Promoting Social Interaction Skills to Influence the Transition to Employment for Youth with Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) affect one in 68 children in the United States and are characterized by deficits in social interaction. Decreased social interaction skills limit youth with ASDs’ ability to obtain and maintain a job. Acquisition of needed social interaction skills must occur during high school years as part of youths’ transition program. The Therefore, the purpose of this qualitative study was to consider ways to facilitate social interaction to influence the transition to employment. The specific aims of the study were to explore strategies currently used to facilitate social skills, identify social skills currently targeted, and identify other supports needed to enhance youths’ social interaction skills. This study contributes data from the perspective s of parents, special education teachers, teachers, vocational transition counselors, and paraprofessionals. Through a phenomenological approach and data analysis, my data yielded four main themes. Adult supports have a common vision for the youth with ASDs’ transition, and use attempted strategies of cueing, matching the person and the context, and reflecting. However, there are definitely still deficits of social interaction that affect employment. Therefore, additional needed interventions of increasing supports and training and providing natural contexts for the youth were suggested. Interestingly, specific social interaction skills targeted could not be identified by the adult supports. This research provides the information needed for occupational therapists to create a more effective transition plan, so that youth with ASD can have meaning and success as they move into adulthood and seek employment

The Importance of Using Manipulatives in Math Class

This literature review synthesizes research on how the use of manipulatives in math class benefit the learner. The problem is that the students are not always given the opportunity to explore and learn through the use of math manipulatives in order to gain a strong foundation and understanding of mathematical concepts. The purpose of this literature review is to explore the benefits of using manipulatives in the classroom and the impact it has on student achievement levels. The literature review is made up of research studies published within the last 10 years and explores the different types of manipulatives, levels of student engagement while using manipulatives, the impact of manipulatives on student achievement, and the cost of the manipulatives. Published research findings included in this study revealed strong evidence that manipulatives are beneficial for the classroom when the learners uses them for the standards that are being taught

Suicidality among sexual and gender minority youth:Minority stress and mental healthcare

Sexual and gender minority (SGM) youth might face discrimination or rejection because of their sexual orientation, gender identity, or gender expression. SGM youth might also be afraid of rejection. This worry and negative experiences could lead to minority stress. Minority stress experiences could then lead to depression, anxiety, and also suicidal thoughts. Prior research demonstrated that SGM youth are at higher risk for suicidal ideation than cisgender, heterosexual youth. To gain insight into the needs for suicide prevention, mental healthcare, and social support for SGM youth, this dissertation examined risk and protective factors for suicidal ideation and suicide attempts (suicidality) among SGM youth. In addition, SGM young adults’ experiences and needs regarding mental healthcare and social support were examined. Results demonstrated associations between minority stressors such as victimization, bullying, negative family treatment and a higher likelihood of suicidal ideation and attempts. Further, transgender and genderqueer young adults were more likely to report suicidality than cisgender lesbian, gay and bisexual (LGB) young adults. Social support from family and an active coping style were associated with a lower likelihood of suicidal ideation and attempts. Family social support can fulfill an important role in the lives of SGM youth. Finally, the results demonstrated that mental healthcare does not yet meet the needs of SGM youth with suicidality. SGM young adults experienced, for example, a lack of knowledge among professionals about transgender identities and growing up as an SGM individual. And SGM young adults experienced that suicidal ideation was sometimes inadequately addressed

T-Reqs: Tool Support for Managing Requirements in Large-Scale Agile System Development

T-Reqs is a text-based requirements management solution based on the git version control system. It combines useful conventions, templates and helper scripts with powerful existing solutions from the git ecosystem and provides a working solution to address some known requirements engineering challenges in large-scale agile system development. Specifically, it allows agile cross-functional teams to be aware of requirements at system level and enables them to efficiently propose updates to those requirements. Based on our experience with T-Reqs, we i) relate known requirements challenges of large-scale agile system development to tool support; ii) list key requirements for tooling in such a context; and iii) propose concrete solutions for challenges.Comment: Accepted for publication in Proc. of 26th IEEE Int. Requirements Eng. Conf., Demo Track, Banff, Alberta, Canada, 201

Comparison of three different instruments for orthodontic study model analysis

INTRODUCTION: A proper model analysis forms a vital part of the orthodontic diagnosis process, but it remains a time-consuming procedure. In day-to-day practice, many orthodontists assess the models subjectively, without applying analytical tests, due to the time it takes to do proper model analysis.1,2 Plaster dental models have long been the gold standard for orthodontic study model analysis and to calculate the Bolton index for tooth size disproportions, as well as intra-arch space discrepancies.3,4 Vernier callipers or needle pointed dividers are traditionally used to perform measurements on dental models.5 More recently digital orthodontic study models that are computer-based have been developed and have the potential to replace the traditional plaster orthodontic models.6 AIMS AND OBJECTIVES: The aim of this study was to do model analysis on one hundred orthodontic cases by making use of three different measuring tools. The objective was to see if a difference exists with regards to the measurements produced by the three different instruments and to compare the instruments with each other. MATERIAL AND METHODS: Three different instruments were used to measure Ave values on one hundred orthodontic study models. The three instruments included a Boley Gauge, Digital Vernier Calliper and Carestream 3600 scanner with accompanying software. The five values measured on the study models were: maxillary intercanine width, maxillary intermolar width, mesio-distal width of tooth 11, mesio-distal width of tooth 46 and mesio-distal width of tooth 41. RESULTS: The statistical analysis performed showed that the difference in measurements produced by the three instruments were not statistically significant for the inter-molar width (p = 0.849), intercanine width (p = 0.657), mesio-distal width of tooth 11 (p = 0.178) and mesio-distal width of tooth 41 (p = 0.240 The difference in measurements for the mesio-distal width of tooth 46 were statistically significant (p<0.01). However no clinically significant difference was found when the measurements produced by the three instruments were compared. CONCLUSIONS: All three of the instruments produced accurate measurements and can be used confidently when doing a comprehensive study model analysis for orthodontic diagnosis and treatment planning. The values produced were similar for all three instruments with insignificant differences between the three

Hinter den (schwarzen) Kacheln Studierender: Zur Bedeutung von eingeschalteten Kameras in der Online-Lehre

Die Covid-19-Pandemie erforderte innerhalb kurzer Zeit ausschließlich digitale Lehrangebote. Insbesondere synchrone Online-Lehre z. B. mittels Videokonferenz-Anwendungen wurde verstärkt. Allerdings berichteten Lehrende in öffentlichen Erfahrungsberichten vielfach über die titelgebenden "schwarzen Kachelwände": Studierende ließen die Kamera, so ihre Beobachtungen, vermehrt ausgeschaltet. Um die Hintergründe für die Kameranutzung von Studierenden zu erforschen, rückt im hier vorliegenden Artikel eine qualitativ-empirische Studie in den Mittelpunkt. Sie wurde im Zeitraum von Juli bis September 2021 unter acht Studierenden mittels problemzentrierter Interviews durchgeführt. Ausgehend von deren Auswertung zeigt sich, dass insbesondere die Anzahl der Teilnehmenden, die Veranstaltungsart und die Kameranutzung der - aus Sicht befragter Studierenden - weiteren Studierenden ausschlaggebend für die eigene Nutzung der Kamera sind. Basierend auf dem Konzept der sozialen Präsenz wird im Beitrag daher speziell die Relevanz von eingeschalteten Kameras diskutiert. Ziel ist es zu zeigen, dass und wie Videokonferenzen didaktisch fundiert eingesetzt werden können und es werden - gewissermaßen - präventive Maßnahmen festgehalten. Schließlich gehört zur Untersuchung auch folgender Befund: Je größer die Veranstaltung ist, desto eher empfinden Studierende Anonymität und verzichten auf das Einschalten ihrer Kamera. (DIPF/Orig.

Brown Anole (Anolis sagrei) Hoxa5: Insights into the Divergence of Hoxa5 Gene Expression and Regulation Across Evolutionarily Divergent Gnathostome Vertebrates

Hox genes are evolutionarily conserved developmental regulatory genes that function, in part, to pattern the anterior-posterior (AP) axis of organs and organ systems during animal embryonic development. Hoxa5, specifically, is shown to be expressed in the spinal cord, somites, or transient compartments giving rise to the vertebrae and ribs, developing gut, lungs, and limbs of the mouse (Mus musculus). The cis-regulatory elements (CREs), or short DNA sequences, that direct Hoxa5 expression in these embryonic domains have been mapped and functionally tested in the mouse as well. Similar Hoxa5 expression patterns have been observed in chicken (Gallus gallus), American alligator (Alligator mississipiensis), and dogfish shark (Scyliorhinus canicular), but have shown divergence in the anterior limit of expression within the somites. Specifically, while mouse expression begins in somite 3, chicken, alligator, and shark begin in 8, 9, and 9, respectively. Further, no hoxa5 expression has been observed in the somites for teleost fish. Here, we present the embryonic Hoxa5 expression pattern within brown anole lizard (Anolis sagrei). Our data shows that Hoxa5 within the lizard has an anterior limit of expression in somite 6 and exhibits a more similar expression pattern to that of mouse, chicken, alligator, and shark than to teleost fishes. Furthermore, our comparative genomic DNA sequence analyses display that the functional CREs mapped in the mouse are conserved among the tetrapods, but not with the shark or teleost fishes. Our analyses suggest that divergent Hoxa5 expression patterns result from divergence within their respective CREs

Empirical competence-testing: A psychometric examination of the German version of the Emotional Competence Inventory

The “Emotional Competence Inventory“ (ECI 2.0) by Goleman and Boyatzis assesses emotional intelligence (EI) in organizational context by means of 72 items in 4 clusters (self-awareness, self- management, social awareness, social skills) which at large consist of 18 competencies. Our study examines the psychometric properties of the first German translation of this instrument in two different surveys (N = 236). If all items are included in reliability analysis the ECI is reliable (Cronbach’s Alpha = .90), whereas the reliability of the four sub dimensions is much smaller (Alpha = .62 - .81). For 43 items the corrected item-total correlation with its own scale is higher than correlations with the other three clusters. Convergent validity was examined by using another EI instrument (Wong & Law, 2002). We found a significant correlation between the two instruments (r = .41). The German version of the ECI seems to be quite useful, although the high reliability is achieved by a large number of items. Possibilities of improvement are discussed