Exploring Collaborative Efforts Toward Promoting Better Eating Habits among Autistic Children in the United Arab Emirates.

According to the principle of duty of care, adults in the lives of children with disabilities such as autistic children are expected to promote their development. The Nutbeam's health literacy model was adopted to explore the efforts of special education teachers and parents toward promoting better eating habits among autistic children in the United Arab Emirates (UAE). Twenty-one participants, comprising fifteen special education teachers and six parents with autistic children, were examined in this study. The results indicated that some special education teachers' and parents' limited understanding of unhealthy food might impact the development of autistic children. Furthermore, the findings also highlight the lack of collaboration and communication between teachers regarding the nutrition and healthy living of autistic children. The findings have practical consequences, such as urging UAE health policymakers to provide professional development for special education instructors and parents of autistic children.

Fidelity of family centered care model to early disability diagnosis and rehabilitation in the United Arab Emirates.

BACKGROUND: The role of parents in supporting early intervention for young children with disabilities is critical. Indeed, models of family centered care (FCC), which emphasis strong partnerships between health professionals and families in disability health services delivery are now widely associated with best practice. While FCC is consistently argued to be an appropriate model for disability service delivery, its utilization is limited primarily to Western countries such as Australia and the United States. Countries such as the United Arab Emirates (UAE) have prioritized early childhood development and are thus in search of best practices for delivery of early intervention for children and their families. OBJECTIVE: The aim of this study was to explore the appropriateness of the FCC model in disability service delivery in the UAE. This study was conducted from the perspectives of health professionals who are involved in disability diagnosis, referral and ongoing support for families and children with disabilities. METHOD: A total of 150 health professionals were recruited from health facilities, rehabilitation centers and schools in the Emirates of Abu Dhabi. The 27-item Measure of Process of Care for Service Providers (MPOC-SP) was used for data collection. The data were subjected to confirmatory factor analysis to confirm applicability of the model to this context. Multivariate analysis of variance and moderation analysis were also conducted, to ascertain the relationship between participants' satisfaction levels with their ability to diagnose, refer and provide on-going support and their likelihood of practicing key components of FCC. RESULT: Computation of confirmatory factor analysis provided support for applicability of the MPOC-SP in the UAE context. Further inspection showed moderate to large correlations between the four components of FCC measured by MPOC-SP, providing further support for utilization of FCC in disability health service delivery in the UAE. CONCLUSION: The study concludes with a call to policymakers in the UAE to consider developing disability health policy based on key components of FCC. This could be supplemented by development of training modules on FCC to upskill health professionals involved in disability diagnosis and rehabilitation.

Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates.

Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom. Therefore, it is necessary to investigate whether the training provided to pre-service special education teachers equips them with sufficient skills to support students with disabilities. The present study used the technology acceptance model (TAM) as a theoretical lens to examine the factors that impact female pre-service special education teachers' intention to incorporate assistive technology (AT) in teaching students with disabilities. A survey based on TAM was used to collect data from 138 participants and test four study hypotheses. Regarding data analysis, SPSS and AMOS version 28 software were used to conduct exploratory factor, confirmatory factor and path analyses. Two of the four hypotheses were supported. The results provide support for the four-factor TAM structure, with two predictors - perceived ease of use and computer self-efficacy - supporting pre-service teachers' intention to use AT to teach students with disabilities in the classroom. Teacher educators and policymakers should consider the TAM construct when preparing pre-service teachers to effectively support all students. Specifically, teacher development and stakeholder engagement with AT resources are needed to optimise the learning of children with disabilities.

Virtual voice assistant applications improved expressive verbal abilities and social interactions in children with autism spectrum disorder: a Single-Subject experimental study.

The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with Autism Spectrum Disorder (ASD). We examined effects of using Virtual Voice Assistant (VVAs) in children with ASD with respect to two outcomes: speech skills and social interaction skills. A single-case study included three children with ASD (4-11 years old) that utilized VVAs for three months. Pre- and post-intervention questionnaires and semi-structured interviews were used to measure the communication and social interaction skills of the participating children. Participant One, Two and Three showed improvement in the number of correct words produced the VVA intervention. All participants showed increases in social interactions in the intervention phase. Overall, the results showed that the VVAs had positive effects on the speech and social interaction skills of autistic children. The findings demonstrate that children with ASD may benefit from VVAs to improve their communication skills.

The impact of health status on attitudes toward COVID-19 vaccination.

Background and Aims: The COVID-19 outbreak has had an overwhelming effect on societies' access to essential services. Human-to-human transmission facilitates the spread of the disease, as do other conditions, such as temperature. Individuals with underlying health conditions are at increased risk of acquiring and suffering the devastating effects of COVID-19. Consequently, vaccine manufacturing was envisaged as a milestone toward "normalizing" the world. While scholarly attention has focused on attitudes toward vaccination, the relationship between health status and attitudes toward vaccination is understudied. This study attempted to fill this knowledge gap by assessing the impact of health status on attitudes toward the COVID-19 vaccine. Methods: We developed a 26-item questionnaire titled "Attitudes toward COVID-19 Vaccination Scale" for data collection. A total of 1047 school or university staff members from 22 countries completed the questionnaire. The data were initially validated using exploratory factor analysis to determine its structure and subsequently analyzed using SPSS version 28. Two-way factorial analysis of variance and multiple regression analysis were performed to understand the influence of health status on attitudes toward vaccination. Results: The results showed a direct effect of health status on attitudes toward COVID-19 vaccination, (Step 1; ß = 0.11, p = 0.001; Step 2: ß = 0.10, p = 0.001). In Step 2 also, vaccination status (ß = 0.22, p = 0.001) and place of residence (ß = -0.08, p = 0.04) also influenced attitudes towards vaccination. Health status also moderated the relation between attitude and education level (F[3, 1038] = 3.04) of participants. Conclusion: Results show possible fear and hesitancy toward COVID-19 vaccination among those with underlying health conditions. Therefore, expeditious sensitization programs may be needed to promote the importance of vaccination for developing resistance against COVID-19 and vaccine acceptance. However, such initiatives should target vulnerable groups in society. Policymakers could focus on improving sensitization toward COVID-19 vaccination among those living with underlying health conditions.