Pub Date : 2023-07-20DOI: 10.6000/2292-2598.2023.11.03.2
Gökce Hatipoglu Majernik, J. P. Martin
Epilepsy, Ataxia, Sensorineural deafness, Tubulopathy (EAST) syndrome or seizures, sensorineural deafness, ataxia, mental retardation (SeSAME) is a very rare, autosomal recessive disorder resulting from homozygous or compound heterozygous loss-of-function variations in the KCNJ10 gene, affecting <1:1.000.000 individuals. Ambulation problems, such as ambulation delays and ataxia, are common in this syndrome. The disorder can remain undiagnosed in adults due to its rarity. Here, we describe the case of a patient with genetically proven EAST syndrome at the age of 18. The patient experienced a dramatic deterioration in his walking ability 7 years after the diagnosis when he was 25 years old. However, the main reason for gait deterioration was cervical spinal cord compression by cervical disc prolapse which was determined through magnetic resonance imaging during further examinations. Cervical myelopathy caused increased spasticity and gait deterioration in this patient. He underwent single-level anterior cervical decompression and fusion without any complication and improved postoperatively. Although worsening neurological findings in patients with EAST syndrome have been reported, in-depth clinical, radiological, and laboratory examinations can clarify the increasing deterioration in motor functions. Concomitant pathologies can occur, which should be kept in mind for better diagnosis and treatment, especially for patients with EAST syndrome.
{"title":"Case Report: Gait Deterioration in a Patient with EAST (Epilepsy, Ataxia, Sensorineural Deafness, Tubulopathy) Syndrome","authors":"Gökce Hatipoglu Majernik, J. P. Martin","doi":"10.6000/2292-2598.2023.11.03.2","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.03.2","url":null,"abstract":"Epilepsy, Ataxia, Sensorineural deafness, Tubulopathy (EAST) syndrome or seizures, sensorineural deafness, ataxia, mental retardation (SeSAME) is a very rare, autosomal recessive disorder resulting from homozygous or compound heterozygous loss-of-function variations in the KCNJ10 gene, affecting <1:1.000.000 individuals. Ambulation problems, such as ambulation delays and ataxia, are common in this syndrome. The disorder can remain undiagnosed in adults due to its rarity. Here, we describe the case of a patient with genetically proven EAST syndrome at the age of 18. The patient experienced a dramatic deterioration in his walking ability 7 years after the diagnosis when he was 25 years old. However, the main reason for gait deterioration was cervical spinal cord compression by cervical disc prolapse which was determined through magnetic resonance imaging during further examinations. Cervical myelopathy caused increased spasticity and gait deterioration in this patient. He underwent single-level anterior cervical decompression and fusion without any complication and improved postoperatively. Although worsening neurological findings in patients with EAST syndrome have been reported, in-depth clinical, radiological, and laboratory examinations can clarify the increasing deterioration in motor functions. Concomitant pathologies can occur, which should be kept in mind for better diagnosis and treatment, especially for patients with EAST syndrome.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48865022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.6000/2292-2598.2023.11.02.4
M. Eltantawy
Background: Children with intellectual disabilities suffer from many deficiencies that negatively affect their adaptation and transition from one stage to another. Objective: The current study aimed at developing independent behavior, safety, and security skills of children with an intellectual disability through a program based on self-management skills. Methods: The study sample consisted of (20) children with mild intellectual disabilities enrolled in classes from the fourth to the sixth primary. The sample was divided into two groups; the experimental group to which the training program has been applied, consisting of (10) children, and the control group (10) children. The study relied on the quasi-experimental method. As such, the training program is perceived to be the independent variable, while the independent behavior, safety, and security skills are considered the dependent ones. The study is based on a number of tools that are prepared by the researcher, the scale of independent behavior of children with intellectual disabilities, the scale of safety and security skills of children with intellectual disabilities, and the training program based on self-management skills. Results: The study's results disclosed the effectiveness of the training program used in developing independent behavior and safety and security skills of children with intellectual disabilities. Conclusions: The effectiveness of self-management strategies such as self-monitoring, self-reinforcement, self-instruction, and problem-solving in developing the independent behavior and security and safety skills of children with intellectual disabilities has been proven.
{"title":"The Effectiveness of a Training Program Based on Self-Management Skills in Developing Independent Behavior and Safety and Security Skills of Children with Intellectual Disability","authors":"M. Eltantawy","doi":"10.6000/2292-2598.2023.11.02.4","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.02.4","url":null,"abstract":"Background: Children with intellectual disabilities suffer from many deficiencies that negatively affect their adaptation and transition from one stage to another. \u0000Objective: The current study aimed at developing independent behavior, safety, and security skills of children with an intellectual disability through a program based on self-management skills. \u0000Methods: The study sample consisted of (20) children with mild intellectual disabilities enrolled in classes from the fourth to the sixth primary. The sample was divided into two groups; the experimental group to which the training program has been applied, consisting of (10) children, and the control group (10) children. The study relied on the quasi-experimental method. As such, the training program is perceived to be the independent variable, while the independent behavior, safety, and security skills are considered the dependent ones. The study is based on a number of tools that are prepared by the researcher, the scale of independent behavior of children with intellectual disabilities, the scale of safety and security skills of children with intellectual disabilities, and the training program based on self-management skills. \u0000Results: The study's results disclosed the effectiveness of the training program used in developing independent behavior and safety and security skills of children with intellectual disabilities. \u0000Conclusions: The effectiveness of self-management strategies such as self-monitoring, self-reinforcement, self-instruction, and problem-solving in developing the independent behavior and security and safety skills of children with intellectual disabilities has been proven.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43297254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.6000/2292-2598.2023.11.02.1
S. Catena, R. Vitelli, Muscatello Maria Rosaria Anna, M. Carmela
Introduction: Higher percentages of gender dysphoria among autistic people has been recently observed. Previous studies showed that patients with autism spectrum disorders have difficulties in social communication and romantic relationships. Aim: In light of this, this manuscript aimed to study the quality of romantic relationship in autistic people and the possible role played by gender dysphoria. Methods: The search of the literature was conducted in this database: PubMed; we used these search terms: "autism spectrum disorder", "gender dysphoria", and "romantic relationship". We found a total of 74 citations. After excluding duplicates, 74 records were screened. 58 studies were excluded according to inclusion and exclusion criteria. A total of 16 studies has been finally assessed. Results: The findings of this work showed that autistic people have a difficulties in social and romantic relationships. A variety of difficulties in interpersonal and romantic relationships were detected, but to date, it is not clear how gender dysphoria could influence the possibility to initiating and maintaining romantic relationships as well as having a satisfying sexual life. Furthermore, different diagnostic instruments resulted in having been employed, and a general heterogeneity in the population under scrutiny was observed. Conclusions: Impaired social communication and interaction (SCI) and restricted, repetitive behavior (RRB) represent the two core symptom domains of ASD within the DSM-5. It is important to pay attention to these conditions, to manage the coming out about gender dysphoria in autistic people, and to develop strategies to help future social and romantic relationships. Furthermore, as different assessment tools resulted in having been used, in future research, greater attention should be paid to standardizing assessment tools and criteria for the autism spectrum, paying attention to the subjects presenting subthreshold traits as well. In general, future research should better investigate specific existential dimensions and/or difficulties met by people presenting both ASD and Gender Dysphoria.
{"title":"The Unknown Mindscapes: Gender Dysphoria and Romantic/ Sexuality Relationships in Autism Spectrum Disorder (ASD)","authors":"S. Catena, R. Vitelli, Muscatello Maria Rosaria Anna, M. Carmela","doi":"10.6000/2292-2598.2023.11.02.1","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.02.1","url":null,"abstract":"Introduction: Higher percentages of gender dysphoria among autistic people has been recently observed. Previous studies showed that patients with autism spectrum disorders have difficulties in social communication and romantic relationships. \u0000Aim: In light of this, this manuscript aimed to study the quality of romantic relationship in autistic people and the possible role played by gender dysphoria. \u0000Methods: The search of the literature was conducted in this database: PubMed; we used these search terms: \"autism spectrum disorder\", \"gender dysphoria\", and \"romantic relationship\". We found a total of 74 citations. After excluding duplicates, 74 records were screened. 58 studies were excluded according to inclusion and exclusion criteria. A total of 16 studies has been finally assessed. \u0000Results: The findings of this work showed that autistic people have a difficulties in social and romantic relationships. A variety of difficulties in interpersonal and romantic relationships were detected, but to date, it is not clear how gender dysphoria could influence the possibility to initiating and maintaining romantic relationships as well as having a satisfying sexual life. Furthermore, different diagnostic instruments resulted in having been employed, and a general heterogeneity in the population under scrutiny was observed. \u0000Conclusions: Impaired social communication and interaction (SCI) and restricted, repetitive behavior (RRB) represent the two core symptom domains of ASD within the DSM-5. It is important to pay attention to these conditions, to manage the coming out about gender dysphoria in autistic people, and to develop strategies to help future social and romantic relationships. Furthermore, as different assessment tools resulted in having been used, in future research, greater attention should be paid to standardizing assessment tools and criteria for the autism spectrum, paying attention to the subjects presenting subthreshold traits as well. In general, future research should better investigate specific existential dimensions and/or difficulties met by people presenting both ASD and Gender Dysphoria.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42229065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.6000/2292-2598.2023.11.02.5
M. Velykodna, V. Deputatov, Olha Horbachova, Zoia Miroshnyk, Natalia Mishaka
Since 2011 primary school students with special educational needs (SEN) in Ukraine have been allowed to study alongside mainstream students in the inclusive education program established by the Ministry of Education and Science. The Russian invasion of Ukraine in February 2022 challenged the possibility of maintaining inclusive education for children with SEN, which required providers to find new solutions. This paper focuses on the first response of inclusion providers in the Ukrainian primary school education system to the challenges of working in wartime from February to May 2022, using teachers in the city of Kryvyi Rih as a case study. A quasi-experimental study (n=495) involved a group of inclusion providers (n=92) in comparison to mainstream primary school teachers (n=403). The research included: collecting data on the professional qualifications and experience of the teachers; questions on changes in the educational process and the number of students; the Psychological Stress Measure; Oldenburg Burnout Inventory; Brief Resilience Scale; and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA), designed as an online survey. The inclusion providers faced numerous challenges due to the war, namely, (a) the enormous workload of preparing for classes (φ*=8.7, p<.01), the extended non-educational work assignments (φ*=5.5, p<.01), working with students (φ*=2.9, p<.01) and their parents (φ*=3.5, p<.01), (b) volunteering at school, and (c) the changed composition of student groups, i.e., students who left school and fled the area (in 64.1% of responses) and incoming students displaced from combat zones (27.2%). Struggling with stress and burnout (self-reported by 48.91% of inclusion providers), using psychological self-care skills and social resilience capacity through the support of the student's parents and colleagues, primary school teachers invented and implemented seven ways to maintain education for the students with SEN, the kind of which depended on the teacher's professional role structure and available social support.
{"title":"Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions","authors":"M. Velykodna, V. Deputatov, Olha Horbachova, Zoia Miroshnyk, Natalia Mishaka","doi":"10.6000/2292-2598.2023.11.02.5","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.02.5","url":null,"abstract":"Since 2011 primary school students with special educational needs (SEN) in Ukraine have been allowed to study alongside mainstream students in the inclusive education program established by the Ministry of Education and Science. The Russian invasion of Ukraine in February 2022 challenged the possibility of maintaining inclusive education for children with SEN, which required providers to find new solutions. \u0000This paper focuses on the first response of inclusion providers in the Ukrainian primary school education system to the challenges of working in wartime from February to May 2022, using teachers in the city of Kryvyi Rih as a case study. \u0000A quasi-experimental study (n=495) involved a group of inclusion providers (n=92) in comparison to mainstream primary school teachers (n=403). The research included: collecting data on the professional qualifications and experience of the teachers; questions on changes in the educational process and the number of students; the Psychological Stress Measure; Oldenburg Burnout Inventory; Brief Resilience Scale; and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA), designed as an online survey. \u0000The inclusion providers faced numerous challenges due to the war, namely, (a) the enormous workload of preparing for classes (φ*=8.7, p<.01), the extended non-educational work assignments (φ*=5.5, p<.01), working with students (φ*=2.9, p<.01) and their parents (φ*=3.5, p<.01), (b) volunteering at school, and (c) the changed composition of student groups, i.e., students who left school and fled the area (in 64.1% of responses) and incoming students displaced from combat zones (27.2%). Struggling with stress and burnout (self-reported by 48.91% of inclusion providers), using psychological self-care skills and social resilience capacity through the support of the student's parents and colleagues, primary school teachers invented and implemented seven ways to maintain education for the students with SEN, the kind of which depended on the teacher's professional role structure and available social support.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48572855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.6000/2292-2598.2023.11.02.2
Adel Alanazi, Adnan Alhazmi
Background: The practice of inclusive education in mainstream classrooms has gained momentum worldwide in recent years. This situation has attracted the interest of researchers in equal measures, with the main focus being directed at the impact of teacher attitudes toward inclusive education. The previous studies have mainly focused on inclusive education in primary and secondary education environments in the Western world while paying no attention to early childhood education in developing countries like Saudi Arabia. Aim: This study fills this knowledge gap by investigating the impact of teacher characteristics on the attitudes toward the inclusion of children with intellectual disabilities in early childhood education in Saudi Arabia. Methods: Data were collected through a web-based survey. Statistical analysis was conducted using SPSS to generate descriptive statistics and correlations. Results: There were statistically significant relationships between acceptance of inclusion of learners with IDs and all the independent variables; age (p=0.000), gender (p=0.021), training (p=0.000), professional role (p=0.015), knowledge (p=0.000) and experience (p=0.000). Conclusion and Recommendations: Early childhood education teachers in Saudi Arabia should receive training on special needs to attain knowledge and experiences in dealing with learners with IDs in inclusive environments.
{"title":"Inclusion of Children with Intellectual Disability in Early Childhood Education in Saudi Arabia: Impact of Teacher Characteristics","authors":"Adel Alanazi, Adnan Alhazmi","doi":"10.6000/2292-2598.2023.11.02.2","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.02.2","url":null,"abstract":"Background: The practice of inclusive education in mainstream classrooms has gained momentum worldwide in recent years. This situation has attracted the interest of researchers in equal measures, with the main focus being directed at the impact of teacher attitudes toward inclusive education. The previous studies have mainly focused on inclusive education in primary and secondary education environments in the Western world while paying no attention to early childhood education in developing countries like Saudi Arabia. \u0000Aim: This study fills this knowledge gap by investigating the impact of teacher characteristics on the attitudes toward the inclusion of children with intellectual disabilities in early childhood education in Saudi Arabia. \u0000Methods: Data were collected through a web-based survey. Statistical analysis was conducted using SPSS to generate descriptive statistics and correlations. \u0000Results: There were statistically significant relationships between acceptance of inclusion of learners with IDs and all the independent variables; age (p=0.000), gender (p=0.021), training (p=0.000), professional role (p=0.015), knowledge (p=0.000) and experience (p=0.000). \u0000Conclusion and Recommendations: Early childhood education teachers in Saudi Arabia should receive training on special needs to attain knowledge and experiences in dealing with learners with IDs in inclusive environments.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41356013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.6000/2292-2598.2023.11.02.3
Kh.V. Kolbasova, I. Omelchenko, Vadym Кobylchenko, O. Huliaieva, O. Vovchenko
Inclusive preschool education ensures the full development of pre-schoolers with disabilities and promotes their social adaptation. The use of visual material is one of the effective means of stimulating cognitive activity in the process of preschool inclusion. The success of its perception and assimilation depends on the level of non-verbal intelligence. Aim: The research aims to analyze the manifestations of non-verbal intelligence in healthy senior pre-schoolers and children with disabilities. Methods: The research involved theoretical methods of systematization and generalization of academic information, as well as empirical methods of psychological diagnostics. Statistical indicators were determined through descriptive statistics and a one-factor analysis of variance. Results: The study's results showed a high level of nonverbal intelligence and creative abilities in healthy senior pre-schoolers and pre-schoolers with disabilities. The analysis didn’t reveal any statistically significant differences (р≥0.05) between the indicators of non-verbal intelligence of the studied healthy senior pre-schoolers and pre-schoolers with disabilities. Conclusions: children with disabilities have medium-high indicators of the development of non-verbal intelligence and creative abilities, which do not statistically differ from the indicators of their healthy peers. Prospects: The obtained results can contribute to developing adaptation schemes for children with disabilities in the context of inclusive education. The obtained data provide the background for expanding the teaching materials for developing non-verbal intelligence in inclusive groups.
{"title":"Psychological Analysis of Manifestations of Nonverbal Intelligence of Senior Pre-Schoolers in the Context of Inclusive Education","authors":"Kh.V. Kolbasova, I. Omelchenko, Vadym Кobylchenko, O. Huliaieva, O. Vovchenko","doi":"10.6000/2292-2598.2023.11.02.3","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.02.3","url":null,"abstract":"Inclusive preschool education ensures the full development of pre-schoolers with disabilities and promotes their social adaptation. The use of visual material is one of the effective means of stimulating cognitive activity in the process of preschool inclusion. The success of its perception and assimilation depends on the level of non-verbal intelligence. \u0000Aim: The research aims to analyze the manifestations of non-verbal intelligence in healthy senior pre-schoolers and children with disabilities. \u0000Methods: The research involved theoretical methods of systematization and generalization of academic information, as well as empirical methods of psychological diagnostics. Statistical indicators were determined through descriptive statistics and a one-factor analysis of variance. \u0000Results: The study's results showed a high level of nonverbal intelligence and creative abilities in healthy senior pre-schoolers and pre-schoolers with disabilities. The analysis didn’t reveal any statistically significant differences (р≥0.05) between the indicators of non-verbal intelligence of the studied healthy senior pre-schoolers and pre-schoolers with disabilities. \u0000Conclusions: children with disabilities have medium-high indicators of the development of non-verbal intelligence and creative abilities, which do not statistically differ from the indicators of their healthy peers. \u0000Prospects: The obtained results can contribute to developing adaptation schemes for children with disabilities in the context of inclusive education. The obtained data provide the background for expanding the teaching materials for developing non-verbal intelligence in inclusive groups.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47183186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.6000/2292-2598.2023.11.01.2
V. Bocheliuk, Andrii Shevtsov, Olena Pozdniakova, M. Panov, I. Zhadlenko
Background: Proper care for children with autism spectrum disorder can help reduce the difficulties faced by autistic people throughout their life. This fact causes the necessity to study the most effective therapy, teaching and development methods, social interaction skills, and emotional intelligence for children with autism. Objective: This article is aimed at identifying the most effective methods and technologies in working with children who have autism that was described in the scientific works and at revealing reasons and necessities for their more detailed study as well as possibilities to implement them. Methods: Using methods analysis, comparison and analogy, statistical method, and generalization, several publications dedicated to correction methods in work with children who have autism were selected. The most common correction methods were indicated and described according to efficacy and frequency. Results: A thorough review of research, publications, and available information on the Internet were conducted. The most effective methods and technologies in working with autistic children were identified, which included applied behavioral therapy, treatment and education of autistic and related communication-handicapped children, Floortime, parent-child interaction therapy, method Tomatis, and the program Son-rise. Recent intelligent technologies were also considered, particularly Smart Platforms for Research, intervention, and Neurodevelopmental growth, the use of virtual reality, and the program Empowered Brain technology. Conclusions: The authors emphasize the necessity of thorough psychodiagnostics and the formation of psycho-correctional tasks based on exclusively personal needs, symptoms of the disorder, and disease etiology. The analysis of modern psycho-correctional technologies leads to the conclusion that their effectiveness depends, first of all, on the correct expedient application in each particular case.
{"title":"Effectiveness of Psycho-Correctional Methods and Technologies in Work with Children who have Autism: Systematic Review","authors":"V. Bocheliuk, Andrii Shevtsov, Olena Pozdniakova, M. Panov, I. Zhadlenko","doi":"10.6000/2292-2598.2023.11.01.2","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.01.2","url":null,"abstract":"Background: Proper care for children with autism spectrum disorder can help reduce the difficulties faced by autistic people throughout their life. This fact causes the necessity to study the most effective therapy, teaching and development methods, social interaction skills, and emotional intelligence for children with autism. \u0000Objective: This article is aimed at identifying the most effective methods and technologies in working with children who have autism that was described in the scientific works and at revealing reasons and necessities for their more detailed study as well as possibilities to implement them. \u0000Methods: Using methods analysis, comparison and analogy, statistical method, and generalization, several publications dedicated to correction methods in work with children who have autism were selected. The most common correction methods were indicated and described according to efficacy and frequency. \u0000Results: A thorough review of research, publications, and available information on the Internet were conducted. The most effective methods and technologies in working with autistic children were identified, which included applied behavioral therapy, treatment and education of autistic and related communication-handicapped children, Floortime, parent-child interaction therapy, method Tomatis, and the program Son-rise. Recent intelligent technologies were also considered, particularly Smart Platforms for Research, intervention, and Neurodevelopmental growth, the use of virtual reality, and the program Empowered Brain technology. \u0000Conclusions: The authors emphasize the necessity of thorough psychodiagnostics and the formation of psycho-correctional tasks based on exclusively personal needs, symptoms of the disorder, and disease etiology. The analysis of modern psycho-correctional technologies leads to the conclusion that their effectiveness depends, first of all, on the correct expedient application in each particular case.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.6000/2292-2598.2023.11.01.1
T. Horiguchi, K. Takanashi, Shoichi Sato, Naoki Sone
Introduction: Many children with disabilities and latent characteristics are cared for in nursery schools (daycare centres). Paediatricians commissioned by nursery schools in our previous survey proved the occurrence of disabled children abused in schools. As the parents of the alleged victims were likely to contact the municipality, a survey of the municipalities managing childcare was requested. Methods: The target group was local authorities' childcare service management departments (public authorities). Questionnaires were sent twice to 1,742 municipalities from late 2012 to the fiscal year (FY) 2014. Incidents were collected by inquiring about implementing preventive measures and reasonable accommodations. Results: The number of municipalities that responded was 490 and 595, respectively, and 38 and 7 municipalities received complaints from parents that instructors had abused their children with disabilities. Based on the number of reports, the incidence of abuse in nursery schools in 2014 was estimated to be 0.0077% (95% CI: 0.0059–0.0094) and 0.0208% (0.0073–0.0344) for children with disabilities. In the 2014-2015 research periods, more teachers and staff were made aware of the consultation service as a preventive measure, and more emphasis was placed on the informed consent of parents as a reasonable accommodation. Regional characteristics, classified by the percentage of children, influenced the implementation of some measures. Conclusion: The incidence in Japan was estimated to be lower than in other countries.
{"title":"Assessment of Abuses of Children with Disabilities in Japanese Nursery Schools by Municipality","authors":"T. Horiguchi, K. Takanashi, Shoichi Sato, Naoki Sone","doi":"10.6000/2292-2598.2023.11.01.1","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.01.1","url":null,"abstract":"Introduction: Many children with disabilities and latent characteristics are cared for in nursery schools (daycare centres). Paediatricians commissioned by nursery schools in our previous survey proved the occurrence of disabled children abused in schools. As the parents of the alleged victims were likely to contact the municipality, a survey of the municipalities managing childcare was requested. \u0000Methods: The target group was local authorities' childcare service management departments (public authorities). Questionnaires were sent twice to 1,742 municipalities from late 2012 to the fiscal year (FY) 2014. Incidents were collected by inquiring about implementing preventive measures and reasonable accommodations. \u0000Results: The number of municipalities that responded was 490 and 595, respectively, and 38 and 7 municipalities received complaints from parents that instructors had abused their children with disabilities. Based on the number of reports, the incidence of abuse in nursery schools in 2014 was estimated to be 0.0077% (95% CI: 0.0059–0.0094) and 0.0208% (0.0073–0.0344) for children with disabilities. In the 2014-2015 research periods, more teachers and staff were made aware of the consultation service as a preventive measure, and more emphasis was placed on the informed consent of parents as a reasonable accommodation. Regional characteristics, classified by the percentage of children, influenced the implementation of some measures. \u0000Conclusion: The incidence in Japan was estimated to be lower than in other countries.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.6000/2292-2598.2023.11.01.5
H. Prib, Ludmila E. Beheza, M. Markova, Yana M. Raievska, Tatyana V. Lapinska, Аrtur R. Markov
A common cause of health disorders in war is psychotraumatic situations that lead to psycho-emotional burnout of military personnel. The purpose of the article is to conduct an empirical study of the psycho-emotional burnout of military personnel. Tasks are set: to determine the emotional reactions and states of military personnel; to assess the level of manifestation of emotional burnout of military personnel. Research Methods: The study used valid methods, "Diagnosis of the level of emotional burnout", "Determination of mental "burnout", and «Burnout Syndrome» in the professions of the «man-man» system, for the non-parametric data correlation variables, the Spearman coefficient. Results: The study revealed the military personnel's inability to manage their emotions, which leads to depersonalization, personal alienation, and distance. The inadequate selective emotional response has 94.0%, which is an indisputable "sign of burnout". The peculiarities of emotion management of military personnel and their role in the genesis of emotional response in professional activity are revealed. It is established that the "economic manifestation of emotions" of military personnel can be manifested both in an excessively cheerful mood and aggression, which is frustrating behavior. Conclusion: In order to prevent psycho-emotional burnout, it is necessary to develop anti-stress skills, skills of controlling the manifestation of emotions based on critical analysis of the situation, and the ability not to throw out negative emotions on other people. To work with the military, it is necessary to substantiate the content of psychosocial counseling within the framework of a comprehensive system of psychological rehabilitation of servicemen.
{"title":"Psycho-Emotional Burnout of the Personality in the Conditions of War","authors":"H. Prib, Ludmila E. Beheza, M. Markova, Yana M. Raievska, Tatyana V. Lapinska, Аrtur R. Markov","doi":"10.6000/2292-2598.2023.11.01.5","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.01.5","url":null,"abstract":"A common cause of health disorders in war is psychotraumatic situations that lead to psycho-emotional burnout of military personnel. \u0000The purpose of the article is to conduct an empirical study of the psycho-emotional burnout of military personnel. Tasks are set: to determine the emotional reactions and states of military personnel; to assess the level of manifestation of emotional burnout of military personnel. \u0000Research Methods: The study used valid methods, \"Diagnosis of the level of emotional burnout\", \"Determination of mental \"burnout\", and «Burnout Syndrome» in the professions of the «man-man» system, for the non-parametric data correlation variables, the Spearman coefficient. \u0000Results: The study revealed the military personnel's inability to manage their emotions, which leads to depersonalization, personal alienation, and distance. The inadequate selective emotional response has 94.0%, which is an indisputable \"sign of burnout\". The peculiarities of emotion management of military personnel and their role in the genesis of emotional response in professional activity are revealed. It is established that the \"economic manifestation of emotions\" of military personnel can be manifested both in an excessively cheerful mood and aggression, which is frustrating behavior. \u0000Conclusion: In order to prevent psycho-emotional burnout, it is necessary to develop anti-stress skills, skills of controlling the manifestation of emotions based on critical analysis of the situation, and the ability not to throw out negative emotions on other people. To work with the military, it is necessary to substantiate the content of psychosocial counseling within the framework of a comprehensive system of psychological rehabilitation of servicemen.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44686085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.6000/2292-2598.2023.11.01.7
H. Meshko, O. Meshko, N. Habrusieva
Background: The research is devoted to the current problem – the emotional well-being of students in learning in the war conditions in Ukraine. Objective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war. Methods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn). The study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates. Conclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.
背景:本研究致力于当前的问题-情绪健康的学生在乌克兰的战争条件下学习。目的:研究战争时期学生在学习过程中的情绪幸福感状况，找出影响学习过程中情绪幸福感的因素，确定战争条件下情绪幸福感的保障方式。方法:А由文章作者开发的问卷和一种评估心理激活、兴趣、情绪基调、紧张和舒适的方法(L. Kurgansky T. Nemchyn)。本研究的结果可以找出战争对学生情绪健康的影响，并比较和平时期和战争时期教育期间学生的情绪健康状况。学生的学习兴趣和舒适度指标下降，情绪紧张和精神激活指标上升。研究发现，学生在学习过程中的情绪幸福感取决于教学互动的性质、教师为每个学生创造成功情境的能力、学生在参与教育活动过程中的焦虑程度以及与同学关系的特征。结论:观察到的战争期间学生情绪幸福感的消极趋势成为确定矫正工作方法的基础，以帮助儿童应对战争经历。
{"title":"The Impact of the War in Ukraine on the Emotional well-being of Students in the Learning Process","authors":"H. Meshko, O. Meshko, N. Habrusieva","doi":"10.6000/2292-2598.2023.11.01.7","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.01.7","url":null,"abstract":"Background: The research is devoted to the current problem – the emotional well-being of students in learning in the war conditions in Ukraine. \u0000Objective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war. \u0000Methods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn). \u0000The study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates. \u0000Conclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41508931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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