Development and validation of the multi-dimensional metamemory skills (MDMS) scale for students in an Indian sample.

Metamemory refers to an individual's awareness and understanding of their memory processes. It affects various aspects of learning, including the effective use of cognitive abilities, memory monitoring, and strategy development. The majority of valid scales for assessing students' metamemory are unidimensional. This study aims to develop and validate a multidimensional metamemory scale specifically for students. A 48-item multidimensional metamemory skills (MDMS) scale was developed with six dimensions: Factual memory knowledge, Memory monitoring, Memory self-efficacy, Memory strategies, Memory-related affect, and Memory-related behavior. The reliability of the scale was established using test-retest and split-half reliability, and internal consistency was determined using Cronbach's alpha. The scale was validated using exploratory factor analysis on 647 college students from India. The confirmatory factor analysis was conducted on 200 college students, which revealed a good fit for the data. Additionally, validity was established through face, content, concurrent and divergent validity. The scale's multidimensional nature enables a thorough assessment of students' metamemory skills. Additionally, the scale can be used in educational and research settings, assisting in planning interventions to improve metamemory skills in students.

Using iPods(®) and iPads(®) in teaching programs for individuals with developmental disabilities: a systematic review.

We conducted a systematic review of studies that involved iPods(®), iPads(®), and related devices (e.g., iPhones(®)) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods(®) or iPads(®) and aimed to either (a) deliver instructional prompts via the iPod Touch(®) or iPad(®), or (b) teach the person to operate an iPod Touch(®) or iPad(®) to access preferred stimuli. The latter also included operating an iPod Touch(®) or an iPad(®) as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods(®), iPod Touch(®), iPads(®), and related devices are viable technological aids for individuals with developmental disabilities.

Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: a systematic review.

OBJECTIVE: To review studies involving the use of computer-based interventions (CBI) to improve the social and emotional skills (e.g. emotional recognition) of individuals with autism spectrum disorders (ASD). METHODS: The use of computer-based intervention (CBI) in the treatment of autism spectrum disorders (ASD) may offer some advantages to traditional one-to-one or group instruction including easier differentiation of instruction, decreased distractions and the incorporation of an individual's relative visual learning strengths. However, the results of past research suggest varying outcomes for CBI with individuals with ASD. This review provides a systematic analysis of studies investigating CBI to improve social and emotional skills (e.g. emotion recognition) of individuals with ASD. Electronic database searches and ancestral searches were used to identify studies that met pre-determined inclusion criteria. The included studies were then summarized in terms of: (a) participant characteristics, (b) social and emotional skills targeted, (c) details of the CBI, (d) results, and (e) certainty of evidence. RESULTS: The results of these studies indicated that CBI's effect on social and emotional skills was mixed, with the majority of studies reporting unacceptable outcomes following intervention. CONCLUSIONS: Overall, this review suggests that the use of CBI to improve the social and emotional skills of individuals with ASD is a promising practice. A comparison of CBI plus tutoring and face-to-face social skills training suggests that CBI can be as effective as face-to-face instruction. Practitioners should carefully consider the preferences and existing abilities of individuals with ASD and the customizability of the software when deciding to use CBI and selecting a software program.