Development of a Computer-Assisted Learning Courseware for Anatomy and Physiology of Swallowing / Jurnal Sains Kesihatan Malaysia

@#Knowledge of normal anatomy and physiology of swallowing is fundamental in the identification of individuals with orat risk for swallowing disorders. Learning anatomy and physiology however, is not an easy task thus, computer-assistedlearning (CAL) approaches have been incorporated into the learning of the topics to enhance understanding. Althoughevidence exists on the benefits of using CAL in education, more studies are necessary in the field of swallowing. Whilecourseware for the learning of anatomy and physiology of swallowing exist, they are not comprehensive. Therefore, thisstudy aimed to develop a comprehensive CAL courseware for anatomy and physiology of swallowing. The current studyused a designed-based research following the ADDIE (analysis, design, development, implementation, and evaluation)model to create a multimedia courseware, incorporating the use of text, still images, animations, audio narrations,and presented on a simple graphical user interface. The courseware was evaluated by 27 undergraduate students interms of its usefulness, ease of use, and users’ satisfaction. Results indicate that the participants were satisfied with thecourseware and that they perceived the courseware as useful, easy to learn and easy to use. The study represents aninitiative to investigate the use of CAL in the subject and to establish the basis for further work which includes assessmenton the learning outcomes from the usage of the CAL courseware. It is hoped that the use of this courseware in teachingand learning of anatomy and physiology of swallowing can enhance students’ knowledge and understanding of the areaefficiently and effectively.

The Introduction of a Secondary Reinforcer During Therapy Based on the ABA Model for Children with Autisme / Jurnal Sains Kesihatan Malaysia

Applied Behavior Analysis (ABA) is a technique used to teach children with autisme a variety of skills. In ABA, children with autisme often do not receive reinforcers because they have difficulty performing their targeted behaviors, which consequently leads to challenging behaviors. Objectives of this study are to increase spontaneous request and decrease challenging behavior among children with autisme by introducing a secondary reinforcer during therapy based on ABA model. Secondary reinforcer has lower reinforcing value than the primary reinforcer. When the children tried but were unable to produce their targeted behavior, they were given the secondary reinforcer. The children were divided into two groups, five children in the intervention group and four children in the control group, and they were taught specific target requesting behavior (TRB) to request for a preferred item. Three children in the intervention group recorded an increase in spontaneous request and a reduction in challenging behaviors. Only two children from the control group recorded an increase in spontaneous request and a decrease in challenging behaviors. However, only children from the intervention group were able to maintain their performance during the generalization sessions. The results suggest that children respond differently to specific prompts and interventions. Future studies should focus on how prompts affect children’s performance and also on reinforcer selection. Bigger scale studies are still needed to further determine the effectiveness of a secondary reinforcer in assisting the learning of requesting skill and in reducing challenging behaviors among children with autisme during therapy based on ABA model.