364,879 research outputs found

    Modeling social information skills

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    In a modern economy, the most important resource consists in\ud human talent: competent, knowledgeable people. Locating the right person for\ud the task is often a prerequisite to complex problem-solving, and experienced\ud professionals possess the social skills required to find appropriate human\ud expertise. These skills can be reproduced more and more with specific\ud computer software, an approach defining the new field of social information\ud retrieval. We will analyze the social skills involved and show how to model\ud them on computer. Current methods will be described, notably information\ud retrieval techniques and social network theory. A generic architecture and its\ud functions will be outlined and compared with recent work. We will try in this\ud way to estimate the perspectives of this recent domain

    Generalization of Social Skills Learned via Video-Modeling in Children with ASD

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    Impairments in reciprocal pretend play are well documented in children with a diagnosis of Autism Spectrum Disorder (ASD). The effectiveness of many different behavioral teaching techniques has been examined in order to teach play skills to children with autism. Central to our purpose is the application of video-modeling to the training of new skills in children with ASD. Research has provided ample support for the notion that new skills may be acquired by observation of video-modeled behavior. Our study will examine the cooperative social behavior of children with ASD and the probability of generalization of social skills learned from video modeling. Further, we hope to discern whether video-modeling alone is sufficient or whether video-modeling must be paired with other techniques, such as prompting, to be effective in training social response in children. This project aims to reveal the level of effectiveness of video-modeling in training new social interaction skills to children with ASD. This information will be of significant benefit to therapists, parents, and caregivers as they strive to identify the most effective treatments for their children

    A training package for teaching effective dating skills to the mentally disabled

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    A skills training package designed to teach effective dating skills to mentally disabled patients was investigated. Nine male, mentally disabled outpatients were randomly assigned to either a dating skills treatment group or an attention placebojwaiting list control group. The training package consisted of presentation of information, prompting, modeling, behavioral rehearsal, Live and taped feedback, and homework assignments. Skills taught were ways of enhancing physical attractiveness, appropriate partner selection, and social skills. Dependent measures used to measure training efficacy were an anxiety measure, three measures of heterosexual interaction at a party, ratings of physical attractiveness, an appropriate partner choice measure, a behavioral measure of social skills, frequency of dating, an oral quiz of social skills, and a personal hygiene checklist. Results indicated that the oral quiz of social skills was the only measure in which the trained subjects performed superior to the control subjects. The other nine measures failed to yield I any significant difference between groups. Discussion focused on factors accounting for the negative findings

    Acceptability of Refusal Skills Training Modalities: A Comparison of Adolescents\u27 vs. Professionals\u27 Perceptions

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    Fifty-three sexually active adolescents between 14 and 19 years of age were surveyed to identify general interest in refusal skills training for avoiding unwanted sexual activity. Subjects furnished information regarding preferences for three treatment modalities (pamphlet, behavioral rehearsal, and video modeling) used to deliver refusal skills training. Forty-one health care and school professionals (doctors, nurses, physician assistants, social workers, med tech/health educators, counselors, and psychologists) responded to a similar general interest survey and assessment of treatment modality preferences for provision of refusal skills training. Both adolescents and professionals demonstrated high general interest in refusal skills training as a viable and helpful intervention. Both groups rated behavioral rehearsal and video modeling assignificantly more acceptable than the pamphlet method for delivery of refusal skills training. The results of the survey underscore the importance of school and health care providers evaluating general interest and preferences by the adolescent community when developing and implementing educational and skills training programs for this population

    Combining the Techniques of Joint Application Design and Cooperative Learning in the Information Systems Classroom

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    It is imperative for Information Systems professionals to be able to work well with other people. Information Systems development is a social process that requires this. It is difficult for tertiary institutions to teach these skills to students while also teaching them the technical skills that they need. This paper proposes a method whereby the techniques of Joint Application Design (JAD) used in industry can be combined with the techniques of cooperative learning in the classroom. It is proposed that this method, will not only promote the learning of the modeling techniques that are used, but will also promote the learning of some of the interpersonal and group skills that are needed by Information System\u27s graduates. A discussion of some of the data from a case study done is presented to support these claims

    Acceptability of Social Skills Training Methods (Sociometrics).

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    This study examined the acceptability of social skills treatment methods as rated by elementary school teachers. Independent variables such as target problem (aggressive versus withdrawn social skills deficits), treatment method (modeling-coaching versus overcorrection), and outcome information (weak versus strong therapeutic effects) were systematically manipulated to determine which treatment method teachers preferred to remediate social skills deficits in their classrooms. Also of interest was the effect of outcome information on teachers\u27 ratings of acceptability. Two measured independent variables included were the Knowledge Assessment and the Intervention Use Assessment to determine teachers\u27 knowledge of treatments presented and how frequently treatments had been used. Teachers\u27 perceptions of treatments were measured using the factor scores on the Behavior Intervention Rating Scale. Three predictions were made: (a) when teachers are presented with the treatment methods of modeling-coaching and overcorrection, they would rate treatments as being equally acceptable and effective, (b) when teachers are presented with an aggressive social skills deficit, their acceptability and perceived effectiveness ratings would be higher for the overcorrection procedure than the modeling-coaching treatment, (c) when teachers are presented with outcome information for specific target problems, their ratings of acceptability and perceived effectiveness would be consistent with the effectiveness information conveyed to them. These predictions were tested utilizing a 2 x 2 x 2 multivariate analysis of variance. Results were consistent with previous acceptability research; however, only one of the predictions was confirmed. Teachers displayed a strong preference for modeling-coaching for both problems. This finding may have been a result of the problems being quite similar, varying only on the continuum of social skills. Also, teachers\u27 ratings were affected strongly by outcome information. They rated overcorrection, a low acceptability treatment, higher when told that it had been effective. Additionally, modeling-coaching, a high acceptability treatment, was rated lower when told the therapeutic effects had been weak. In general, the study revealed that modeling-coaching is preferred over overcorrection in remediating social skills deficits. Also, while several factors affect teacher acceptability of social skills treatment methods, outcome information appeared to be a salient variable affecting teachers\u27 treatment evaluations

    Information-Motivation-Behavioral Skill in Diabetes Self-management Using Structural Equation Modeling Analysis

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    Diabetes is the “mother” of various diseases increasing the risk of morbidity and mortality. Diabetes self-management, an effort made by patients to control blood sugar levels, is an important part of the management strategy. Therefore, this study analyzed information, motivation, and behavioral skills associated with diabetes self-management. Data were collected in the Special Capital Region of Jakarta, with 277 diabetic patients selected using a questionnaire by a systematic random sampling method. The analyzed variables were information (with indicator variables of information on physical activity, nutritional intake, drug consumption, and blood sugar monitoring); sociodemographic (age, sex, occupation, education level, and duration of diabetes); motivation (barrier, benefit, self-efficacy, severity, and susceptibility); and behavioral skills (new motor, self-regulatory, and social skills), which were analyzed to identify their influence on diabetes self-management using structural equation modeling. The results indicated that information and motivation significantly and positively affected behavioral skills; while, sociodemographic did not. Behavioral skills had a significant and positive effect on diabetes self-management. Accordingly, people with diabetes information, motivation, and behavioral skills need to be improved to increase the success of diabetes self-management

    Effective information transfer of sport skills through modeling.

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    Visual demonstration has long been regarded as a critical instructional methodology for children’s motor skill and social development. Despite its widespread importance, skills demonstrations have often been characterized by information overload, lack of clarify and an overall failure to consider differences in children’s cognitive and physical abilities which play a strong role in their understanding of modeled actions. These problems result in young performers’ inability to translate what they see and hear into skilled movements, and this, in turn, may have a negative effect on subsequent motivation and self-confidence. Thus, the purpose of this research is to highlight the inhibition-disinheriting effects of modeling in the physical domain, specifically effective modeling techniques for enhancing self-efficacy and motivation, and reducing anxiety and stress prevalent in high-avoidance sport skills

    The Competence-Based and Ethical Platform for Communication in Modern Education

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    The vibrant dynamics of the educational realm are interfused by polylingual and polycultural flows and it is important to define and model new competencies in       the opening decades of the third millennium. This article offers a survey of key competencies united by the concept of ”new  literacy”,  or a form of post literacy    that is designed to help students succeed in the information culture and education sphere of the twenty-first century. These include training in: educational and cognitive competence, laying the groundwork for further education with the help of foreign languages; existential competence, which content are Soft Skills vs. Hard Skills; competence of social interaction; intercultural competence; information ethics, modeling a certain image of behavior in online communication; and information literacy. Media education is viewed as a tool for the formation of general cultural competence. This article accentuates the key function of foreign language in modeling the key skills of the twenty-first century, where the language is positioned as a mandate into other cultures and other pictures of life. Teaching foreign languages draws on the competence-based approach, emphasizing digital citizenship,and increasing the share of autonomous learning activities in the paradigm of mobility, interactivity and edutainment. Keywords: information culture and education, multimodal media and information literacy, teacher’s mission, transdisciplinarit

    Educator Perceptions of Visual Support Systems and Social Skills for Young Adults with Autism Spectrum Disorders

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    Young adults with Autism Spectrum Disorder (ASD) face unique social skills challenges as they transition into independent living environments and seek fulfilling relationships within their communities. Research has focused on social education and interventions for children with autism, while transitioning young adults with ASD have received insufficient attention. The purpose of this multisite case study was to explore perceptions of school personnel related to the use of visual support system (VSS) technology and enhancement of social skillsets for young adults with ASD. Information processing theory and social learning theory provided the research framework. Research questions addressed perceptions related to the utility of VSS technology and social skills teaching strategies. Interviews were conducted with 11 special education administrators, teachers, and intervention specialists from 3 different programs in the United States. Data from interviews and field notes were analyzed using open, axial, and selective coding; themes such as social skills, video-modeling, learning strategies, use of visual technology, and cognition emerged. Participants indicated that exploring cognitive learning strategies underpinned with VSS technology provided alternative methods to teach social skills in classroom settings. They identified the need for more funding for VSS technologies for all learners. Implications for social change include that social skills and critical thinking skills can be enhanced by learning through the use of VSS technology. Empowering young adults with ASD to participate with greater confidence in learning situations and in social situations will support their efforts to be more comfortable and to interact more appropriately in work and community interactions
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