Functional abilities as reflected through temporal handwriting measures among adolescents with neuro-developmental disabilities

Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions

This secondary analysis explores differences and correlations between handwriting anticipatory awareness (time estimation, expected performance, and expected difficulty) before a paragraph copying task and actual performance time and legibility among adolescents with executive function deficits (EFD) versus neurotypical adolescents. Eighty-one adolescents (10–18 years old; 41 with EFD and daily functioning difficulties as per parent reports) estimated their time, expected performance, and expected difficulty before the paragraph copying task using the Self-Awareness of Performance Questionnaire (SAP-Q). Time duration was assessed using the Computerized Penmanship Evaluation Tool (ComPET) software, and legibility was scored using the Handwriting Legibility Scale (HLS). Significant between-group differences were found in actual time duration (ComPET), HLS total score and legibility components, and three SAP-Q questions. Both groups estimated significantly more performance time than their actual performance duration. The adolescents with EFD underestimated their performance before the handwriting task. Significant correlations were found between actual performance, anticipatory awareness, and Executive Function (EF) in both groups. Their performance predictions were significantly correlated with their EF and product’s legibility. The results highlight the potential relationships between anticipatory awareness and actual handwriting performance (time duration and legibility) of adolescents with and without EFD. Further studies may analyze the benefits of focusing on both EF and anticipatory awareness for handwriting improvement among populations with EF deficits.

Writing assistant scoring system for English second language learners based on machine learning

To reduce the workload of paper evaluation and improve the fairness and accuracy of the evaluation process, a writing assistant scoring system for English as a Foreign Language (EFL) learners is designed based on the principle of machine learning. According to the characteristics of the data processing process and the advantages and disadvantages of the Browser/Server (B/S) structure, the equipment structure design of the project online evaluation teaching auxiliary system is further optimized. The panda method is used to read the data, the clean method is used to realize the data preprocessing, the model test is carried out, the cross validation method is selected, the data is divided in advance, and the process of programming the problem scoring system is further optimized, the automatic scoring technology is constructed by English teaching recognition module, feature extraction module and scoring module, the table structure of programming problems is designed, the auxiliary evaluation program of English writing is designed, and the design of writing auxiliary scoring system is completed. The analysis of the experimental results shows that the accuracy of the system is close to 90%, and the total average difference is 0.56. The system can normally take out a variety of test papers. Considering the subjectivity of manual scoring and the impact of key code setting on scoring, the carefully set key code can effectively improve the scoring accuracy of the system. The scoring strategy of the automatic scoring system is effective and the scoring effect is good, and it can be used in practical application.

Exploring the Impacts of Environmental Factors on Adolescents' Daily Participation: A Structural Equation Modelling Approach

Adolescents with neurodevelopmental difficulties struggle to perform daily activities, reflecting the significant impact of executive functions on their participation. This research examines an integrated conceptual model wherein supportive environmental factors in the community, school and home settings explain the children's participation (involvement and frequency) with their daily activities performance as a mediator. Parents of 81 10- to 14-year-old adolescents with and without executive function deficit profiles completed the Participation and Environment Measure for Children and Youth and the Child Evaluation Checklist. A secondary analysis was conducted to examine the structural equation model using AMOS software. The results demonstrated support for the hypothesised model. Supportive environmental demands in school predicted 32% of home participation, and the adolescents' daily performance reflected that executive functions mediated the relationship between them. Together, these findings highlight the school environment as the primary contributor that affects the children's functioning according to their parents' reports and as a predictor of high participation at home in terms of frequency and involvement. This study has implications for multidisciplinary practitioners working with adolescents in general, and in the school setting specifically, to understand meaningful effects of executive functions on adolescents' daily functioning and to provide accurate assistance and intervention.

Environmental factors and daily functioning levels among adolescents with executive function deficits

Introduction

This study examines parents’ perceptions of environmental factors in home, school and community settings on daily functioning of adolescents with executive function deficits. The aim was to map environmental supports and barriers and identify factors that predict functioning.

Method

Parents of 81 adolescents (10–14 years) completed the Behavior Rating Inventory of Executive Function, Participation and Environment Measure for Children and Youth (PEM-CY) part B and Child Evaluation Checklist (CHECK). We used the BRIEF scores to form a group of adolescents with executive function deficits ( n = 41) and a matched group with typical development ( n = 40). Correlation and discriminate analyses compared environmental factors across groups (PEM-CY) and identified those that predict daily functioning (CHECK).

Results

Compared to parents of adolescents with typical development, parents of adolescents with executive function deficits reported significantly more environmental barriers than supports (PEM-CY). School and community social demands of activity predicted the adolescents’ current daily functioning (CHECK).

Conclusion

Cognitive and social demands of activities appear to be common factors that limit functioning of adolescents with executive function deficits in home, school and community environments. The PEM-CY part B can promote awareness of the main support and barrier factors and help focus goals for efficient intervention programmes for these adolescents.