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Molecular Genetic Study of Stuttering Segregation in Pakistani Families

Thesis Info

Author

Maliha Sahar

Supervisor

Muhammad Naeem

Department

Department of Biotechnology, QAU

Program

Mphil

Institute

Quaid-i-Azam University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2015

Thesis Completion Status

Completed

Page

xii,41

Subject

Biotechnology

Language

English

Other

Call No: DISS / M.PHIL / BIO/ 4152

Added

2021-02-17 19:49:13

Modified

2023-02-19 12:33:56

ARI ID

1676716825335

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Optimizing Sensory Loads Using a Sensory Processing Skills Therapy among Autistic Spectrum Disorder

IntroductionSensory integration therapy can improve language skills, attention, and social interactions in children with ASD. However, it is also important to note that research in this field is ongoing, and more studies are needed to confirm the effectiveness of these therapies. The present study is aimed to identify the effects of occupational therapy-based sensory processing skill therapies in improving the autism severity and QoL among ASD children. MethodologyThe intervention was performed for 12 weeks, six sessions per week, each based on 60 minutes of duration. The treatment protocol comprised four sensory processing skills in which Each child was trained on every skill for 15 minutes, making a total of 60 minutes of duration for a single session. ResultsSignificant improvements in CARS, CGAS and PedsQL (p<0.001) were observed after 12-weeks of intervention. ConclusionSensory processing skills therapies are a practical treatment approach in optimizing sensory load among ASD children.   DOI: https: //doi. Org/10.59564/amrj/01.01/005

Community Mobilization on Benefits of Primary Education and its Impact on Students Academic Performance Stakeholders Perspective

The engagement in education of children from most low socio-economic communities in developing countries is low. This low engagement results from low enrolment rate and frequent dropouts for some of those who manage to be enrolled. The low enrolment rate and frequent dropout trend lead to poor academic development in these communities and subsequent increase in illiteracy. Literature mentions unavailability of schools or enough classes and high level of poverty in these communities, which limits parents' ability to pay direct costs of education, and leads to rise in opportunity costs among children attending school as prominent reasons of this setback. The literature also identifies lack of community initiative and participation in education as another hindrance to the development of education in these communities. The study aims to explore the stakeholders' perspective on community mobilization on the benefits of primary education and its impact on students' academic performance. In doing so, it employs a qualitative method using a case study design. The data is collected from interviews, observations and document analysis. At different stages of the study, measures have been taken to ensure its validity and reliability and limit researcher's subjectivity within the limits of qualitative social research paradigm. The findings reveal that the process of community mobilization is effective in motivating community members from low socio-economic communities to participate in activities that support the development of their children's education. The findings also highlight the importance of the central agency in the mobilization process, which serves to initiate the mobilization process and empowers the community in terms of management skills and resources for the establishment of community schools. The study also highlights the roles of different stakeholders in the mobilization process, strategies that these stakeholders employ in the community and within the classroom and the factors facilitating this education mobilization process. Further, the findings reveal that community members through their institutionalized bodies, can collaborate effectively with school management in administering management activities in a community school. Finally, the findings indicate that if education is made available to children from low socio-economic