Gianluca Merlo

WHAAM: A mobile application for ubiquitous monitoring of ADHD behaviors

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common psychiatric conditions in childhood. Observation of the behavior of the young person plays a key role in Cognitive-Behavioural (CB) approaches to the treatment of ADHD, but traditional pen and pen-and-paper based methods have a number of disadvantages which inhibit their use in realworld situations. The WHAAM mobile application (WMA) provides teachers, parents and health experts with features to easily monitor behaviors in a Specific, Measurable, Attainable, Realistic and Timely (SMART) way.

The WHAAM Application: a Tool to Support the Evidence-Based Practice in the Functional Behaviour Assessment

Background The most recent computing technologies can promote the application of evidence-based practice (EBP) in the field of applied behaviour analysis (ABA). Objective The study describes how the use of technology can simplify the application of EBPs in ABA. Methods The Web Health Application for ADHD Monitoring (WHAAM) application demonstrates this in the following two case studies. We are monitoring dysfunctional behaviours, collecting behavioural data, performing systematic direct observations, creating both visual baseline and intervention charts and evaluating the planned interventions using the TAU-U statistical index. Results Significant positive changes of children’s problem behaviours are observed and recorded. Both the duration of the previously identified behaviour ‘to get out of bed in time’ (r = −0.79, TAU-U = −0.58, p < 0.05) and the frequency of the behaviour ‘interrupting others’ (r = −0.96, TAU-U = −0.82, p < 0.01) decreased. Conclusions The WHAAM application is an effective tool to support functional behaviour assessments and it is an example of how technology can support practitioners by facilitating the application of EBPs and increasing the communication among clinical, educational and family environments.

Smart Diary: a tool to promote socio-emotional well-being at school

How to encourage students to effectively manage their own problematic behaviours, reducing negative emotions and improving socio-emotional well-being.

Le tecnologie mobili dell'apprendimento permanente, il progetto MOTILL

In questo articolo vengono presentati alcuni dei risultati del progetto MOTILL. MOTILL, ovvero «Le Tecnologie Mobili nell’apprendimento permanente: buone pratiche», e un progetto finanziato dalla Comunita Europea, nell’ambito del National Lifelong Learning Strategies (NLLS). Il progetto, durato un anno e terminato a Marzo 2010, si e focalizzato sull’uso delle tecnologie mobili in contesti di lifelong learning (LLL). L’articolo sara dedicato a una breve introduzione del progetto, dei suoi obiettivi e delle azioni portate avanti, e a un rapido riassunto dei principali risultati ottenuti, i quali sono stati resi disponibili online alla comunita scientifica e diffusi ai policy makers impegnati nei programmi di apprendimento permanente.

Online reading comprehension: from a theoretical model to the development of a Web tool

This article aims to promote reflection on some crucial aspects of online reading comprehension. Examination of the Italian scenario regarding reading comprehension issues highlights a dramatic state of affairs, with a generation of students who have poor reading skills and are often unable to use simple cognitive strategies. The IREC model is proposed as a response to this critical situation, taking into consideration the key role which ICT can play. The aim of the model is to support the design of innovative web learning tools to meet present educational needs. The features and applications of the Gym2Learn system are described as an example of how the model can be applied. The article concludes with some considerations on the need to devise new educational strategies to improve students’ reading comprehension skills, and also to foster efforts to better understand the methodological and technological aspects involved in online reading comprehension.