Students with disabilities often face difficulty throughout their lives. One of these common challenges for students with severe disabilities is they often struggle with routine skills — for example, significant time spent helping students transition to activities throughout the day. The student's performance to complete required daily school routines increased when the researcher applied the picture activity schedules. Also, one strategy to enable students with disabilities to increase independence is through assistive technology. Therefore, many studies support the use of technology-based visual supports to teach daily school routines. Teachers increasingly have started to adopt an electronic visual activity schedule (eVAS) as a means to provide clear and consistent support for students with disabilities. Although the above studies are positive, there is still a need to more fully examine the various outcomes of eVAS. Therefore, this study is to investigate the effects of using eVAS (i.e., FIRST THEN application) on the latency period that the student spends for checking the schedule independently and prompts needed to transition throughout the day. Also, the value that the teacher and student place on the use of an eVAS to teach daily life and school routines instead of using typical instruction (e.g., traditional visual schedule), and the student’s ability to generalize the use of the eVAS across instructors and materials (display). The participant was a 10-year-old male in the fifth grade with intellectual disability and autism. This study was conducted in an intermediate school in the southeastern United States. An ABAB single case design was used to investigate the effects of the app. The dependent variables (DV) included: 1) The percent of independent correct responding to the natural cue “timer went off, or the teacher said: “Time to Switch”; 2) The amount of time the participant took to respond to the natural cue and check a schedule. The independent variable (IV) was applying the system of least prompts (SLP) along with the First Then application on iPad. Both DV and IV were collected five sessions in five days, during the transition period between activities in each baseline, intervention, maintenance, and generalization phases. The second observer recorded 25% of the data collection of the inter-observer agreement and procedural fidelity. By the end of the study, the social validity survey was provided one for the teacher and another one for the participant. The result indicated a functional relation between DV and the IV. Also, the limitation and the suggestion for future research were discussed. In conclusion, this study extended the result of prior studies by emphasizing the effectiveness of using the eVAS with students to independently complete the routine skills and applying SLP to give the student the opportunity to do the task with less prompts. The study will guide teachers use of such support tool and apply the intervention in the classroom with students with disabilities.

This study compared two prompting procedures that are used to teach children with autism in discrete trial: graduated guidance and system of least prompts. A modified alternating treatment design (ABCBC) was used to compare four children's acquisition of object labels taught by a system of least prompts and taught by graduated guidance. Two children were taught with the system of least prompts procedure first and the graduated guidance training procedure second. The other two children were taught with the graduated guidance procedure first, and the system of least prompts training procedure second. Each treatment phase involved three consecutive daily training sessions with 100 training trials each session. Probes were done each session on object labels taught by the current method up to that point All four children performed better when taught by a system of least prompts rather than when taught by graduated guidance. More object labels were acquired and maintained in the system of least prompts condition. These results indicate that the system of least prompts may be superior to graduated guidance when used in a discrete trial format.

No description available.

Yes / Background: Interpreting evaluations of complex interventions can be difficult without sufficient description of key intervention content. We aimed to develop an implementation package for primary care which could be delivered using typically available resources and could be adapted to target determinants of behaviour for each of four quality indicators: diabetes control, blood pressure control, anticoagulation for atrial fibrillation and risky prescribing. We describe the development and prospective verification of behaviour change techniques (BCTs) embedded within the adaptable implementation packages. Methods: We used an over-lapping multi-staged process. We identified evidence-based, candidate delivery mechanisms—mainly audit and feedback, educational outreach and computerised prompts and reminders. We drew upon interviews with primary care professionals using the Theoretical Domains Framework to explore likely determinants of adherence to quality indicators. We linked determinants to candidate BCTs. With input from stakeholder panels, we prioritised likely determinants and intervention content prior to piloting the implementation packages. Our content analysis assessed the extent to which embedded BCTs could be identified within the packages and compared them across the delivery mechanisms and four quality indicators. Results: Each implementation package included at least 27 out of 30 potentially applicable BCTs representing 15 of 16 BCT categories. Whilst 23 BCTs were shared across all four implementation packages (e.g. BCTs relating to feedback and comparing behaviour), some BCTs were unique to certain delivery mechanisms (e.g. ‘graded tasks’ and ‘problem solving’ for educational outreach). BCTs addressing the determinants ‘environmental context’ and ‘social and professional roles’ (e.g. ‘restructuring the social and ‘physical environment’ and ‘adding objects to the environment’) were indicator specific. We found it challenging to operationalise BCTs targeting ‘environmental context’, ‘social influences’ and ‘social and professional roles’ within our chosen delivery mechanisms. Conclusion: We have demonstrated a transparent process for selecting, operationalising and verifying the BCT content in implementation packages adapted to target four quality indicators in primary care. There was considerable overlap in BCTs identified across the four indicators suggesting core BCTs can be embedded and verified within delivery mechanisms commonly available to primary care. Whilst feedback reports can include a wide range of BCTs, computerised prompts can deliver BCTs at the time of decision making, and educational outreach can allow for flexibility and individual tailoring in delivery / UK National Institute for Health Research (NIHR) under its Programme Grants for Applied Research scheme (Grant Reference Number RP-PG-1209-10040).

In an attempt to create a fake news detection tool using a large language model (LLM), the emphasis is on validating the effectiveness of this approach and then making the tooling readily available. With the current model of gpt-4-turbo-preview and its assistant capabilities combined with simple prompts tailored to different objectives. While tools to detect fake news and simplify the process are not new, insight into how they work and why is not commonly available, most likely due to the monetization around the current services. By building an open-source platform that others can expand upon, giving insight into the prompts used, and enabling experimentation and a baseline to start at when developing further or taking inspiration from.  The results when articles are not willfully written as fake but missing key data are obviously very hard to detect. However, common tabloid-style news, which are often shared to create an emotional response, shows more promising detection results.

The following essay was written in Stockholm, Sweden in the autumn of 2015 at Stockholm University. The purpose of this study is to explore the forms of multimodal communication that are used in the classroom as meaning making prompts. The study is from a multimodal and design theoretical perspective and uses the model Learning Design Sequence as a framework for collecting and analysing data. A qualitative method is being used for collecting data from video observation, from two eighth grade History classes. Video Observation and multimodal transcription produce rich data from a multimodal perspective, for seeing what modes of communication are being used. However, to observe what modes of communication functioned as meaning making prompts, other methods could be employed. The results show that speech, gesture and tone of voice are used in the foreground as modes of communication. Gaze, image, text, posture and movement can fluctuate between the background and foreground depending on their use. Social practices such as turning the lights off, or turning the overhead projector on can function as meaning making prompts, as can hand gestures such as pointing, clapping and enacting. Speech, gesture, tone of voice, movement, image and sound can all work as a meaning making prompts individually or combined together. / VAL projekt

Au cours du traitement d'une tumeur avec des ions légers, la position du pic de Bragg doit être connue avec précision. Une fraction importante des ions incidents subissent des collisions nucléaires avec les noyaux cibles conduisant à l'émission de particules promptes qui peuvent être porteuses d'informations sur le parcours des ions. Ce travail, qui se concentre sur les gamma prompts, montre que le rendement en profondeur de ces émissions est fortement corrélé au parcours des ions et que les taux de comptage mesurés permettent d'envisager un système d'imagerie réaliste, fonctionnant en temps réel. Dans ce but, nous avons réalisé des expériences au GANIL et au GSI avec un détecteur collimaté placé perpendiculairement à l'axe du faisceau et la technique du temps de vol a été utilisée pour réduire le bruit de fond induit par les neutrons et les particules chargées. Des simulations Geant4 ont été réalisées pour concevoir le dispositif expérimental et interpréter les données. Un accord qualitatif entre les simulations et l'expérience est observé pour la quantité d'énergie déposée dans le détecteur et pour la forme du spectre de temps de vol. Cependant, des divergences apparaissent pour le rendement de gamma prompts et la distribution en profondeur des gamma détectés. Ces divergences sont discutées, principalement en termes de modèles de physique nucléaire qui doivent être améliorés. Après avoir sélectionné les modèles physiques offrant les simulations les plus en accord avec les mesures, des études concernant les lieux d'émissions des gamma prompts et l'influence de la diffusion dans la cible ont été réalisés afin de déterminer l'impact sur la corrélation avec le parcours des ions / During the treatment of a tumor with light ions, the Bragg peak location must be accurately known. A significant fraction of the incident ions undergo nuclear collisions with the target nuclei leading to the prompt emission of particles which may carry information on the ion path. This work, which focuses on prompt gamma, shows that the depth profile of these emissions is highly correlated to the ions path and the measured counting rates allow to consider a realistic imaging system, operating in real time. For that purpose, we performed experiments at GANIL and at GSI with a collimated detector placed perpendicular to the beam axis and the time of flight technique was used in order to reduce the noise induced by neutrons and charged particles. Geant4 simulations were performed for the experimental design and data interpretation. A qualitative agreement between simulations and experiment is observed for the amount of energy deposited in the detector and the shape of the time of flight spectrum. However, discrepancies appear for the prompt gamma yield and the depth distribution of gamma detected. These discrepancies are discussed, mainly in terms of nuclear physics models that must be improved. After selecting the physical models which lead to the best agreement between simulations and measurements, studies on the location of prompt gamma emission and on the influence of diffusion in the target were performed to determine the impact on the correlation with the ion path

SOFIA (Studies On FIssion with Aladin - Études de fission avec ALADIN) est un projet expérimental qui se propose de mesurer systématiquement les rendements isotopiques de fission, ainsi que l'énergie cinétique totale des fragments, pour une large gamme de noyaux fissionnants. Le travail de thèse présenté ici prend part au projet SOFIA, et a pour objet l'étude de la fission de noyaux dans la région des actinides : ²³⁴U, ²³⁵U, ²³⁷Np et ²³⁸Np.L'expérience SOFIA est menée au GSI, un accélérateur d'ions lourds situé à Darmstadt en Allemagne. Cette installation fournit un faisceau relativiste et intense d'uranium-238. Par une réaction de fragmentation de ce faisceau primaire, il est créé un faisceau secondaire contenant une large variété d'ions, dont, pour certains, la fission va être étudiée. Les ions de ce faisceau secondaire sont triés et identifiés dans le séparateur de fragments FRS, un spectromètre de recul de haute résolution qui est réglé pour sélectionner les ions d'intérêt.Ensuite, les ions fissiles sélectionnés continuent leur vol jusqu'à la Cave-C, une aire expérimentale où l'expérience de fission elle-même a lieu. À l'entrée de la cave, l'ion du faisceau secondaire est excité par interaction Coulombienne alors qu'il traverse une cible; les voies de dé-excitation possibles incluent la fission de basse énergie. Lors d'une fission, les deux fragments sont émis dans un cône étroit dans le référentiel du laboratoire, dû à l'impulsion relativiste qui leur est transmise par le système fissionnant. Un spectromètre de recul complet a été développé par la collaboration SOFIA autour du dipôle existant ALADIN. L'identification des fragments est réalisée par des mesures de perte d'énergie, de temps de vol et de déviation dans l'aimant. Les deux fragments de fission sont identifiés simultanément et complètement (en masse et en charge). Ce document présente l'analyse menée pour (1) l'identification du système fissionnant, (2) l'identification des deux fragments de fission - évènements par évènements -, et (3) l'extraction des observables de fission : rendements, énergie cinétique totale, multiplicité total en neutrons prompts. Ces résultats concernant les actinides sont discutés, et l'ensemble des données extraites est fourni. / SOFIA (Studies On FIssion with Aladin) is an experimental project which aims at systematically measuring the fission fragments' isotopic yields as well as their total kinetic energy, for a wide variety of fissioning nuclei. The PhD work presented in this dissertation takes part in the SOFIA project, and covers the fission of nuclei in the region of the actinides : ²³⁴U, ²³⁵U, ²³⁷Np and ²³⁸Np.The experiment is led at the heavy-ion accelerator GSI in Darmstadt, Germany. This facility provides intense relativistic primary beam of 238U. A fragmentation reaction of the primary beam permits to create a secondary beam of radioactive ions, some of which the fission is studied. The ions of the secondary beam are sorted and identified through the FR-S (FRagment Separator), a high resolution recoil spectrometer which is tuned to select the ions of interest.The selected - fissile - ions then fly further to Cave-C, an experimental area where the fission experiment itself takes place. At the entrance of the cave, the secondary beam is excited by Coulomb interaction when flying through an target; the de-excitation process involves low-energy fission. Both fission fragments fly forward in the laboratory frame, due to the relativistic boost inferred from the fissioning nucleus.A complete recoil spectrometer has been designed and built by the SOFIA collaboration in the path of the fission fragments, around the existing ALADIN magnet. The identification of the fragments is performed by means of energy loss, time of flight and deviation in the magnet measurements. Both fission fragments are fully (in mass and charge) and simultaneously identified.This document reports on the analysis performed for (1) the identification of the fissioning system, (2) the identification of both fission fragments, on an event-by-event basis, and (3) the extraction of fission observables: yields, TKE, total prompt neutron multiplicity. These results, concerning the actinides, are discussed, and the set of data extracted is provided.

This study investigated effects of commercially available picture activity schedules (PAS) and system of least prompts (SLP) to teach recreation skills to four high school students with Autism Spectrum Disorders and intellectual disabilities using Lego sets. Results were evaluated through a multiple probe across participants design and indicate that a combination of PAS and SLP was effective for teaching the students to build Lego sets. All students improved their ability to build and were able to generalize the skill to novel sets after the completion of intervention. Limitations and implications for future practioners are discussed.

abstract: The purpose of this research study provided observational techniques and Applied Behavior Analysis (ABA) prompts and fading procedures to analyze music therapist-child interaction for child with autism spectrum disorder. Impaired social interaction is the primary symptom of a child with autism spectrum disorder. However, social interaction exists everywhere and throughout human life. Therefore, to improve interaction is the primary and significant goal in music therapy treatment for a child with autism spectrum disorder. The music therapist designs a series of music therapy activity interventions in order to create a therapeutic environment, based on a child's interests and favorite activities. Additionally, the music therapist utilizes the music to build the quality of relationship and interaction with child and support child practicing interaction with the therapist. Then music therapist utilizes the process of interaction to improve child's social interaction. Once the child achieves at desired behavior, he/she has ability to apply the music therapy techniques independently in the real world situations, such as family and schools that the child has learned throughout the process of interaction with therapist. The participants were three children with autism spectrum disorder and two certified music therapists (MT-BC). The researcher calculated the number of prompts and cues which the therapists provided, and the number of appropriate responses by each child in each activity intervention. Then the researcher utilized Applied Behavior Analysis (ABA), prompt and fading procedure in order to analyze the progress of therapist-child interactions during the sessions. The result showed that the children had improvement in the interactions with their therapist. / Dissertation/Thesis / M.M. Music 2013