A Parent-Mediated Telehealth Program for Children with Autism Spectrum Disorder : Promoting Parents' Ability to Stimulate the Children's Learning, Reduce Parenting Stress, and Boost Their Sense of Parenting Empowerment.

This study investigates the effectiveness of a 6-month parent-mediated early intervention telehealth program for children with an autism spectrum disorder. The participants comprised a total of 27 parents. The findings showed that participation in the program promotes parents' empowerment and reduce parental stress and a general improvement in the parents' ability to stimulate children's learning. Moreover, the study reveals an effect of parents' age in mediating the relationship among the parents' ability, stress, and empowerment levels. These results suggest that an early intervention telehealth program may help parents become aware of how to benefit from interactions with their children, promote their empowerment, and reduce parenting stress.

Distance Learning During the First Lockdown: Impact on the Family and Its Effect on Students' Engagement.

This contribute investigates how Emergency Remote Education (ERE) impacted families during the spring 2020 Covid-19 lockdown, and in particular, the extent to which the impact of ERE on families, measured in terms of space and equipment sharing, moderates the effect of student and family characteristics on students' engagement. The study derived from the administration of an online survey to 19,527 families with children attending schools, from nursery to upper secondary grade. The total number of student records collected amounted to 31,805, since parents had to provide data for each school-age child in the family. The survey contains 58 questions, divided into three sections, with the first two sections designed to get a reading at family level and the third section to gather data for each school-age child in the family. After verifying the validity of the engagement construct through confirmatory factor analysis, two structural equation models were used to analyze the students' engagement. The main findings reveal how the impact of the ERE on the families has had a significant role in predicting students' level of engagement observed by parents with respect to different predictor variables. Finally, we argue that it is necessary to follow a holistic approach to observe the challenges imposed by the switch of the process of deferring teaching from presence to distance, imposed by the pandemic emergency on families. In fact, a holistic approach can promote student engagement and prevent the onset of cognitive-behavioral and affective problems linked to disengagement in ERE.

A Storytelling Robot Managing Persuasive and Ethical Stances via ACT-R: An Exploratory Study.

We present a storytelling robot, controlled via the ACT-R cognitive architecture, able to adopt different persuasive techniques and ethical stances while conversing about some topics concerning COVID-19. The main contribution of the paper consists in the proposal of a needs-driven model that guides and evaluates, during the dialogue, the use (if any) of persuasive techniques available in the agent procedural memory. The portfolio of persuasive techniques tested in such a model ranges from the use of storytelling to framing techniques and rhetorical-based arguments. To the best of our knowledge, this represents the first attempt of building a persuasive agent able to integrate a mix of explicitly grounded cognitive assumptions about dialogue management, storytelling and persuasive techniques as well as ethical attitudes. The paper presents the results of an exploratory evaluation of the system on 63 participants.

Targeting quality of life in asthmatic children: The MyTEP pilot randomized trial.

BACKGROUND: Quality of life (QoL) is an important outcome in the management of children with asthma. Mobile Health (m-Health) and Therapeutic Education Programs (TEPs) are increasingly recognized as essential components of pediatric asthma management to improve disease outcomes. OBJECTIVE: To evaluate the effect of an education program (MyTherapeutic Education Program, MyTEP) that couples multidisciplinary TEP intervention with an m-Health Program (mHP) in improving QoL in asthmatic children. METHODS: This single-center study employed a nonblinded randomized clinical trial design. Italian-speaking children (6-11 years) with mild-moderate asthma were eligible for participation. Participants were randomly paired 1:1 with a control group that received mHP (smartphone app) or an intervention group that received MyTEP (TEP plus a smartphone app). Patients were followed up for 3 months. Descriptive statistics, Least Square (LS) mean change and Generalized Linear Mixed model were used for analysis. RESULTS: Fifty patients were enrolled. The Pediatric Asthma Quality of Life Questionnaire (PAQLQ) score improved in both MyTEP (p = 0.014) and mHP (p = 0.046) with the minimally clinically significant difference of ⩾0.5 points reached in 23% of MyTEP and in 16% of mHP. Changes in PAQLQ scores were significantly greater in MyTEP than in mHP (LS mean difference: 0.269 p = 0.05). PAQLQ score was: positively associated with MyTEP (p = 0.023) and study time (p = 0.002); and inversely associated with current passive smoke exposure (p = 0.003). CONCLUSION: Despite the small sample size and short observation period, this study demonstrated that implementing a multidisciplinary TEP with an m-Health program results in gains in QoL of children with asthma.

Analyzing Creativity in the Light of Social Practice Theory.

In this work, starting from the social practice theory, we identified two kinds of creativity: a situational creativity that takes place when, starting from a defined situation, a social practice is played; and a creativity of habit that concerns the agents' capacity for generating new practices from habit when the situation is not defined or is unexpected. To test this hypothesis, the Torrance Test of Creative Thinking (Verbal Form A) was analyzed in the light of praxeology, and the results are analyzed in a computational creativity perspective.

Case-Based Learning: A Formal Approach to Generate Health Case Studies from Electronic Healthcare Records.

There is an increasing social pressure to train medical students with a level of competency sufficient to face clinical practice already at the end of their curriculum. The case-based learning (CBL) is an efficient teaching method to prepare students for clinical practice through the use of real or realistic clinical cases. In this regard, the Electronic Healthcare Record (EHR) could be a good source of real patient stories that can be transformed into educative cases. In this paper a formal approach to generate Health Case Studies from EHR is defined.

Development of a nomogram to estimate the quality of life in asthmatic children using the Childhood Asthma Control Test.

BACKGROUND: Pediatric Asthma Quality of Life Questionnaire (PAQLQ) provides detailed information on QoL in asthmatic children, whereas Childhood Asthma Control Test (C-ACT) Questionnaire is the most validated instrument for asthma control. No study assessed the relationship between C-ACT and QoL in children by means of those instruments. The aim of this study was to determine whether a QoL estimation is possible using the C-ACT questionnaire in asthmatic children. METHODS: Medical history, spirometry, C-ACT, and PAQLQ were assessed in 144 (60% male) outpatient asthmatic children from September 2011 to November 2014. A generalized linear model (GLM) for the prediction of PAQLQ was obtained through a stepwise procedure starting from a full model with all C-ACT items, and predictive nomograms were created. RESULTS: Fifty-five (38%) well-controlled (WC) asthma, 37 (26%) partially controlled (PC) asthma, and 52 (36%) uncontrolled asthma (UA) patients were enrolled. Persistent asthmatics (PA) were significantly more uncontrolled (p < 0.0001). A significant reduction in FEV1 , FEV1 /FVC, and FEF25-75 (p = 0.005, p < 0.0001, and p < 0.001, respectively) was found in WC vs. UA. Through a stepwise process, a reduced model showed a positive relationship between the PAQLQ and the four items of C-ACT. The regression equations for predicted PAQLQ were ln(PAQLQ) = 1.17 + 0.05*C-ACT2 + 0.03*C-ACT3 + 0.04*C-ACT6 + 0.03*C-ACT7. Thus, a nomogram was constructed. CONCLUSION: The designed nomogram provides a highly predictive assessment of QoL in individual patients, facilitating a more comprehensive assessment of asthmatic children in usual clinical care.

Test-enhanced learning: analysis of an experience with undergraduate nursing students.

BACKGROUND: This study is based on the evidence that tests can be used as an educational tool to enhance learning, not just as an evaluation tool. There is a growing body of research that shows that participating in repeated testing improves learning, a phenomenon defined as Test-Enhanced Learning. The aim of the present study was to analyse the effect of the use of a test enhanced learning program integrated into a general psychology course for undergraduate nursing students and its interaction with the students' test anxiety. METHODS: 161 undergraduate nursing students attending a General Psychology course followed an educational program based on Test-Enhanced Learning methodology. Students were divided into two groups, an experimental group (TEL group) and a control group (Re-study group). TEL students took a multiple-choice test on the lecture topics. The Re-study group just read study material. Testing and re-study occurred at intervals of about a week after each lesson. TEL students received feedback immediately after each test. About two weeks after the end of the lessons, all the students took a final cumulative test on all the topics. Statistical analysis was used to analyse students' performances. After the administration of the cumulative unit test, all the students took a graded examination. RESULTS: Students in the TEL group performed better than the controls, both in the final cumulative test and in a graded examination. TEL participants experienced better final cumulative test results than students not tested (M TEL = 23.11, M Re-study = 20.47, t(109.86) = -2.57, p < 0.05, r = 0.24). Test-Enhanced Learning program participation has a positive impact on exam performance (ßG_Step1 = 0.46, p < 0.001). Finally, the analysis performed shows a slight moderating effect of test anxiety on Test-Enhanced Learning (ßGxTA_Step3 = 0.15, p < 0.05). DISCUSSION AND CONCLUSIONS: Test-Enhanced Learning can be an effective tool for promoting and enhancing learning. In fact, taking tests after studying produced better long-term retention and then better final test performance than re-reading without testing. Both students in the TEL group and the Re-study group with a high test anxiety level perform less well than colleagues with lower test anxiety. Nevertheless, students with higher test anxiety may obtain more benefits from participating in a Test-Enhanced Learning process than people with lower test anxiety. Further studies on larger and more representative samples are necessary in order to investigate the effect of test anxiety on Test-Enhanced Learning.