Posture Monitoring and Correction Exercises for Workers in Hostile Environments Utilizing Non-Invasive Sensors: Algorithm Development and Validation.

Personal protective equipment (PPE) is an essential key factor in standardizing safety within the workplace. Harsh working environments with long working hours can cause stress on the human body that may lead to musculoskeletal disorder (MSD). MSD refers to injuries that impact the muscles, nerves, joints, and many other human body areas. Most work-related MSD results from hazardous manual tasks involving repetitive, sustained force, or repetitive movements in awkward postures. This paper presents collaborative research from the School of Electrical Engineering and School of Allied Health at Curtin University. The main objective was to develop a framework for posture correction exercises for workers in hostile environments, utilizing inertial measurement units (IMU). The developed system uses IMUs to record the head, back, and pelvis movements of a healthy participant without MSD and determine the range of motion of each joint. A simulation was developed to analyze the participant's posture to determine whether the posture present would pose an increased risk of MSD with limits to a range of movement set based on the literature. When compared to measurements made by a goniometer, the body movement recorded 94% accuracy and the wrist movement recorded 96% accuracy.

Identifying subtypes among children with developmental coordination disorder and mathematical learning disabilities, using model-based clustering.

A relationship between motor and mathematical skills has been shown by previous research. However, the question of whether subtypes can be differentiated within developmental coordination disorder (DCD) and/or mathematical learning disability (MLD) remains unresolved. In a sample of children with and without DCD and/or MLD, a data-driven model-based clustering was used to identify subgroups of individuals with relatively homogeneous profiles on measures associated with motor and mathematical skills. One subgroup of children with motor problems was found based on motor variables. Based on mathematical variables, two clinical clusters were found: a subtype with number fact retrieval problems and a subtype with procedural calculation problems. Clustering with motor and mathematical skills revealed two clinical clusters: a cluster with number fact retrieval as well as procedural calculation problems and below average motor and visual-motor integration skills. A second cluster of children had only procedural calculation and visual-motor problems. Our results raise questions about the usefulness of placing children who have below average mathematical skills into a single diagnostic category. Furthermore, we inform ongoing debates about the overlap between DCD and MLD, as below average motor skills were found in both MLD subgroups, although a different motor profile is linked to a different mathematical profile.

Mathematical problems in children with developmental coordination disorder.

Developmental coordination disorder (DCD) is a heterogeneous disorder, which is often co-morbid with learning disabilities. However, mathematical problems have rarely been studied in DCD. The aim of this study was to investigate the mathematical problems in children with various degrees of motor problems. Specifically, this study explored if the development of mathematical skills in children with DCD is delayed or deficient. Children with DCD performed significantly worse for number fact retrieval and procedural calculation in comparison with age-matched control children. Moreover, children with mild DCD differed significantly from children with severe DCD on both number fact retrieval and procedural calculation. In addition, we found a developmental delay of 1 year for number fact retrieval in children with mild DCD and a developmental delay of 2 years in children with severe DCD. No evidence for a mathematical deficit was found. Diagnostic implications are discussed.

Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study.

BACKGROUND: The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement. AIMS: The current study addressed the predictive value of non-symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design. SAMPLE: Sixteen children with mathematical disabilities (MD), 64 low achievers (LA), and 315 typical achieving (TA) children were followed from kindergarten till grade 2. METHOD: The association of comparison skills with arithmetical skills in grades l and 2 was studied. The performances of MD, LA and TA children were compared. RESULTS: Regression analyses showed that non-symbolic skills in kindergarten were predictively related to arithmetical achievement 1 year later and fact retrieval 2 years later. AN comparison was predictively related to procedural calculation 2 years later. In grade 2, there was an association between both symbolic tasks and arithmetical achievement. Children with MD already had deficits in non-symbolic and symbolic AN comparison in kindergarten, whereas in grade 2 the deficits in processing symbolic information remained. CONCLUSIONS: The combination of non-symbolic and symbolic deficits represents a risk of developing MD.