1,722,355 research outputs found
Parsons, S J R, 404598
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/409607Surname: PARSONS. Given Name(s) or Initials: S J R. Military Service Number or Last Known Location: 404598. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 16126.225202
Item: [2016.0049.41878] "Parsons, S J R, 404598
Noticing the unusual: a self-prompt strategy for adults with autism
No full textPurpose: there is a substantial lack of research focusing on how to support the social understanding of high-functioning adults with autism (HFA). The perspectives of three adults with HFA were used to develop and implement self-prompt systems to increase knowledge and awareness of social situations. Methodology: semi-structured interviews and diaries were used to support individuals to reflect on video-based and real-life social situations, within a qualitative participatory case study design. Qualitative data were analysed thematically. Findings: participants developed and used a self-prompt system to support their social understanding in a range of situations. ‘Noticing the unusual’ in social situations, consideration of the potential impact of others’ behaviour on them personally, and guessing the intention of others were identified as useful strategies. Basing social judgments on the facial expressions of others was not useful. Research limitations: this was a small-scale study with only three high-functioning participants and so the research needs to be extended to a wider group.Practical implications: there is considerable potential for this approach to be used with adults accessing support services because the strategies identified can be easily applied and personalised.Social implications: independent, unplanned use of the self-prompt strategy enabled participants to reduce dependence on others in social situations through supporting their independent thinking and actions.Originality/value: this study moves away from a deficit-focused model of intervention to one that seeks to uncover strengths in order to empower individuals to use their existing knowledge<br/
State-of-the art of virtual reality technologies for children on the autism spectrum
No full textIn the past decade there has been a rapid advance in the use of Virtual Reality (VR) technologies for leisure, training and education. VR is argued to offer particular benefits for children on the autism spectrum, chiefly because it can offer simulations of authentic real-world situations in a carefully controlled and safe environment. Given the real world social difficulties experienced by children on the spectrum this technology has therefore been argued to offer distinct advantages and benefits for social and life skills training compared to other approaches. Whilst there has been some progress in testing the relevance and applicability of VR for children on the autism spectrum in educational contexts, there remains a significant challenge in developing robust and usable technologies that can really make a difference in real world classrooms. This article considers the evidence that has been published over the past 10 years to assess how the potential of VR has been explored in practice and reflect on the current state-of-the-art in this field
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Sense of presence and atypical social judgments in immersive virtual reality: responses of adolescents with Autistic Spectrum Disorders
No full textImmersive virtual environments (IVEs) are potentially powerful educational resources but their application for children with autistic spectrum disorder (ASD) is under researched. This study aimed to answer two research questions: (1) do children with ASD experience IVEs in different ways to typically developing children given their cognitive, perceptual and sensory differences? and (2) can an IVE accurately simulate ecologically valid social situations? Ten children with ASD and 14 typically developing (TD) adolescents all aged 12-16 years experienced three different IVEs. They completed self-report questionnaires on their sense of ‘presence’ in the IVEs and rated ‘social attractiveness’ of a virtual character in socially desirable and undesirable scenarios. The children with ASD reported similar levels of presence to their TD peers and no negative sensory experiences. Although TD adolescents rated the socially desirable character as more socially attractive than the undesirable character, adolescents with ASD rated the two characters as equally socially attractive. These findings suggest that children with ASD do not experience IVEs in different ways to their TD counterparts and that the IVEs are realistic enough to simulate authentic social situations. This study paints a very encouraging picture for the potential uses of IVEs in assessing and educating individuals with ASD
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
The home education of children with special needs or disabilities in the UK: views of parents from an online survey
No full textThe home-education of children is one ‘choice’ of provision that is often overlooked or unreported in the debate on inclusive education for children with disabilities or special educational needs (SEN). This study aimed to access the views of these hard-to-reach home-educating families through an online survey. 27 parents, with at least one child with SEN or disabilities / being educated at home, responded and over two-thirds identified ‘push’ factors away from the school as their main reasons for educating their children at home, such as bad experiences with formal provision and the perceived failure of schools to meet their child’s needs adequately. A majority of children had been at a mainstream school at the time of the decision to home educate and 48% of the children were described as having an Autistic Spectrum Disorder. Findings are discussed in relation to the ‘personalisation’ agenda of education in the UK
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