Behavior analytic based virtual reality interventions to teach adaptive and functional skills for individuals diagnosed with autism: A systematic review

Virtual reality technologies hold promise for the therapy based on the science of applied behavior analysis as they can replicate real life environments and allow the user to role-play in a simulated environments. This literature review synthesizes the research base evaluating the effects of behavior analytic interventions delivered via virtual reality (VR) technology to teach adaptive and functional skills for individuals with autism. Method: We conducted a systematic search in four databases followed by a reference search for those articles by the systematic database search. We also conducted a quality review using the Evaluative Method for Evaluating and Determining Evidence-Based Practices in Autism (Reichow, 2008). Results: We identified 24 studies with a majority of the studies (n = 18; 75%) utilizing group experimental or quasi-experiment research design, and the remaining (n = 6; 25%) utilizing single-case research design. Of those studies, ten targeted vocational related skills, seven targeted functional behaviors (e.g., problem behavior treatment, hypersensitivity, phobias), four targeted safety skills (e.g., driving, airplane travel, pedestrian safety), two studies targeted general functional skills, and one targeted exercise engagement. Of the 24 studies, 12 met the quality criteria to be classified as “strong” or “adequate” and can offer evidence on the integration of VR technology into the practice of behavior analysis for teaching adaptive or functional skills. Discussion: Taken as a whole, the three studies (Cox et al., 2017; Hu & Han, 2019; Wade et al., 2013) identified as “strong” quality studies were conducted by three different research teams, at three different locations, with 74 different participants and meet the qualifications to be considered a promising practice.

Professional Values in Guiding Professional Behavior of Nurses: A Phenomenological Study

Introduction: Nurses must have knowledge and awareness concerning professional values as standards to provide safe and high-quality care. Objective: The study aimed to explore the professional’s value in directing nurses’ behavior. Method: A qualitative study design with a phenomenology approach was applied in this study. We involved ten nurses with ten years of working experience and acting as role models in nurse managers. The data analysis used the Colaizzi method. We found the professional nursing values among nurses, including human dignity, integrity, professional practice, altruism, and compassion. Dimensions that underlying the professional values are knowledge, skill, and attitude. Results: The following four themes reflected how to apply nurses value: 1) Competence in facing challenges; 2 Nurses provided services based on knowledge and skills, a sense of help and compassion for love as a form of worship and commitment to the profession; 3) feeling satisfied in undergoing the nurse profession; 4) expectations of professional development. Professional nurses have a positive attitude and a hope for professional development. Conclusion: The hospital could improve nursing education and research by providing evidence-based practices for self-development. Recommendation: Nurse managers also can provide services based on science, skills, and attitudes as a form of worship and commitment to the profession, becoming a role model for the nurse-led

Guidance for the Antiracist Educator: Culturally Sustaining Pedagogies for Disability and Diversity

Racism in the United States has risen to the forefront of public awareness through the national outrage, grief, and terrible injustice and bias that continues to dictate the fates of individuals in our communities of color. Centuries of systemic racism require our organization to publish innovative evidence-based practices for use in a wide variety of educational programs and settings around topics related to racial and cultural practices. This special edition of Teaching Exceptional Children (TEC) emphasizes racially and culturally competent and sustaining practices when working with students with disabilities who also experience another social identity.

Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain

Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were never taught or mentioned incidentally. Finally, a higher percentage of addressing on each practice (i.e., mentioned and discussed or mentioned and taught through direct instruction) is shown in the sample of American teachers compared to the Spaniards, in both training paths.

Guidelines for Perioperative Care in Bariatric Surgery: Enhanced Recovery After Surgery (ERAS) Society Recommendations: A 2021 Update

Background This is the second updated Enhanced Recovery After Surgery (ERAS®) Society guideline, presenting a consensus for optimal perioperative care in bariatric surgery and providing recommendations for each ERAS item within the ERAS® protocol. Methods A principal literature search was performed utilizing the Pubmed, EMBASE, Cochrane databases and ClinicalTrials.gov through December 2020, with particular attention paid to meta-analyses, randomized controlled trials and large prospective cohort studies. Selected studies were examined, reviewed and graded according to the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) system. After critical appraisal of these studies, the group of authors reached consensus regarding recommendations. Results The quality of evidence for many ERAS interventions remains relatively low in a bariatric setting and evidence-based practices may need to be extrapolated from other surgeries. Conclusion A comprehensive, updated evidence-based consensus was reached and is presented in this review by the ERAS® Society.

Measuring implementation climate: psychometric properties of the Implementation Climate Scale (ICS) in Norwegian mental health care services

BackgroundEmployees’ perceptions of organizational climate for implementation of new methods are important in assessing and planning for implementation efforts. More specifically, feedback from employees’ points to which implementation strategies to select, adopt, and tailor in building positive climate for implementation of new evidence-based practices within the organization. Implementation climate can be measured with the Implementation Climate Scale (ICS). The purpose of this study was to investigate the psychometric properties of the Norwegian version of the ICS in outpatient mental health clinics.MethodsThe ICS was administered to 383 clinicians within 47 different child and adult mental health clinics across the country. We conducted confirmatory factor analysis to assess the psychometric functioning of the ICS. Cronbach’s alpha was examined to assess internal consistency. We also examined criterion related validity of the scale by comparing it with an alternative measure of implementation climate (concurrent validity) and by examining correlations with clinicians’ intentions to use evidence-based practices.ResultsResults supported the 6-factor structure and the internal consistency reliability of the ICS. One exception was poor functioning of the Reward scale. Concurrent validity was stronger at the group than at the individual level, and assessment of associations with clinicians’ intentions to use evidence- based practices showed positive correlations.ConclusionsThe Norwegian version of the ICS is a promising tool for assessing implementation climate which can provide organizations with specific feedback concerning which aspects of the implementation climate to attend to. Due to poor functioning of the Reward scale, adaptations and further testing of this is recommended.

Using Autoethnography to Engage in Critical Inquiry in TESOL

In this chapter, the author proposes using the qualitative research method of autoethnography to improve one's practice in teaching English to students of other languages (TESOL). This chapter first includes an overview of autoethnography followed by discussion of evidence-based practices and learning activities that apply the methodology. The chapter then explores the method through a case study involving the author and her son. Through this autoethnography account, the author demonstrates the process of collecting, analyzing, and interpreting autobiographical data to gain a deeper understanding of ourselves and our students. The case demonstrates how intersectionalities, including race and gender, have an impact on the learning experiences. In this way, this protocol has methodological and pedagogical implications for TESOL praxis. This chapter finally discusses the implications of this methodology in TESOL as a viable qualitative research methodology to gain new insights and understandings for TESOL educators.

Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement

Special education has the enhanced capacity to address digital literacies and storytelling, especially as parents become instrumental in the delivery of education through technology. While increasing digital opportunities for interventions and supports for students with learning exceptionalities must be a focus and consideration to improve students' outcomes, there still must be a certain level of sense-making for parents and legal guardians—particularly to strengthen student outcomes. Special educators are well positioned to help lead the work of transforming the relationships between themselves and parents. This chapter briefly explores the history of special education and race, family engagement, evidence-based practices, and opportunities to ensure that special educators help create conversations that lead to actionable opportunities to enhance and improve parent implemented interventions to incorporate families of color in the implementation of digital literacies and digitized platforms of teaching and learning.

Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.