Development of a MATLAB/Simulink - Arduino environment for experimental practices in control engineering teaching

This project presents the steps followed when implementing a platform based on MATLAB/Simulink and Arduino for the restoration of digital control practices. During this project, an Arduino shield has being designed. Along with this, a web page has also been created where all the material done during all this project is available and can be freely used. So anyone interested on doing a project can have a starting point instead of starting a project from scratch, which most of times this results hard to implement. Taking all this into account, the document is structured in the following manner. The first chapter talks about the hardware used and designed. The second one explains the software used and the configurations done on the laboratory’s PCs. After that, the web page Duino-Based Learning is explained, where you can find the five projects carried out in the "Control Automàtic" subject with their corresponding results. In this section too, as an additional research, the implemented indirect adaptive control will be explained, where the parameter estimation has been done by the Recursive Least Square algorithm. The last four sections before presenting the conclusions of the work, correspond to a satisfaction questionnaire done to the teachers that have used the setup, the costs and saves of the project, the environmental impact and the planning of the project respectively

Management of Children with Attention Deficit/Hyperactivity Disorder and Learning Disabilities: A Survey of Paediatric Occupational Therapists in the United Kingdom

Attention deficit/hyperactivity disorder (ADHD) is a common complex neuropsychiatric disorder frequently overlapping with learning disabilities (LD) in children with average and above intelligence (Biederman et al 1991). The complex needs of these children could be better addressed in a multidisciplinary context (Foy & Earls 2005) within which paediatric occupational therapists may have a significant role. The aim of this study was to identify the interventions used by occupational therapists in the United Kingdom with these children and explore the rationale for their use. The purpose was to provide baseline data to inform multidisciplinary team approaches for the management of these children. A survey, based on postal questionnaires, was conducted among 100 paediatric occupational therapists in the United Kingdom. The effective rate of response was 42%. Both qualitative and quantitative data were gathered and analysed. The findings suggested that therapists tended to use more than one method/ approach in the rehabilitation of these children. The sensory integration approach and the perceptual-motor training were more popular among therapists. A variety of other approaches, used on an individual needs basis, were reportedly used. Future studies to test the effectiveness of reported practices with children with both ADHD and LD are recommended

Management of children with ADHD and LD: A survey of paediatric occupational therapists in the UK

Copyright @ 2009 The University of HuddersfieldAttention deficit/hyperactivity disorder (ADHD) is a common complex neuropsychiatric disorder frequently overlapping with learning disabilities (LD) in children with average and above intelligence (Biederman et al 1991). The complex needs of these children could be better addressed in a multidisciplinary context (Foy & Earls 2005) within which paediatric occupational therapists may have a significant role. The aim of this study was to identify the interventions used by occupational therapists in the United Kingdom with these children and explore the rationale for their use. The purpose was to provide baseline data to inform multidisciplinary team approaches for the management of these children. A survey, based on postal questionnaires, was conducted among 100 paediatric occupational therapists in the United Kingdom. The effective rate of response was 42%. Both qualitative and quantitative data were gathered and analysed. The findings suggested that therapists tended to use more than one method/ approach in the rehabilitation of these children. The sensory integration approach and the perceptual-motor training were more popular among therapists. A variety of other approaches, used on an individual needs basis, were reportedly used. Future studies to test the effectiveness of reported practices with children with both ADHD and LD are recommended

Behavioral Therapy for Tourette Syndrome and Chronic Tic Disorders

Purpose of review: To summarize behavioral interventions for the treatment of primary tic disorders. Recent findings: Although tics were attributed to a disordered weak volition, the shift towards neurobiological models of tic disorders also transformed nonpharmacologic treatment practices. Current international guidelines recommend habit reversal training, comprehensive behavioral intervention, and exposure and response prevention as first-line therapies for tics. Appropriate patient selection, including age and presence of comorbidities, are salient clinical features that merit consideration. Evidence for further behavioral interventions is also presented. Summary: Currently recommended behavioral interventions view tics as habitual responses that may be further strengthened through negative reinforcement. Although availability and costs related to these interventions may limit their effect, Internet-based and telehealth approaches may facilitate wide accessibility. Novel nonpharmacologic treatments that take different approaches, such as autonomic modulation or attention-based interventions, may also hold therapeutic promise

Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Health Education Improve Behavior and Self-efficacy on Personal Hygiene Among Children with Intellectual Disability

Personal hygiene is one of the basic human needs and must be kept clean, including scalp and hair, eyes, nose, ears, nails of hands and feet, skin and overall body care. Health education on personal hygiene is still concern not only for healthy children but also for children with disabilities. One of the ways is with audiovisual methods. This study aimed to analyze the effect of health education on personal hygiene with audiovisual methods. The study design used was pre-experiment without a control group. The number of samples was 30 using total sampling technique. Knowledge of personal hygiene before health education (pre-test) was mostly insufficient category, after being given health education (post-test) mainly was in proper group. The pre-test attitude was in low category, and the post-test was still the same. Pre-test and post-test of behavior were mostly being practiced. Pre-test and post-test of self-efficacy were in low category. There was an influence of health education on personal hygiene with audiovisual methods on the level of knowledge in intellectually disabled children (p&lt;0.05), but there was no effect on attitudes, behaviors, and self-efficacy in intellectually disabled children

A prospective study on the persistence of infant crying, sleeping and feeding problems and preschool behaviour

Aim: To determine the persistence of regulatory problems (RP), i.e. excessive crying (>3 months of age), feeding and sleeping difficulties from infancy to preschool age, and to evaluate whether RP at 5 months are predictive of preschool adaptive behaviour and social skills. Method: A prospective population study of newborns admitted to neonatal care. RP at 5, 20 and 56 months of age were obtained via parent interviews and neurological examination and preschool adaptive behaviour and social skills by parent ratings. Logistic and linear regression analyses were conducted and controlled for psychosocial and neurological factors. Results: More than half of the sample had RP at least at one measurement point. In about 8% of infants, RP persisted across the preschool years. Multiple RP and feeding problems increased the odds of eating problems at 20 and 56 months. Persistent RP and feeding problems were predictive of deficits in preschool adaptive behaviour and social skills. In addition, sex differences were found. Conclusions: Multiple RP and feeding problems had the highest stability. Persistent RP were predictive of adverse social and adaptive behaviour. Understanding of the aetiology may help to prevent persistent RP

Using ICT to Foster (Pre) Reading and Writing Skills in Young Children

This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article reports on the effects of the PictoPal intervention on pupil literacy and communication skills. Two small-scale studies were conducted. Observation results from the first study showed that children are able to work independently with the program after a few instruction sessions. The second study showed a statistically significant learning effect of experimental versus control group scores after two months of using PictoPal in the classroom under the guidance of a parent volunteer. Further research is needed to arrive at a better understanding of these learning gains with a larger group of pupils

Exploring parental behavior and child interactive engagement : a study on children with a significant cognitive and motor developmental delay

Background and aims: Parenting factors are one of the most striking gaps in the current scientific literature on the development of young children with significant cognitive and motor disabilities. We aim to explore the characteristics of, and the association between, parental behavior and children's interactive engagement within this target group. Methods and procedures: Twenty-five parent-child dyads (with children aged 6-59 months) were video-taped during a 15-min unstructured play situation. Parents were also asked to complete the Parental Behavior Scale for toddlers. The video-taped observations were scored using the Child and Maternal Behavior Rating Scales. Outcomes and results: Low levels of parental discipline and child initiation were found. Parental responsivity was positively related to child attention and initiation. Conclusions and implications: Compared to children with no or other levels of disabilities, this target group exhibits large differences in frequency levels and, to a lesser extent, the concrete operationalization of parenting domains Further, this study confirms the importance of sensitive responsivity as the primary variable in parenting research

Occupational therapy for children with attention deficit hyperactivity disorder (ADHD), Part 1: A delineation model of practice

In the United Kingdom (UK), occupational therapy for children with attention deficit hyperactivity disorder (ADHD) is a small field of practice (Chu 2003a), even though 5% of school-aged children in the population are affected by the condition (American Psychiatric Association [APA] 1994). Occupational therapists have much to offer children with ADHD in facilitating engagement in meaningful tasks and successful participation in different occupations, but lack holistic models of evaluation and intervention. In part 1 of a two-part article, an occupational therapy delineation model of practice is presented, in order to provide guidelines for understanding the specific psychopathology and management of this disorder from a multidimensional perspective. The model is based on an extensive literature review, the first author’s clinical experience and the data gathered from occupational therapists about their priorities for assessment and treatment (Chu 2005). Many strategies are suggested for assessing, understanding and addressing the needs of children with ADHD. The application of this model is discussed by describing specific occupational therapy evaluation and intervention procedures that are suitable for a family-centred assessment and treatment package. Some validation for this model is achieved through a multicentre evaluation, which will be reported in part 2 of this article