perception of a supportive and collaborative relationship with the therapist is one of the conditions most favourably influences AHEP. CONCLUSION: Our findings highlight that factors influencing AHEP are multifactorial. Some, such as GMF or the economic and social conditions of the family, are challenging to change. However, the relationship between therapist and parent is an aspect that can be strengthened. These results underscore the importance of substantial training and psychosocial support for therapists to enhance their awareness and competence in building supportive relationship with parents.

Supported polymer/lipid hybrid bilayers formation resembles a lipid-like dynamic by reducing the molecular weight of the polymer.

Amphiphilic block copolymers form self-assembled bilayers even in combination with phospholipids. They represent an attractive alternative to native lipid-based membrane systems for supported bilayer formation with applications in biomedical research, sensoring and drug delivery. Their enhanced stability and excellent mechanical properties are linked to their higher molecular weight which generates thicker bilayers. Hypothesis: It is hypothesized that reducing the molecular weight of the polymer facilitates the formation of a thinner, more homogeneous polymer/lipid hybrid bilayer which would benefit the formation of supported bilayers on silicon oxide. Experiment: We investigated hybrid bilayers composed of mixtures of 1-palmitoyl-2-oleoyl-glycero-3-phosphocholine and increasing amounts of a low molecular weight polybutadiene-b-polyethylene oxide copolymer (1050 g/mol). By assessing the bilayer thickness and the molecular packing behavior we sought to demonstrate how reducing the polymer molecular weight increases the tendency to form supported hybrid bilayers in a lipid-like manner. Findings: The formation of a supported hybrid bilayers occurs at polymer contents <70 mol% in a lipid-like fashion and is proportional to the cohesive forces between the bilayer components and inversely related to the bilayer hydrophobic core thickness and the extended brush regime of the PEGylated polymeric headgroup.

The Effects of the Big 6 + 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability.

The current study evaluated the effects of training Big 6 + 6 motor skills on untrained daily living skills. Precision teaching suggests that improved speed of component behaviors can lead to better performance of composite skills. Researchers used a pre-post probe single-subject design to evaluate the effects of frequency building on the motor tasks of push and grasp, as well as the associated effects on the composite skills prior to and following intervention on the component skills. Results suggest that the participant increased his frequencies on all of the component skills. The speed and accuracy of composite skills were higher following the intervention. Researchers also assessed for generalization to other significant contexts.

Social Relationships, Self-Esteem, and Loneliness in Adolescents with Learning Disabilities.

OBJECTIVE: Many studies have underlined that students with learning disabilities (LDs) feel that school is their main factor of frustration and reflects on their social reputations, isolation, and sociorelational discomfort. However, the role of LDs in psychosocial outcomes in adolescence is still unclear. In the present study, we explore the differences among three groups of adolescents (adolescents without LDs, adolescents with LDs, and adolescents with LDs who have the support of psychosocial educational intervention) in self-esteem, friendship quality, loneliness, and secrecy. METHOD: The sample comprised 93 adolescents, 49 males (53%) and 44 females (47%), in the 11-16 age range (M = 13.73; SD = 1.66). Participants completed measures on self-esteem (Multidimensional Self-Concept Scale), friendship quality (Friendship Quality Scale), loneliness (Loneliness and Aloneness Scale for Children and Adolescents), and secrecy (Self-Concealment Scale). RESULTS: Our findings showed that students with LDs who underwent psychosocial educational intervention felt less parent-related loneliness and showed higher self-esteem than other adolescents regarding interpersonal relationships, their duties, their families, and their bodies. CONCLUSIONS: The study suggests that having the support of a psychosocial educational intervention could have a role in adolescent psychosocial adjustment.