CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: developmental coordination disorder</title> <meta name="description" content="Search results for: developmental coordination disorder"> <meta name="keywords" content="developmental coordination disorder"> <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 navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="developmental coordination disorder" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="developmental coordination disorder"> <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> 2485</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: developmental coordination disorder</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2485</span> Design of a Virtual Reality System for Children with Developmental Coordination Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ya-Ju%20Ju">Ya-Ju Ju</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Chen%20Yang"> Li-Chen Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Chun%20Du"> Yi-Chun Du</a>, <a href="https://publications.waset.org/abstracts/search?q=Rong-Ju%20Cherng"> Rong-Ju Cherng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: It is estimated that 5-6% of school-aged children may be diagnosed to have developmental coordination disorder (DCD). Children with DCD are characterized with motor skill difficulty which cannot be explained by any medical or intellectual reasons. Such motor difficulties limit children’s participation to sports activity, further affect their physical fitness, cardiopulmonary function and balance, and may lead to obesity. The purpose of the project was to develop an exergaming system for children with DCD aiming to improve their physical fitness, cardiopulmonary function and balance ability. Methods: This study took five steps to build up the system: system planning, tasks selection, tasks programming, system integration and usability test. The system basically adopted virtual reality technique to integrate self-developed training programs. The training programs were developed to brainstorm among team members and after literature review. The selected tasks for training in the system were a combination of fundamental movement tor skill. Results and Discussion: Based on the theory of motor development, we design the training task from easy ones to hard ones, from single tasks to dual tasks. The tasks included walking, sit to stand, jumping, kicking, weight shifting, side jumping and their combination. Preliminary study showed that the tasks presented an order of development. Further study is needed to examine its effect on motor skill and cardiovascular fitness in children with DCD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20system" title=" virtual reality system"> virtual reality system</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder" title=" developmental coordination disorder"> developmental coordination disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/98113/design-of-a-virtual-reality-system-for-children-with-developmental-coordination-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98113.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">116</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">2484</span> Well-being of Parents of Children with Autism Spectrum Disorder or Developmental Coordination Disorder: Cross-Cultural and Cross-disorder Comparative Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L%C3%A9a%20Chawki">Léa Chawki</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%89milie%20Cappe"> Émilie Cappe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: Nowadays, supporting parents of children with autism spectrum disorder (ASD) and helping them adjust to their child’s condition represents a core clinical and scientific necessity and is encouraged by the French National Strategy for Autism (2018). In France, ASD remains a challenging condition, causing distress, segregation and social stigma to concerned family members concerned by this handicap. The literature highlights that neurodevelopmental disorders in children, such as ASD, influence parental well-being. This impact could be different according to parents’ culture and the child’s particular disorder manifestation, such as developmental coordination disorder (DCC), for instance. Objectives: This present study aims to explore parental stress, anxiety and depressive symptoms, as well as the quality of life in parents of children with ASD or DCD, as well as the explicit individual, psychosocial and cultural factors of parental well-being. Methods: Participants will be recruited through diagnostic centers, child and specialized adolescent units, and organizations representing families with ASD and DCD. Our sample will include five groups of 150 parents: four groups of parents having children with ASD – one living in France, one in the US, one in Canada and the other in Lebanon – and one group of French parents of children with DCD. Self-evaluation measures will be filled directly by parents in order to measure parental stress, anxiety and depressive symptoms, quality of life, coping and emotional regulation strategies, internalized stigma, perceived social support, the child’s problem behaviors severity, as well as motor coordination deficits in children with ASD and DCD. A sociodemographic questionnaire will help collect additional useful data regarding participants and their children. Individual and semi-structured research interviews will be conducted to complete quantitative data by further exploring participants’ distinct experiences related to parenting a child with a neurodevelopmental disorder. An interview grid, specially designed for the needs of this study, will strengthen the comparison between the experiences of parents of children with ASD with those of parents of children with DCD. It will also help investigate cultural differences regarding parent support policies in the context of raising a child with ASD. Moreover, interviews will help clarify the link between certain research variables (behavioral differences between ASD and DCD, family leisure activities, family and children’s extracurricular life, etc.) and parental well-being. Research perspectives: Results of this study will provide a more holistic understanding of the roles of individual, psychosocial and cultural variables related to parental well-being. Thus, this study will help direct the implementation of support services offered to families of children with neurodevelopmental disorders (ASD and DCD). Also, the implications of this study are essential in order to guide families through changes related to public policies assisting neurodevelopmental disorders and other disabilities. The between-group comparison (ASD and DCD) is also expected to help clarify the origins of all the different challenges encountered by those families. Hence, it will be interesting to investigate whether complications perceived by parents are more likely to arise from child-symptom severity, or from the lack of support obtained from health and educational systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autism%20spectrum%20disorder" title="Autism spectrum disorder">Autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural" title=" cross-cultural"> cross-cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-disorder" title=" cross-disorder"> cross-disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20delay" title=" developmental coordination delay"> developmental coordination delay</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/157368/well-being-of-parents-of-children-with-autism-spectrum-disorder-or-developmental-coordination-disorder-cross-cultural-and-cross-disorder-comparative-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157368.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">102</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">2483</span> Extension of Motor Skill Assessments in High Schoolage Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Aleem">Abdul Aleem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to establish age-related normative values for motor skill assessments in Pakistani children aged 15 to 20 years, utilize two motor coordination tests: the Test of Gross Motor Development (TGMD) and the Korper Coordinations test for kinder. In the present study, BMI, age and gender were correlated with the motor performance of the children. The study developed the preliminary normative data for the Test for Gross Motor Development TGMD-2 and KTK test for primary school children. There was a positive correlation between age and TGMD-2 and KTK test scores. All participants performed 100% on the locomotor subset of TGMD-2 test and boys showed better motor proficiency than girls on scores of TGMD-2 test. Moreover, there was a negative correlation between the KTK test score and the BMI of participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motor%20competence" title="motor competence">motor competence</a>, <a href="https://publications.waset.org/abstracts/search?q=Korper%20coordinations" title=" Korper coordinations"> Korper coordinations</a>, <a href="https://publications.waset.org/abstracts/search?q=normative%20%20values" title=" normative values"> normative values</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder" title=" developmental coordination disorder"> developmental coordination disorder</a> </p> <a href="https://publications.waset.org/abstracts/191035/extension-of-motor-skill-assessments-in-high-schoolage-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191035.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">39</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">2482</span> 21st Century Provocation: Modern Slavery, the Implications for Individuals on the Autism Spectrum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christina%20Surmei">Christina Surmei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorder (ASD) is defined as a diverse range of developmental conditions that affect an individual’s functionality. ASD is not linear, and individuals can present with deficits in social interaction, communication, and demonstrate limited, repetitive patterns of behaviour, interests, or activities. These characteristics may be observed in a variety of ways and range from mild to severe. ASD may include autism disorder, pervasive developmental disorder not otherwise specified, Asperger’s, or other related pervasive developmental disorders. Modern slavery is defined as 'situations of exploitation that a person cannot refuse or leave because of threats, violence, coercion, and abuse of power or deception'. A review of the literature investigated the prevalence of research regarding ASD and modern slavery. Two universal search engines and five online journals were used as the apparatuses of inquiry. The results revealed two editorials, one study, and one act, totaling four publications attesting to ASD and modern slavery as a joint entity. This is representative of a vast absence of research. However, as individual entities research on autism and modern slavery is in a general high occurrence. This paper has identified a significant gap in research on ASD and modern slavery, and initiates the dialogue to unpack a significant global issue in society today. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum" title="autism spectrum">autism spectrum</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20slavery" title=" modern slavery"> modern slavery</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a> </p> <a href="https://publications.waset.org/abstracts/86867/21st-century-provocation-modern-slavery-the-implications-for-individuals-on-the-autism-spectrum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86867.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">169</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">2481</span> The Developmental Process of Panic Disorder: Focusing on the Psychological Dynamics of a Family Therapy Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tai-Young%20Park">Tai-Young Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Yangjin%20Park"> Yangjin Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: This study analyzed a family therapy case involving a female client in her thirties with panic disorder (PD) in South Korea. We identified five stages of the psychological process in the development of PD and examined external situations, family dynamics, and psychological experiences at each stage. Method: The client, mother, sister, and husband participated in therapy. Researchers analyzed the transcripts, notes, and video recordings of the therapy sessions. A thematic analysis was used to examine the data and display our findings using a network. Results: The developmental process of PD was as follows: (1) formation of anxiety, (2) sheltered life, (3) crisis, (4) loss of safe haven, and (5) inner breakdown. Conclusion: The family dynamics that developed as a result of coping with external situations in each stage contributed to clients’ psychological experiences. These psychological experiences triggered anxiety, which led to the development of PD. Moreover, this study empirically suggests that family dynamics can be associated with a person’s internal experiences that could lead to PD. Our findings highlight the significance of functional family dynamics and coping patterns when facing difficult external situations or crises. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20process" title="developmental process">developmental process</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20therapy" title=" family therapy"> family therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=panic%20disorder" title=" panic disorder"> panic disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20dynamics" title=" psychological dynamics"> psychological dynamics</a> </p> <a href="https://publications.waset.org/abstracts/162152/the-developmental-process-of-panic-disorder-focusing-on-the-psychological-dynamics-of-a-family-therapy-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162152.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">97</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">2480</span> Ecological Systems Theory, the SCERTS Model, and the Autism Spectrum, Node and Nexus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Surmei">C. Surmei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorder (ASD) is a complex developmental disorder that can affect an individual’s (but is not limited to) cognitive development, emotional development, language acquisition and the capability to relate to others. Ecological Systems Theory is a sociocultural theory that focuses on environmental systems with which an individual interacts. The SCERTS Model is an educational approach and multidisciplinary framework that addresses the challenges confronted by individuals on the autism spectrum and other developmental disabilities. To aid the understanding of ASD and educational philosophies for families, educators, and the global community alike, a Comparative Analysis was undertaken to examine key variables (the child, society, education, nurture/care, relationships, communication). The results indicated that the Ecological Systems Theory and the SCERTS Model were comparable in focus, motivation, and application, attaining to a viable and notable relationship between both theories. This paper unpacks two child development philosophies and their relationship to each other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20systems%20theory" title=" ecological systems theory"> ecological systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=SCERTS%20model" title=" SCERTS model"> SCERTS model</a> </p> <a href="https://publications.waset.org/abstracts/88543/ecological-systems-theory-the-scerts-model-and-the-autism-spectrum-node-and-nexus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88543.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">591</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">2479</span> Trade-Offs between Verb Frequency and Syntactic Complexity in Children with Developmental Language Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui%20I.%20Chao">Pui I. Chao</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanju%20Lin"> Shanju Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Children with developmental language disorder (DLD) have persistent language difficulties and often face great challenges when demands are high. The aim of this study was to investigate whether verb frequency would trade-off with syntactic complexity when they talk. Method: Forty-five children with DLD, 45 chronological age matches with TD (AGE), and 45 MLU-matches with TD (MLU) who were Mandarin speakers were selected from the previous study. Language samples were collected under three contexts: conversation about children’s family and school, story retelling, and free play. MLU, verb density, utterance length difference, verb density difference, and average verb frequency were calculated and further analyzed by ANOVAs. Results: Children with DLD and their MLU matches produced shorter utterances and used fewer verbs in expressions than the AGE matches. Compared to their AGE matches, the DLD group used more verbs and verbs with lower frequency in shorter utterances but used fewer verbs and verbs with higher frequency in longer utterances. Conclusion: Mandarin-speaking children with DLD showed difficulties in verb usage and were more vulnerable to trade-offs than their age-matched peers in utterances with high demand. As a result, task demand should be taken into account as speech-language pathologists assess whether children with DLD have adequate abilities in verb usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20language%20disorder" title="developmental language disorder">developmental language disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20complexity" title=" syntactic complexity"> syntactic complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=trade-offs" title=" trade-offs"> trade-offs</a>, <a href="https://publications.waset.org/abstracts/search?q=verb%20frequency" title=" verb frequency"> verb frequency</a> </p> <a href="https://publications.waset.org/abstracts/142917/trade-offs-between-verb-frequency-and-syntactic-complexity-in-children-with-developmental-language-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142917.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">154</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">2478</span> Throughput of Point Coordination Function (PCF)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faisel%20Eltuhami%20Alzaalik">Faisel Eltuhami Alzaalik</a>, <a href="https://publications.waset.org/abstracts/search?q=Omar%20Imhemed%20Alramli"> Omar Imhemed Alramli</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Mohamed%20Elaieb"> Ahmed Mohamed Elaieb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The IEEE 802.11 defines two modes of MAC, distributed coordination function (DCF) and point coordination function (PCF) mode. The first sub-layer of the MAC is the distributed coordination function (DCF). A contention algorithm is used via DCF to provide access to all traffic. The point coordination function (PCF) is the second sub-layer used to provide contention-free service. PCF is upper DCF and it uses features of DCF to establish guarantee access of its users. Some papers and researches that have been published in this technology were reviewed in this paper, as well as talking briefly about the distributed coordination function (DCF) technology. The simulation of the PCF function have been applied by using a simulation program called network simulator (NS2) and have been found out the throughput of a transmitter system by using this function. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DCF" title="DCF">DCF</a>, <a href="https://publications.waset.org/abstracts/search?q=PCF" title=" PCF"> PCF</a>, <a href="https://publications.waset.org/abstracts/search?q=throughput" title=" throughput"> throughput</a>, <a href="https://publications.waset.org/abstracts/search?q=NS2" title=" NS2"> NS2</a> </p> <a href="https://publications.waset.org/abstracts/2456/throughput-of-point-coordination-function-pcf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2456.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">579</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">2477</span> Cross-sectional Developmental Trajectories of Executive Function and Relations to Theory of Mind in Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evangelia-Chrysanthi%20Kouklari">Evangelia-Chrysanthi Kouklari</a>, <a href="https://publications.waset.org/abstracts/search?q=Evdokia%20Tagkouli"> Evdokia Tagkouli</a>, <a href="https://publications.waset.org/abstracts/search?q=Vassiliki%20Ntre"> Vassiliki Ntre</a>, <a href="https://publications.waset.org/abstracts/search?q=Artemios%20Pehlivanidis"> Artemios Pehlivanidis</a>, <a href="https://publications.waset.org/abstracts/search?q=Stella%20Tsermentseli"> Stella Tsermentseli</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerasimos%20Kolaitis"> Gerasimos Kolaitis</a>, <a href="https://publications.waset.org/abstracts/search?q=Katerina%20Papanikolaou"> Katerina Papanikolaou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Executive Function (EF) is a set of goal-directed cognitive skills essentially needed in problem-solving and social behavior. Developmental EF research has indicated that EF emerges early in life and marks dramatic changes before the age of 5. Research evidence has suggested that it may continue to develop up to adolescence as well, following the development of the prefrontal cortex. Over the last decade, research evidence has suggested distinguished domains of cool and hot EF, but traditionally the development of EF in Autism Spectrum Disorder (ASD) has been examined mainly with tasks that address the “cool” cognitive aspects of EF. Thus, very little is known about the development of “hot” affective EF processes and whether the cross-sectional developmental pathways of cool and hot EF present similarities in ASD. Cool EF has also been proven to have a strong correlation with Theory of Mind (ToM) in young and middle childhood in typical development and in ASD, but information about the relationship of hot EF to ToM skills is minimal. The present study’s objective was to explore the age-related changes of cool and hot EF in ASD participants from middle childhood to adolescence, as well as their relationship to ToM. This study employed an approach of cross-sectional developmental trajectories to investigate patterns of cool and hot EF relative to chronological age within ASD. Eighty-two participants between 7 and 16 years of age were recruited to undertake measures that assessed cool EF (working memory, cognitive flexibility, planning & inhibition), hot EF (affective decision making & delay discounting) and ToM (false belief and mental state/emotion recognition). Results demonstrated that trajectories of all cool EF presented age-related changes in ASD (improvements with age). With regards to hot EF, affective decision-making presented age-related changes, but for delay discounting, there were no statistically significant changes found across younger and older ASD participants. ToM was correlated only to cool EF. Theoretical implications are discussed as the investigation of the cross-sectional developmental trajectories of the broader EF (cool and hot domains) may contribute to better defining cognitive phenotypes in ASD. These findings highlight the need to examine developmental trajectories of both hot and cool EF in research and clinical practice as they may aid in enhancing diagnosis or better-informed intervention programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20trajectories" title=" developmental trajectories"> developmental trajectories</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/146025/cross-sectional-developmental-trajectories-of-executive-function-and-relations-to-theory-of-mind-in-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146025.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">148</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">2476</span> Understanding the Manifestation of Psychosocial Difficulties in Children with Developmental Language Disorder, with a Focus on Anxiety and Social Frustration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annabel%20Burnley">Annabel Burnley</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20St.%20Clair"> Michelle St. Clair</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Dack"> Charlotte Dack</a>, <a href="https://publications.waset.org/abstracts/search?q=Yvonne%20Wren"> Yvonne Wren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with Developmental Language Disorder (DLD) are well documented to experience social and emotional difficulties. Despite this, there is little consensus as to how these difficulties manifest, without which the ability to develop prevention initiatives is limited. An online survey was completed by 107 parents of either child with DLD (‘DLD sample’; n=57), or typically developing children (‘typical sample’; n=50), all aged 6-12 years old. Psychosocial symptom measures were used, alongside 11 psychosocial statements generated from previous qualitative work. Qualitative interviews were then held to understand the manifestation of key difficulties in more depth (n=4). The DLD sample scored significantly higher on all psychosocial statements than the typical sample. Experiencing anxiety (80.7%), requiring routine and sameness (75.4%) and struggling to regulate their emotions (75.4%) were the most common difficulties for a majority of children with DLD. For this DLD sample, family communication and coping styles were found not to contribute to the manifestation of these difficulties. Two separate mediation models were run to understand the role of other psychosocial difficulties in the manifestation of (1) anxiety and (2) social frustration. ‘Intolerance of uncertainty was found to strongly mediate the relationship between DLD diagnosis and symptoms of anxiety. Emotion regulation was found to moderately mediate the relationship between DLD diagnosis and social frustration. Parents appear to cope well with their children’s complex psychosocial needs, but further external intervention is needed. Intervention focussing on intolerance of uncertainty and emotion dysregulation may help the management of anxiety and social frustration. Further research is needed to understand the children’s routined behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20difficulties" title="psychosocial difficulties">psychosocial difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20language%20disorder" title=" developmental language disorder"> developmental language disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/155048/understanding-the-manifestation-of-psychosocial-difficulties-in-children-with-developmental-language-disorder-with-a-focus-on-anxiety-and-social-frustration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155048.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">2475</span> Interoperable Design Coordination Method for Sharing Communication Information Using Building Information Model Collaboration Format</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jin%20Gang%20Lee">Jin Gang Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyun-Soo%20Lee"> Hyun-Soo Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Moonseo%20Park"> Moonseo Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The utilization of BIM and IFC allows project participants to collaborate across different areas by consistently sharing interoperable product information represented in a model. Comments or markups generated during the coordination process can be categorized as communication information, which can be shared in less standardized manner. It can be difficult to manage and reuse such information compared to the product information in a model. The present study proposes an interoperable coordination method using BCF (the BIM Collaboration Format) for managing and sharing the communication information during BIM based coordination process. A management function for coordination in the BIM collaboration system is developed to assess its ability to share the communication information in BIM collaboration projects. This approach systematically links communication information during the coordination process to the building model and serves as a type of storage system for retrieving knowledge created during BIM collaboration projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20coordination" title="design coordination">design coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20information%20model" title=" building information model"> building information model</a>, <a href="https://publications.waset.org/abstracts/search?q=BIM%20collaboration%20format" title=" BIM collaboration format"> BIM collaboration format</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20foundation%20classes" title=" industry foundation classes"> industry foundation classes</a> </p> <a href="https://publications.waset.org/abstracts/49901/interoperable-design-coordination-method-for-sharing-communication-information-using-building-information-model-collaboration-format" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49901.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">435</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">2474</span> Analysis and Detection of Facial Expressions in Autism Spectrum Disorder People Using Machine Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Maisam%20Abbas">Muhammad Maisam Abbas</a>, <a href="https://publications.waset.org/abstracts/search?q=Salman%20Tariq"> Salman Tariq</a>, <a href="https://publications.waset.org/abstracts/search?q=Usama%20Riaz"> Usama Riaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Tanveer"> Muhammad Tanveer</a>, <a href="https://publications.waset.org/abstracts/search?q=Humaira%20Abdul%20Ghafoor"> Humaira Abdul Ghafoor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorder (ASD) refers to a developmental disorder that impairs an individual's communication and interaction ability. Individuals feel difficult to read facial expressions while communicating or interacting. Facial Expression Recognition (FER) is a unique method of classifying basic human expressions, i.e., happiness, fear, surprise, sadness, disgust, neutral, and anger through static and dynamic sources. This paper conducts a comprehensive comparison and proposed optimal method for a continued research project—a system that can assist people who have Autism Spectrum Disorder (ASD) in recognizing facial expressions. Comparison has been conducted on three supervised learning algorithms EigenFace, FisherFace, and LBPH. The JAFFE, CK+, and TFEID (I&II) datasets have been used to train and test the algorithms. The results were then evaluated based on variance, standard deviation, and accuracy. The experiments showed that FisherFace has the highest accuracy for all datasets and is considered the best algorithm to be implemented in our system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=EigenFace" title=" EigenFace"> EigenFace</a>, <a href="https://publications.waset.org/abstracts/search?q=facial%20expression%20recognition" title=" facial expression recognition"> facial expression recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=FisherFace" title=" FisherFace"> FisherFace</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20binary%20pattern%20histogram" title=" local binary pattern histogram"> local binary pattern histogram</a>, <a href="https://publications.waset.org/abstracts/search?q=LBPH" title=" LBPH"> LBPH</a> </p> <a href="https://publications.waset.org/abstracts/129718/analysis-and-detection-of-facial-expressions-in-autism-spectrum-disorder-people-using-machine-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129718.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">176</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">2473</span> Effect of Early Therapeutic Intervention for the Children With Autism Spectrum Disorders: A Quasi Experimental Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultana%20Razia">Sultana Razia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of children whose social, communication and behavior pattern is affected due to mental and developmental conditions is on the rise. Most of these conditions develop to uncontrollable levels because of ignorance and unaware about their child’s condition. The many myths surrounding mental or developmental conditions are a major cause of families of affected children to develop bitterness and to shy off from seeking appropriate help in time. Several early intervention programs have been put in place, and the number of beneficiaries of these programs is increasing by the day. This research seeks to look into early intervention programs and their effectiveness. The purpose of this study was to investigate the effect of early therapeutic intervention for the children with autism spectrum disorder. Participants were 140 children with autism spectrum disorder from Autism Corner in a selected rehabilitation center of Bangladesh. This study included children who are at age of 18-month to 36-month and who were taking occupational therapy and speech and language therapy from the autism center. They were primarily screened using M-CHAT; however, children with other physical disability or medical conditions excluded. 3-months interventions of 6 sessions per week are a minimum of 45-minutes long per session, one to one interaction followed by parent-led structured home-based therapy were provided. The results indicated that early intensive therapeutic intervention improve understanding, social skills and sensory skills. It can be concluded that therapeutic early intervention a positive effect on diminishing symptoms of Autism Spectrum Disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=M-CHAT" title="M-CHAT">M-CHAT</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20cheeklist" title=" sensory cheeklist"> sensory cheeklist</a>, <a href="https://publications.waset.org/abstracts/search?q=OT" title=" OT"> OT</a> </p> <a href="https://publications.waset.org/abstracts/177513/effect-of-early-therapeutic-intervention-for-the-children-with-autism-spectrum-disorders-a-quasi-experimental-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177513.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">76</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">2472</span> Results of Longitudinal Assessments of Very Low Birth Weight and Extremely Low Birth Weight Infants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anett%20Nagy">Anett Nagy</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Maria%20Beke"> Anna Maria Beke</a>, <a href="https://publications.waset.org/abstracts/search?q=Rozsa%20Graf"> Rozsa Graf</a>, <a href="https://publications.waset.org/abstracts/search?q=Magda%20Kalmar"> Magda Kalmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Premature birth involves developmental risks – the earlier the baby is born and the lower its birth weight, the higher the risks. The developmental outcomes for immature, low birth weight infants are hard to predict. Our aim is to identify the factors influencing infant and preschool-age development in very low birth weight (VLBW) and extremely low birth weight (ELBW) preterms. Sixty-one subjects participated in our longitudinal study, which consisted of thirty VLBW and thirty-one ELBW children. The psychomotor development of the infants was assessed using the Brunet-Lezine Developmental Scale at the corrected ages of one and two years; then at three years of age, they were tested with the WPPSI-IV IQ test. Birth weight, gestational age, perinatal complications, gender, and maternal education, were added to the data analysis as independent variables. According to our assessments, our subjects as a group scored in the average range in each subscale of the Brunet-Lezine Developmental Scale. The scores were the lowest in language at both measurement points. The children’s performances improved between one and two years of age, particularly in the domain of coordination. At three years of age the mean IQ test results, although still in the average range, were near the low end of it in each index. The ELBW preterms performed significantly poorer in Perceptual Reasoning Index. The developmental level at two years better predicted the IQ than that at one year. None of the measures distinguished the genders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preterm" title="preterm">preterm</a>, <a href="https://publications.waset.org/abstracts/search?q=extremely%20low%20birth-weight" title=" extremely low birth-weight"> extremely low birth-weight</a>, <a href="https://publications.waset.org/abstracts/search?q=perinatal%20complication" title=" perinatal complication"> perinatal complication</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor%20development" title=" psychomotor development"> psychomotor development</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=follow-up" title=" follow-up"> follow-up</a> </p> <a href="https://publications.waset.org/abstracts/100286/results-of-longitudinal-assessments-of-very-low-birth-weight-and-extremely-low-birth-weight-infants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100286.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">244</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">2471</span> Challenges Faced by Teachers during Teaching with Developmental Disable Students at Primary Level in Lahore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zikra%20Faiz">Zikra Faiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Nisar%20Abid"> Nisar Abid</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Waqas"> Muhammad Waqas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aim to examine the challenges faced by teachers during teaching to those students who are intellectually disable, suffering from autism spectrum disorder, learning disability, and ADHD at the primary level. The descriptive research design of quantitative approach was adopted to conduct this study; a cross-sectional survey method was used to collect data. The sample was comprised of 258 (43 male and 215 female) teachers who teach at special education institutes of Lahore district selected through proportionate stratified random sampling technique. Self-developed questionnaire was used which was comprised of 22 closed-ended items. Collected data were analyzed through descriptive and inferential statistical techniques by using Statistical Package for Social Sciences (SPSS) version 21. Results show that teachers faced problems during group activities, to handle bad behavior and different disabilities of students. It is concluded that there was a significant difference between male and female teachers perceptions about challenges faced during teaching with developmental disable students. Furthermore, there was a significant difference exist in the perceptions of teachers regarding challenges faced during teaching to students with developmental disabilities in term of teachers’ age and area of specialization. It is recommended that developmentally disable student require extra attention so that, teacher should trained through pre-service and in-service training to teach developmentally disabled students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title=" learning disability"> learning disability</a> </p> <a href="https://publications.waset.org/abstracts/102219/challenges-faced-by-teachers-during-teaching-with-developmental-disable-students-at-primary-level-in-lahore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102219.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">140</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">2470</span> The Miller Umwelt Assessment Scale: A Tool for Planning Interventions for Children on the Autism Spectrum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Mastrangelo">Sonia Mastrangelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Miller Umwelt Assessment Scale is a useful tool for obtaining information about the developmental capacities of children on the autism spectrum. The assessment, made up of 19 tasks in the areas of: body organization, contact with surroundings, expressive and receptive communication, representation, and social-emotional development, has been used with much success over the past 40 years. While many assessments are difficult to administer to children on the autism spectrum, the simplicity of the MUAS reveals key strengths and challenges for both low and high functioning children on the spectrum. The results guide parents and clinicians in providing a curriculum and/or home program that moves children up the developmental ladder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20intervention" title=" reading intervention"> reading intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=Miller%20method" title=" Miller method "> Miller method </a> </p> <a href="https://publications.waset.org/abstracts/17636/the-miller-umwelt-assessment-scale-a-tool-for-planning-interventions-for-children-on-the-autism-spectrum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17636.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">541</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">2469</span> Research on Supply Chain Coordination Based on Lateral Transshipment in the Background of New Retail</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yue%20Meng">Yue Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=Lingyun%20Wei"> Lingyun Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the coordination problem of a supply chain system composed of multiple retailers and manufacturers is studied under the background of the new retail supply chain. Taking a system composed of two retailers and one manufacturer as an example, this paper introduces an online store owned by the manufacturer to reflect the characteristics of the combination of online and offline new retail. Then, this paper gives the conditions that need to be satisfied to realize the coordination between retailers and manufacturers, such as the revenue sharing coefficient. The supply chain coordination model is compared with the newsboy model through a specific example. Finally, the conclusion is drawn that the profits of the coordinated supply chain and its members are better than the corresponding profits under the newsboy model; that is, the coordination of the supply chain is realized by using the revenue sharing contract and the transshipment fund mechanism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transshipment" title="transshipment">transshipment</a>, <a href="https://publications.waset.org/abstracts/search?q=coordination" title=" coordination"> coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-retailer" title=" multi-retailer"> multi-retailer</a>, <a href="https://publications.waset.org/abstracts/search?q=revenue-sharing%20contract" title=" revenue-sharing contract"> revenue-sharing contract</a> </p> <a href="https://publications.waset.org/abstracts/151591/research-on-supply-chain-coordination-based-on-lateral-transshipment-in-the-background-of-new-retail" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151591.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">2468</span> Optimal Power Exchange of Multi-Microgrids with Hierarchical Coordination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beom-Ryeol%20Choi">Beom-Ryeol Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Won-Poong%20Lee"> Won-Poong Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Jin-Young%20Choi"> Jin-Young Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Young-Hak%20Shin"> Young-Hak Shin</a>, <a href="https://publications.waset.org/abstracts/search?q=Dong-Jun%20Won"> Dong-Jun Won</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Microgrid (MG) has a major role in power system. There are numerous benefits, such as ability to reduce environmental impact and enhance the reliability of a power system. Hence, Multi-MG (MMG) consisted of multiple MGs is being studied intensively. This paper proposes the optimal power exchange of MMG with hierarchical coordination. The whole system architecture consists of two layers: 1) upper layer including MG of MG Center (MoMC) which is in charge of the overall management and coordination and 2) lower layer comprised of several Microgrid-Energy Management Systems (MG-EMSs) which make a decision for own schedule. In order to accomplish the optimal power exchange, the proposed coordination algorithm is applied to MMG system. The objective of this process is to achieve optimal operation for improving economics under the grid-connected operation. The simulation results show how the output of each MG can be changed through coordination algorithm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=microgrids" title="microgrids">microgrids</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-microgrids" title=" multi-microgrids"> multi-microgrids</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20exchange" title=" power exchange"> power exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20coordination" title=" hierarchical coordination"> hierarchical coordination</a> </p> <a href="https://publications.waset.org/abstracts/72872/optimal-power-exchange-of-multi-microgrids-with-hierarchical-coordination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72872.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">372</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">2467</span> Role of Speech Articulation in English Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Rafi">Khadija Rafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Neha%20Jamil"> Neha Jamil</a>, <a href="https://publications.waset.org/abstracts/search?q=Laiba%20Khalid"> Laiba Khalid</a>, <a href="https://publications.waset.org/abstracts/search?q=Meerub%20Nawaz"> Meerub Nawaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahwish%20Farooq"> Mahwish Farooq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speech articulation is a complex process to produce intelligible sounds with the help of precise movements of various structures within the vocal tract. All these structures in the vocal tract are named as articulators, which comprise lips, teeth, tongue, and palate. These articulators work together to produce a range of distinct phonemes, which happen to be the basis of language. It starts with the airstream from the lungs passing through the trachea and into oral and nasal cavities. When the air passes through the mouth, the tongue and the muscles around it form such coordination it creates certain sounds. It can be seen when the tongue is placed in different positions- sometimes near the alveolar ridge, soft palate, roof of the mouth or the back of the teeth which end up creating unique qualities of each phoneme. We can articulate vowels with open vocal tracts, but the height and position of the tongue is different every time depending upon each vowel, while consonants can be pronounced when we create obstructions in the airflow. For instance, the alphabet ‘b’ is a plosive and can be produced only by briefly closing the lips. Articulation disorders can not only affect communication but can also be a hurdle in speech production. To improve articulation skills for such individuals, doctors often recommend speech therapy, which involves various kinds of exercises like jaw exercises and tongue twisters. However, this disorder is more common in children who are going through developmental articulation issues right after birth, but in adults, it can be caused by injury, neurological conditions, or other speech-related disorders. In short, speech articulation is an essential aspect of productive communication, which also includes coordination of the specific articulators to produce different intelligible sounds, which are a vital part of spoken language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistics" title="linguistics">linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20articulation" title=" speech articulation"> speech articulation</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20therapy" title=" speech therapy"> speech therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/176220/role-of-speech-articulation-in-english-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176220.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">63</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">2466</span> Opportunities for Effective Communication Through the Delivery of an Autism Spectrum Disorder Diagnosis: A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20D.%20Antoine">M. D. Antoine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When a child is diagnosed with an illness, condition, or developmental disorder, the process involved in understanding and accepting this diagnosis can be a very stressful and isolating experience for parents and families. The healthcare providers’ ability to effectively communicate in such situations represents a vital lifeline for parents. In this context, communication becomes a crucial element not only for getting through the period of grief but also for the future. We mobilized the five stages of grief model to summarize existing literature regarding the ways in which the experience ofan autism spectrum disorder diagnosis disclosurealigns with the experience of grief to explore how this can inform best practices for effective communication with parents through the diagnosis disclosure. Fifteen publications met inclusion criteria. Findings from the scoping review of empirical studies show that parents/families experience grief-like emotions during the diagnosis disclosure. However, grief is not an outcome of the encounter itself. In fact, the experience of the encounter can help mitigate the grief experience. The way parents/families receive and react to the ‘news’ depends on their preparedness, knowledge, and the support received through the experience. Individual communication skills, as well as policies and regulations, should be examined to alleviate adverse reactions in this context. These findings highlight the importance of further research into effective parent-provider communication strategies and their place in supporting quality autism care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder%20diagnosis" title=" autism spectrum disorder diagnosis"> autism spectrum disorder diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis%20disclosure" title=" diagnosis disclosure"> diagnosis disclosure</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-provider%20communication" title=" parent-provider communication"> parent-provider communication</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20grief" title=" parental grief"> parental grief</a> </p> <a href="https://publications.waset.org/abstracts/144621/opportunities-for-effective-communication-through-the-delivery-of-an-autism-spectrum-disorder-diagnosis-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144621.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">175</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">2465</span> A Comparison of Transdiagnostic Components in Generalized Anxiety Disorder, Unipolar Mood Disorder and Nonclinical Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imaneh%20Abbasi">Imaneh Abbasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ladan%20Fata"> Ladan Fata</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Sadeghi"> Majid Sadeghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Banihashemi"> Sara Banihashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abolfazl%20Mohammadee"> Abolfazl Mohammadee </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Dimensional and transdiagnostic approaches as a result of high comorbidity among mental disorders have captured researchers and clinicians interests for exploring the latent factors of development and maintenance of some psychological disorders. The goal of present study is to compare some of these common factors between generalized anxiety disorder and unipolar mood disorder. Methods: 27 patients with generalized anxiety disorder, 29 patients with depression disorder were recruited using SCID-I and 69 non-clinical population were selected using GHQ cut off point. MANCOVA was used for analyzing data. Results: The results show that worry, rumination, intolerance of uncertainty, maladaptive metacognitive beliefs, and experiential avoidance were all significantly different between GAD and unipolar mood disorder groups. However, there were not any significant differences in difficulties in emotion regulation and neuroticism between GAD and unipolar mood disorder groups. Discussion: Results indicate that although there are some transdiagnostic and common factors in GAD and unipolar mood disorder, there may be some specific vulnerability factors for each disorder. Further study is needed for answering these questions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transdiagnostic" title="transdiagnostic">transdiagnostic</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20anxiety%20disorder" title=" generalized anxiety disorder"> generalized anxiety disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title=" emotion regulation"> emotion regulation</a> </p> <a href="https://publications.waset.org/abstracts/2151/a-comparison-of-transdiagnostic-components-in-generalized-anxiety-disorder-unipolar-mood-disorder-and-nonclinical-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2151.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">500</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">2464</span> Developmental Social Work: A Derailed Post-Apartheid Development Approach in South Africa </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Mbecke">P. Mbecke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developmental social welfare implemented through developmental social work is being applauded internationally as an approach that facilitates social development theory and practice. However, twenty-two years into democracy, there are no tangible evidences that the much-desired developmental social welfare approach has assisted the post-apartheid macroeconomic policy frameworks in addressing poverty and inequality, thus, the derailment of the post-apartheid development approach in South Africa. Based on the implementation research theory, and the literature review technique, this paper recognizes social work as a principal role-player in social development. It recommends the redesign and implementation of an effective developmental social welfare approach with specific strategies, programs, activities and sufficient resources aligned to and appropriate in delivering on the promises of the government’s macroeconomic policy frameworks. Such approach should be implemented by skilled and dedicated developmental social workers in order to achieve transformation in South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apartheid" title="apartheid">apartheid</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20social%20welfare" title=" developmental social welfare"> developmental social welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20social%20work" title=" developmental social work"> developmental social work</a>, <a href="https://publications.waset.org/abstracts/search?q=inequality" title=" inequality"> inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty%20alleviation" title=" poverty alleviation"> poverty alleviation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20development" title=" social development"> social development</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/53949/developmental-social-work-a-derailed-post-apartheid-development-approach-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53949.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">366</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">2463</span> The Effect of Dissociation in Bipolar Disorder: An EEG Power Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merve%20Cebi">Merve Cebi</a>, <a href="https://publications.waset.org/abstracts/search?q=Turker%20Tekin%20Erguzel"> Turker Tekin Erguzel</a>, <a href="https://publications.waset.org/abstracts/search?q=Gokben%20%20Hizli%20Sayar"> Gokben Hizli Sayar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding the biological mechanisms of dissociation in patients with bipolar disorder is important for developing new treatment approaches for the disorder as well as using the appropriate treatment strategies. In this study, we compared EEG power and coherence values for alpha, theta and beta frequency bands between patients having bipolar disorder with dissociation as compared to the bipolar patients without dissociation. Accordingly, we did not find any statistically significant difference in either the absolute or the relative power between the groups. Coherence values were not found to be statistically different, as well. Therefore, our results demonstrated that the existence of dissociation did not influence electrophysiological correlates in bipolar disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bipolar%20disorder" title="bipolar disorder">bipolar disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=dissociation" title=" dissociation"> dissociation</a>, <a href="https://publications.waset.org/abstracts/search?q=absolute%20power" title=" absolute power"> absolute power</a>, <a href="https://publications.waset.org/abstracts/search?q=coherence" title=" coherence "> coherence </a> </p> <a href="https://publications.waset.org/abstracts/78766/the-effect-of-dissociation-in-bipolar-disorder-an-eeg-power-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78766.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">585</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">2462</span> Cognitive Behavior Therapy with a Migrant Pakistani in Malaysia: A Single Case Study of Conversion Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fahad%20R.%20Choudhry.">Fahad R. Choudhry.</a>, <a href="https://publications.waset.org/abstracts/search?q=Khadeeja%20Munawar"> Khadeeja Munawar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This clinical case presents a 24 years old, Muslim Pakistani girl with a history of conversion disorder. Her symptoms comprised fits, restlessness, numbness in legs, poor coordination and balance, burning during urination and retention. A cognitive-behavioral model was used for conceptualizing her problem and devising a management plan based on cognitive behavioral therapy (CBT) and culturally adapted coping statements. She took 13 therapy sessions and was presented with idiosyncratic case conceptualization. Psychoeducation, coping statements, extinction, verbal challenging, and behavioral activation techniques were practiced in a collaborative way for cognitive restructuring of the client. Focus of terminal sessions was on anger management. The client needed a couple of more sessions in order to help her manage her anger. However, the therapy was terminated on the part of the client after attainment of short term goals. The client reported to have a 75 % improvement in her overall condition and remained compliant throughout the therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20behavioral%20therapy" title="cognitive behavioral therapy">cognitive behavioral therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=conversion%20disorder" title=" conversion disorder"> conversion disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=Muslim" title=" Muslim"> Muslim</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistani" title=" Pakistani"> Pakistani</a> </p> <a href="https://publications.waset.org/abstracts/107060/cognitive-behavior-therapy-with-a-migrant-pakistani-in-malaysia-a-single-case-study-of-conversion-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107060.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">194</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">2461</span> Effectiveness of Parent Coaching Intervention for Parents of Children with Developmental Disabilities in the Home and Community </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elnaz%20Alimi">Elnaz Alimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Keriakoula%20Andriopoulos"> Keriakoula Andriopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Sam%20Boyer"> Sam Boyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Weronika%20Zuczek"> Weronika Zuczek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Occupational therapists can use coaching strategies to guide parents in providing therapy for their children with developmental disabilities. Evidence from various fields has shown increased parental self-efficacy and positive child outcomes as benefits of home and community-based parent coaching models. A literature review was conducted to investigate the effectiveness of parent coaching interventions delivered in home and community settings for children with developmental disabilities ages 0-12, on a variety of parent and child outcomes. CINAHL Plus, PsycINFO, PubMed, OTseeker were used as databases. The inclusion criteria consisted of: children with developmental disabilities ages 0-12 and their parents, parent coaching models conducted in the home and community, and parent and child outcomes. Studies were excluded if they were in a language other than English and published before 2000. Results showed that parent coaching interventions led to more positive therapy outcomes in child behaviors and symptoms related to their diagnosis or disorder. Additionally, coaching strategies had positive effects on parental satisfaction with therapy, parental self-efficacy, and family dynamics. Findings revealed decreased parental stress and improved parent-child relationships. Further research on parent coaching could involve studying the feasibility of coaching within occupational therapy specifically, incorporating cultural elements into coaching, qualitative studies on parental satisfaction with coaching, and measuring the quality of life outcomes for the whole family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching%20model" title="coaching model">coaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatrics" title=" pediatrics"> pediatrics</a> </p> <a href="https://publications.waset.org/abstracts/87802/effectiveness-of-parent-coaching-intervention-for-parents-of-children-with-developmental-disabilities-in-the-home-and-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87802.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">194</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">2460</span> Developmental Delays among Children with Neonatal Hyperbilirubinemia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simplejit%20Kaur%20Dhanoa">Simplejit Kaur Dhanoa</a>, <a href="https://publications.waset.org/abstracts/search?q=Manmohan%20Singh"> Manmohan Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was done with the primary objective to evaluate the motor and mental developmental delays among children having neonatal Jaundice. A total sample of 300 neonates were collected; out of them, 150 were preterm neonates, and 150 were full term neonates from the hospital setting and follow up study was done with the help of the Developmental Assessment scale of the Indian Infant. The registered samples were assessed up to 2.6 years with a gap of 6 months. The outcomes of this study reveal that developmental delays were present among children who had preterm neonatal jaundice as compare to full term normal babies. Further, It was reported that both motor and mental development is affected due to neonatal hyperbilirubinemia in addition to preterm birth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hyperbinirubinemia" title="hyperbinirubinemia">hyperbinirubinemia</a>, <a href="https://publications.waset.org/abstracts/search?q=preterm%20neonates" title=" preterm neonates"> preterm neonates</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20delays" title=" developmental delays"> developmental delays</a>, <a href="https://publications.waset.org/abstracts/search?q=preterm" title=" preterm"> preterm</a> </p> <a href="https://publications.waset.org/abstracts/141649/developmental-delays-among-children-with-neonatal-hyperbilirubinemia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141649.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">163</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">2459</span> Cognitive Deficits and Association with Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder in 22q11.2 Deletion Syndrome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sinead%20Morrison">Sinead Morrison</a>, <a href="https://publications.waset.org/abstracts/search?q=Ann%20Swillen"> Ann Swillen</a>, <a href="https://publications.waset.org/abstracts/search?q=Therese%20Van%20Amelsvoort"> Therese Van Amelsvoort</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Chawner"> Samuel Chawner</a>, <a href="https://publications.waset.org/abstracts/search?q=Elfi%20Vergaelen"> Elfi Vergaelen</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Owen"> Michael Owen</a>, <a href="https://publications.waset.org/abstracts/search?q=Marianne%20Van%20Den%20Bree"> Marianne Van Den Bree</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 22q11.2 Deletion Syndrome (22q11.2DS) is caused by the deletion of approximately 60 genes on chromosome 22 and is associated with high rates of neurodevelopmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorders (ASD). The presentation of these disorders in 22q11.2DS is reported to be comparable to idiopathic forms and therefore presents a valuable model for understanding mechanisms of neurodevelopmental disorders. Cognitive deficits are thought to be a core feature of neurodevelopmental disorders, and possibly manifest in behavioural and emotional problems. There have been mixed findings in 22q11.2DS on whether the presence of ADHD or ASD is associated with greater cognitive deficits. Furthermore, the influence of developmental stage has never been taken into account. The aim was therefore to examine whether the presence of ADHD or ASD was associated with cognitive deficits in childhood and/or adolescence in 22q11.2DS. We conducted the largest study to date of this kind in 22q11.2DS. The same battery of tasks measuring processing speed, attention and spatial working memory were completed by 135 participants with 22q11.2DS. Wechsler IQ tests were completed, yielding Full Scale (FSIQ), Verbal (VIQ) and Performance IQ (PIQ). Age-standardised difference scores were produced for each participant. Developmental stages were defined as children (6-10 years) and adolescents (10-18 years). ADHD diagnosis was ascertained from a semi-structured interview with a parent. ASD status was ascertained from a questionnaire completed by a parent. Interaction and main effects of cognitive performance of those with or without a diagnosis of ADHD or ASD in childhood or adolescence were conducted with 2x2 ANOVA. Significant interactions were followed up with t-tests of simple effects. Adolescents with ASD displayed greater deficits in all measures (processing speed, p = 0.022; sustained attention, p = 0.016; working memory, p = 0.006) than adolescents without ASD; there was no difference between children with and without ASD. There were no significant differences on IQ measures. Both children and adolescents with ADHD displayed greater deficits on sustained attention (p = 0.002) than those without ADHD. There were no significant differences on any other measures for ADHD. Magnitude of cognitive deficit in individuals with 22q11.2DS varied by cognitive domain, developmental stage and presence of neurodevelopmental disorder. Adolescents with 22q11.2DS and ASD showed greater deficits on all measures, which suggests there may be a sensitive period in childhood to acquire these domains, or reflect increasing social and academic demands in adolescence. The finding of poorer sustained attention in children and adolescents with ADHD supports previous research and suggests a specific deficit which can be separated from processing speed and working memory. This research provides unique insights into the association of ASD and ADHD with cognitive deficits in a group at high genomic risk of neurodevelopmental disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=22q11.2%20deletion%20syndrome" title="22q11.2 deletion syndrome">22q11.2 deletion syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%20hyperactivity%20disorder" title=" attention deficit hyperactivity disorder"> attention deficit hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a> </p> <a href="https://publications.waset.org/abstracts/88092/cognitive-deficits-and-association-with-autism-spectrum-disorder-and-attention-deficit-hyperactivity-disorder-in-22q112-deletion-syndrome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88092.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">153</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">2458</span> Challenging Weak Central Coherence: An Exploration of Neurological Evidence from Visual Processing and Linguistic Studies in Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Scher%20Lisa">Jessica Scher Lisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Shyman"> Eric Shyman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorder (ASD) is a neuro-developmental disorder that is characterized by persistent deficits in social communication and social interaction (i.e. deficits in social-emotional reciprocity, nonverbal communicative behaviors, and establishing/maintaining social relationships), as well as by the presence of repetitive behaviors and perseverative areas of interest (i.e. stereotyped or receptive motor movements, use of objects, or speech, rigidity, restricted interests, and hypo or hyperactivity to sensory input or unusual interest in sensory aspects of the environment). Additionally, diagnoses of ASD require the presentation of symptoms in the early developmental period, marked impairments in adaptive functioning, and a lack of explanation by general intellectual impairment or global developmental delay (although these conditions may be co-occurring). Over the past several decades, many theories have been developed in an effort to explain the root cause of ASD in terms of atypical central cognitive processes. The field of neuroscience is increasingly finding structural and functional differences between autistic and neurotypical individuals using neuro-imaging technology. One main area this research has focused upon is in visuospatial processing, with specific attention to the notion of ‘weak central coherence’ (WCC). This paper offers an analysis of findings from selected studies in order to explore research that challenges the ‘deficit’ characterization of a weak central coherence theory as opposed to a ‘superiority’ characterization of strong local coherence. The weak central coherence theory has long been both supported and refuted in the ASD literature and has most recently been increasingly challenged by advances in neuroscience. The selected studies lend evidence to the notion of amplified localized perception rather than deficient global perception. In other words, WCC may represent superiority in ‘local processing’ rather than a deficit in global processing. Additionally, the right hemisphere and the specific area of the extrastriate appear to be key in both the visual and lexicosemantic process. Overactivity in the striate region seems to suggest inaccuracy in semantic language, which lends itself to support for the link between the striate region and the atypical organization of the lexicosemantic system in ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=neurology" title=" neurology"> neurology</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20processing" title=" visual processing"> visual processing</a>, <a href="https://publications.waset.org/abstracts/search?q=weak%20coherence" title=" weak coherence"> weak coherence</a> </p> <a href="https://publications.waset.org/abstracts/115591/challenging-weak-central-coherence-an-exploration-of-neurological-evidence-from-visual-processing-and-linguistic-studies-in-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115591.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">128</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">2457</span> The Effect of High Intensity by Intervals Training on Plasma Interleukin 13 and Insulin Resistance in Patients with Attention Deficit Hyperactivity Disorder (ADHD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Goodarzvand%20Fatemeh">Goodarzvand Fatemeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Soori%20Rahman"> Soori Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Effatpanah%20Mohammad"> Effatpanah Mohammad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajbarnejad%20Ali"> Ajbarnejad Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention deficit hyperactivity disorder (ADHD) is characterized by a pervasive pattern of developmentally inappropriate inattentive, impulsive and hyperactive behaviors that typically begin during the preschool ages and often persist into adulthood. This disorder is related to autism and schizophrenia and other psychological disorders and clinical conditions such as insulin resistance and they may operate through common pathways, and treatments used exclusively for one of these conditions may prove beneficial for the others. While ADHD is not fully understood as developmental disorder with an etiopathogeny, but studies show that core symptom of disorder was associated with and increased by the interleukins IL-13, where relation of IL-13 with inattention was notable. Regular exercise improves functions associated with attention deficit hyperactivity disorder (ADHD). However, the impact of exercise on cytokines associated with the disease activity remains relatively unexplored. The aim of this study was to examine the effects of 6 weeks high intensity by intervals training (HIIT) on IL-13 levels and insulin resistance in boys with ADHD. Twenty eight boys with ADHD disease in a range of 12-18 year of old participated in this study as the subject. Subjects were divided into control group (n=10) and training group (n=18) randomly. The training group performed progressive HIIT program, 3 days a week for 6 weeks. The control group was in absolute rest at the same time. The results showed that after six weeks of HIIT, IL-13 decreased in the exercise group and these changes achieved (p= 0.002) statistical significance (p < 0.005). The results suggest HIIT with specific intensity and duration utilized in this study had not significant effect on insulin resistance levels in female patients with ADHD (p=0.39), while the difference in the average control and case group was decreased. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%20hyperactivity%20disorder" title="attention deficit hyperactivity disorder">attention deficit hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=interleukin%2013" title=" interleukin 13"> interleukin 13</a>, <a href="https://publications.waset.org/abstracts/search?q=insulin%20resistance" title=" insulin resistance"> insulin resistance</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20intensity%20by%20intervals%20training" title=" high intensity by intervals training"> high intensity by intervals training</a> </p> <a href="https://publications.waset.org/abstracts/34363/the-effect-of-high-intensity-by-intervals-training-on-plasma-interleukin-13-and-insulin-resistance-in-patients-with-attention-deficit-hyperactivity-disorder-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34363.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">512</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">2456</span> Coordination of Traffic Signals on Arterial Streets in Duhok City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dilshad%20Ali%20Mohammed">Dilshad Ali Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziyad%20Nayef%20Shamsulddin%20Aldoski"> Ziyad Nayef Shamsulddin Aldoski</a>, <a href="https://publications.waset.org/abstracts/search?q=Millet%20Salim%20Mohammed"> Millet Salim Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increase in levels of traffic congestion along urban signalized arterials needs efficient traffic management. The application of traffic signal coordination can improve the traffic operation and safety for a series of signalized intersection along the arterials. The objective of this study is to evaluate the benefits achievable through actuated traffic signal coordination and make a comparison in control delay against the same signalized intersection in case of being isolated. To accomplish this purpose, a series of eight signalized intersections located on two major arterials in Duhok City was chosen for conducting the study. Traffic data (traffic volumes, link and approach speeds, and passenger car equivalent) were collected at peak hours. Various methods had been used for collecting data such as video recording technique, moving vehicle method and manual methods. Geometric and signalization data were also collected for the purpose of the study. The coupling index had been calculated to check the coordination attainability, and then time space diagrams were constructed representing one-way coordination for the intersections on Barzani and Zakho Streets, and others represented two-way coordination for the intersections on Zakho Street with accepted progression bandwidth efficiency. The results of this study show great progression bandwidth of 54 seconds for east direction coordination and 17 seconds for west direction coordination on Barzani Street under suggested controlled speed of 60 kph agreeable with the present data. For Zakho Street, the progression bandwidth is 19 seconds for east direction coordination and 18 seconds for west direction coordination under suggested controlled speed of 40 kph. The results show that traffic signal coordination had led to high reduction in intersection control delays on both arterials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bandwidth" title="bandwidth">bandwidth</a>, <a href="https://publications.waset.org/abstracts/search?q=congestion" title=" congestion"> congestion</a>, <a href="https://publications.waset.org/abstracts/search?q=coordination" title=" coordination"> coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=traffic" title=" traffic"> traffic</a>, <a href="https://publications.waset.org/abstracts/search?q=signals" title=" signals"> signals</a>, <a href="https://publications.waset.org/abstracts/search?q=streets" title=" streets"> streets</a> </p> <a href="https://publications.waset.org/abstracts/78894/coordination-of-traffic-signals-on-arterial-streets-in-duhok-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78894.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">309</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=82">82</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=83">83</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder&page=2" rel="next">&rsaquo;</a></li> </ul> </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" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>