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Zahavy</title> <meta name="description" content="Search results for: Anat Drach- Zahavy"> <meta name="keywords" content="Anat Drach- Zahavy"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Anat Drach- Zahavy"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 16</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Anat Drach- Zahavy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Enhancing Nursing Teams' Learning: The Role of Team Accountability and Team Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Rashkovits">Sarit Rashkovits</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Drach-%20Zahavy"> Anat Drach- Zahavy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research considers the unresolved question regarding the link between nursing team accountability and team learning and the resulted team performance in nursing teams. Empirical findings reveal disappointing evidence regarding improvement in healthcare safety and quality. Therefore, there is a need in advancing managerial knowledge regarding the factors that enhance constant healthcare teams' proactive improvement efforts, meaning team learning. We first aim to identify the organizational resources that are needed for team learning in nursing teams; second, to test the moderating role of nursing teams' learning resources in the team accountability-team learning link; and third, to test the moderated mediation model suggesting that nursing teams' accountability affects team performance by enhancing team learning when relevant resources are available to the team. We point on the intervening role of three team learning resources, namely time availability, team autonomy and performance data on the relation between team accountability and team learning and test the proposed moderated mediation model on 44 nursing teams (462 nurses and 44 nursing managers). The results showed that, as was expected, there was a positive significant link between team accountability and team learning and the subsequent team performance when time availability and team autonomy were high rather than low. Nevertheless, the positive team accountability- team learning link was significant when team performance feedback was low rather than high. Accordingly, there was a positive mediated effect of team accountability on team performance via team learning when either time availability or team autonomy were high and the availability of team performance data was low. Nevertheless, this mediated effect was negative when time availability and team autonomy were low and the availability of team performance data was high. We conclude that nurturing team accountability is not enough for achieving nursing teams' learning and the subsequent improved team performance. Rather there is need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nursing teams to repeat routine work strategies rather than explore improved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20accountability" title="nursing teams' accountability">nursing teams' accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20learning" title=" nursing teams' learning"> nursing teams' learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20feedback" title=" performance feedback"> performance feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%27%20autonomy" title=" teams' autonomy "> teams' autonomy </a> </p> <a href="https://publications.waset.org/abstracts/49816/enhancing-nursing-teams-learning-the-role-of-team-accountability-and-team-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> The Optimum Aeration Time of Wastewater Treatment by Surface Aerators in Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anat%20Thanpinta">Anat Thanpinta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed to study on the efficiency of wastewater treatment by comparing the different aeration times of surface aerators in Suan Sunandha Rajabhat University. In doing so, the operation of surface aerators was divided into 2 groups which included the groups of 8 hours (8-0/opened-closed) and 4 hours (2-2/opened-closed) of aeration time per day. As a result of the study, it was found that the efficiency of wastewater treatment in the forms of DO, BOD, turbidity and NO2- by 8 hours (8-0/opened-closed) and 4 hours (2-2/opened-closed) of aeration time per day of surface aerators was not statistically different [Sig. = .644, .488, .716 and .054 > α (.05)] while the efficiency in the forms of NO3- and P was significantly different at the statistical level of .01 [Sig. = .001 and .000 < α (.01)]. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aeration%20time" title="aeration time">aeration time</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20aerator" title=" surface aerator"> surface aerator</a>, <a href="https://publications.waset.org/abstracts/search?q=wastewater%20treatment" title=" wastewater treatment"> wastewater treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a> </p> <a href="https://publications.waset.org/abstracts/10492/the-optimum-aeration-time-of-wastewater-treatment-by-surface-aerators-in-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Epileptic Seizures in Patients with Multiple Sclerosis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anat%20Achiron">Anat Achiron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Multiple sclerosis (MS) is a chronic autoimmune disease that affects the central nervous system in young adults. It involves the immune system attacking the protective covering of nerve fibers (myelin), leading to inflammation and damage. MS can result in various neurological symptoms, such as muscle weakness, coordination problems, and sensory disturbances. Seizures are not common in MS, and the frequency is estimated between 0.4 to 6.4% over the disease course. Objective: Investigate the frequency of seizures in individuals with multiple sclerosis and to identify associated risk factors. Methods: We evaluated the frequency of seizures in a large cohort of 5686 MS patients followed at the Sheba Multiple Sclerosis Center and studied associated risk factors and comorbidities. Our research was based on data collection using a cohort study design. We applied logistic regression analysis to assess the strength of associations. Results: We found that younger age at onset, longer disease duration, and prolonged time to immunomodulatory treatment initiation were associated with increased risk for seizures. Conclusions: Our findings suggest that seizures in people with MS are directly related to the demyelination process and not associated with other factors like medication side effects or comorbid conditions. Therefore, initiating immunomodulatory treatment early in the disease course could reduce not only disease activity but also decrease seizure risk. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epilepsy" title="epilepsy">epilepsy</a>, <a href="https://publications.waset.org/abstracts/search?q=seizures" title=" seizures"> seizures</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20sclerosis" title=" multiple sclerosis"> multiple sclerosis</a>, <a href="https://publications.waset.org/abstracts/search?q=white%20matter" title=" white matter"> white matter</a>, <a href="https://publications.waset.org/abstracts/search?q=age" title=" age"> age</a> </p> <a href="https://publications.waset.org/abstracts/179077/epileptic-seizures-in-patients-with-multiple-sclerosis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Pubertal Development among 10-Year-Olds: The Role of Parent's Attachment Style</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanit%20Ohana">Hanit Ohana</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Scher"> Anat Scher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For decades, attachment research examined how mothers’ attachment styles shape parenting and specific aspects of child development. Only limited research addressed pubertal development from the perspective of attachment relationships. The current study focused on pubertal development at 10 years of age, as defined by Tanner (PDS), and examined the associations with both mothers’ and fathers’ attachment styles (ECR-S). Sixty-nine parents and their children from a medium SES participated in the study. It was found that whereas mothers’ attachment was not related to the child’s puberty development, fathers’ attachment was associated with their daughter’s pubertal development. Specifically, in girls, but not boys, advanced pubertal development was positively correlated with fathers’ avoidance (r = .37, p = 0.05), and negatively correlated with anxiety scores (r = -.36, p = 0.05). This result raises the possibility that for girls, a relationship with fathers may serve as a psychological stressor, and in turn, induce concerns regarding resources and availability of interpersonal support. Such processes may contribute to different reproductive timing and strategies, including delayed and accelerated pubertal development. As more data are collected, we will be able to address with more power the role of parent’s attachment in shaping the pubertal development of their young adolescents. Expanding the understanding of aspects of pubertal development –an important milestone of human development- and the possible linkages with parental attachment is important for researchers and clinicians. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment%20style" title="attachment style">attachment style</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=puberty" title=" puberty"> puberty</a> </p> <a href="https://publications.waset.org/abstracts/132999/pubertal-development-among-10-year-olds-the-role-of-parents-attachment-style" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132999.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Victims of Imprisonment: Incarceration and Post-Release Effects of Confinement with Women with a Mental Illness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anat%20Yaron%20Antar">Anat Yaron Antar</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomer%20Einat"> Tomer Einat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the effects of the imprisonment of women together with females with mental disorders on the well-being of the former both during imprisonment and after their release from prison. Based on in-depth interviews with 22 women ex-prisoners who had been imprisoned for a period of at least two years in the single Israeli female correctional facility, Neve Tirza Prison, and released one to three months before the initiation of the study to a community-based agency managed by the Israeli Prisoner Rehabilitation Authority, and based on a qualitative, constructive strategy. We found that: (i) mentally ill prisoners’ conduct creates severe feelings of stress and discomfort among many of the prisoners without a mental disorder prisoners; (ii) The intimate and often long-term encounters with prisoners with a mental illness lead to increased feelings of distress, helplessness, fear, and frustration among many of the women prisoners; (iii) the damaging encounters between women prisoners and mentally-ill prisoners harmed the reintegration of the formers into society after release, and (iv) The women ex-prisoners lacked the basic mental, cognitive, and social tools necessary for dealing with female inmates with a mental illness and had received no psychological or emotional support from the prison personnel. Consequently, they suffered – and still suffer – from traumatic and upsetting memories Our findings led us to conclude that women prisoners should be imprisoned separately from female prisoners with mental disorders or be offered a wide range of psychological and emotional coping tools as well as various rehabilitative treatment programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women" title="women">women</a>, <a href="https://publications.waset.org/abstracts/search?q=prisoners" title=" prisoners"> prisoners</a>, <a href="https://publications.waset.org/abstracts/search?q=mentally%20ill" title=" mentally ill"> mentally ill</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a> </p> <a href="https://publications.waset.org/abstracts/115023/victims-of-imprisonment-incarceration-and-post-release-effects-of-confinement-with-women-with-a-mental-illness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Written Argumentative Texts in Elementary School: The Development of Text Structure and Its Relation to Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Zadunaisky%20Ehrlich">Sara Zadunaisky Ehrlich</a>, <a href="https://publications.waset.org/abstracts/search?q=Batia%20Seroussi"> Batia Seroussi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Stavans"> Anat Stavans</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Text structure is a parameter of text quality. This study investigated the structure of written argumentative texts produced by elementary school age children. We set two objectives: to identify and trace the structural components of the argumentative texts and to investigate whether reading comprehension skills were correlated with text structure. 293 school children from 2nd to 5th grades were asked to write two argumentative texts about informal or everyday life controversial topics and completed two reading tasks that targeted different levels of text comprehension. The findings indicated, on the one hand, significant developmental differences between mature and more novice writers in terms of text length and mean proportion of clauses produced for a better elaboration of the different text components. On the other hand, with certain fluctuations, no meaningful differences were found in terms of presence of text structure: at all grade levels, elementary school children produced the basic and minimal structure that included the writer's argument and reasons or arguments' supports. Counter-arguments were scarce even in the upper grades. While the children captured that essentially an argument must be justified, the more the number of supports produced, the fewer the clauses the children produced. Last, weak to mild relations were found between reading comprehension and argumentative text structure. Nevertheless, children who scored higher on sophisticated questions that require inferential or world knowledge displayed more elaborated structures in terms of text length and size of supports to the writer's argument. These findings indicate how school-age children perceive the basic template of an argument with future implications regarding how to elaborate written arguments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20text" title="argumentative text">argumentative text</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20structure" title=" text structure"> text structure</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school%20children" title=" elementary school children"> elementary school children</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20argumentations" title=" written argumentations"> written argumentations</a> </p> <a href="https://publications.waset.org/abstracts/102517/written-argumentative-texts-in-elementary-school-the-development-of-text-structure-and-its-relation-to-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Biases in Macroprudential Supervision and Their Legal Implications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anat%20Keller">Anat Keller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given that macro-prudential supervision is a relatively new policy area and its empirical and analytical research are still in their infancy, its theoretical foundations are also lagging behind. This paper contributes to the developing discussion on effective legal and institutional macroprudential supervision frameworks. In the first part of the paper, it is argued that effectiveness as a key benchmark poses some challenges in the context of macroprudential supervision such as the difficulty in proving causality between supervisory actions and the achievement of the supervisor’s mission. The paper suggests that effectiveness in the macroprudential context should, therefore, be assessed at the supervisory decision-making process (to be differentiated from the supervisory outcomes). The second part of the essay examines whether insights from behavioural economics can point to biases in the macroprudential decision-making process. These biases include, inter alia, preference bias, groupthink bias and inaction bias. It is argued that these biases are exacerbated in the multilateral setting of the macroprudential supervision framework in the EU. The paper then examines how legal and institutional frameworks should be designed to acknowledge and perhaps contain these identified biases. The paper suggests that the effectiveness of macroprudential policy will largely depend on the existence of clear and robust transparency and accountability arrangements. Accountability arrangements can be used as a vehicle for identifying and addressing potential biases in the macro-prudential framework, in particular, inaction bias. Inclusiveness of the public in the supervisory process in the form of transparency and awareness of the logic behind policy decisions may assist in minimising their potential unpopularity thus promoting their effectiveness. Furthermore, a governance structure which facilitates coordination of the macroprudential supervisor with other policymakers and incorporates outside perspectives and opinions could ‘break-down’ groupthink bias as well as inaction bias. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioural%20economics%20and%20biases" title="behavioural economics and biases">behavioural economics and biases</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness%20of%20macroprudential%20supervision" title=" effectiveness of macroprudential supervision"> effectiveness of macroprudential supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20and%20institutional%20macroprudential%20frameworks" title=" legal and institutional macroprudential frameworks"> legal and institutional macroprudential frameworks</a>, <a href="https://publications.waset.org/abstracts/search?q=macroprudential%20decision-making%20process" title=" macroprudential decision-making process"> macroprudential decision-making process</a> </p> <a href="https://publications.waset.org/abstracts/82744/biases-in-macroprudential-supervision-and-their-legal-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82744.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Methadone Maintenance Treatment Patients' and Medical Students' Common Trait: Low Mindfulness Trait Associated with High Perceived Stress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Einat%20Peles">Einat Peles</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Sason"> Anat Sason</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariel%20Claman"> Ariel Claman</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Barkay"> Gabriel Barkay</a>, <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Adelson"> Miriam Adelson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Individuals with opioid addiction are characterized as suffering from stress responses disturbance, including the hypothalamic-pituitary-adrenal (HPA) axis, and autonomic nervous system function. HPA axis is known to be stabilized during methadone maintenance treatment (MMT). Mindfulness (present-oriented, nonjudgmental awareness of cognitions, emotions, perceptions, and habitual behavioral reactions in daily life) counteracts stress. To our knowledge, the relation between perceived stress and mindfulness trait among MMT patients has never been studied. To measure indices of mindfulness and their relation to perceived stress among MMT patients, a cross-sectional random sample of current MMT patients was performed using questionnaires for perceived stress (PSS) and mindfulness trait (FFMQ- yields a total score and individual scores for five internally consistent mindfulness factors: Observing, Describing, Acting with awareness and consciousness, Non-judging the inner experience, Non-reactivity to the inner experience). Two additional groups were studied to serve as reference groups; Medical students that are known to suffer from stress, and Axis II psychiatric diagnosis patients that are known to characterized with poor mindfulness trait. Results: Groups included 41 MMT patients, 27 Axis II patients and 36 medical students. High perceived stressed (PSS≥18) defined among 61% of the MMT patients and 50% of the medical students. Highest mindfulness score observed among non-stressed MMT patients (153.5±17.2) followed by the groups of stressed MMT and non-stressed student (128.9±17.0 and 130.5±13.3 respectively), with the lowest score among stressed students (116.3±17.9) (multivariate analyses, corrected model p (F=14.3) < 0.0005, p (group) < 0.0005, p (stress) < 0.0005, p (interaction) =0.2). Linear inverse correlations were found between perceived stress score and mindfulness score among MMT patients (R=-0.65, p < 0.0005) and students (R=-0.51, p=0.002). Axis II patients had the lowest mindfulness score (103.4±25.3). Conclusion: High prevalence of high perceived stressed which characterized with poor mindfulness trait observed in both MMT patients and medical students, two different population groups. The effectiveness of mindfulness treatment in reducing stress and improve mindfulness trait should be evaluated to improve rehabilitation of MMT patients, and students success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title="mindfulness">mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=methadone%20maintenance%20treatment" title=" methadone maintenance treatment"> methadone maintenance treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a> </p> <a href="https://publications.waset.org/abstracts/74575/methadone-maintenance-treatment-patients-and-medical-students-common-trait-low-mindfulness-trait-associated-with-high-perceived-stress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> The Correlation between Eye Movements, Attentional Shifting, and Driving Simulator Performance among Adolescents with Attention Deficit Hyperactivity Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Navah%20Z.%20Ratzon">Navah Z. Ratzon</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Keren"> Anat Keren</a>, <a href="https://publications.waset.org/abstracts/search?q=Shlomit%20Y.%20Greenberg"> Shlomit Y. Greenberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Car accidents are a problem worldwide. Adolescents’ involvement in car accidents is higher in comparison to the overall driving population. Researchers estimate the risk of accidents among adolescents with symptoms of attention-deficit/hyperactivity disorder (ADHD) to be 1.2 to 4 times higher than that of their peers. Individuals with ADHD exhibit unique patterns of eye movements and attentional shifts that play an important role in driving. In addition, deficiencies in cognitive and executive functions among adolescents with ADHD is likely to put them at greater risk for car accidents. Fifteen adolescents with ADHD and 17 matched controls participated in the study. Individuals from both groups attended local public schools and did not have a driver’s license. Participants’ mean age was 16.1 (SD=.23). As part of the experiment, they all completed a driving simulation session, while their eye movements were monitored. Data were recorded by an eye tracker: The entire driving session was recorded, registering the tester’s exact gaze position directly on the screen. Eye movements and simulator data were analyzed using Matlab (Mathworks, USA). Participants’ cognitive and metacognitive abilities were evaluated as well. No correlation was found between saccade properties, regions of interest, and simulator performance in either group, although participants with ADHD allocated more visual scan time (25%, SD = .13%) to a smaller segment of dashboard area, whereas controls scanned the monitor more evenly (15%, SD = .05%). The visual scan pattern found among participants with ADHD indicates a distinct pattern of engagement-disengagement of spatial attention compared to that of non-ADHD participants as well as lower attention flexibility, which likely affects driving. Additionally the lower the results on the cognitive tests, the worse driving performance was. None of the participants had prior driving experience, yet participants with ADHD distinctly demonstrated difficulties in scanning their surroundings, which may impair driving. This stresses the need to consider intervention programs, before driving lessons begin, to help adolescents with ADHD acquire proper driving habits, avoid typical driving errors, and achieve safer driving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=attentional%20shifting" title=" attentional shifting"> attentional shifting</a>, <a href="https://publications.waset.org/abstracts/search?q=driving%20simulator" title=" driving simulator"> driving simulator</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20movements" title=" eye movements"> eye movements</a> </p> <a href="https://publications.waset.org/abstracts/65630/the-correlation-between-eye-movements-attentional-shifting-and-driving-simulator-performance-among-adolescents-with-attention-deficit-hyperactivity-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Efficacy and Safety of COVID-19 Vaccination in Patients with Multiple Sclerosis: Looking Forward to Post-COVID-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Achiron%20Anat">Achiron Anat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathilda%20Mandel"> Mathilda Mandel</a>, <a href="https://publications.waset.org/abstracts/search?q=Mayust%20Sue"> Mayust Sue</a>, <a href="https://publications.waset.org/abstracts/search?q=Achiron%20Reuven"> Achiron Reuven</a>, <a href="https://publications.waset.org/abstracts/search?q=Gurevich%20Michael"> Gurevich Michael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: As coronavirus disease 2019 (COVID-19) vaccination is currently spreading around the world, it is of importance to assess the ability of multiple sclerosis (MS) patients to mount an appropriate immune response to the vaccine in the context of disease-modifying treatments (DMT’s). Objectives: Evaluate immunity generated following COVID-19 vaccination in MS patients, and assess factors contributing to protective humoral and cellular immune responses in MS patients vaccinated against severe acute respiratory syndrome coronavirus 2 (SARS-CoV2) virus infection. Methods: Review our recent data related to (1) the safety of PfizerBNT162b2 COVID-19 mRNA vaccine in adult MS patients; (2) the humoral post-vaccination SARS-CoV2 IgG response in MS vaccinees using anti-spike protein-based serology; and (3) the cellular immune response of memory B-cells specific for SARS-CoV-2 receptor-binding domain (RBD) and memory T-cells secreting IFN-g and/or IL-2 in response to SARS-CoV2 peptides using ELISpot/Fluorospot assays in MS patients either untreated or under treatment with fingolimod, cladribine, or ocrelizumab; (4) covariate parameters related to mounting protective immune responses. Results: COVID-19 vaccine proved safe in MS patients, and the adverse event profile was mainly characterised by pain at the injection site, fatigue, and headache. Not any increased risk of relapse activity was noted and the rate of patients with acute relapse was comparable to the relapse rate in non-vaccinated patients during the corresponding follow-up period. A mild increase in the rate of adverse events was noted in younger MS patients, among patients with lower disability, and in patients treated with DMTs. Following COVID-19 vaccination protective humoral immune response was significantly decreased in fingolimod- and ocrelizumab- treated MS patients. SARS-CoV2 specific B-cell and T-cell cellular responses were respectively decreased. Untreated MS patients and patients treated with cladribine demonstrated protective humoral and cellular immune responses, similar to healthy vaccinated subjects. Conclusions: COVID-19 BNT162b2 vaccine proved as safe for MS patients. No increased risk of relapse activity was noted post-vaccination. Although COVID-19 vaccination is new, accumulated data demonstrate differences in immune responses under various DMT’s. This knowledge can help to construct appropriate COVID-19 vaccine guidelines to ensure proper immune responses for MS patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=covid-19" title="covid-19">covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=vaccination" title=" vaccination"> vaccination</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20sclerosis" title=" multiple sclerosis"> multiple sclerosis</a>, <a href="https://publications.waset.org/abstracts/search?q=IgG" title=" IgG"> IgG</a> </p> <a href="https://publications.waset.org/abstracts/142558/efficacy-and-safety-of-covid-19-vaccination-in-patients-with-multiple-sclerosis-looking-forward-to-post-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142558.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> "At 60 – Old Age, at 70 – the Hoary Head": The Perceived Meaning of Bringing a Foreign Caregiver into the Home in the Haredi Society – Challenges and Barriers to Culturally-Sensitive Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amit%20Zriker">Amit Zriker</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Freund"> Anat Freund</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study was to conduct a thorough examination into the multiple complexities of bringing a foreign caregiver into the home to care for older adults in the Haredi society, by relating to the perspectives of the older adult and his family members. Research questions were: What is the meaning of bringing a foreign caregiver into the home in Haredi society, from the point of view of the older adult’s family members, and what are the implications of these meanings in the context of developing social policies and interventions? The current study was a qualitative-phenomenological study, which relates to “the lived experience” of those involved in the studied phenomenon. In the framework of the study, the participants included 15 adult Haredi sons and daughters of elderly impaired parents who receive homecare from a foreign caregiver. Data collection was carried out using in-depth, semi-structured interviews; the interview guidelines are comprised of the following content worlds: the meanings of aging in Haredi families; the decision-making process in relation to providing home care assistance for elderly impaired parents; making decisions regarding bringing a foreign caregiver into the home to care for an elderly parent; the daily routine after bringing in a foreign caregiver; bringing in a foreign caregiver vs. the society and vs. the Haredi establishment; and more. The issue of bringing a foreign caregiver into the home in the context of a faith-based society has received only scant and partial research attention to date. Nevertheless, in light of the growing elderly population in the Haredi society in Israel, and in closed, faith-based societies, in general; there is a growing need to bring foreign caregivers into the home as a possible solution to the “aging-in-place” problem in these societies. The separatist nature, and the collectivist and faith-based lifestyle of the Haredi society present unique challenges and needs in the process of employing a foreign caregiver. Moreover, the foreign caregiver also brings his/her own cultural world to the encounter, meaning, this process involves the elderly impaired individual, his/her family members, as well as the foreign caregiver. Therefore, it is important to understand their attitudes, perceptions and interactions, in order to create a good fit among all involved parties. The innovation and uniqueness of the current study is in its in-depth exploration of a phenomenon through an emotional-cultural lens. The study findings also contribute to the creation of social policy in the field of nursing, which will be adapted and culturally sensitive to Haredi society, and other faith-based societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culturally-sensitive%20intervention" title="culturally-sensitive intervention">culturally-sensitive intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=faith-based%20society" title=" faith-based society"> faith-based society</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20caregiver" title=" foreign caregiver"> foreign caregiver</a>, <a href="https://publications.waset.org/abstracts/search?q=Haredi%20society" title=" Haredi society"> Haredi society</a> </p> <a href="https://publications.waset.org/abstracts/139439/at-60-old-age-at-70-the-hoary-head-the-perceived-meaning-of-bringing-a-foreign-caregiver-into-the-home-in-the-haredi-society-challenges-and-barriers-to-culturally-sensitive-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Personality Based Tailored Learning Paths Using Cluster Analysis Methods: Increasing Students' Satisfaction in Online Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orit%20Baruth">Orit Baruth</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Cohen"> Anat Cohen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online courses have become common in many learning programs and various learning environments, particularly in higher education. Social distancing forced in response to the COVID-19 pandemic has increased the demand for these courses. Yet, despite the frequency of use, online learning is not free of limitations and may not suit all learners. Hence, the growth of online learning alongside with learners' diversity raises the question: is online learning, as it currently offered, meets the needs of each learner? Fortunately, today's technology allows to produce tailored learning platforms, namely, personalization. Personality influences learner's satisfaction and therefore has a significant impact on learning effectiveness. A better understanding of personality can lead to a greater appreciation of learning needs, as well to assists educators ensure that an optimal learning environment is provided. In the context of online learning and personality, the research on learning design according to personality traits is lacking. This study explores the relations between personality traits (using the 'Big-five' model) and students' satisfaction with five techno-pedagogical learning solutions (TPLS): discussion groups, digital books, online assignments, surveys/polls, and media, in order to provide an online learning process to students' satisfaction. Satisfaction level and personality identification of 108 students who participated in a fully online learning course at a large, accredited university were measured. Cluster analysis methods (k-mean) were applied to identify learners’ clusters according to their personality traits. Correlation analysis was performed to examine the relations between the obtained clusters and satisfaction with the offered TPLS. Findings suggest that learners associated with the 'Neurotic' cluster showed low satisfaction with all TPLS compared to learners associated with the 'Non-neurotics' cluster. learners associated with the 'Consciences' cluster were satisfied with all TPLS except discussion groups, and those in the 'Open-Extroverts' cluster were satisfied with assignments and media. All clusters except 'Neurotic' were highly satisfied with the online course in general. According to the findings, dividing learners into four clusters based on personality traits may help define tailor learning paths for them, combining various TPLS to increase their satisfaction. As personality has a set of traits, several TPLS may be offered in each learning path. For the neurotics, however, an extended selection may suit more, or alternatively offering them the TPLS they less dislike. Study findings clearly indicate that personality plays a significant role in a learner's satisfaction level. Consequently, personality traits should be considered when designing personalized learning activities. The current research seeks to bridge the theoretical gap in this specific research area. Establishing the assumption that different personalities need different learning solutions may contribute towards a better design of online courses, leaving no learner behind, whether he\ she likes online learning or not, since different personalities need different learning solutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/abstracts/search?q=techno-pedagogical%20learning%20solutions" title=" techno-pedagogical learning solutions"> techno-pedagogical learning solutions</a> </p> <a href="https://publications.waset.org/abstracts/135089/personality-based-tailored-learning-paths-using-cluster-analysis-methods-increasing-students-satisfaction-in-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135089.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Family Cohesion, Social Networks, and Cultural Differences in Latino and Asian American Help Seeking Behaviors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eileen%20Y.%20Wong">Eileen Y. Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=Katherine%20Jin"> Katherine Jin</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Talmon"> Anat Talmon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Help seeking behaviors are highly contingent on socio-cultural factors such as ethnicity. Both Latino and Asian Americans underutilize mental health services compared to their White American counterparts. This difference may be related to the composite of one’s social support system, which includes family cohesion and social networks. Previous studies have found that Latino families are characterized by higher levels of family cohesion and social support, and Asian American families with greater family cohesion exhibit lower levels of help seeking behaviors. While both are broadly considered collectivist communities, within-culture variability is also significant. Therefore, this study aims to investigate the relationship between help seeking behaviors in the two cultures with levels of family cohesion and strength of social network. We also consider such relationships in light of previous traumatic events and diagnoses, particularly post-traumatic stress disorder (PTSD), to understand whether clinically diagnosed individuals differ in their strength of network and help seeking behaviors. Method: An adult sample (N = 2,990) from the National Latino and Asian American Study (NLAAS) provided data on participants’ social network, family cohesion, likelihood of seeking professional help, and DSM-IV diagnoses. T-tests compared Latino American (n = 1,576) and Asian American respondents (n = 1,414) in strength of social network, level of family cohesion, and likelihood of seeking professional help. Linear regression models were used to identify the probability of help-seeking behavior based on ethnicity, PTSD diagnosis, and strength of social network. Results: Help-seeking behavior was significantly associated with family cohesion and strength of social network. It was found that higher frequency of expressing one’s feelings with family significantly predicted lower levels of help-seeking behaviors (β = [-.072], p = .017), while higher frequency of spending free time with family significantly predicted higher levels of help-seeking behaviors (β = [.129], p = .002) in the Asian American sample. Subjective importance of family relations compared to that of one’s peers also significantly predict higher levels of help-seeking behaviors (β = [.095], p = .011) in the Asian American sample. Frequency of sharing one’s problems with relatives significantly predicted higher levels of help-seeking behaviors (β = [.113], p < .01) in the Latino American sample. A PTSD diagnosis did not have any significant moderating effect. Conclusion: Considering the underutilization of mental health services in Latino and Asian American minority groups, it is crucial to understand ways in which help seeking behavior can be encouraged. Our findings suggest that different dimensions within family cohesion and social networks have differential impacts on help-seeking behavior. Given the multifaceted nature of family cohesion and cultural relevance, the implications of our findings for theory and practice will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20cohesion" title="family cohesion">family cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title=" social networks"> social networks</a>, <a href="https://publications.waset.org/abstracts/search?q=Asian%20American" title=" Asian American"> Asian American</a>, <a href="https://publications.waset.org/abstracts/search?q=Latino%20American" title=" Latino American"> Latino American</a>, <a href="https://publications.waset.org/abstracts/search?q=help-seeking%20behavior" title=" help-seeking behavior"> help-seeking behavior</a> </p> <a href="https://publications.waset.org/abstracts/175828/family-cohesion-social-networks-and-cultural-differences-in-latino-and-asian-american-help-seeking-behaviors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> 'Naming, Blaming, Shaming': Sexual Assault Survivors' Perceptions of the Practice of Shaming</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anat%20Peleg">Anat Peleg</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadar%20Dancig-Rosenberg"> Hadar Dancig-Rosenberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This interdisciplinary study, to our knowledge the first in this field, is located on the intersection of victimology-law and society-and media literature, and it corresponds both with feminist writing and with cyber literature which explores the techno-social sphere. It depicts the multifaceted dimensions of shaming in the eyes of the survivors through the following research questions: What are the motivations of sexual-assault survivors to publicize the assailants' identity or to refrain from this practice? Is shaming on Facebook perceived by sexual–assault victims as a substitute for the CJS or as a new form of social activism? What positive and negative consequences do survivors experience as a result of shaming their assailants online? The study draws on in-depth semi-structured interviews which we have conducted between 2016-2018 with 20 sexual-assaults survivors who exposed themselves on Facebook. They were sexually attacked in various forms: six participants reported that they had been raped when they were minors; eight women reported that they had been raped as adults; three reported that they had been victims of an indecent act and three reported that they had been harassed either in their workplace or in the public sphere. Most of our interviewees (12) reported to the police and were involved in criminal procedures. More than half of the survivors (11) disclosed the identity of their attackers online. The vocabularies of motives that have emerged from the thematic analysis of the interviews with the survivors consist of both social and personal motivations for using the practice of shaming online. Some survivors maintain that the use of shaming derives from the decline in the public trust in the criminal justice system. It reflects demand for accountability and justice and serves also as a practice of warning other potential victims of the assailants. Other survivors assert that shaming people in a position of privilege is meant to fulfill the public right to know who these privileged men really are. However, these aforementioned moral and practical justifications of the practice of shaming are often mitigated by fear from the attackers' physical or legal actions in response to their allegations. Some interviewees who are feminist activists argue that the practice of shaming perpetuates the social ancient tendency to define women by labels linking them to the men who attacked them, instead of being defined by their own life complexities. The variety of motivations to adopt or resent the practice of shaming by sexual assault victims presented in our study appear to refute the prevailing intuitive stereotype that shaming is an irrational act of revenge, and denote its rationality. The role of social media as an arena for seeking informal justice raises questions about the new power relations created between victims, assailants, the community and the State, outside the formal criminal justice system. At the same time, the survivors' narratives also uncover the risks and pitfalls embedded within the online sphere for sexual assault survivors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=criminal%20justice" title="criminal justice">criminal justice</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Facebook" title=" Facebook"> Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual-assaults" title=" sexual-assaults"> sexual-assaults</a> </p> <a href="https://publications.waset.org/abstracts/106862/naming-blaming-shaming-sexual-assault-survivors-perceptions-of-the-practice-of-shaming" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106862.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Sensory Weighting and Reweighting for Standing Postural Control among Children and Adolescents with Autistic Spectrum Disorder Compared with Typically Developing Children and Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eglal%20Y.%20Ali">Eglal Y. Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Smita%20Rao"> Smita Rao</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Lubetzky"> Anat Lubetzky</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen%20Ling"> Wen Ling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Postural abnormalities, rigidity, clumsiness, and frequent falls are common among children with autism spectrum disorders (ASD). The central nervous system’s ability to process all reliable sensory inputs (weighting) and disregard potentially perturbing sensory input (reweighting) is critical for successfully maintaining standing postural control. This study examined how sensory inputs (visual and somatosensory) are weighted and reweighted to maintain standing postural control in children with ASD compared with typically developing (TD) children. Subjects: Forty (20 (TD) and 20 ASD) children and adolescents participated in this study. The groups were matched for age, weight, and height. Participants had normal somatosensory (no somatosensory hypersensitivity), visual, and vestibular perception. Participants with ASD were categorized with severity level 1 according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) and Social Responsiveness Scale. Methods: Using one force platform, the center of pressure (COP) was measured during quiet standing for 30 seconds, 3 times first standing on stable surface with eyes open (Condition 1), followed by randomization of the following 3 conditions: Condition 2 standing on stable surface with eyes closed, (visual input perturbed); Condition 3 standing on a compliant foam surface with eyes open, (somatosensory input perturbed); and Condition 4 standing on a compliant foam surface with eyes closed, (both visual and somatosensory inputs perturbed). Standing postural control was measured by three outcome measures: COP sway area, COP anterior-posterior (AP), and mediolateral (ML) path length (PL). A repeated measure mixed model analysis of variance was conducted to determine whether there was a significant difference between the two groups in the mean of the three outcome measures across the four conditions. Results: According to all three outcome measures, both groups showed a gradual increase in postural sway from condition 1 to condition 4. However, TD participants showed a larger postural sway than those with ASD. There was a significant main effect of the condition on three outcome measures (p< 0.05). Only the COP AP PL showed a significant main effect of the group (p<0.05) and a significant group by condition interaction (p<0.05). In COP AP PL, TD participants showed a significant difference between condition 2 and the baseline (p<0.05), whereas the ASD group did not. This suggests that the ASD group did not weigh visual input as much as the TD group. A significant difference between conditions for the ASD group was seen only when participants stood on foam regardless of the visual condition, suggesting that the ASD group relied more on the somatosensory inputs to maintain the standing postural control. Furthermore, the ASD group exhibited significantly smaller postural sway compared with TD participants during standing on a stable surface, whereas the postural sway of the ASD group was close to that of the TD group on foam. Conclusion: These results suggest that participants with high-functioning ASD (level 1, no somatosensory hypersensitivity in ankles and feet) over-rely on somatosensory inputs and use a stiffening strategy for standing postural control. This deviation in the reweighting mechanism might explain the postural abnormalities mentioned above among children with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=postural%20sway" title=" postural sway"> postural sway</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20weighting%20and%20reweighting" title=" sensory weighting and reweighting"> sensory weighting and reweighting</a>, <a href="https://publications.waset.org/abstracts/search?q=standing%20postural%20control" title=" standing postural control"> standing postural control</a> </p> <a href="https://publications.waset.org/abstracts/151281/sensory-weighting-and-reweighting-for-standing-postural-control-among-children-and-adolescents-with-autistic-spectrum-disorder-compared-with-typically-developing-children-and-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Sensory Integration for Standing Postural Control Among Children and Adolescents with Autistic Spectrum Disorder Compared with Typically Developing Children and Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eglal%20Y.%20Ali">Eglal Y. Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Smita%20Rao"> Smita Rao</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Lubetzky"> Anat Lubetzky</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen%20Ling"> Wen Ling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Postural abnormalities, rigidity, clumsiness, and frequent falls are common among children with autism spectrum disorders (ASD). The central nervous system’s ability to process all reliable sensory inputs (weighting) and disregard potentially perturbing sensory input (reweighting) is critical for successfully maintaining standing postural control. This study examined how sensory inputs (visual and somatosensory) are weighted and reweighted to maintain standing postural control in children with ASD compared with typically developing (TD) children. Subjects: Forty (20 (TD) and 20 ASD) children and adolescents participated in this study. The groups were matched for age, weight, and height. Participants had normal somatosensory (no somatosensory hypersensitivity), visual, and vestibular perception. Participants with ASD were categorized with severity level 1 according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) and Social Responsiveness Scale. Methods: Using one force platform, the center of pressure (COP) was measured during quiet standing for 30 seconds, 3 times first standing on stable surface with eyes open (Condition 1), followed by randomization of the following 3 conditions: Condition 2 standing on stable surface with eyes closed, (visual input perturbed); Condition 3 standing on compliant foam surface with eyes open, (somatosensory input perturbed); and Condition 4 standing on compliant foam surface with eyes closed, (both visual and somatosensory inputs perturbed). Standing postural control was measured by three outcome measures: COP sway area, COP anterior-posterior (AP), and mediolateral (ML) path length (PL). A repeated measure mixed model Analysis of Variance was conducted to determine whether there was a significant difference between the two groups in the mean of the three outcome measures across the four conditions. Results: According to all three outcome measures, both groups showed a gradual increase in postural sway from condition 1 to condition 4. However, TD participants showed a larger postural sway than those with ASD. There was a significant main effect of condition on three outcome measures (p< 0.05). Only the COP AP PL showed a significant main effect of the group (p<0.05) and a significant group by condition interaction (p<0.05). In COP AP PL, TD participants showed a significant difference between condition 2 and the baseline (p<0.05), whereas the ASD group did not. This suggests that the ASD group did not weight visual input as much as the TD group. A significant difference between conditions for the ASD group was seen only when participants stood on foam regardless of the visual condition, suggesting that the ASD group relied more on the somatosensory inputs to maintain the standing postural control. Furthermore, the ASD group exhibited significantly smaller postural sway compared with TD participants during standing on the stable surface, whereas the postural sway of the ASD group was close to that of the TD group on foam. Conclusion: These results suggest that participants with high functioning ASD (level 1, no somatosensory hypersensitivity in ankles and feet) over-rely on somatosensory inputs and use a stiffening strategy for standing postural control. This deviation in the reweighting mechanism might explain the postural abnormalities mentioned above among children with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=postural%20sway" title=" postural sway"> postural sway</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20weighting%20and%20reweighting" title=" sensory weighting and reweighting"> sensory weighting and reweighting</a>, <a href="https://publications.waset.org/abstracts/search?q=standing%20postural%20control" title=" standing postural control"> standing postural control</a> </p> <a href="https://publications.waset.org/abstracts/166946/sensory-integration-for-standing-postural-control-among-children-and-adolescents-with-autistic-spectrum-disorder-compared-with-typically-developing-children-and-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">54</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" 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