Establishing Content and Face Validity of an Assessment to Evaluate the Attitudes, Self-efficacy, and Knowledge of Pre-professional Students Related to Assistive Technology for Children with Autism Spectrum Disorder (asd)

OBJECTIVE. The purpose of the study was to create an online assessment in order to better understand the knowledge, attitudes, and self-efficacy that pre-professional students have in the fields of assistive technology and ASD and establish content and face validity for this assessment.METHOD. 12 content experts, both professors and practitioners, within the fields of occupational therapy, physical therapy, speech language pathology, and special education, as well as experts in autism spectrum disorder and assistive technology, participated in the content validation process. A total of 16 students within these disciplines completed the assessment with pilot data gathered and provided feedback on face validity. RESULTS. The content validity index (.939) of the final version of the assessment indicates strong content validity. Data gathered from the face validation portion of the study indicate that pre-professional students see value in participating in the assessment and would be open to completing it again. Reported pilot data suggest the majority of pre-professional students believe their profession plays a role in providing assistive technology services to children with ASD (81.25%). The majority of participants also have demonstrated knowledge in this area, with all participants selecting the correct response for 25% of the knowledge items. CONCLUSIONS. Results of this study support continued investigation regarding the potential use of this assessment as an outcome measure for pre-professional programs and/or federal training programs. The use of this assessment on a larger scale may guide content provided in coursework or continuing education opportunities, with the ultimate goal to increase the quality of service provision for children with ASD

Augmentative-Alternative Communication Access for Individuals with Communication Disorders in Medical Settings

This study surveyed speech-language pathologists (SLPs) working in medical settings in the state of Florida in order to: (a) assess the availability of AAC devices, related materials, and services in acute, sub-acute, long-term care, and outpatient medical facilities, (b) examine barriers and supports in providing AAC services to patients with complex communication needs (CCN) in the aforementioned settings, and (c) determine perceived levels of AAC knowledge of health care practitioners. One of the study\u27s major findings was that 97.59% of SLPs served at least one patient they identified as having CCNs, and 94.1% of respondents indicated that their patients could benefit from increased access to AAC devices and service delivery. A notable finding relating to the need for increased AAC-related communication partner instruction (CPI) is as follows: 97% and 100% of respondents indicated that increased CPI for medical practitioners/staff and family members, respectively, were important elements in order to ensure functional communication for individuals with AAC needs in the medical setting. Major barriers to providing AAC services related to device access (i.e., lack of AAC supports / devices, lack of funding for equipment, length of time of device funding). Other barriers were related to the nature of medical settings (i.e., frequently changing caseloads, limited time with patients) and demands of the job (i.e., lack of time to prepare AAC materials / devices). Supports to providing AAC services included low-tech AAC options and mobile technologies. In terms of practitioner knowledge, 57.6% of respondents rated themselves not at all or somewhat knowledgeable regarding AAC. Physicians, nurses, and other rehabilitation professionals were rated as less than knowledgeable by 95%, 97%, and 84.3% of participants, respectively. Overall, the findings of this study suggests there is a high prevalence of patients in medical settings with AAC needs, and some face unmet communication needs resulting from barriers related to the setting itself, lack of access to AAC devices and materials, and limited time spent on AAC service delivery

National eHealth system – platform for preventive, predictive and personalized diabetes care

National eHealth System, covering all citizens and all healthcare levels in Republic of Macedonia, was introduced in July 2013, has been internationally recognized System for successful reduction of waiting times and instrumental in the management of national healthcare resources. For the first time, National Diabetes Committee, formed in February 2015 according to the Law on healthcare and being overall responsible for the diabetes care in the country, was able to derive exact figures on the national diabetes prevalence from the System, instead of extrapolations used before, serving as a basis for development of strategies for prediction and prevention of diabetic complications, as well as for personalized diabetes care. Number of diabetes cases identified through the National eHealth System in June 2015 was 84,568 (4.02 % of total population), 36,119 males (3.42 % of total male population) and 48,449 females (4.61% of total female population). Age stratified diabetes prevalence was as follows: less than 20 years – 549 cases (0.11 % of respective population), 20-39 years – 3,202 (0.49 %), 40-59 years – 26,561 (4.58 %), 60-79 years – 48,470 (14.57 %), 80 years or more – 5,786 (12.96 %). Addition of parameters for metabolic control and diabetic complications in the System is under way, further facilitating the modeling of diabetes treatment, metabolic control and the outcomes. Inclusion of pre-diabetes patients (IGT and IFG) is also planned, thus providing opportunity to also focus healthcare activities for prevention of progression into overt type 2 diabetes

16th Annual Student Academic Conference

Minnesota State University Moorhead Student Academic Conference abstract book.https://red.mnstate.edu/sac-book/1015/thumbnail.jp

16th Annual Student Academic Conference

Minnesota State University Moorhead Student Academic Conference abstract book.https://red.mnstate.edu/sac-book/1015/thumbnail.jp

The Causal-Comparative Analysis of Academic Performance of High School Students With and Without Disabilities in the Face-To-Face and Online Educational Settings

The purpose of this non-experimental causal-comparative study was to determine whether there is a statistically significant difference in the academic performance of high school students with and without disabilities who received math instructions in face-to-face and online educational settings during the 2020-2021 school year. During that year, educational establishments worldwide transitioned from traditional face-to-face to online delivery mode, complying with the social distancing requirements due to the COVID-19 pandemics. The current study employed a convenience sample that consisted of 588 high school students from Georgia. Participants took the Georgia Milestones End-of-Course Test in Algebra I in the spring of 2021 after receiving math instructions in the online or face-to-face settings. The researcher used this test as the instrument and compared the participants’ scores. A two-way analysis of variance was used to examine the differences among six groups of students based on their disability status and the number of semesters taken online. The findings revealed that students with disabilities exhibited lower academic performance in math compared to their general education peers. Additionally, the study suggested that the transition to online learning during the COVID-19 pandemic had a negative impact on learning outcomes for all participants. However, the study did not find a significant interaction between students’ disability status and the number of online semesters in relation to their academic performance. The limitations of the study included the specific population and quasi-experimental design. Recommendations for future research addressed the factors that may affect students’ learning outcomes in online and face-to-face settings

Machine Intelligence in Africa: a survey

In the last 5 years, the availability of large audio datasets in African countries has opened unlimited opportunities to build machine intelligence (MI) technologies that are closer to the people and speak, learn, understand, and do businesses in local languages, including for those who cannot read and write. Unfortunately, these audio datasets are not fully exploited by current MI tools, leaving several Africans out of MI business opportunities. Additionally, many state-of-the-art MI models are not culture-aware, and the ethics of their adoption indexes are questionable. The lack thereof is a major drawback in many applications in Africa. This paper summarizes recent developments in machine intelligence in Africa from a multi-layer multiscale and culture-aware ethics perspective, showcasing MI use cases in 54 African countries through 400 articles on MI research, industry, government actions, as well as uses in art, music, the informal economy, and small businesses in Africa. The survey also opens discussions on the reliability of MI rankings and indexes in the African continent as well as algorithmic definitions of unclear terms used in MI.Comment: Accepted and to be presented at DSAI 202

ATHENA Research Book

The ATHENA European University is an alliance of nine Higher Education Institutions with the mission of fostering excellence in research and innovation by facilitating international cooperation. The ATHENA acronym stands for Advanced Technologies in Higher Education Alliance. The partner institutions are from France, Germany, Greece, Italy, Lithuania, Portugal, and Slovenia: the University of Orléans, the University of Siegen, the Hellenic Mediterranean University, the Niccolò Cusano University, the Vilnius Gediminas Technical University, the Polytechnic Institute of Porto, and the University of Maribor. In 2022 institutions from Poland and Spain joined the alliance: the Maria Curie-Skłodowska University and the University of Vigo. This research book presents a selection of the ATHENA university partners' research activities. It incorporates peer-reviewed original articles, reprints and student contributions. The ATHENA Research Book provides a platform that promotes joint and interdisciplinary research projects of both advanced and early-career researchers