Our data underscore the need for psychoeducation programmes for parents, focused on handling stress and emotions, modifying false beliefs and solving the daily problems that arise from PDD. We propose a 5-axis intervention model for parents of children with PDD, based on cognitive-behavioural therapies and on a stress management programme.

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The purpose of the present investigation was to study the overall rating of perceived exertion (RPEov) according to the 6-20 scale proposed by Borg (1970) and muscular RPE (RPEmu) in exercises at constant load. The relationship between RPE and heart rate for three different loads was studied during exhausting exercises in 10 participants. Whether the drift of RPE during a 20 min exercise at constant load could be an index of the endurance time during long-lasting exercises at constant load was also investigated. At 1-week intervals, the participants performed cycling exercises up to exhaustion at 60, 73, and 86% maximal aerobic power (MAP) measured during an incremental test. Heart rate, RPEov, RPEmu and exhaustion time (tlim) were measured. The upward shift of the HRmax-RPE regressions was significant between 86, 73 and 60% MAP (p < 0.001) for RPEov and RPEmu. This result suggests that the equation HR = 10 x RPE proposed by Borg (1973) for incremental exercise is not valid for long-lasting exercise at constant load until exhaustion because the heart rate corresponding to a given RPE depends on load and time. Mean RPE increased linearly with time up to exhaustion. Unexpectedly, the relationships between RPEmu or RPEov and percentage of exhaustion time were similar for exercises at 60 and 73% MAP although the exhaustion times were very different (79.40 +/- 30.64 min versus 36.19 +/- 15.99 min, respectively) (p < 0.001). Consequently, it is likely that RPE was a subjective estimation of the hardness of exercise rather than the intensity of exercise. The RPE pattern at the beginning of long-lasting exercises at constant load (60 and 73% MAP) cannot be considered as a sensitive predictor of the point of self-imposed exhaustion for individuals. Indeed, the errors in the estimation of exhaustion time from extrapolation of RPE at the beginning of exercise were very large. Moreover, at 60% MAP, a steady-state in RPE was observed during 20 min in five subjects whose tlim were not longer than tlim of the other subjects. In addition, the data of the present study indicate that RPEmu could be more useful than RPEov in cycling.

The purpose of this study was to assess the reliability of ratings of perceived exertion (RPE) and estimation of time limit (ETL) scales, and heart rate in physical education students during standardised and replicated progressive and constant load exercises till exhaustion realised on a track. Three groups of ten physical education students who present the same anthropometrical characteristics performed an incremental exercise to determine their maximal aerobic velocity (MAV) on an indoor track. Thereafter, group 1 performed an identical incremental exercise whereas groups 2 and 3 performed two identical exercises to exhaustion: a constant load exercise up to exhaustion at 90 and 100 % MAV, respectively, to determine the time to exhaustion at each intensity (tlim 90 and tlim 100). The results of this study were that MAV, tlim 90 and tlim 100 were not significantly different between the two trials. Moreover, the individual Pearson correlation coefficients between test and retests were very high (0.94 to 1). The slope and y intercept values of the relationships between test and retest perceived exertion ratings were not significantly different from the identity line. Moreover, test-retest differences in HR values fell within the 95 % LoA analysis. Consequently, HR values, RPE and ETL scales are reliable during standardised and replicated progressive and constant load exercises till exhaustion performed on a track with physical education students.

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International audienceNumerous academic and industrial studies and developments concerning interactive tabletops are paving the way for new educational applications. We have developed an interactive tabletop application equipped with RFID technology. This tabletop, called TangiSense, is based on a Multi-Agent System that allows users to associate information with behaviors to manipulate tangible objects. The application involves the recognition of basic colors. With the application, children are required to manipulate tangible objects. Their task involves recognizing objects that have "lost" their dominant color and placing these objects in appropriate colored areas. A tangible magician object automatically analyzes the filled zones and provides children and their teacher with virtual and vocal feedback. This application has been evaluated in a field study with children 3 to 5 years of age. The initial results are promising and show that such an application can support interaction and collaboration, and subsequently educational situations, among young children

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