Relevant bibliographies by topics / Mand training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mand training'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Mand training"

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Drasgow, Erik, Christian A. Martin, Laura C. Chezan, Katie Wolfe, and James W. Halle. "Mand Training." Behavior Modification 40, no. 3 (November 5, 2015): 347–76. http://dx.doi.org/10.1177/0145445515613582.

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Bourret, Jason, Timothy R. Vollmer, and John T. Rapp. "EVALUATION OF A VOCAL MAND ASSESSMENT AND VOCAL MAND TRAINING PROCEDURES." Journal of Applied Behavior Analysis 37, no. 2 (June 2004): 129–44. http://dx.doi.org/10.1901/jaba.2004.37-129.

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Wallace, Michele D. "A comprehensive analysis of mand training." Journal of Speech and Language Pathology – Applied Behavior Analysis 2, no. 3 (2007): 278–86. http://dx.doi.org/10.1037/h0100225.

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Chezan, Laura C., Erik Drasgow, Gabriela Z. McWhorter, Kristine I. P. Starkey, and Brooke M. Hurdle. "Discrimination and Generalization of Negatively-Reinforced Mands in Young Children With Autism Spectrum Disorder." Behavior Modification 43, no. 5 (June 20, 2018): 656–87. http://dx.doi.org/10.1177/0145445518781957.

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In this study, we extended the literature on the generalization of negatively-reinforced mands in three young children with autism spectrum disorder (ASD). First, we used example and nonexample stimuli embedded in mand training to teach a new, socially appropriate, negatively-reinforced mand to reject unpreferred food items while continuously assessing mand discrimination. Second, we evaluated the discriminated generalization of the newly acquired mand by using untrained example and nonexample stimuli. Finally, we conducted maintenance probes to examine if the new, discriminated mand occurred over time in the absence of training. Results suggest that our mand training produced acquisition of a discriminated negatively-reinforced mand in all three children. Data indicate that the newly acquired, discriminated mand generalized to untrained food items and was maintained after training was discontinued. We discuss the conceptual significance and clinical implications of using example and nonexample stimuli to produce acquisition, generalization, and maintenance of negatively-reinforced mands in young children with ASD and language delays.
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Nigro-Bruzzi, Darlene, and Peter Sturmey. "THE EFFECTS OF BEHAVIORAL SKILLS TRAINING ON MAND TRAINING BY STAFF AND UNPROMPTED VOCAL MANDS BY CHILDREN." Journal of Applied Behavior Analysis 43, no. 4 (December 2010): 757–61. http://dx.doi.org/10.1901/jaba.2010.43-757.

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Kunnavatana, S. Shanun, Katie Wolfe, and Alexandra N. Aguilar. "Assessing Mand Topography Preference When Developing a Functional Communication Training Intervention." Behavior Modification 42, no. 3 (January 20, 2018): 364–81. http://dx.doi.org/10.1177/0145445517751437.

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Functional communication training (FCT) is a common function-based behavioral intervention used to decrease problem behavior by teaching an alternative communication response. Therapists often arbitrarily select the topography of the alternative response, which may influence long-term effectiveness of the intervention. Assessing individual mand topography preference may increase treatment effectiveness and promote self-determination in the development of interventions. This study sought to reduce arbitrary selection of FCT mand topography by determining preference during response training and acquisition for two adults with autism who had no functional communication skills. Both participants demonstrated a clear preference for one mand topography during choice probes, and the preferred topography was then reinforced during FCT to reduce problem behavior and increase independent communication. The implications of the results for future research on mand selection during FCT are discussed.
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Plavnick, Joshua B., and Summer J. Ferreri. "Collateral effects of mand training for children with autism." Research in Autism Spectrum Disorders 6, no. 4 (October 2012): 1366–76. http://dx.doi.org/10.1016/j.rasd.2012.05.008.

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Winborn, Lisa, David P. Wacker, David M. Richman, Jennifer Asmus, and Deb Geier. "ASSESSMENT OF MAND SELECTION FOR FUNCTIONAL COMMUNICATION TRAINING PACKAGES." Journal of Applied Behavior Analysis 35, no. 3 (September 2002): 295–98. http://dx.doi.org/10.1901/jaba.2002.35-295.

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Lee, Gabrielle T., Nicole Luke, and Hye-Suk LeePark. "Using Mand Training to Increase Vocalization Rates in Infants." Psychological Record 64, no. 3 (June 4, 2014): 415–21. http://dx.doi.org/10.1007/s40732-014-0063-6.

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Egan, Claire E., and Dermot Barnes-Holmes. "EMERGENCE OF TACTS FOLLOWING MAND TRAINING IN YOUNG CHILDREN WITH AUTISM." Journal of Applied Behavior Analysis 42, no. 3 (September 2009): 691–96. http://dx.doi.org/10.1901/jaba.2009.42-691.

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Dissertations / Theses on the topic "Mand training"

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Baker, Jacqueline R. "Shall We Dance? Teaching Parents the Communication Dance to Enhance Generalized Communication in Their Children." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500157/.

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Children diagnosed with autism exhibit deficits in communication that impact their ability to control their immediate environment. Recent research on mand training has been criticized for producing a limited number of mand topographies over a long span of time with limited generalization to novel environments. There is a body of research, however, that successfully establishes larger repertoires. Training parents as change agents may mediate generalization by teaching under naturally maintaining contingencies. Additional effects of parent training may reduce parent reports of stress, increase favorable quality of parent-child interactions, and increase reports of parental self-efficacy. The current study evaluated the effects of a generalized training framework to teach parents how to target generalized mands and expand their child’s communicative topographies. The effects of the training were evaluated using a non-concurrent multiple baseline across participants and skills. Results indicated that parents were able to effectively teach their child to mand for a variety of items and events and to substantially increase the number of different mand topographies and expand the topographies the child emitted. Parents were observed to have higher overall confidence and lower overall stress following intervention. The current study builds on previous research on generalized teaching strategies for parents that are effective in teaching a variety of responses to the child.
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Suberman, Rachel. "Teaching Caregivers to Implement Speech-Generating Device-Based Mand Training: Evaluating the Efficacy of Behavioral Skills Training." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7094.

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Many individuals with developmental disabilities do not develop vocal repertoires. Thus, teaching the use of an augmentative and alternative communication (AAC) device is imperative. A speech-generating device (SGD) is an example of an AAC that is universally understood. Individuals with developmental disabilities have been taught to communicate using such device. Teaching caregivers to conduct communication training with their children may be one to way to foster communication in an individual’s natural environment. Thus, the purpose of this study was to extend previous research by using behavioral skills training (BST) to teach caregivers to implement SGD-based mand training using an adapted training sequence. Additionally, we evaluated whether training caregivers to implement mand training with their children resulted in an increase of independent mands in their children. This study found that BST was effective in teaching caregivers to implement SGD-based mand training with their children. Additionally, independent mands increased from pre-training to post-training observations for two children.
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Barnes, Clarissa Sue. "An Evaluation of Behavioral Skills Training on the Implementation and Use of The Picture Exchange Communication System." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/292.

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The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism (Frost & Bondy, 2002). Few empirical investigations have evaluated staff training procedures to train staff how to teach consumers to use PECS, and none have been published to date on training staff to promote the use of PECS outside of the training environment. Using a multiple probe design the current investigation evaluated staff training procedures for teaching Phases 1-3 of PECS to adults with autism spectrum disorders, with direct care staff. Typical staff training procedures resulted in little improvement from baseline performances for each participant. Performance following behavioral skills training improved significantly, approaching mastery criterion levels.
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Brodhead, Matthew T. "THE USE OF A DISCRIMINATION TRAINING PROCEDURE TO TEACH MAND VARIABILITY TO CHILDREN WITH AUTISM." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2301.

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Repetitive behavior and delays in communication are core deficits of autism spectrum disorder. As a result, individuals with autism often engage in repetitive verbal behavior, and they may not vary their verbal behavior, even when the situation demands it. The purpose of this study was to investigate the effects of a script training and discrimination training procedure on mand variability in preschoolers with autism. Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and Lag schedule of reinforcement. They were also taught to not vary their vocal mands in the presence of the same written scripts and a red placemat. When the scripts were removed, all three participants continued to engage in varied manding in the presence of the Lag schedule of reinforcement and the green placemat. All three participants also did not vary their mands in the presence of the red placemat. When the Lag schedule of reinforcement was removed, two participants continued to engage in varied responding in the presence of the green placemat and unvaried responding in the iv presence of the red placemat. One participant did not engage in varied responding when the Lag schedule of reinforcement was removed. However, when the Lag schedule of reinforcement was re-introduced, varied responding re-emerged. Finally, all three participants demonstrated mand variability during snack sessions when their peers were present, and they maintained their varied manding after a 2-week follow-up.
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Vinquist, Kelly Marie. "An evaluation of variables affecting response allocation among concurrently available mand topographies." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/900.

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The primary purpose of the current study was to determine which variables influence or change response allocation among mand topographies. The variables evaluated consisted of response effort, schedule of reinforcement (extinction), changes in concurrent schedules arrangements, and availability of visual stimuli (i.e., a communication card). The stability of responding was evaluated across more than one reinforcement context (escape, attention, and tangible) for each of the 2 participants. Finally, a concurrent schedules arrangement was used to evaluate response allocation among card touches, manual sign, microswitch touches, and vocalizations. Results of the evaluation suggested that response allocation varied across reinforcement contexts in baseline and when responding was challenged. However, variations in response allocation were not uniform across all challenges and reinforcement contexts. Problem behavior continued to be exhibited at low levels throughout the evaluation even when mild punishment procedures were implemented. These results are discussed in terms of changes in patterns of responding across reinforcement contexts, variability in response allocation among available response options, and persistence of responding when challenges are implemented.
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Griffiths, Freskida. "The Effects of Telehealth Training on Parents of Children with Autism in Albania." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8427.

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The present study evaluated telehealth training with parents on techniques for working with their children with autism spectrum disorder in Southeastern Europe. The purpose of this study was to research the effects of telehealth training on the parents and the increase of mands on the children. The participants of this study included three mothers and three children, which totaled six participants. Parents were trained on how to increase functional communication in their child. Telehealth training was based on an effective training package called Behavior Skills Training (BST). BST consist of instructions, modeling, rehearsal, and feedback. The resources needed for the training were minimal. They included access to internet, a device installed with a camera, and the children’s preferred items which were placed within view but outside the reach of the child. Sessions were recorded where parents interacted with their child during the generalization sessions as well as during the role plays with the trainer. The videos were observed in order to collect frequency data, determine if parents completed each step of the training, and if the child manded during each session. All three parent participants reported an increase in manding from their child, better communication skills between them and their child, and an increase in self-efficacy. These results suggest that countries in South-Eastern Europe should seek to implement telehealth training, mand training, and parent training as a program that not only these families may benefit from, but also the entire community. Future research should be conducted with a larger sample size and with more trainers using telehealth as an effective tool to increase better communication and decrease problem behaviors.
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Kelley, Kristen N. "The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children with Autism." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2066.

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Individuals with autism often display rote and repetitive responding across behavioral topographies. One area that is often affected is the individual’s verbal repertoire. In an attempt to build and expand verbal repertoires, script and script fading procedures have often been implemented to teach individuals new and varied verbal behavior. Script training and fading procedures have also been used specifically to remediate deficits in an individual’s mand repertoire. Researchers have examined the effects of script training and fading procedures on the variability within an individual’s mand repertoire. This line of research is of great importance since a lack of variability in mands can limit an individual’s access to desired and/or needed items as well as social interactions. In the present study, we implemented simultaneous script training and fading procedures to increase the variability of mands used by three preschool-aged children (one male and two females) diagnosed with autism. We implemented these procedures in an attempt to promote mand variability using antecedent only procedures and to teach variability explicitly in our script training and fading preparation. It was also our goal to address some of the limitations that arose in the previously conducted mand variability studies, namely, the suppression of the default mand frame. At the conclusion of the study, and following procedural modifications, all three participants demonstrated an increase in variability of mand frames. This increase was observed following the inclusion of extinction procedures and following low levels of variability while using antecedent-only procedures. Participants in this study demonstrated an average of one mand frame following antecedent-only procedures and this increased to an average of three mand frames following the inclusion of extinction procedures. The combination of the antecedent procedures and extinction further increased variability across participants. The need for the extinction condition led to many limitations in this study including the limitations analyzed in the simultaneous script training and fading procedures.
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Terry, Callie A. "Teaching Children with Autism to Vocally Mand for Others to Perform an Action." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822802/.

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Mand training is a very logical and natural procedure to begin teaching communication skills to individuals with autism. Existing research has documented strategies for teaching children with autism to mand for preferred items, although there are fewer high quality studies on teaching children to mand for other people to perform an action. In addition to improving the general mand repertoire, teaching children to mand for others to perform an action is important because it allows children with autism to communicate ways in which another person could improve their environment by performing a simple action. The purpose of this study was to document a functional relation between mand training and acquisition and generalization of unprompted mands for another person to perform an action. Using a multiple-baseline design across participants, four children with autism were taught to mand for an adult to perform a variety of actions (e.g., to open a container so the child could obtain a preferred item). Results showed that the intervention produced an increase in unprompted mands for actions for all participants. Additionally, all participants demonstrated unprompted mands at or above mastery criteria during all generalization sessions in a different setting and different interventionist. The magnitude of effect was also large for all participants. This study extends the research on mand training by demonstrating a procedure that can be used to teach children with autism specific mands for actions. Additionally, this study will contribute to a body of strong and adequate studies that will eventually lead to mand training being considered an evidence-based practice.
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Schaffer, Kelly. "Analysis of Commercial Online Training Videos for Teachers who Instruct Students with Characteristics of Autism Spectrum Disorder." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6352.

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A deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to teach independent requesting skills to students with ASD. In this study, four teachers serving students with characteristics of ASD in the classroom participated in a multiple-probe across-participants study evaluating the extent to which online training videos prepare teachers in mand training procedures for students with ASD. Concurrent with teacher participants, changes in rates of student mands were evaluated for four students receiving instruction in a multiple probe design. Data analysis consisted of visual analysis of graphically displayed results and calculation of effect sizes. Results indicate that the Online Training Videos (OTV) were not effective as a standalone intervention for preparation of teachers to teach mands, however three student participants showed improved student outcomes.
Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track
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Orozco, Daniella. "Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7345.

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McGreevy, Fry, and Cornwall (2014) developed an assessment within the Essential for Living (EFL) manual for clinicians to identify which communication modality should be used for each individual. This assessment identifies an AAC based on the learner’s skills, level of problem behavior, similarities between AAC and vocal community, and size of the verbal community. However, to date, no research has evaluated if this assessment identifies the communication modality that will result in faster acquisition of mands in individuals with ASD. Thus, the purpose of this study was to compare acquisition of mands across a modality identified by the EFL communication modality assessment and two other commonly used modalities. A secondary purpose was to determine if participants acquire mands using the mode of AAC identified by EFL. Finally, a third purpose was to determine if the communication modality identified by EFL communication modality assessment matches the modality currently used by the individual. Findings showed that although all three participants acquired mands across the three communication modalities, mands in the modality of communication recommended by the EFL assessment were acquired faster only by 1 out of the 3 participants.
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Books on the topic "Mand training"

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Torpe, Harald. Aldrig løses mand af lære: Bidrag til Danmarks lærerhøjskoles historie med hovedvægt på tiden 1959-1977. [Copenhagen]: Danmarks lærerhøjskole, 1988.

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Tully, Cathleen. Training Travis. Adams Basin, NY: The Wild Rose Press, 2014.

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Martin, Gail Gaymer. Bride in training. New York: Steeple Hill, 2010.

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Martin, Gail Gaymer. Bride in training. New York: Steeple Hill, 2010.

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Magnelli, Jorge. La educación militar para un mando descentralizado. Buenos Aires: Círculo Militar, 1993.

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Martin, Gail Gaymer. Dad in training. New York: Steeple Hill, 2009.

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Martin, Gail Gaymer. Groom in training. New York: Steeple Hill, 2010.

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Martin, Gail Gaymer. Groom in training. New York: Steeple Hill, 2010.

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Heino, Susan Gee. Temptress in training. New York, N.Y: Berkley Sensation, 2011.

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Copyright Paperback Collection (Library of Congress), ed. Mommy in training. Toronto: Harlequin, 2009.

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Book chapters on the topic "Mand training"

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Hutchins, Tiffany, Giacomo Vivanti, Natasa Mateljevic, Roger J. Jou, Frederick Shic, Lauren Cornew, Timothy P. L. Roberts, et al. "Mand Fluency Training." In Encyclopedia of Autism Spectrum Disorders, 1797–99. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1675.

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Ray-Subramanian, Corey. "Mand Fluency Training." In Encyclopedia of Autism Spectrum Disorders, 1–3. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_1675-3.

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Ray-Subramanian, Corey. "Mand Fluency Training." In Encyclopedia of Autism Spectrum Disorders, 2802–5. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1675.

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Shankar, R. "Calculus of Many Variables." In Basic Training in Mathematics, 51–74. Boston, MA: Springer US, 2006. http://dx.doi.org/10.1007/978-1-4899-6798-5_3.

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Lobo Antunes, J. "How Many Residents Shall We Train? The Iberian Experience." In Training in Neurosurgery, 43–44. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6860-8_12.

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Takakura, K. "How Many Neurosurgeons Should We Train? The Japanese Experience." In Training in Neurosurgery, 55–57. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6860-8_15.

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Patterson, R. H. "How many Residents Should we Train? The USA Experience." In Training in Neurosurgery, 30–32. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6860-8_8.

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Tulleken, C. A. F. "How many Residents Shall we Train? The Netherlands Experience." In Training in Neurosurgery, 33–35. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6860-8_9.

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Schramm, J. "How Many Residents Shall We Train — The Situation In Germany." In Training in Neurosurgery, 47–54. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6860-8_14.

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Piccardi, Laura, Claudio Vitturini, Francesca Figliozzi, and Maria Rosa Pizzamiglio. "La coordinazione occhio-mano." In Training computerizzato di coordinazione visuo-motoria TCCVM, 3–4. Milano: Springer Milan, 2010. http://dx.doi.org/10.1007/978-88-470-1575-3_2.

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Conference papers on the topic "Mand training"

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Ohtani, Yamato, Tomoki Toda, Hiroshi Saruwatari, and Kiyohiro Shikano. "Non-parallel training for many-to-many eigenvoice conversion." In 2010 IEEE International Conference on Acoustics, Speech and Signal Processing. IEEE, 2010. http://dx.doi.org/10.1109/icassp.2010.5495139.

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Donnelly, Judith, Kathryn Amatrudo, Kathleen Robinson, and Fenna Hanes. "The PHOTON explorations: sixteen activities, many uses." In 12th Education and Training in Optics and Photonics Conference, edited by Manuel F. P. C. Martins Costa and Mourad Zghal. SPIE, 2014. http://dx.doi.org/10.1117/12.2070736.

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Esen, H., A. Sachsenhauser, K. Yano, and M. Buss. "A Multi-User Virtual Training System Concept and Objective Assessment of Trainings." In RO-MAN 2007 - The 16th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2007. http://dx.doi.org/10.1109/roman.2007.4415242.

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Cruz-Lopez, Javier A., Vincent Boyer, and Didier El-Baz. "Training Many Neural Networks in Parallel via Back-Propagation." In 2017 IEEE International Parallel and Distributed Processing Symposium Workshops (IPDPSW). IEEE, 2017. http://dx.doi.org/10.1109/ipdpsw.2017.72.

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Shan, Lei, Canqun Yang, Weixia Xu, and Minxuan Zhang. "Heterogeneous acceleration for CNN training with many integrated core." In 2017 IEEE International Conference on Signal Processing, Communications and Computing (ICSPCC). IEEE, 2017. http://dx.doi.org/10.1109/icspcc.2017.8242465.

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Krivenko, Stanislav A., Anatolii A. Pulavskyi, Sergey S. Krivenko, and Liudmyla S. Kryvenko. "Many-To-Many Linear-Feedback Shift Model for Training of Artificial Neural Network in Dentistry." In 2019 IEEE 39th International Conference on Electronics and Nanotechnology (ELNANO). IEEE, 2019. http://dx.doi.org/10.1109/elnano.2019.8783543.

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Breault, Bob. "How the formation of one company led to many global optics clusters." In Ninth International Topical Meeting on Education and Training in Optics and Photonics, edited by François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207793.

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Dovrat, Shaked, Eliya Nachmani, and Lior Wolf. "Many-Speakers Single Channel Speech Separation with Optimal Permutation Training." In Interspeech 2021. ISCA: ISCA, 2021. http://dx.doi.org/10.21437/interspeech.2021-493.

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Li, Yanping, Kong Aik Lee, Yougen Yuan, Haizhou Li, and Zhen Yang. "Many-to-Many Voice Conversion based on Bottleneck Features with Variational Autoencoder for Non-parallel Training Data." In 2018 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA ASC). IEEE, 2018. http://dx.doi.org/10.23919/apsipa.2018.8659628.

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Martín-Gutiérrez, Jorge, Cristina Roca González, and Melchor García Domínguez. "Training of Spatial Ability on Engineering Students Through a Remedial Course Based on Augmented Reality." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70593.

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This paper presents the results of a study designed to evaluate the effect of attending an intensive remedial course based on desktop augmented reality exercises to improve the spatial ability of freshman engineering students. Many of these students have problems in managing visual information or in creating mental models of objects represented by their orthographic projections. The study reports about research on comparison tests about the spatial skills of engineering students from two Spanish universities before and after performing a specific training for improving these abilities. The training was completed by 66 students as participants, considering a control group composed of 25 students from both universities. Results show that students from both universities improve their spatial ability and there is no statistical significance between students from both universities, neither before nor after training, so we may conclude that training’s effect on both universities is analogue.
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Reports on the topic "Mand training"

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Kollhoff, Ronald K. The Lessons of Operation Desert Hammer VI, Part III: Training. Digitization will Impact Many Areas of Training,. Fort Belvoir, VA: Defense Technical Information Center, October 1995. http://dx.doi.org/10.21236/ada323746.

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Brandt, Leslie, Lydia Scott, Abigail Lewis, Lindsay Darling, and Robert Fahey. Lessons Learned from the Urban Forestry Climate Change Response Framework Project. United States Forest Service, February 2016. http://dx.doi.org/10.32747/2016.6964833.ch.

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Many urban foresters have recognized the need to incorporate climate change considerations into urban forest management, but often lack the specialized training or knowledge to explicitly address this in their planning and practices. This document describes a framework we developed and piloted in the Chicago region to assess the vulnerability of urban forests and incorporate that information into on-the-ground actions. We describe the three steps used to implement this project and the lessons learned from this process.
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Osborne, Nikki. Research Integrity: A primer on research involving animals. UKRIO, February 2021. http://dx.doi.org/10.37672/ukrio.2021.02.animals.

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This document seeks to highlight the abundance of information regarding good practice, responsible conduct and integrity that relates to animal use in research. General awareness of these across the Life Science research community is highly variable. However, many of the documents referenced here offer useful tools to assist in the review of training, support and/or mentoring to equip students and staff with the necessary knowledge and skills that they will need to achieve, or work towards achieving, the expectations described above.
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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Vantassel, Stephen M., and Brenda K. Osthus. Safety. U.S. Department of Agriculture, Animal and Plant Health Inspection Service, November 2018. http://dx.doi.org/10.32747/2018.7208746.ws.

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Wildlife damage management (WDM) is an exciting field with many opportunities to provide solutions to the complex issues involved in human-wildlife interactions. In addition, WDM wildlife control operators (WCO) face a variety of threats to their physical well-being. Injuries can result from misused, faulty, or poorly maintained equipment, inexperience, mishandled wildlife, harsh weather, and dangerous situations, such as electrical lines. The goals of this publication are to: Develop an awareness of safety issues and adopt a mindset of “Safety First”, Review the major safety threats that WCOs face, Provide basic information for WCOs to protect themselves, and List resources for further information and training. Work in WDM poses many safety risks to those involved. Awareness, planning, and deliberate action can eliminate or reduce many threats. As the industry continues to develop, WCOs must keep up with new threats and safety practices to maintain their well-being. Following safe work practices helps to ensure WCOs remain on-the-job and injury free.
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Jagannathan, Shanti, and Dorothy Geronimo. COVID-19 and Education in Asia and the Pacific: Guidance Note. Asian Development Bank, January 2021. http://dx.doi.org/10.22617/tim200397.

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This guidance note underscores the potential of education technology (EdTech) solutions in transforming learning, teaching, and training systems during and after the coronavirus disease (COVID-19) pandemic. Since the COVID-19 outbreak, governments have been coping with and responding to many challenges posed by the closure of education institutions. Building on key principles and solutions proposed by several international agencies, the guidance note provides suggestions for developing countries in Asia and the Pacific to initiate reforms to improve quality, relevance, and inclusion in education. It is one of a series produced by the Asian Development Bank for key sectors and thematic areas.
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Bakhtiar, M. Mehrab, Abu Sonchoy, Muhammad Meki, and Simon Quinn. Virtual Migration through Online Freelancing: Evidence from Bangladesh. Digital Pathways at Oxford, August 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/03.

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Youth unemployment is a major issue in many developing countries, particularly in locations not well connected with large urban markets. A limited number of available job opportunities in urban centres may reduce the benefit of policies that encourage rural–urban migration. In this project, we investigated the feasibility of ‘virtual migration’, by training rural youth in Bangladesh to become online freelancers, enabling them to export their labour services to a global online marketplace. We did this by setting up a ‘freelancing incubator’, which provided the necessary workspace and infrastructure – specifically, high-speed internet connectivity and computers. Close mentoring was also provided to participants to assist in navigating the competitive online marketplace. We show the exciting potential of online work for improving the incomes of poor youth in developing countries. We also highlight the constraints to this type of work: financing constraints for the high training cost, access to the necessary work infrastructure, and soft skills requirements to succeed in the market. We also shed light on some promising possibilities for innovative financial contracts and for ‘freelancing incubators’ or ‘virtual exporting companies’ to assist students in their sourcing of work and skills development.
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Carretero Gómez, Stephanie. Skills for Life: Digital Skills. Inter-American Development Bank, March 2021. http://dx.doi.org/10.18235/0003126.

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Digital skills are becoming more relevant than ever, because of the digital revolution that we are experiencing in the labor market, but also due to the accelerated needs for them that COVID-19 lockdown measures brought about. There have been efforts to help develop and assess digital skills. Yet, despite these efforts, many people still face difficulties in developing an appropriate level of digital skills. In this brief, I will discuss why digital skills are relevant in the 21st century and what it means. Then, I will explain how we can develop, train, and measure digital skills. Lastly, I will discuss the implications of training and measurement of digital skills.
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Skalli, Hasna. Local 'Job Counters' at Casal del Infants: Personal support to help vulnerable young people into work. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7925.

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After graduating from university, Warda struggled a lot. For a few years, she had to take odd jobs for that had no security, days off or health insurance. Eventually she connected with Youth Participation and Employment (YPE) programme partner Casal Del Infants. With their support, she successfully entered the formal labour market. She was selected by Casal to join a jobs programme, where she was trained for one month as a quality control officer. After completing her training, she obtained a placement in maintenance at an automotive company. This was facilitated through Casal’s ‘Activa Counter’, its employment integration desk. This programme supports internships and helps young people to integrate into the private sector. The programme has gained in popularity over the years and has the potential to help many young people into work.
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