Exercise-Based VRT Shows Benefits in Balance and Postural Stability in Adult Patients with Unilateral Vestibular Hypofunction - Pages 102-108

Kambiz Ahmadi Angali, Elham Maraghi, Arash Bayat, Nader Saki and Golshan Mirmomeni

DOI: https://doi.org/10.6000/2292-2598.2019.07.03.6
Published: 06 August 2019

Abstract: Background and Objective: Vestibular rehabilitation therapy (VRT) is an exercise-based program designed to improve balance function and alleviate problems related to dizziness, including vestibular hypofunction. This study aimed to evaluate the therapeutic effects of VRT exercises on balance function in adults with unilateral vestibular hypofunction (UVH).

Methods: Thirty-one patients (mean age: 39.48 (±10.96) years old) with confirmed UVH participated in this study. The VRT program consisted of habituation and adaptation exercises in combination with gait and balance exercises. The handicapping influences of dizziness were measured with a dizziness handicap inventory (DHI) scale to measure the level of respondent’s performance on physical, emotional, and functional dimensions. Visual analogue scale (VAS) was also used to rate the severity of dizziness symptoms. The DHI and VAS scales were assessed pre-intervention and post-intervention at one, two, and four weeks follow-ups after the last rehabilitation session.

Results: An analysis of variance showed a significant reduction and a consequent improvement in DHI scores after vestibular exercises in all domains: emotional, physical and functional (p < 0.001). The mean total DHI score significantly decreased by 15 points after one week, 24 points after two weeks and 15 points after four weeks of the last VRT session. The mean baseline VAS score was 7.71 (±0.91) that significantly decreased at one, two, and four weeks post-intervention to 4.81 (±0.73), 3.77 (±0.61), and 3.16 (±0.97), respectively (p<0.001).

Conclusion: The exercise-based VRT shows benefits for adult patients with chronic dizziness concerning improvement in the vertigo symptom scale, fall risk, balance and emotional status.

Keywords: Vestibular rehabilitation, Adult, Unilateral vestibular dysfunction.

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Feasibility of a Cost-Effectiveness Analysis Examining Interventions for Abused Persons with Intellectual Disabilities - Pages 1-8

Toshihiro Horiguchi

DOI: https://doi.org/10.6000/2292-2598.2020.08.01.1
Published: 10 February 2020

Abstract: Japan implemented new legislation to prevent the abuse of persons with disabilities on Oct 1, 2012. Many specialists from various domains participated in the development of interventions to prevent such abuse. Here, we conducted a pilot analysis to examine the cost of such interventions and to explore differences in resources. In particular, we compared resources for the assistance of victims with intellectual disabilities with those for the assistance of victims with other disabilities. We requested the enrollment of the anonymous case records of 16 local governments. Thirteen municipal/certified centres reported 41 cases, including 42 victims. Of them, 27 victims had intellectual disabilities. We calculated both the time and human/social resources consumed per case until the resolution of the case. Although the median length of time from the start of the intervention until the solution of the claimed crisis seemed longer in cases abused by their families, an analysis of 22 familial cases did not reveal a significant relationship between the type of disability and the resource. Although the existence of intellectual disabilities did not seem to impact the resource, our method of analysis worked well. The accumulation of more cases is warranted.

Keywords: Abuse, intellectual disabilities, intervention, legislation.

Fashioning of Students' Research Competence Through Technology of Project Activities  - Pages 307-311

Sholpan S. Khamzina, Aigul M. Utilova, Tattigul Zh. Shakenova, Gulmira A. Suleimenova, Ella Y. Sarsembayeva and Gulomkodir М. Bobizoda

DOI: https://doi.org/10.6000/2292-2598.2020.08.03.6
Published: 14 September 2020

Abstract: Objective: The authors provide justifications for changing the current education system, updating the teaching and methodological approach in school specialised education. The paper investigates the issue of fashioning students' research competence through the technology of project activities.

Background: Project activity has become widely used since it combines the theoretical and practical parts of the science under study, which allows to set up a connection between its components. Research competence is an integral feature of a student's personality, which manifests itself in a willingness to take an active research position.

Method: The authors conducted an experiment to study the problem of improving the quality of students' knowledge upon studying biology in senior school. The participants in the experiment were 120 students of the 10th and 11th years of a specialised school for children with psychological disorders.

Results: The authors developed a methodology for the fashioning of research competence. The results of the conducted pedagogical experiment confirmed the validity of the initial assumptions regarding the influence of the use of research teaching methods in biology lessons aimed at improving the quality of biological education.

Conclusion: Through project activities, students with intellectual disabilities learn to work in a team. Despite the fact that teamwork is uniting, each of the students learns to independently set the purpose and tasks of the study, analyse the sources presented, present the results of their activities to others. The main signs of project activity include the fact that students learn the technique and technology of working with the project. Project activity allows for the fashioning of students' research competence during the lesson, thereby enabling students to unleash their potential.

Keywords: Educational systems, cognitive skills of students, project technology, educational courses, specialised education.

Features of Non-Verbal Communication of Children with Intellectual Disabilities and Differences from their Normatively Developing Peers  - Pages 633-641

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.5

Published: 27 November 2020

Abstract: Objective: The study aimed to study the specific features of non-verbal communication in children with intellectual disabilities in the dynamics of psychological impact.

Background: In the 21st century, in terms of diagnostics and the implementation of psychological influences, the problem of identifying the features of the communication skills of children with intellectual disabilities becomes very significant and urgent. At present, intellectual disabilities are understood as a heterogeneous group of intellectual impairments, different in clinical manifestations, but based on the criterion of a decrease in cognitive development. A comparatively large number of works are devoted to the study of the features of the communication skills of children with intellectual disabilities. However, the research on their non-verbal communication skills is rather small.

Method: The experimental research was conducted in three stages – first, the initial level of development of the abilities of recognition, naming and use of various communicative, modal and descriptive-pictorial gestures was measured.

Results: After that, for ten lessons with children, the program "Lessons of non-verbal communication at school" was carried out, after which abilities were tested repeatedly. Parents and teachers were also interviewed twice.

Conclusion: The study was carried out based on educational institutions outside school hours. The study involved 128 children from 6 schools in St. Petersburg. Non-verbal communication of children with mild mental retardation in comparison with normatively developing peers and with mixed specific psychological disorders is characterised by a lower level of development of cognitive, emotional-personal and behavioural components. Moreover, the most pronounced is the underdevelopment of the cognitive component, which is associated with the peculiarities of the impairment of intelligence. The study also showed that the emotional-personal and behavioural components are at a more preserved level of development in children with intellectual disabilities, which can be interpreted as the compensatory ability of the child's psyche.

Keywords: Children with special educational needs, students with intellectual disabilities, school curriculum, inclusive education, communication between students.