Education - Research Publications
Permanent URI for this collectionhttps://kr.cup.edu.in/handle/32116/73
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Item Impact of task-related games on cognitive flexibility of low-functioning autism spectrum disorder children: A tool for improving quality of life in indian culture(Radiance Research Academy, 2021-04-12T00:00:00) Kaur, Kanwaljit; Pany, SesadebaIntroduction: People with autism spectrum disorder (ASD) find it difficult to fulfil the requirements of the changing environment. A lot of studies have indicated; autism spectrum disorder children lack cognitive flexibility. Objective: The present study focuses on improving cognitive flexibility through cognitive flexibility games i.e. Colour LED (light-emitting diode) board game, Geometry shape LED board game, Multidimensional LED board game, Music multidimensional LED board which initially started with minimum WM load, leads to maximum WM load on children with ASD. These games are based on four basic principles (i) providing cues (ii) positive reinforcement (iii) adaptable instructions (iv) increasing attention span through engagement. Methods: The study followed the time-series design. The study was conducted on 15 ASD children with the objectives to find (i) Do children with autism spectrum disorder (low functioning) show improvement in cognitive flexibility when exposed to task-related games? (ii) What elements of cognitive task-related games engage the children with ASD? Results: The study reported that task-based games had a significant impact on the improvement of cognitive flexibility of the ASD children; the four elements of cognitive flexibility task i.e. acceptance, variety of stimulus (LED bulb, Music), motivation and support system (providing cues when needed) plays a pivotal role in the engagement with the cognitive task-related games. Conclusion: The study recommends that task-related games can be used to develop cognitive flexibility in low-functioning Autism Spectrum Disorder Children. � IJCRR.Item Creative Thinking Ability of Primary School Boys and Girls: A Comparative Study(SRJIS, 2015) Pany, SesadebaThe present study focuses on the creative thinking ability of the primary school students with reference to their gender and type of school. In this context data were collected from 100 government ((50 boys & 50 girls) and 100 private primary (50 boys & 50 girls) school students. The study was conducted with the objectives like to compare the creative thinking ability of primary school boys and girls, to compare the creative thinking ability of government and private primary school students, to compare the creative thinking ability of government primary school boys and girls, to compare the creative thinking ability of private primary school boys and girls, to compare the creative thinking ability of government and private primary school boys, and to compare the creative thinking ability of government and private primary school girls. The findings of the study are the primary school boys and girls, students of government and private primary schools, government primary school boys and girls, government and private primary school boys differ significantly on their creative thinking ability whereas the private primary school boys and girls, and the government and private primary school girls do not differ significantly on their creative thinking ability