Center For Children With Special Needs

Objective: This study set out to develop a Chinese version of the Attitude Survey towards Inclusive Education–Students and to examine its psychometric properties among Grade 4–6 primary students. Method: Rasch analysis was conducted using a convenience sample of 295 students from two primary schools in Chongqing and Chengdu to investigate the psychometric properties of the instrument, including dimensionality, validity, and reliability. Results: Both sub-scales of the Chinese version of the Attitude Survey towards Inclusive Education-Students are unidimensional; the reliability of the affective and behavioral sub-scales is 0.85 and 0.89, respectively. Except for the negatively worded items, all the other items have acceptable model-data fit indices (weighted and unweighted), ranging from 0.5 to 1.5; both sub-scales can be used to distinguish students with moderate to low levels of inclusive educational attitudes, rather than those with upper levels. Conclusions: The Chinese version of the Attitude Survey towards Inclusive Education-Students has good reliability and validity, making it a suitable tool for research on inclusive educational attitudes among Grade 4–6 students.

This chapter discusses the application of Applied Behavior Analysis (ABA) in teaching office skills to persons with intellectual disabilities (ID). Emphasis is placed on task analysis to break down complex office tasks into manageable steps, chaining to systematically connect these steps into functional sequences, and shaping to gradually build proficiency by reinforcing successive approximations. Reinforcement serves as a cornerstone strategy, motivating learners and strengthening desired behaviors. By applying these techniques, individuals with ID can acquire practical office competencies that enhance independence, employability, and workplace integration. The chapter underscores how structured, evidence-based instruction not only promotes skill mastery but also fosters confidence and meaningful participation in professional environments for persons with intellectual disabilities.

ABSTRACT Children on the autism spectrum who exhibit a restricted range of interests may engage less in appropriate toy play and display stereotypy, which may negatively affect their social engagement and task performance. Our study replicated and extended prior research by implementing response‐stimulus pairing to increase appropriate toy play and decrease inappropriate toy play and stereotypy in three Chinese children (aged 4–5 years) on the autism spectrum. We used a multiple probe design across participants. Results indicated that the intervention effectively increased appropriate toy play while decreasing inappropriate toy play and stereotypy. These improvements were also observed during free play. Two weeks after the completion of the intervention, all participants maintained the target behavior. Future research should consider collecting generalization data from home settings and conducting more rigorous functional behavior assessments.

In the professional activity of a special education teacher, the problem of stress severity arises, which determines the need and importance of studying the range of factors affecting stress tolerance. The analysis of theoretical sources made it possible to determine the features, structural components and psychological resources of stress resistance of a special teacher. In this study, the stress resistance of special education teachers was considered as an integrative property, which manifests itself in the activation of mental resources aimed at preventing performance disorders. The study was conducted using diagnostic techniques ("Diagnosis of stress", author A.O. Prokhorov; Multilevel personality questionnaire "Adaptability", authors: A.G. Maklakov, S.V. Chermyanin; methodology "Coping behavior in stressful situations", authors S. Norman, D.F. Endler, D.A. James, M.I. Parker (adapted version by T.A. Kryukova) and revealed the prevailing levels of stress tolerance among teachers of special education: respondents predominantly had low and medium levels of stress tolerance. The study participants, who had a low level of stress tolerance, demonstrated a high degree of overwork, lost their composure and control over their behavior in a stressful situation. Participants with an average level of stress tolerance noted that they do not always behave adequately in a stressful situation and minor professional events can disrupt their emotional balance. Among the study participants were those who demonstrated a high level of stress tolerance. The results of the study, in general, indicate that the majority of its participants are characterized by an insufficient degree of stress tolerance, which is associated with their professional activities, which indicates the need to develop their skills to successfully overcome stressful situations in their professional activities.

Characterization of Regolith And Trace Economic Resources (CRATER), an Orbitrap™-based laser desorption mass spectrometry instrument designed to conduct high-precision, spatially resolved analyses of planetary materials, is capable of answering outstanding science questions about the Moon's formation and the subsequent processes that have modified its (sub)surface. Here, we describe the baseline design of the CRATER flight model, which requires <20 000 cm3 volume, <10kg mass, and <60 W peak power. The analytical capabilities and performance metrics of a prototype that meets the full functionality of the flight model are demonstrated. The instrument comprises a high-power, solid-state, pulsed ultraviolet (213 nm) laser source to ablate the surface of the lunar sample, a custom ion optical interface to accelerate and collimate the ions produced at the ablation site, and an Orbitrap mass analyzer capable of discriminating competing isobars via ultrahigh mass resolution and high mass accuracy. The CRATER instrument can measure elemental and isotopic abundances and characterize the organic content of lunar surface samples, as well as identify economically valuable resources for future exploration. An engineering test unit of the flight model is currently in development to serve as a pathfinder for near-term mission opportunities.

Parents of atypically developing children such as parents of children with ASD, attention deficit hyperactivity disorder, and intellectual disability experience higher levels of parenting stress than parents of typically developing children. However, whether they possess enhanced emotional negativity bias was unclear. In the present study, 28 parents of typically developing children and 29 parents of atypically developing children were recruited. The emotional Stroop task and event-related potentials were adopted to measure their emotional negativity bias, in which participants were required to respond to the borders' color of face pictures. Behaviorally, the impact of parenting stress on emotional negativity bias was not found. At the electrophysiological level, the P2 differential amplitude (negative minus positive) was greater in parents of atypically developing children than in parents of typically developing children, reflecting an enhanced early attentional bias toward negative faces. N2 amplitude for the emotionally negative face was smaller than the positive face in parents of atypically developing children, indicating a too weak attentional control to inhibit distractors. Furthermore, sustained attention to negative faces was observed in parents of atypically developing children, that is, the emotionally negative face elicited greater frontal P3 (300 ~ 500 ms) than the positive faces. These findings revealed that compared to parents of typically developing children, parents of atypically developing children owned an enhanced emotional negativity bias at the early and late stages of information processing.

Abstract Introduction: Given the clinical concerns around adolescent mental health and gaps in care exacerbated by the COVID-19 pandemic, a regional, pediatric clinically integrated network developed a systematic, evidence-based initiative to improve outcomes on three adolescent-focused quality metrics. The objective of this study was to implement changes at regional primary care pediatric practices to improve rates of depression screening, vaccination completion, and social determinants of health (SDOH) screening for patients 13-21 years old by 10% from baseline within six months. Methods: Twenty-six regional practices participated in the 6-month quality improvement project consisting of three rounds of PDSA cycles and educational seminars. Evaluation was completed by reviewing patient records at baseline and then every 2 months for 3 cycles of change. The significance of change for each intervention cycle was compared using the χ2 test of homogeneity or the Fisher exact test. Results: Statistically significant improvements in depression screening and coding and SDOH screening and coding were demonstrated at cycle one and sustained throughout the six-month study. The vaccine metric did not show statistically significant improvement, likely a consequence of the high baseline rates of meningococcal and tetanus, diphtheria, and pertussis (Tdap) vaccination and the interventions on human papilloma virus (HPV) vaccination focused on timing of dose 1. Conclusions: Collective PDSA cycles across a regional clinically integrated network can improve depression screening and SDOH screening quality metrics over a six-month period. More time is required to assess impact of interventions on adolescent vaccination rates. Impact of Employee Compensation and Benefits on Operating Performance This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Copyright © Author(s) retain the copyright of this article.

Education of children with disabilities across the globe has been gradually evolving from segregation towards inclusion. The systems in Poland and India have also been following this path, yet due to their own unique historical, cultural, and social contexts, these countries have adopted rather dissimilar approaches to the process of inclusion. What is presented in this report are the results of the study, which aimed to explore both the attitudes of Polish and Indian teachers towards inclusive education of students with special educational needs resulting from mild to moderate disabilities and the significance of selected factors for their differentiation. Polish teachers generally declared more positive attitudes than Indian teachers. Two variables in Indian teachers (the location of the school where the respondents worked and personal contacts with people with disabilities) and one variable in Polish teachers (seniority) turned out to be important in differentiating their attitudes towards inclusion. Implication for practice and further research are discussed.