The Problem of Mental Development in Children with Autistic Disorders

The clinical-psychological-pedagogical picture of autistic personality disorders of a child is highly complex and diverse compared to other mental development disorders. The divergence of researchers' views on the autism clinic leads to a scientific discussion on the problem of conceptual and terminological base of definitions and concepts, so, as a consequence, the problem has a conceptual and diagnostic orientation. Summarizing the research of scientists, we highlight the characteristic manifestations of autism in older preschool age: lack of mental activity; violation of the interaction of mental functions; unevenness, partialness of intellectual development; gross violations of purposefulness and arbitrariness of attention; lack of lively interest, interest in the new, environmental research; the tendency to perceive information as if passively absorbing it into whole blocks; the reaction of departure from the influences of the environment directed on the child; adverse reaction or no reaction at all when trying to draw attention to the objects of the surrounding reality; rapid exhaustion and oversaturation with any purposeful activity; difficulty concentrating; difficulties in symbolization, transfer of skills from one situation to another; impaired formation of social and communicative functions. Having analyzed many scientific studies, we can determine the number and variety of speech disorders in children with autistic disorders: challenging to interpret crying; limited barking; lack of imitation of sounds; phonography of speech; mutism; echolalia; words-stamps, phrases-stamps; neologisms; limited use of pronouns; lack of speech in speech; speech autonomy; speech disorders; inability to form words; violation of the semantic, syntactic, grammatical structure of speech; violation of speech melody; violation of prosodic components of speech; inability to engage in dialogue; specificity of the development of monologue speech.

Assessment of relationship between management policies and transfer of skills

Despite heavy investments in training and development, low-quality education standards and challenges in management practices have been a sticky problem in the Kenyan education sector. Organization Theory guided the main aim of this study in establishing the relationship between management policies and transfer of skills for public secondary school headteachers in schools management. The study adopted a descriptive research design. Questionnaires were used to collect quantitative and qualitative data. Data were analyzed through descriptive and inferential statistics. The study population comprised 226 headteachers. A mixture of stratified random sampling and census study was adopted in sampling 69 respondents. The results established that management policies explained a 23.4% variation in the transfer of skills for school heads. ?1 = 0.536 and p-value = 0.000 (p<0.05) indicated that management policies had positive and significant effects on transfer of skills. The study established that unsupportive policies like the Students Council, two centers of power, strict policies, and lack of inclusivity in policy formulation adversely affected school heads in implementing learned skills. The study recommends fair representation of all categories of education stakeholders in policies review and formulation to alleviate challenges associated with management policies to enhance the transfer of skills. The Government should address the issue of two centers of power in the public basic education sector. The paper sought to call the attention of the professional development trainers to exercise follow-ups to assess post-training behavioral outcomes in the context of organizational climate.

119 The Potential of Low-fidelity Arthroscopic Simulation Training in Trauma and Orthopaedic Surgery: A Systematic Review of Experimental Studies

Aim In an era of budget tightening and work-hour guideline reductions that have significantly reduced surgical exposure, low-fidelity arthroscopic simulators have an essential role to play in surgical training. The COVID-19 pandemic has only further amplified the need for alternative training models, as 91% of orthopaedic trainees have had elective procedures cancelled. The purpose of this systematic review is to synopsise the limited literature regarding the effectiveness of low-fidelity training models in the instruction of novices, and to formulate recommendations for future studies. Method The Embase, PubMed, Web of Science and Scopus databases were electronically searched. Studies from any year that described the use of orthopaedic, low-fidelity arthroscopic training models in novice populations were included. Questionnaires, case studies and review studies were excluded. Risk of bias assessments were also conducted for all studies. Results 16 studies were identified. Using the PRISMA algorithm, 6 studies were deemed relevant. A cross-study comparison revealed low-fidelity arthroscopic simulators reduced time to completion outcomes (P &lt; 0.05), increased ASSET scores (P &lt; 0.01) and confirmed face validity and transfer of skills (cadaver, live patients). Conclusions Low-fidelity simulator training significantly improves the arthroscopic performance of novices, without the high setup costs and practical constraints of high-fidelity equivalents. Low-fidelity arthroscopic simulators remain a promising training apparatus in an era of reduced surgical exposure (COVID-19). We have identified the need for consistent outcome measures with greater sample sizes across future studies. We recommend the use of standardised pre-intervention teaching (e.g., ABOS curriculum) and further transference, construct, and face validity evaluations to support future result interpretations.

Kreativitas serta Tradisi dan Inovasi dalam Pendidikan Arsitektur

Title: Creativity with Tradition and Innovation in Architectural Education Our undergraduate architecture education is generally oriented towards professional education and not academic education. This professional education originated from the tradition of workshops and skills, in addition to being heavily influenced by the world of art and culture. Therefore, many are characterized by the existence of trial and error caused because the problem is wicked rather than tame. Professional education with a touch of art that is wild will really need a very close interaction between the master and apprentice. Because of this system, the transfer of skills and knowledge will move effectively. The quality of the design can basically be improved by studying precedents (architectural works that already exist and are considered successful) and a further understanding of the principles underlying the architectural work (principles, ideas about aspects that make architectural works successful). Regarding the implications of use and image for the architectural work). Like other creative artists, architects use some strategies that they are accustomed to from time to time. They learn through experience, absorbing lessons from each design case so that later works will be influenced by previous works. Redrawing and imitating the master's work consciously is an important step here. After observing and imitating, it is hoped that the beginner can consciously discover the principles that underlie the work of the expert. In the end, it is hoped that the beginner will someday be able to work with a strategy that is more in line with his abilities and wishes. Now, our challenge is how these things can be done well, while the interaction of lecturers and students, apprentices and apprentices, is limited due to the pandemic.

Normative Guidance, Evaluative Guidance, and Skill

At least since Aristotle, practical skill has been thought to be a possible model for individual ethical development and action. Jonathan Birch’s ambitious proposal is that practical skill and tool-use might also have played a central role in the historical emergence and evolution of our very capacity for normative guidance. Birch argues that human acquisition of motor skill, for example in making and using tools, involves formation of an internal standard of correct performance, which serves as a basis for normative guidance in skilled thought and action, and in the social transfer of skills. I suggest that evaluativemodeling, guidance, and learning play a more basic role in motor skill than standards of correctness as such-indeed, such standards can provide effective normative guidance thanks to being embedded within evaluative modeling and guidance. This picture better fits the evidence Birch cites of the flexibility, adaptability, and creativity of skills, and can support a generalized version of Birch’s ‘skill hypothesis’.

Esplorare (con) i Dizionari Digitali e trasferire competenze di consultazione

As Internet became more widespread, the use of printed dictionaries decreased. However, users’ abilities to consult online dictionaries are still not adequately developed. The project Esplorare (con) i Dizionari Digitali – through Moodle platform – allows users to carry out online exercises in order to develop both their linguistic knowledge and their ability to consult online dictionaries of different languages. We present the results of an study that involved around 300 students of Italian secondary schools, showing how the structure of the platform and the exercises, common to all languages, leads to transfer of skills. The exercises were created using Möbius Assessment, an automatic assessment system, already tested for scientific subjects.

Role of Simulation-Based Training in Minimally Invasive and Robotic Colorectal Surgery

Properly performing minimally invasive colorectal procedures requires specific skills. With a focus on patient safety, the training of surgeons on patients is only accepted under exceptionally controlled, expensive, and challenging conditions. Moreover, many new techniques in colorectal surgery have been developed. Therefore, undertaking minimally invasive colorectal surgery in modern times requires specific psychomotor skills that trainee surgeons must gather in less time. In addition, there are not enough proctors with sufficient expertise for such an expressive number of new different techniques likes transanal and robotic procedures.Studies that have demonstrated an improvement in minimally invasive surgery skills to the actual operating room in general surgery and a stepwise approach to surgical simulation with a combination of various training methods appears to be useful in colorectal surgery training programs. However, the scientific evidence on the transfer of skills specifically for colorectal surgery is extremely scarce and very variable. Thus, the evaluation of the results remains quite difficult. In this review, we present the best available evidence on the types of training based on simulation, their characteristics, advantages and disadvantages, and finally the results available on their adoption. Nevertheless, scientific evidence about the benefit of simulation training in minimally invasive colorectal surgery is limited and there is a need to build more robust evidence.

Competency in Object Control Skills at an Early Age Benefit Future Movement Application: Longitudinal Data from the NW-CHILD Study

The level of competency in object control skills (OCSs) during early childhood is considered to be a possible determinant of the successful generalization of these skills during later childhood. This study aimed to determine if an association exists between competency in object control skills during early childhood (6–9 years) and the application of these skills during later childhood (12 years). The NW-CHILD longitudinal study (2010–2016), included a baseline and two time-point follow-up measures in grades 1, 4, and 7 of South African children. A total of 374 participants (boys = 178, 47.59% and girls = 196, 52.41%) completed testing at all three time-points and were analyzed. The Test of Gross Motor Development, Second Edition, and the Canadian Agility and Movement Skill Assessment were used to determine associations between object control skill competency during early and later childhood by using descriptive statistics, Spearman rank order correlations, and stepwise regression analysis. The level of object control skill competency at 6 and 9 years, significantly influences the application of these skills at 12 years. A high overall and significant contribution of OCS (4.6%, p < 0.01) to the variance in the skills and time scores at 12 years; p < 0.05 were found. Competence in object control skills at an early age can provide a baseline from where opportunities for progression or transfer of skills can result in more advanced skillful executions which consequently can be considered to be a cornerstone of improved future physical activity and healthier lifestyles.