Academic literature on the topic 'Visual activity schedule'
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Journal articles on the topic "Visual activity schedule"
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Siyoto, Sandu. "Visual Schedule towards the Decline of Behavioral Problems in Feeding Activities and Defecation in Children with Autism." Jurnal NERS 10, no. 2 (October 15, 2015): 250. http://dx.doi.org/10.20473/jn.v10i22015.250-255.
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Introduction: Autism is a pervasive developmental disorder in children that is characterized by the disruption and delays in cognitive, language, behavior, communication and social interaction. One of the ways for children with autism is the visual schedule. Visual schedule is a learning method in the form of information in a visual form that communicates a series of activities. This study aimed to determine the effects of a visual schedule to decrease problem behaviors when feeding activity and defecation in children with autism in the Foundation Board of Christian Education Wetan Jawi (YBPK) Kediri. Method: Research design was One Group Pre Post Test Design, with a population of 30 respondents, used the purposive sampling technique obtained a sample of 16 respondents. When the reseachon April 16 Until Mei 17, 2014. Results: The results showed obtained Asymp significant p = 0.011 <0.05 with Wilcoxon statistical test, which means that HO was rejected and H1 accepted schedule. It means there were visual effects on reducing behavioral problems in feeding activity and defecation in children with autism in the Foundation Board of Christian Education Wetan Jawi (YBPK) Kediri in 2014. Discussion: The Visual schedules can be applied in the treatment of autistic children who have behavior problems, because these techniques can provide influence on autistic children to be able to decrease behavior problems. Keywords: Visual Schedule, decline in behavior problems, children with autism
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Liu, Zheng, and Barry J. Richmond. "Response Differences in Monkey TE and Perirhinal Cortex: Stimulus Association Related to Reward Schedules." Journal of Neurophysiology 83, no. 3 (March 1, 2000): 1677–92. http://dx.doi.org/10.1152/jn.2000.83.3.1677.
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Anatomic and behavioral evidence shows that TE and perirhinal cortices are two directly connected but distinct inferior temporal areas. Despite this distinctness, physiological properties of neurons in these two areas generally have been similar with neurons in both areas showing selectivity for complex visual patterns and showing response modulations related to behavioral context in the sequential delayed match-to-sample (DMS) trials, attention, and stimulus familiarity. Here we identify physiological differences in the neuronal activity of these two areas. We recorded single neurons from area TE and perirhinal cortex while the monkeys performed a simple behavioral task using randomly interleaved visually cued reward schedules of one, two, or three DMS trials. The monkeys used the cue's relation to the reward schedule (indicated by the brightness) to adjust their behavioral performance. They performed most quickly and most accurately in trials in which reward was immediately forthcoming and progressively less well as more intermediate trials remained. Thus the monkeys appeared more motivated as they progressed through the trial schedule. Neurons in both TE and perirhinal cortex responded to both the visual cues related to the reward schedules and the stimulus patterns used in the DMS trials. As expected, neurons in both areas showed response selectivity to the DMS patterns, and significant, but small, modulations related to the behavioral context in the DMS trial. However, TE and perirhinal neurons showed strikingly different response properties. The latency distribution of perirhinal responses was centered 66 ms later than the distribution of TE responses, a larger difference than the 10–15 ms usually found in sequentially connected visual cortical areas. In TE, cue-related responses were related to the cue's brightness. In perirhinal cortex, cue-related responses were related to the trial schedules independently of the cue's brightness. For example, some perirhinal neurons responded in the first trial of any reward schedule including the one trial schedule, whereas other neurons failed to respond in the first trial but respond in the last trial of any schedule. The majority of perirhinal neurons had more complicated relations to the schedule. The cue-related activity of TE neurons is interpreted most parsimoniously as a response to the stimulus brightness, whereas the cue-related activity of perirhinal neurons is interpreted most parsimoniously as carrying associative information about the animal's progress through the reward schedule. Perirhinal cortex may be part of a system gauging the relation between work schedules and rewards.
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Ma, Guofeng, and Xiaoye Liu. "Model and Algorithm for Dependent Activity Schedule Optimization Combining with BIM." Advances in Civil Engineering 2020 (August 30, 2020): 1–14. http://dx.doi.org/10.1155/2020/9727256.
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The project duration can be shortened by overlapping construction activities. However, the continuous changing of the environment tends to cause problems such as rework and the failure of the overlapping plan. In order to solve these problems, communication strategies for the overlapping of dependent activities are first introduced and optimized from a revenue perspective. We first consider the different maturities of upstream activity before and after the overlapping, the downstream sensitivity which is decided by involving communication strategies, and the learning and error-correcting ability of workers. Then, the overlap and communication strategies are decided by calculating the maximum revenue using Monte Carlo simulation and MATLAB based on overlap cost, communication cost, rework cost, and reward amount. Finally, the algorithm and BIM are combined to provide a visual overlap plan and dynamic control platform framework. This research is valuable for practitioners as it provides a dynamic overlap plan which can maximize the revenue in changing the environment and ensure the duration of the project. This research also provides researchers a new insight into combining overlap problems and BIM technology.
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Breslin, Casey M., and Mary E. Rudisill. "The Effect of Visual Supports on Performance of the TGMD-2 for Children With Autism Spectrum Disorder." Adapted Physical Activity Quarterly 28, no. 4 (October 2011): 342–53. http://dx.doi.org/10.1123/apaq.28.4.342.
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The purpose of this study was to examine the effects of visual supports on the performance of the Test of Gross Motor Development (TGMD-2) for children with autism spectrum disorder (ASD). Participants (N = 22) performed the TGMD-2 under three different protocols (traditional protocol, picture task card protocol, and picture activity schedule protocol). Gross motor quotient scores on the TGMD-2 were measured and statistically analyzed using a within-subjects repeated-measures ANOVA. Results indicated statistically significant differences between protocols, while post hoc tests indicated that the picture task card condition produced significantly higher gross motor quotient scores than the traditional protocol and the picture activity schedule. The results suggest that more accurate gross motor quotient scores on the TGMD-2 by children with ASD can be elicited using the picture task card protocol.
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Rothacker, Andrew, Chad W. Cummings, Katherine Tullio, Alison Ibsen, Emily Elizabeth Monteleone, and Rebecca Bottles. "Decreasing time to treat using visual management tools." Journal of Clinical Oncology 36, no. 30_suppl (October 20, 2018): 277. http://dx.doi.org/10.1200/jco.2018.36.30_suppl.277.
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277 Background: Time between positive cancer diagnosis and first treatment (TTT) has lengthened significantly nationwide over the last decade. Decreased TTT has been shown to positively impact patient outcomes such as anxiety and stress, and in some situations, overall survival (OS). As such, TTT (measured in median days) is a major initiative for disease programs at our large academic medical center. Impacting TTT is challenging given the usual sources of data, which are retrospective. Further, engaging the teams around the data was difficult. The need to illustrate patient delays in real-time was identified. Methods: A patient database was created, along with a dashboard, using a visual software package to track patient activity. Information is extracted from the database into a dashboard, including the patient’s appointments, treatments, and barriers to care. The dashboard was constructed with graphics of historical TTT by month, TTT distribution by treatment type, TTT by provider, and a graphic of the most common barriers to treatment. Additionally, the dashboard identified patients who were not scheduled for treatment, and were represented by a symbol on an x/y-axis graph. The x-axis represents the unique patient, while the y-access represents the days from diagnosis, with the symbol incrementing each day the treatment is not scheduled. Results: The dashboard is used weekly to huddle with clinical and non-clinical teams. Patients with no scheduled treatment are easily identifiable on the dashboard, with a focus on minimizing all patient’s TTT. Patients with extended schedule are actively engaged to reschedule and reduce their TTT. The breast cancer program began using the dashboard in July 2017. The surgical TTT was 30 days (n = 34). Post-implementation of the dashboard and multi-disciplinary huddles, it was found in April 2018 the TTT was 26 days (n = 36). Conclusions: Combining real-time data with simple data visualization tools allows teams to identify barriers to care easily. The visual tools identify outliers and allow teams to communicate on scheduling challenges of each patient. In conjunction with the multi-disciplinary huddles, the dashboard allows teams to track progress of each patient to ensure timely scheduling and coordination.
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Bouret, Sebastien, and Barry J. Richmond. "Relation of Locus Coeruleus Neurons in Monkeys to Pavlovian and Operant Behaviors." Journal of Neurophysiology 101, no. 2 (February 2009): 898–911. http://dx.doi.org/10.1152/jn.91048.2008.
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Noradrenaline is released throughout the forebrain from locus coeruleus (LC) projections in close temporal proximity to emotional and goal-directed events. To examine interactive influences of these processes on LC neuronal activity, we used a task where Pavlovian and operant processes vary and can be easily identified. We recorded 69 single LC neurons from two monkeys performing a task where cues indicate the progression through schedules of one, two, or three operant trials. Pavlovian responses and phasic LC activations occur following the appearance of conditioned visual cues (54/69 neurons), especially those at the beginning of new schedules, whether the current trial will be rewarded (single trial schedule) or not (2 or 3 trial schedules), and after visual imperative signals eliciting the operant response (64/69 neurons), whether the current trial will be rewarded or not. The modulation of LC responses seems to be relatively independent of attention or motivation, because the responses do not covary with operant performance in the task. The magnitude of LC responses across the schedules varied in close relation to the intensity of Pavlovian behavior but these responses were also modulated by operant processes. Our conclusion is that LC activation occurs when task-relevant stimuli evoke a conditioned instinctive (Pavlovian) response, with the strength of the activation also being modulated by goal-directed processes. Thus locus coeruleus neurons broadcast information about stimulus-elicited primitive and goal-directed behaviors to forebrain structures important for executive functions and emotions.
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Mizuhiki, Takashi, Barry J. Richmond, and Munetaka Shidara. "Encoding of reward expectation by monkey anterior insular neurons." Journal of Neurophysiology 107, no. 11 (June 1, 2012): 2996–3007. http://dx.doi.org/10.1152/jn.00282.2011.
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The insula, a cortical brain region that is known to encode information about autonomic, visceral, and olfactory functions, has recently been shown to encode information during reward-seeking tasks in both single neuronal recording and functional magnetic resonance imaging studies. To examine the reward-related activation, we recorded from 170 single neurons in anterior insula of 2 monkeys during a multitrial reward schedule task, where the monkeys had to complete a schedule of 1, 2, 3, or 4 trials to earn a reward. In one block of trials a visual cue indicated whether a reward would or would not be delivered in the current trial after the monkey successfully detected that a red spot turned green, and in other blocks the visual cue was random with respect to reward delivery. Over one-quarter of 131 responsive neurons were activated when the current trial would (certain or uncertain) be rewarded if performed correctly. These same neurons failed to respond in trials that were certain, as indicated by the cue, to be unrewarded. Another group of neurons responded when the reward was delivered, similar to results reported previously. The dynamics of population activity in anterior insula also showed strong signals related to knowing when a reward is coming. The most parsimonious explanation is that this activity codes for a type of expected outcome, where the expectation encompasses both certain and uncertain rewards.
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Bowman, E. M., T. G. Aigner, and B. J. Richmond. "Neural signals in the monkey ventral striatum related to motivation for juice and cocaine rewards." Journal of Neurophysiology 75, no. 3 (March 1, 1996): 1061–73. http://dx.doi.org/10.1152/jn.1996.75.3.1061.
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1. The results of neuropsychological, neuropharmacological, and neurophysiological experiments have implicated the ventral striatum in reward-related processes. We designed a task to allow us to separate the effects of sensory, motor, and internal signals so that we could study the correlation between the activity of neurons in the ventral striatum and different motivational states. In this task, a visual stimulus was used to cue the monkeys as to their progress toward earning a reward. The monkeys performed more quickly and with fewer mistakes in the rewarded trials. After analyzing the behavioral results from three monkeys, we recorded from 143 neurons from two of the monkeys while they performed the task with either juice or cocaine reward. 2. In this task the monkey was required to release its grip on a bar when a small visual response cue changed colors from red (the wait signal) to green (the go signal). The duration of the wait signal was varied randomly. The cue became blue whenever the monkey successfully responded to the go signal within 1 s of its appearance. A reward was delivered after the monkey successfully completed one, two, or three trials. The schedules were randomly interleaved. A second visual stimulus that progressively brightened or dimmed signaled to the monkeys their progress toward earning a reward. This discriminative cue allowed the monkeys to judge the proportion of work remaining in the current ratio schedule of reinforcement. Data were collected from three monkeys while they performed this task. 3. The average reaction times became faster and error rates declined as the monkeys progressed toward completing the current schedule of reinforcement and thereby earning a reward, whereas the modal reaction time did not change. As the duration of the wait period before the go signal increased, the monkeys reacted more quickly but their error rates scarcely changed. From these results we infer that the effects of motivation and motor readiness in this task are generated by separate mechanisms rather than by a single mechanism subserving generalized arousal. 4. The activity of 138 ventral striatal neurons was sampled in two monkeys while they performed the task to earn juice reward. We saw tonic changes in activity throughout the trials, and we saw phasic activity following the reward. The activity of these neurons was markedly different during juice-rewarded trials than during correctly performed trials when no reward was forthcoming (or expected). The responses also were weakly, but significantly, related to the proximity of the reward in the schedules requiring more than one trial. 5. The monkeys worked to obtain intravenous cocaine while we recorded 62 neurons. For 57 of the neurons, we recorded activity while the monkeys worked in blocks of trials during which they self-administered cocaine after blocks during which they worked for juice. Although fewer neurons responded to cocaine than to juice reward (19 vs. 33%), this difference was not significant. The neuronal response properties to cocaine and juice rewards were independent; that is, the responses when one was the reward one failed to predict the response when the other was the reward. In addition, the neuronal activity lost most of its selectivity for rewarded trials, i.e, the activity did not distinguish nearly as well between cocaine and sham rewards as between juice and sham rewards. 6. Our results show that mechanisms by which cocaine acts do not appear to be the same as the ones activated when the monkeys were presented with an oral juice reward. This finding raises the intriguing possibility that the effects of cocaine could be reduced selectively without blocking the effects of many natural rewards.
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Ulfa, Maria. "Pembelajaran PAKEM Berbasis Media Audio Visual Gerak dalam Melatih Konsentrasi Belajar Anak di TPA Sahabat Hati Pontianak." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 5, no. 1 (June 27, 2019): 53–68. http://dx.doi.org/10.14421/al-athfal.2019.51-04.
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Early age is an important age to influence subsequent developments. Early childhood is a period of play as a way of learning children. One model of learning in early childhood is PAKEM learning (Active, Creative, Effective and Enjoyable Learning). The purpose of this study is to present PAKEM learning based on audio-visual motion media in training children's learning concentration. The method used is qualitative descriptive with data collection techniques in the form of interviews, observation and documentation. In analyzing the data, it used the Miles and Huberman model. The validity test of the data used source and technique triangulation. The results showed that PAKEM learning based on audio visual motion in the TPA Sahabat Hati was carried out through several stages, namely, planning, implementation and evaluation. The implementation is an initial activity, core and closing. Audio visual motion is displayed via television which is arranged according to the learning schedule. Children then are active to see, hear and follow their movements directly. Thus, PAKEM learning based on audio-visual motion media at the TPA Sahabat Hati is effective in training children's learning concentration.
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Rohani, Mohammad, Gholamali Shafabakhsh, Abdolhosein Haddad, and Ehsan Asnaashari. "Strategy management of construction workspaces by conflict resolution algorithm and visualization model." Engineering, Construction and Architectural Management 25, no. 8 (September 17, 2018): 1053–74. http://dx.doi.org/10.1108/ecam-08-2016-0183.
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Purpose The spatial conflicts and congestion of construction resources are challenges that lead to the reduction in efficiency. The purpose of this paper is to enable users to detect and resolve workspace conflicts by implementing four resolution strategies in a five-dimensional (5D) CAD model. In addition to resolving conflicts, the model should be able to optimize time and cost of the projects. In other words, three variables of spatial conflicts, time and cost of project are considered simultaneously in the proposed model to find the optimum solution. Design/methodology/approach In the first step, a 5D simulation model is developed that includes time, cost and geometrical information of a project. Then, time-cost trade-off analysis was carried out to distinguish optimum schedule. The schedule was imported to the 5D CAD model to detect spatial conflicts. Finally, a novel algorithm was implemented to solve identified conflicts while imposing minimum project’s time and cost. Several iterations are performed to resolve all clashes using conflict resolution algorithm and visual simulation model. Findings The proposed methodology in this research was applied to a real case. Results showed that in comparison to the normal and initial schedule with 19 conflicts, the finalized schedule has no conflict, while time and cost of the project are both reduced. Research limitations/implications Implementing the proposed methodology in construction projects requires proper technical basis in this field. In this regard, the executive user should have a proper understanding of the principles, concepts and tools of building information modeling and have project management knowledge. Also, the implementation conditions of the basic model requires the determination of the construction methods, estimated volumes of working items, scheduling and technical specification. The designed methodology also has two limitations regarding to its implementation. The first is the fact that strategies should be applied manually to the schedule. The other one pertains to the number of strategies used in the research. Four strategies have been used in the conflict resolution algorithm directly and the two others (spatial divisibility and activities breakdown strategies) have been used as default strategies in the visual simulation model. Since the unused strategies including the changing of construction method and the activity resources are subjective and depend upon the planner and project manager’s personal opinion, the authors have avoided using them in this research. Practical implications The method proposed in this research contributes the coordination of the working teams at the planning and execution phases of the project. In fact, the best location and work direction for each working team is presented as a schedule, so that the space conflict may not come about and the cost can be minimized. This visual simulation not only deepens the planners’ views about the executive barriers and the spatial conditions of the worksite, it also makes the construction engineers familiar on a daily basis with their executive scope. Therefore, it considerably improves the interactions and communication of the planning and construction teams. Another advantage and application of this methodology is the use of initial and available projects’ documents including the schedule and two-dimensional drawings. The integration of these basic documents in this methodology helps identify the spatial conflicts efficiently. To achieve this, the use of the existing and widely-used construction tools has facilitated the implementation of the methodology. Using this system, planners have applied the strategies in an order of priority and can observe the results of each strategy visually and numerically in terms of time, cost and conflicts. This methodology by providing the effective resolution strategies guides the practitioner to remove conflicts while optimum time and cost are imposed to project. Originality/value Contrary to the previous models that ignore cost, the proposed model is a 5D visual simulation model, which considers the variable of cost as a main factor for conflict identification and resolution. Moreover, a forward-pass approach is introduced to implement resolution strategies that are novel compared to other investigations.
Dissertations / Theses on the topic "Visual activity schedule"
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Larryant, Bernardus. "The impact of a visual activity schedule for teaching swimming to children with disabilities." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46345.
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As a physical activity, swimming has many sociological and safety benefits (Brenner, Saluja, & Smith, 2003; Rogers, Hemmeter, & Wolery, 2010). Past research has investigated different methods for teaching swimming lessons to children with autism and other developmental disabilities (Jull, 2012; Pan, 2010; Pan, 2011; Rogers et al, 2010; Yilmaz, Birkan, Konukman, & Yanardag, 2010). However, no research to date has specifically examined the impact of a visual activity schedule (VAS) during swimming lessons. Moreover, the focus of past research has been mainly on 1:1 instruction, rather than group instruction. The purpose of this study was to determine the effectiveness of a VAS in a group swimming lesson. Three participants with autism and other developmental disabilities participated in 14 30-minute group swimming lessons taught by a qualified instructor. A single-subject reversal (ABAB) design was used to examine the effect of VAS on child cooperation. Skill acquisition was assessed by comparing the videos from the beginning and the end of the study. Social validity was assessed by surveying participants??? parents about the perceived effectiveness of the VAS and their overall satisfaction with the program. The results showed no significant difference in child cooperation among the three participants between baseline and VAS phases, primarily because compliance was high for all three children during baseline. However, skill acquisition was observed across all three participants. In terms of social validity, all parents reported that they were satisfied with the way the study was conducted as well as the progress they saw on their child. The results are explained with reference to instructor training, generalized compliance, and the impact of group intervention.
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Alghamdi, Ashwag. "Effects of an Electronic Visual Activity Schedule on Independence for a Student with Severe Disability." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3591.
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This study investigated the effects of an electronic visual activity schedule (eVAS; i.e., FIRST THEN Visual Schedule application) paired with the system of least prompts on the latency period and level of independence that a fifth-grade student with Intellectual Disability needed to transition throughout the day. Also investigated were the value that the teacher and student placed on the use of an eVAS to teach daily life and school routines instead of typical instruction (e.g., traditional visual schedule) and the student’s ability to generalize the use of the eVAS across instructors and materials (display). An ABAB single case design was used to investigate the effects of the eVAS app. Study research results indicated a functional relation between the use of the eVAS paired with the system of least prompts and the students correct responding and decreased latency. Limitations of the study and the suggestions for future research are discussed.
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Alghamdi, Ashwag, Pamela Mims, James Fox, and Lori Marks. "Using an Electronic Visual Activity Schedule for Students with Severe Disabilities to Independently Complete Life Skills and Increase Communication Skills." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/14.
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The question of the quality of life, such as the ability to complete the routine skills independently has been widely debated in the special education field. However, perspectives have not adequately addressed the various outcomes of electronic visual activity schedule via iPad (First Then App) on assisting the individual with severe disabilities completing routine skills independently. This study aims to investigate the effects of using electronic visual activity schedules with special attention to learning routine skills and communication skills for students with severe disabilities. The following questions will be examined during the research period: What is the effect of visual activity schedules via an iPad First Then App, on the percentage of steps completed for routine tasks for students with severe disabilities? 2. What is the level of perceived student engagement when using the app vs. typical instruction? 3. What is the effect of the First Then App on the communication skills when completing daily life skills and school routines? 4. What value do the teacher and students place on the use of an electronic VAS to teach daily life and school routines? The study will take place in a suburban elementary classroom for a student with significant disabilities, and who match the inclusion criteria.The data will be collected via single-subject multiple baselines across skills (ABAB design). Participating student will be asked to complete routine skills without (baseline data) and with (intervention data) the technology-based intervention. The least to most intrusive prompts will be consistent with the First Then the application, and the positive reinforcement will be included to prevent behavioral challenges. A member of the research team will collect the interobserver agreement and procedural fidelity. As a result, the researchers will expect to see the independent variable, the app with systematic instruction, to have an impact on the dependent variable, overall skill acquisition of the targeted life skill and increases in overall communication. Also, We expect to have a functional relation between the independent variable and dependent variable. This paper sheds new light on the rarely acknowledged issue of using electronic visual activity schedules for students with severe disabilities to learn routine skills and communication skills.
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Watson, Charity G. "Visual Activity Schedules with Embedded Video Models to Teach Laundry Skills to Adults with Intellectual Disability." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/41.
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Research using visual activity schedules (VAS) with embedded video models (VM) has been effective to teach novel skills to children and adolescents with intellectual disability (ID). However, there is limited research using VAS/VM to teach adults with ID. The purpose of the current study was to determine if VAS/VM could be used as a self-instructional tool for adults with ID to increase independence in laundry skills. Results from the current study provide evidence that a functional relation exists when using VAS/VM to teach laundry skills to adults with ID. Two adults generalized the use of the VAS/VM to a novel setting with similar tasks.
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Alghamdi, Ashwag, and Pamela Mims. "Effects of an Electronic Schedule on Independence for a Student with sever disabilities." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/25.
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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.
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Spriggs, Amy D., Dijk Wilhelmina van, and Pamela J. Mims. "How to Implement Visual Activity Schedules for Students with Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/304.
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Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included.
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Spriggs, Amy, Pamela J. Mims, and Dijk Wilhelmina van. "How to Implement Visual Activity Schedules for Students with Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/194.
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This session will outline current research as it relates to activity schedules as an evidence-based practice and will offer suggestions for areas of continued research. Specific uses of activity schedules will be highlighted and various formats will be explored. Innovative approaches to using activity schedules will also be demonstrated. Learner Outcomes: • Participants will gain understanding of current research involving using activity schedules for promoting independence for individuals with intellectual disabilities in regard to quantity, quality, and future possibilities; • Participants will learn various uses of activity schedules to promote independence for individuals with intellectual disabilities during transitions and task analytic skills; and • Participants will explore various activity schedules and determine appropriate options based on individual needs (object vs. picture vs. written; high tech vs. low tech; etc.).
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Gourwitz, Jillian. "iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6279.
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Visual Activity Schedules (VAS) are tools that present an abstract concept, such as time, in a more concrete and manageable form. VAS allow students to anticipate upcoming events and activities, develop an understanding of time, and facilitate the ability to predict change. Prior investigations have used VAS to increase on-task behavior while enhancing the student's ability to independently make transitions from one activity to another and are particularly appropriate as they capitalize on the visual strengths exhibited by many students with autism. Mobile devices such as the iPad are becoming a tool for teaching students with disabilities, and research is currently underway to determine the effectiveness of specific applications on student performance.
This research examined the impact of VAS delivered via the iPad, compared to a paper-based VAS, on the percentage of on-task behavior and median transition time for students with autism spectrum disorder (ASD) during academic center activities in an inclusive classroom setting. An alternating-treatment, single-subject research design was used to determine whether a divergence exists between the paper-based VAS and the iPad VAS. This study included three student participants who (a) had a diagnosis of ASD as stated on the Individualized Education Plan (IEP), (b) were in grade level K-1, (c) received instruction through Language Arts activity centers taught within one classroom, and (d) had difficulty with independent on-task behavior as reported by the participant's teacher.
Visual analysis of the data for on-task behavior revealed mixed results. Student 1 had a divergence between on-task behavior, with the paper-based VAS being a superior treatment condition to the iPad VAS 80% of the time. Student 2 also had a divergence between percentage of on-task behavior, with the iPad VAS being a superior treatment condition to the paper-based VAS 80% of the time. Student 3 had no clear divergence in percentage of on-task behavior between the iPad VAS and the paper-based VAS. All three participants had highly variable baseline and intervention data for transition time with a level stability range of 20% to 60%. Student 1 and Student 3 had no clear difference in transition time when comparing the paper-based VAS to the iPad VAS. Student 2 had a divergence in transition time data between the iPad VAS and the paper-based VAS, with the paper-based VAS being a superior treatment condition 90% of the time.Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track
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Marks, Lori J. "Increasing Independence, Communication, and Social Skills through Activity Schedules and Visual Supports." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3682.
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Spriggs, Amy D., Pamela J. Mims, Dijk Wilhelmina van, and Victoria F. Knight. "Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/303.
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We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest that VAS is an evidence-based practice for teaching a variety of daily living, navigation, vocational, recreation, and academic skills to adolescents and adults with intellectual disability. Results also show increases in independence and on-task behaviors. We conclude the article by discussing limitations and recommendations for future research.
Book chapters on the topic "Visual activity schedule"
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Daily Schedules." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 37–44. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0005.
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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Daily Schedules Session. This session focuses on obtaining a daily schedule for the child and helping the parent identify ways to adapt the schedule to prevent behavior problems from occurring. This session also introduces the use of visual schedules. The clinician can focus on schedule changes, visual schedules, or both (doing both is recommended).
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Terashma, Takanori, Koji Makanae, and Nashwan Dawood. "Development of a 4D Visualization Tool for Construction Planning." In E-Activity and Intelligent Web Construction, 13–21. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-871-5.ch002.
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This chapter presents the implementation of a system that visualizes the construction process using 3D modeling data and schedule data to analyze construction planning. Previous papers have emphasized the benefits of visual 4D planning that combines 3D modeling data and process schedule data for work progress control. The proposed methodology offers rapid visualization of work performance with scheduled activity and facilitates construction planning and schedule inspection. Consequently, it should increase productivity and reduce rework. However, even major construction companies will not adopt such a work style, because the existing, well-organized way of working would not be readily changed unless the new style is proven to afford benefits that outweigh the effort and cost required to adapt to the style. The advanced CAD system, for example, is able to simulate the assembly process, and the advanced 3D graphic designer is able to animate the arrangement of objects. Even though each software provides multiple functionalities, the applications in practical use are all independent and specific, such as CAD for designing 3D models, and a project manager for scheduling and analyzing. Therefore, a system that integrates all outputs from each application is required to move from the conventional work style to the new one. This chapter, thus, aims to develop a system that integrates several types of data and enables the simulation of the construction progress by gradually showing 3D models according to the activity schedule. It is also possible to attach material data to each object and to display related information like cost and object properties. The system assumes the following requirements: (1) to import and display the 3D modeling data, (2) to import the project schedule, (3) to link each model and activity, (4) to give the material data on each object to enhance reality, and (5) to show cost accumulation. These functions are supposed to be realized such that the system utilizes the resources previously reserved. Therefore, the system should be able to import a DXF format file for 3D modeling data and access the MDB format database for the project schedule, including costs. The MDB file is originally a database that Microsoft Access creates. Microsoft Project, which is probably the most widely used software for project management, is also able to export the project data in this format. These functions are implemented with Microsoft Visual C++ and DirectX SDK. Although the system displays inaccurate models partially because of the misinterpretation of the DXF file, all of the demands listed above are satisfied currently. The authors of this chapter are now at the stage of implementation of further functions, that is, to display not only structures but also other elements such as the temporal space on the site, the route of delivery vehicles, and the work area of the temporally used heavy machinery, all for the sake of the visualization and analysis of the entire construction site.
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Ferguson, Robert J., and Karen Lee Gillock. "Visit 5." In Memory and Attention Adaptation Training, 65–70. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521571.003.0006.
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In this visit, of Memory and Attention Adaptation Training (MAAT), the clinician will first review the survivor’s homework, asking about what strategies the survivor has used since the prior visit and how successful they have been. Specifically, both will review how keeping a schedule is improving daily task performance and follow through and review of memory routines. The clinician will then introduce the external strategies of external cueing and distraction reduction (auditory and visual distractions) and will advise the survivor to limit multitasking, which adversely affects the learning of new information, and reduce use of electronic devices and social media, especially passive scrolling through social media pages. The rationale for and concepts involved in activity scheduling and pacing are explained to the survivor. The survivor is asked to apply the chosen compensatory strategy and practice it, and homework is assigned.
Conference papers on the topic "Visual activity schedule"
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Mutu, Miruna Angela, Camelia Elena Nichita (Vasile), and Iliana Maria Zanfir. "The Impact of the “Zoom Fatigue” Phenomenon and Ways of Managing It." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/16.
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The context of the COVID 19 pandemic has forced managers and entrepreneurs to review how they run their businesses and guide their employees. The new normality has brought with it a number of challenges and changes that have produced immediate and profound effects both in the way business is conducted, the online negotiations giving a formal and less human character, and in the way the employees perceive the work carried out exclusively online. Research has revealed a new phenomenon called "Zoom Fatigue" which is reflected in the human psyche through exhaustion and burnout, a phenomenon caused by the intensity and long duration of video calls and frequent online meetings. Additional cognitive processes required by video calls, the concentration required to absorb all the information transmitted, the lack of visual breaks, multitasking, as well as the merging of professional activity with the familiar environment from the comfort of our home, have led to psychological consequences, such as pronounced fatigue, exhaustion or irritation. All these effects are felt differently by men and women, the latter suffering more from videoconferencing and online work. At the same time, extroverts were found to be less tired than introverted people, feeling the effects of the "Zoom Fatigue" phenomenon differently. For the proper conduct of work and for the creation of a healthy organizational climate and an ethical organizational culture, the role of managers in knowing employees at a human level is of outmost importance, in order to best manage such situations and to identify appropriate measures for motivation and support aimed in particular at female and vulnerable personnel. Orientation towards setting a precise schedule for organizing video conferencing, recommending to avoid multitasking and reducing on-screen stimulus, setting visual breaks, avoiding the use of video calls in their spare time are some of the measures that managers can implement among their employees.