Relationship-based Intervention with Young Children with Autism in Saudi Arabia: Impediments and Consequences of Parenting Stress and Depression

ABSTRACT

This investigation examined the consequences and effects of the severity of mothers psychosocial functioning as assessed by measures parenting stress and depression in a randomised control trial of a Relationship-based Intervention (RBI) called Responsive Teaching (RT). The sample included 28 parents and preschool aged children with Autism from Saudi Arabia. RT subjects received weekly parent–child intervention sessions for 4 months. Dependent variables were mothers’ style of interaction as assessed by the PICCOLO at post intervention as well as pre- and post-measures of parenting stress and depression. There were three findings from this study. First, mothers who participated in this study had extremely high levels of psychosocial dysfunction. Nearly all reported clinical levels of parenting stress and more than 40% reported clinical levels of depressive symptoms. Second, high levels of psychosocial dysfunction did not prevent mothers from participating in RT as indicated by their ability to integrate RT strategies into their interactions with their children. Third, RT was associated with substantial improvements in mother’s parenting stress and depression. Implication for early intervention practice are discussed.     

High school textbooks in turkey from teachers’ and students’ perspectives: The case of history textbooks

This study investigates how teachers and students assess the textbooks they use in history courses at the high school level in Turkey. Through a survey questionnaire, teachers and students were asked their perceptions of the textbooks. Then a sub-sample of the teachers and students were interviewed to collect more in-depth data on their assessment of the textbooks. The results indicated that the textbooks assist the teacher in instructional planning and in preparing exams, and help the students deal with the content. However, both teachers and students point to problems in textbooks in terms of their physical aspects, content presentation and organization, language, teaching and learning aids, and their impact on students. The textbooks focus mostly on transmission of knowledge, and they are found ineffective in leading students to read the information with interest and develop an understanding of the content area. They are found ineffective in developing students’ thinking skills and positive attitudes toward the subject.     

Role of jasmonic acid in improving tolerance of rapeseed (<Emphasis Type="Italic">Brassica napus</Emphasis> L.) to Cd toxicity

The well-known detrimental effects of cadmium (Cd) on plants are chloroplast destruction, photosynthetic pigment inhibition, imbalance of essential plant nutrients, and membrane damage. Jasmonic acid (JA) is an alleviator against different stresses such as salinity and drought. However, the functional attributes of JA in plants such as the interactive effects of JA application and Cd on rapeseed in response to heavy metal stress remain unclear. JA at 50 μmol/L was observed in literature to have senescence effects in plants. In the present study, 25 μmol/L JA is observed to be a “stress ameliorating molecule” by improving the tolerance of rapeseed plants to Cd toxicity. JA reduces the Cd uptake in the leaves, thereby reducing membrane damage and malondialdehyde content and increasing the essential nutrient uptake. Furthermore, JA shields the chloroplast against the damaging effects of Cd, thereby increasing gas exchange and photosynthetic pigments. Moreover, JA modulates the antioxidant enzyme activity to strengthen the internal defense system. Our results demonstrate the function of JA in alleviating Cd toxicity and its underlying mechanism. Moreover, JA attenuates the damage of Cd to plants. This study enriches our knowledge regarding the use of and protection provided by JA in Cd stress.     

Student Assessment in High-School Social-Studies Courses in Turkey: Teachers' and Students' Perceptions

This study investigates the assessment strategies used in social-studies courses at the high-school level in Turkey and examines how teachers and students perceive them. Results indicate that short-answer tests are most frequently used to assess student performance, followed by oral tests. Multiple-choice and essay tests are also occasionally employed. Teachers tend to be satisfied with these assessment strategies, but suggest that alternative modes of assessment should also be considered. Students do not find such tests adequate for assessing their real performance in social-studies courses.     

Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition

Research in Science Education - This study investigated the effect of the metacognitive instruction in which students’ epistemic cognitions were explicitly addressed, on tenth-grade...     

A study of the interaction between ropranolol and NSAIDs in protein binding by gel filtration method

Drug protein binding phenomena can lead to some interesting drug—drug interactions when one drug displaces another in the binding site. Studies of protein binding are conducted by several methods including equilibrium dialysis, ultra-filtration and chromatographic methods. Gel filtration is a simple chromatographic method in protein binding studies. Propranolol binds to plasma proteins by 90%–95% in circulation system and other drugs with high protein binding may displace it. In this study protein binding of propranolol has been studied using gel filtration to Bovine Serum Albumin (BSA) alone and in the presence of Acetyl salicylic acid (ASA), Indomethacin and mefenamic acid has been studied using gel filtration method. The results indicated that ASA decreased protein binding of propranolol by 20% to BSA and other drugs did not displace propranolol from the binding site. Therefore, ASA may alter pharmacological effects of propranolol.     

The COVID‐19 (Coronavirus) pandemic: reflections on the roles of librarians and information professionals

This Regular Feature explores the role of health science librarians in the coronavirus pandemic. COVID‐19 has spread rapidly all over the world. All major cities around the globe are in lockdown. In Pakistan, the first case was diagnosed on 26 February 2020, and currently, there are more than 2039 diagnosed cases and 26 deaths as on 31 March 2020. Across the country, there are further 12 000 suspected cases. This will undoubtedly increase if precautionary measures are not taken. Pakistani universities, colleges and schools were in lockdown. The role of university librarians in this emergency included raising awareness through public health education, providing support to medical staff, researchers and providing ongoing traditional services to regular library patrons in Pakistan. The Regular Feature also provides links to useful resources. JM.     

Jordanian Pre‐service Teachers' Perceptions of the Portfolio as a Reflective Learning Tool

This study investigates how portfolios support pre‐service teachers' learning to teach. The findings revealed that the portfolio provides pre‐service teachers with productive learning experiences which help them develop their library use, knowledge, skills, attitudes, personal traits, motivation to learn, interpersonal relationships and an information source. The respondents were found to consider the portfolio a highly effective tool in their learning to teach.     

Visual motor integration as a screener for responders and non-responders in preschool and early school years: implications for inclusive assessment in Oman

Visual motor integration (VMI) is the ability of the eyes and hands to work together in smooth, efficient patterns. In Oman, there are few effective methods to assess VMI skills in children in inclusive settings. The current study investigated the performance of preschool and early school years responders and non-responders on a VMI test. The full range test of visual motor integration (FRTVMI) was administered to a sample of 359 children from preschool and elementary school settings in Oman. A two-way analysis of variance showed that there are statistically significant differences in VMI between preschool and early school non-responders. Gender did not show any effect on preschool children's performance on the FRTVMI, whereas it had an effect on elementary school children's performance. Results of the study are discussed in relation to the use of VMI assessment in screening for responders and non-responders in preschool and elementary school settings. Implications for psycho-educational assessment of children who struggle academically in inclusive settings are presented.