Communication Skills Of Individuals Research Articles

Social validation: Examining its sensitivity and the factors that influence raters’ judgments

The aphasiology literature is replete with studies aimed at improving the communication skills of individuals with aphasia. Objective language assessments are commonly used to measure changes in a person’s communicative competence after treatment. However, many contend that success on a language assessment does not necessarily translate into improvement in a person’s overall communicative ability (e.g., Lapointe, Katz, & Braden, 1999), which is presumably the goal of language therapy. One solution, having a family member complete rating assessments before and after treatment, is flawed, open as it is to a placebo effect. Social validation on the other hand, can provide an evaluation of a person’s overall ability to communicate, while avoiding reliance on someone invested in the treatment outcome (e.g., a spouse). This is a process in which people who are naive to the treatment process judge pre- and post-treatment language samples on specific parameters. The development of social validation measures is currently undergoing examination, as researchers investigate how best to obtain an accurate subjective assessment of a person’s communicative abilities. The main goal of the current research was to evaluate the sensitivity of a specific method of social validation, by having raters judge narratives produced by two groups of individuals with aphasia: one group that received treatment for a naming impairment and a group that did not. It was predicted that across Time 1 and Time 2, raters would detect a positive change in the narratives of the treated group, but not in the untreated group. The current study also aimed to further the examination of social validation by investigating the influence of specific factors, such as knowledge of aphasia (Hickey & Rondeau, 2005) and length and/or completeness of the language sample (Lustig & Tompkins, 2002) on raters’ judgments.

Hearing aid fitting process in users fitted in a federal public institution: part II - self-assessment questionnaire results

SummaryAn efficient rehabilitation must be able to reduce impairment effects over the auditory and communication skills of individuals and promote psychosocial well being. Aims: check the feasibility of using self-assessment questionnaires and compare the results achieved by hearing aid fitting in users from a federal public institution, with and without complaints related to hearing amplification characteristics. Materials and Methods: 25 individuals, from 13 to 77 years of age, users of hearing aids. The HHIE-S/HHIA (Hearing Handicap Inventory for the Elderly Screening Version or for Adult) and APHAB (Abbreviated Profile of Hearing Aid Benefit) self-assessment questionnaires used with individuals without (Group 1) and with complaints related to amplification characteristics (Group 2). Results: we did not find significant differences between the HHIE-S/HHIA and APHAB groups; except in APHAB’s ease of communication item, where Group 1 seemed to benefit more. Moreover, we noticed a significant reduction in hearing disability with the use of hearing aids in favorable communication situations, noisy environments for both groups. Conclusion: these questionnaires proved to be valuable for predicting the difficulties faced by the users, and significant differences were found in favorable communication situations, where the group without complaints had the most benefit.

Fetal alcohol syndrome and the developing socio-emotional brain

Fetal alcohol syndrome (FAS) is currently recognized as the most common known cause of mental retardation, affecting from 1 to 7 per 1000 live-born infants. Individuals with FAS suffer from changes in brain structure, cognitive impairments, and behavior problems. Researchers investigating neuropsychological functioning have identified deficits in learning, memory, executive functioning, hyperactivity, impulsivity, and poor communication and social skills in individuals with FAS and fetal alcohol effects (FAE). Investigators using autopsy and brain imaging methods have identified microcephaly and structural abnormalities in various regions of the brain (including the basal ganglia, corpus callosum, cerebellum, and hippocampus) that may account for the neuropsychological deficits. Results of studies using newer brain imaging and analytic techniques have indicated specific alterations (i.e., displacements in the corpus callosum, increased gray matter density in the perisylvian regions, altered gray matter asymmetry, and disproportionate reductions in the frontal lobes) in the brains of individuals prenatally exposed to alcohol, and their relations with brain function. Future research, including using animal models, could help inform our knowledge of brain-behavior relations in the context of prenatal alcohol exposure, and assist with early identification and intervention.

The co-occurrence of autism and Williams syndrome: A case study report.

This paper describes a longitudinal case study detailing the communication profile of one child with both Williams syndrome (WS) and autism. The participant was administered two standardized assessments of language and general cognitive abilities. His parents completed the Pre-Verbal Communication Schedule; and a sample of the child's spontaneous interaction was analyzed. The results show that this child presents with markedly delayed language and communication skills and that his communication profile is the opposite of the assumed 'typical' WS profile. The conclusion is that clinicians need to be aware of the co-occurrence of genetic disorders, such as WS and autism in order to facilitate accurate diagnosis and effective treatment.

Social interaction deficits and conversational inadequacy in Williams syndrome

Research on social communication skills in individuals with Williams syndrome has been inconclusive, with some arguing that these skills are a relative strength and others that they are a weakness. The aim of the present study was to investigate social interaction abilities in a group of children with WS, and to compare them to a group of children with specific language impairment and a group of typically developing children. Semi-structured conversations were conducted and 100–150 utterances were selected for analysis in terms of exchange structure, turn taking, information transfer and conversational inadequacy. The statistical analyses showed that the children with WS had difficulties with exchange structure and responding appropriately to the interlocutor's requests for information and clarification. They also had significant difficulties with interpreting meaning and providing enough information for the conversational partner. Despite similar language abilities with a group of children with specific language impairment, the children with WS had different social interaction skills, which suggests that they follow an atypical trajectory of development and their neurolinguistic profile does not directly support innate modularity.

Considering response efficiency in the selection and use of AAC systems.

Abstract Individuals with severe disabilities whose speech is either ineffective or inefficient for meeting their communicative needs have benefited from augmentative and alternative modes of communication (AAC). However, despite the evidence supporting the use of AAC with individuals with severe disabilities, practitioners still encounter challenges in implementing AAC interventions. These challenges be due, in part, to problems related to contextual fit. This paper (a) examines the importance of contextual fit in the design and implementation of AAC interventions, (b) explores the potential role of response efficiency for enhancing contextual fit, (c) presents a framework for examining the response efficiency of AAC interventions, and (d) provides a discussion of needed research. Keywords: Augmentative and Alternative Communication, AAC, Contextual Fit, Response Efficiency. Introduction Augmentative and Alternative Communication (AAC) refers to the use of devices or techniques that supplement or replace an individual's spoken communication skills (Mustonen, Locke, Reichle, Solbrach, & Lindgren, 1991). AAC includes unaided modes of communication (e.g., gestures, sign languages/systems, and facial expressions) as well as aided modes of communication (e.g., line drawings on a communication board, written words on a pad of paper, laptop computers with synthesized speech output, dedicated AAC devices with digitized speech output). Individuals with severe disabilities whose speech is either ineffective or inefficient for meeting their communicative needs have benefited from augmentative and alternative modes of communication (e.g., Cafiero, 1998; Johnston, McDonnell, Nelson, & Magnavito, 2003; Johnston, Nelson, Evans, Palazolo, 2003; Marcus, Garfinkle, & Wolery, 2001; Mirenda & Ericson, 2000; Quill, 1997; Rowland & Schweigart, 2000; Schopler, Mesibov, Shigley, & Hearsey, 1995). However, as promising as the evidence supporting the use of AAC with individuals with severe disabilities has been, practitioners still encounter challenges in implementing AAC interventions. These challenges be due, in part, to problems related to contextual fit. This paper (a) examines the importance of contextual fit in the design and implementation of AAC interventions, (b) explores the potential role of response efficiency for enhancing contextual fit, (c) presents a framework for examining the response efficiency of AAC interventions, and (d) provides a discussion of needed research. Importance of Contextual Fit in the Design and Implementation of AAC Interventions The term contextual fit refers to the compatibility between an intervention and a variety of variables, including characteristics of the person for whom the intervention was developed, characteristics of the individuals who will implement the plan, and features of the environment within which the intervention will be implemented (Albin, Lucyshyn, Horner, & Flannery, 1996). Albin et al (1996) posit that an intervention may be theoretically well designed and solidly grounded in both behavior theory and documented practice, and yet still not be a good fit for the people and the environments involved (p.83). An intervention lack strong contextual fit for a variety of reasons. For the AAC user, the AAC intervention require too much effort and/or not consistently result in interactions that fulfill their communication wants/needs. For communication partners, the AAC intervention be cumbersome or time consuming to design and implement, conflict with existing priorities, or fail to meet their own communicative needs. Personal experience suggests that many AAC users and their communication partners have participated in interventions that lack a good contextual fit. For example, consider Jane, a preschool aged child who was taught to use sign language to communicate her wants and needs. …

Sociocultural development and validation of lexicon for Asian-Indian individuals who use augmentative and alternative communication

Purpose. Individuals who temporarily or permanently are not able to communicate through use of gestures/signs, speech, and/or written communication mode benefit from the use of augmentative and alternative communication (AAC) systems. Effective communication skills for individuals who use an AAC system depend on appropriate lexicon. This study was designed to develop and validate a socially and culturally appropriate lexicon for Asian-Indians who use AAC.Method. To this end, 120 individuals from India participated in this study. A composite list of lexical items was identified, using a structured social validation technique involving non-categorical and categorical nominations, and a rating of lexical items from a Picture Communication Symbols (PCS) lexicon.Results. Data analysis indicated that 88 lexical items from the nomination task were not represented in the PCS lexicon and 247 items were rated as having no value for the Asian-Indian culture.Conclusions. Findings suggest that while a lexicon from symbol sets developed for one culture might have considerable overlap across cultures, these lexicons may not be appropriate as a source of selecting a lexicon for an AAC user from a culturally and linguistically diverse background. Implications of these findings are discussed for speech-language pathologists and other rehabilitation professionals.

Linguistic resources of individuals with Asperger syndrome

In this paper the available literature on the communication skills of individuals with Asperger Syndrome (AS) is reviewed. Current issues regarding diagnosing and understanding disorders with a core social deficit are examined as well as the potential application of sociolinguistic analyses to the study of Asperger Syndrome, such as that provided from within a Systemic Functional Linguistic framework. The need for investigations that address a broader view of “language” and its use in social situations by individuals with AS as opposed to their mastery of syntactic aspects of language, will be discussed.

Communication skills in standardized-patient assessment of final-year medical students: a psychometric study.

The purpose of this study is to investigate the content-specificity of communication skills. It investigates the reliability and dimensionality of standardized patient (SP) ratings of communication skills in an Objective Structured Clinical Examination (OSCE) for final year medical students. An OSCE consisting of seven standardized patient (SP) encounters was administered to final-year medical students at four medical schools that are members of the California Consortium for the Assessment of Clinical Competence (N = 567). For each case, SPs rated students' communication skills on the same seven items. Internal consistency coefficients were calculated and a two-facet generalizability study was performed to investigate the reliability of the scores. An exploratory factor analysis was conducted to examine the dimensionality of the exam. Findings indicate that communication skills across the seven-case examination demonstrate a reliable generic component that supports relative decision making, but that a significant case-by-student interaction exists. The underlying structure further supports the case-specific nature of students' ability to communicate with patients. From these findings, it is evident that individual's communication skills vary systematically with specific cases. Implications include the need to consider the range of communication skill demands made across the OSCE to support generalization of findings, the need for instruction to provide feedback on communication skills in multiple contexts, and the need for research to further examine the student, patient, and presenting problem as sources of variation in communication skills.

Results from the paediatric cochlear implant programme at Utrecht/Effatha

Objective. To measure the benefit of paediatric cochlear implantation. Patients and methods. In the period from 1994 to 1999, 41 children received a nucleus cochlear implant at the University Hospital, Utrecht. With a few exceptions the children were enrolled in a total communication or bilingual education programme. A battery of tests were used that measured the progress in the (auditory) communication and language skills of the children. Results. Almost all children showed progress between the different sets of evaluation. The observed progress can be explained by the effect of the implant but also by the ageing of the child. We wanted to separate these two effects. To achieve this we also included the evaluation data of a control group of deaf children who had not received a cochlear implant. One obstacle to the analysis is the large variability in the data, in which important elements are the age at implantation and individual (pre-implant) communication skills. Conclusion. After analysing the data, while taking into account the variability, we found considerable differences between individual results, with some children being excellent and others being poor performers.

Communicating knowledge in the real world

The author argues that electrical engineering is a continuum which, by definition, is unbroken and in which each individual electrical engineer has played some part in ensuring an enhanced knowledge base and a better life for the next generation. The development of electrical engineering, however, is also lateral and accelerating in its breadth, leading to the explosion in knowledge. He argues that the ability needed to understand and harness this must also expand. In order that progress may continue, each enterprise must be underpinned by corresponding improvements in individual and corporate communication skills and understanding. These must at least keep pace with the knowledge explosion that we constantly witness. He argues that it is only if this objective is achieved that electrical engineers will be able to claim, with confidence, that they have maintained progress and benefited mankind.

A Survey of Expressive Communication Skills in Children With Angelman Syndrome

Angelman syndrome (AS) results from partial deletion of the 15th chromosome (Knoll et al., 1989) and occurs in approximately 1 per 10,000 live births (Petersen, Brondum-Nielsen, Hansen, & Wulff, 1995). Individuals with AS exhibit a pattern of developmental delays that include feeding problems in infancy, delays in motor development, ataxic movements, seizures, severe to profound mental retardation, and a lack of expressive speech (Williams, Zori, et al., 1995). The purposes of this article are to summarize clinical research on AS, to provide a description of the communication skills of individuals with AS, and to identify strategies and resources for communication intervention. It begins by reviewing the existing literature on the clinical characteristics of individuals with AS, with an emphasis on communication skills. The second part of the article presents results obtained from a survey of 20 families of children with AS on the children's expressive communication skills. The implications of the findings of the survey are discussed relative to the existing literature.

Development of an objective structured clinical examination (OSCE) for physical medicine and rehabilitation residents.

Clinical competency is poorly measured by knowledge-based written examinations. A five-station, four-interstation objective structured clinical examination (OSCE) has been developed in consultation with the National Board of Medical Examiners as a pilot study to standardize assessment methods that serve to evaluate the clinical competency of senior physical medicine and rehabilitation residents. Various stations demonstrating musculoskeletal and neurologic conditions commonly encountered in physiatric practice were included, incorporating the use of standardized patients into the OSCE format. This is a descriptive study of individual stations-evaluated history-taking, physical examination, and communication skills, whereas the interstations measured the residents' ability to write therapy and prosthetic/orthotic prescriptions, as well as interpret x-ray and electrodiagnostic data. The OSCE program development including case background, principal tasks, time allotment, evaluation objectives, performance criteria, therapeutic plan, standardized patients case descriptions, and assessment checklists as well as the training procedure is discussed. Additionally, cost analysis and scheduling issues are reviewed. This information should aid other training programs or consortiums in developing similar clinical evaluation tools.

Discourse asssessment following traumatic brain injury: A pilot study examining some demographic and methodological issues

Abstract With the shift away from evaluation of isolated aspects of linguistic performance, discourse assessment has become an important tool in assessing the communication skills of individuals who have sustained traumatic brain injury (TBI). Given the substantial evidence that the brain-injured represent a largely preselected population, it would seem relevant that speech pathologists acquire a greater understanding of the role of premorbid sociolinguistic and demographic characteristics in determining the clinical presentation of these patients. This demands that close consideration be given to the selection of control subjects for research with this population. Further, there needs to be clarification about which discourse tasks (by virtue of their cognitive/linguistic demands) are sensitive to brain injury. The pilot study described here compared the discourse skills of three TBI subjects with those of three non-TBI orthopaedic patients, on a range of discourse tasks thought to make differing cogniti...

Visual symbol acquisition by students with autism

Abstract Given the need to help develop communication skills in individuals with autism, an examination of visual symbol systems is critical. In this study, I focused on the exploration of a hierarchy of visual symbol systems that may aid practitioners in selecting more readily acquired symbol systems. Although evidence suggests that persons with cognitive disabilities attach meaning more readily to symbol systems that display higher levels of iconicity, it is not clear that this same hierarchical progression exists for persons with autism. I used a modified multiple baseline with four students with autism, ranging in ages from 7 to 13 years, to investigate the number of trials to criterion for five visual symbol sets: (a) photopictorial, (b) rebus, (c) Blissymbolics, (d) orthography, and (e) Premack‐type tokens. All four students reached criterion with fewer trials in systems that had a higher degree of iconicity.

Approaches to holistic health promotion at the workplace

Based on a socio-ecological and holistic approach to health, the paper reviews recent strategies of health promotion at the workplace. Health promotion programmes in major North American companies, which are mainly centred around individual behaviour changes and communication skills are discussed critically from a European perspective. Specific attention is given to stress management, movement education, and the detection of toxic substances. The possible cumulative effects of structural and organizational stressors, psychosocial factors and individual vulnerability on the health of employees are emphasized. The author argues for a comprehensive, holistic approach to health promotion, which may enable employees to initiate timely changes in behaviour and workplace environment. The enhancement of perception and awareness, as core elements of self-esteem, are seen as possible contributions of holistic health promotion programmes. Overcoming helplessness and hopelessness, which constitute major threats to the health of employees, should be major goals of these approaches. Thus they may contribute to the liberation of the individual and collective potential of changing working conditions to become more congruent with the needs of workers' health. Changing only individual behaviour without questioning problem-posing and decision-making processes at the workplace, is seen as another reductionistic, managerial approach and cannot be understood as a new holistic quality for improving the health of employees.

THE BRIGHTON LANGUAGE TEACHING PROJECT

ABSTRACT Research at the Language Teaching Research Unit of Brighton Polytechnic has focussed on two questions. The first is the use of CCTV as a catalyst for social interaction and the development of individual communication skills and the second has been the use and effectiveness of broadcast foreign language courses, both for adults and in schools. The first stage of the research of this second focus was a large‐scale national enquiry, backed up by tests, classroom observation and in‐depth interviews. This is now being followed up by two projects, one investigating a postulated need for a support strategy to consolidate the motivation of adult home‐learners, and the other exploring the role of the teacher's expectations and attitudes in his mediation of broadcast material in the school classroom

A model for training workshops and labs

This article describes a model for designing workshops and laboratories for training people in helping skills. The model functions to assist planners in creating learning experiences that maximize retention and transfer to counselors' own work as trainers. The three levels of the model focus on meeting participant needs for acquiring (a) personal awareness and a theory base, (b) individual communication skills, and (c) selected professional competencies. Best results are obtained when workshop leaders follow an integrative principle of design that requires each activity to meet participant needs associated with at least two of the three levels of the model.