Interaction Skills Research Articles

Middle Ear Fibrosis Contributes to Hearing Loss in Patients With Myhre Syndrome.

Myhre syndrome (MS) is a rare genetic condition that presents with multiple genetic anomalies including cleft lip and palate and Eustachian tube dysfunction. These patients are at a high risk for airway scarring from intubation and mucosal inflammation. Hearing loss (conductive or mixed, of varying severity) is a common comorbidity in these patients, the exact etiology of which is still unclear. We present the cases of 2 unrelated children with MS who suffered progressive mixed hearing loss from fibrosis and obliteration of the middle ear spaces. Both patients had multiple sets of ear tubes that demonstrated early extrusion. The older patient underwent bone conduction implantation at age 11 which resulted in dramatic improvement of speech recognition and interactive skills. The other younger patient demonstrates a similar trajectory but has not yet undergone implantation. Otolaryngologists should take a cautious approach to surgery of the eardrum and middle ear to avoid unnecessary induction of fibrosis in this susceptible patient population. These cases highlight a newly described etiology for hearing loss and suggest a benefit to bone conduction implantation.

Analysis Of The Influence Of Artificial Intelligence On Business Innovation (Literature Review Study)

Technology plays a very important role in a business, one of which is Artificial Intelligence (AI). This research was conducted to determine the impact of AI on business innovation and the challenges faced in its implementation. This research is carried out using the Literature Review method. Data in this research is collected through various electronic media. The findings in this study are AI can automate routine tasks, increase accuracy and efficiency, and provide in-depth data analysis. Although AI replaces many human analytical skills, the need for intuitive and empathetic abilities is increasing. This shows the importance of a new approach in human-machine interaction, where AI and human skills work synergistically to provide optimal service. But in its implementation, AI has obstacles such as costs, privacy, quality of human resources, and legal regulations. Overall it can be underlined that Artificial Intelligence (AI) affects the business of business.

Equitable Prevention Science and Participatory Co-Design of the HEROES Strength-Based Programs

Latinx populations are disproportionately impacted by health disparities and are underserved in formal mental health and health systems. Participatory co-design of prevention and health promotion programs may better attend to cultural and systemic factors impacting access and effectiveness. Participatory methodologies offer an opportunity for prevention science researchers to empower and follow the expertise of communities to shape prevention and health promotion programs. Using community-based participatory research (CBPR) puts an emphasis on the local context and priorities related to health equity, whereas implementing human-centered design (HCD) processes provides strategies for the generation and co-design of innovative solutions. In the current study, Latinx youth, youth mentors, and promotores de salud (lay health workers) engaged in the process of co-designing two strength-based caregiver and youth prevention programs through a six-step CBPR + HCD approach. In the first phase, Latinx adolescents collaborated with researchers to co-design a six-module participatory photography program. In the second phase, youth mentors and promotores collaborated with researchers to co-design a four-module family resilience program, incorporating mindfulness, restorative communication, and child-directed interaction skills. Participatory co-design is a promising approach to developing and refining culturally congruent, community-embedded programs, while centering community priorities and meeting the preferences and needs of Latinx communities. Implications for participatory and design frameworks to better address prevention and health promotion and future research are discussed.

SMILEY-assistive application to support social and emotional skills in SPCD individuals.

According to the available studies, mobile applications have provided significant support in improving the diverse skills of special individuals with social pragmatic communication disorder (SPCD). Over the last decade, SPCD has affected 8 to 11% of individuals, and therapy sessions cost between $50 and $150 per hour. This preliminary study aims to develop an interactive, user-friendly intervention to enhance social and emotional interaction skills in individuals with SPCD. The proposed intervention is an Android application that enhances social and emotional interaction skills. This pilot study involved 29 human subjects aged 7-13 years with pragmatic communication deficits. In a randomized controlled trial, the intervention was developed and implemented with consideration of caregiver and professional requirements. The improvement was analyzed using standard scales, including the Social Communication Questionnaire (SCQ) and the Social Communication Disorder Scale (SCDS). Moreover, the outcomes were examined through statistical parameters (mean, standard deviation) and tests (t-test). The intervention significantly improved the social and emotional skills of individuals with deficits. Before using the intervention, the identified statistical values for SCQ (mean = 6.48 and standard deviation = 3.37) and SCDS (mean = 8.17 and standard deviation = 4.79). However, after using the intervention, values for SCQ (mean = 8.24 and standard deviation = 3.95) and SCDS (mean = 9.48 and standard deviation = 4.72) were improved in comparison to the before-intervention outcome. The evaluation of the t-scores and p-values indicates that there has been significant improvement in the performance of individuals after the successful completion of the intervention. The proposed and applied intervention resulted in a significant impact in terms of improvement in social and emotional skills. The study concluded that it allows individuals to practice social and emotional interaction skills in a structured, controlled, and interactive environment. The proposed intervention has been found acceptable as per the reviews of caregivers and professionals, based on essential criteria including user experience, usability, interactive nature, reliability, and creditability.

A needs analysis of ESP courses in colleges of art and design: Consensus and divergence.

This study presents a comprehensive needs analysis of English for Specific Purposes (ESP) courses in colleges of art and design in China. By examining the perspectives of undergraduate students, graduate students, art teachers, and English teachers, the research identifies consensus and divergence in ESP needs and implementation challenges. The analysis reveals a strong demand among students for specialized English learning, with a particular emphasis on receptive and interactive skills. However, there is a widespread acknowledgement of students' difficulties across ESP skills, indicating a gap between student competencies and the professional demands, thus highlighting the need for targeted educational interventions to effectively address the difficulties. Notably, reading and writing abilities emerge as the most lacking skills. While there is unanimous recognition of the positive impact of ESP on students' professional abilities and international competitiveness, a significant disparity exists in the enthusiasm for implementing ESP courses, paticularly with resistence from English teachers. The study highlights the critical challenges in ESP teaching, with teacher qualifications identified as the most prominent issue. Interestingly, English teachers attribute difficulties primarily to teaching materials, indicating a potential lack of readiness for ESP course delivery. A gap is also observed between teachers' evaluations of student abilities and students' self-assessment, especially among undergraduate freshmen, suggesting an overestimation of their English proficiency in professional contexts. The paper concludes with the implication that for effective ESP course implementation in colleges of art and design in China, targeted faculty development programs and a collaborative approach involving English teachers, art teachers, and professionals are essential. The collaboration should aim to develop materials that integrate specific professional knowledge with linguistic expertise. Additionally, a balanced approach combining general English proficiency and specialized English training is recommended to address both foundational and specialized language skills. Overall, the study underscores the need for targeted ESP courses in art and design education, tailored to bridge the gap between current proficiency levels and professional language requirements.

Modelo regulación de emociones para incrementar las habilidades básicas de interacción social en infantes

Modelo regulación de emociones para incrementar las habilidades básicas de interacción social en infantes

Do the teaching, practice and assessment of clinical communication skills align?

BackgroundEvidence indicates that communication skills teaching learnt in the classroom are not often readily transferable to the assessment methods that are applied nor to the clinical environment. An observational study was conducted to objectively evaluate students’ communication skills in different learning environments. The study sought to investigate the extent to which the communication skills demonstrated by students in classroom, clinical, and assessment settings align.MethodA mixed methods study was conducted to observe and evaluate students during the fourth year of a five-year medical program. Participants were videorecorded during structured classroom ‘interactional skills’ sessions, as well as clinical encounters with real patients and an OSCE station calling upon communication skills. The Calgary Cambridge Observational Guides was used to evaluate students at different settings.ResultThis study observed 28 students and findings revealed that while in the classroom students were able to practise a broad range of communication skills, in contrast in the clinical environment, information-gathering and relationship-building with patients became the focus of their encounters with patients. In the OSCEs, limited time and high-pressure scenarios caused the students to rush to complete the task which focussed solely on information-gathering and/or explanation, diminishing opportunity for rapport-building with the patient.ConclusionThese findings indicate a poor alignment that can develop between the skills practiced across learning environments. Further research is needed to investigate the development and application of students’ skills over the long term to understand supports for and barriers to effective teaching and learning of communication skills in different learning environments.

Global Perspectives on Management Consulting Competitiveness: Analyzing Knowledge Brokers’ Components

Bridging a significant gap in knowledge broker research, this study addresses the challenges and difficulties in demystifying the roles and components of Knowledge Brokers (KBs) within the management consulting context. Despite their recognized importance, the specific functions, and components of KBs in this specific sector context, known for its intensive use of knowledge, have been unexplored. This study aims to narrow the research gap by identifying key components of KB that enable the knowledge brokerage process in management consulting. Utilizing a mixed methods approach with Structural Equation Modeling (SEM) and data collection from various geographies from global perspectives, the research offers an in-depth understanding of KBs in management consulting. The research findings confirm Interpersonal Skills and Cognitive Ability, along with sub-components like Interactive Skill, Motivational Skill, Hybrid & Anomalous, Neutrality, Professional Competence and Experiential Knowledge, as critical to KBs. The findings offer original contributions to theoretical implications by narrowing the research gaps within this specific context. On the practical front, this study provides strategic insights for organizations to significantly enhance sustainable innovation by integrating external knowledge into organizational decision-making processes, which could be extendable to other industries. Furthermore, it suggests the potential to evolve traditional knowledge brokerage into technology-driven platforms and enhance the innovation ecosystem. Finally, the research findings offer the foundations for future studies on similar professional and knowledge-intensive settings, contextual influences of KBs, and the interrelationships among KB components. Doi: 10.28991/ESJ-2024-08-03-014 Full Text: PDF

A Systematic Review of Virtual Reality vs. Standard Social Skills Training for Improving Social Interaction Skills and Reducing Social Anxiety in Children With Autism Spectrum Disorder (ASD)

A Systematic Review of Virtual Reality vs. Standard Social Skills Training for Improving Social Interaction Skills and Reducing Social Anxiety in Children With Autism Spectrum Disorder (ASD)

Understanding the Social Interaction and Communication Skills in Autistic Children

Abstract: ASD (autism spectrum disorder) presents with social emotional difficulties for individuals who interpret and successfully communicate social signals. This paper reviews the effect of peer influence on social communication and interaction abilities in the children with autism. The paper reviews the available literature and offers intervention strategies that can better the social interaction status of the children. Research points to the fact that there are gender difference patterns in the social communication skills of ASD children, suggesting therefore the need for gender-sensitivity in their understanding and care. The research supports the need for personalized therapeutic strategies and care services. This allows for progressive social and communication advancements for children with autism spectrum disorder. On the other hand, the study also acknowledges several limitations, so that, proper diagnostic tools along with other approaches such as longitudinal studies should be considered for a better understanding of social interaction in ASD.

A survey on the short to medium-term satisfaction of neurological patients treated by functional surgery for the correction of limb deformities

Objectives Functional surgery (FS) is often used to correct congenital or acquired deformities in neurological patients. Along with functional results, short- and medium-term patient satisfaction should always be considered a key goal of surgery and rehabilitation. The aim of this study is to assess the short to medium-term satisfaction of patients who underwent FS and its correlation with perceived improvements. Methods Invitation to an anonymous online survey was sent via e-mail to all neurological adult patients or caregivers of children who underwent lower or upper limb FS over the 2018–2020 period. The survey investigated patients’ satisfaction with the surgery and the variation in pain, ADLs, level of independence, body image, self-esteem, social interaction skills, participation in social events, leisure activities and sports, and use of orthoses or walking aids. Descriptive data analysis was performed. Correlations were assessed using Kendall’s tau. Results 122 out of 324 adults and 53 out of 163 children’s caregivers filled out the questionnaire, with a response rate approaching 40%. Eighty-three percent of adult respondents and 87% of the children’s caregivers were satisfied or very satisfied in the short and medium terms and reported their expectations had been met. Satisfaction was significantly correlated (p < 0.01) with improvements in functional abilities, social participation, self-esteem, and pain reduction. Half of the adults and 40% of children stopped using their orthoses or replaced them with lighter ones. Dissatisfaction and worsened conditions were reported by <10% of the respondents. Conclusion According to patients and caregivers, FS was satisfactory in the short and medium terms, following improvements in all the ICF domains for most patients.

Practice and Thinking of Peer Assistance Class Mentorship System in Promoting Students’ Comprehensive Development

In the current vocational education environment, the comprehensive development of students has become an important goal of education reform, which, in addition to the cultivation of professional skills, also emphasizes the cultivation of students’ ways of thinking, creative abilities and sense of social responsibility. Educational reforms in vocational colleges and universities have focused on building an open and diversified learning environment, encouraging students to develop their personal hobbies and social interaction skills while learning professional skills, as well as increasing investment in humanities, arts and science education to cultivate critical thinking and the ability to solve complex problems, so as to enable students to adapt to the fast-changing labor market while taking into account both their personal development and the needs of society. As a result, the peer-help classroom guidance system has emerged, which forms an effective educational and growth support system that enhances students’ social skills and shapes leadership and teamwork through the driving and tutoring of junior students by their senior counterparts. This paper analyzes the factors affecting the overall development of students in vocational colleges and universities, and then deduces the advantages of the peer-help class guide system, revealing the positive impact of the facts of the system on the overall development of students.

Enhancing clinical skills in pediatric trainees: a comparative study of ChatGPT-assisted and traditional teaching methods

BackgroundAs artificial intelligence (AI) increasingly integrates into medical education, its specific impact on the development of clinical skills among pediatric trainees needs detailed investigation. Pediatric training presents unique challenges which AI tools like ChatGPT may be well-suited to address.ObjectiveThis study evaluates the effectiveness of ChatGPT-assisted instruction versus traditional teaching methods on pediatric trainees’ clinical skills performance.MethodsA cohort of pediatric trainees (n = 77) was randomly assigned to two groups; one underwent ChatGPT-assisted training, while the other received conventional instruction over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises (Mini-CEX), with particular attention to professional conduct, clinical judgment, patient communication, and overall clinical skills. Trainees’ acceptance and satisfaction with the AI-assisted method were evaluated through a structured survey.ResultsBoth groups performed similarly in theoretical exams, indicating no significant difference (p > 0.05). However, the ChatGPT-assisted group showed a statistically significant improvement in Mini-CEX scores (p < 0.05), particularly in patient communication and clinical judgment. The AI-teaching approach received positive feedback from the majority of trainees, highlighting the perceived benefits in interactive learning and skill acquisition.ConclusionChatGPT-assisted instruction did not affect theoretical knowledge acquisition but did enhance practical clinical skills among pediatric trainees. The positive reception of the AI-based method suggests that it has the potential to complement and augment traditional training approaches in pediatric education. These promising results warrant further exploration into the broader applications of AI in medical education scenarios.

ВЛИЯНИЕ СПЕЦИАЛИЗИРОВННЫХ ЦЕНТРОВ НА СОЦИАЛЬНОЕ ВЗАИМОДЕЙСТВИЕ ДЕТЕЙ С АУТИЗМОМ

This study is aimed at studying the impact of visiting specialized centers on the level of social interaction in children with autism. The purpose of the study is to identify the connection between visiting specialized centers and improving social interaction skills in children with autism. To achieve this goal, data collected using standardized social interaction assessment tools will be analyzed, as well as observations and interviews with parents and professionals. The study involves the participation of children diagnosed with autism who attend specialized centers, as well as their parents and specialists working in these centers. The results of the study will include analysis of data obtained from various sources and suggestions for improving the services provided by specialist centers for children with autism. The results may be useful for practitioners working with children with autism, as well as for developing recommendations for improving the quality of services for this group of children.

Speech and language therapy intervention through stimulation of mirror neurons in children with autism spectrum disordertion in social interaction skills in children aged 4-6 years with autism spectrum disorder

Introducción. Los nuevos aportes sobre el trastorno del espectro autista (TEA) y la estimulación de las neuronas espejo tienen aplicabilidad en los procesos de intervención fonoaudiológica ya que la teoría de las neuronas espejo, descrita en 2009 por Iacoboni, establece que las personas con esta condición presentan un déficit en la imitación, además de un desarrollo casi nulo de la empatía, lo cual causa alteraciones en las conductas y los comportamientos sociales.Objetivo. Construir, a partir de la teoría de las neuronas espejo, un protocolo de intervención para habilidades de interacción social en población infantil (4-6 años) con TEA con nivel de apoyo 1 con el fin de propiciar una intervención fonoaudiológica con un enfoque ecológicamente válido. Métodos. El estudio se desarrolló acorde al método de investigación mixta con predominancia cualitativa, siendo este de tipo transversal y alcance descriptivo con diseño mixto anidado multinivel en seis etapas. Resultados. Los módulos conceptuales del protocolo de intervención para habilidades de interacción social diseñado comprenden la atención conjunta, la imitación verbal y no verbal, la intencionalidad comunicativa, la comprensión y expresión de emociones y las habilidades de juego. Se enfatiza que este protocolo se basa en la atención conjunta, pues esta es la primera condición sobre la cual se construye la comunicación y, por ende, se desarrollan las habilidades de interacción social. Conclusiones. Un protocolo de intervención desarrollado bajo un modelo ecológico permite la adaptación de las actividades de intervención a los entornos naturales a partir de estímulos representativos, logrando así eficiencia en el desarrollo de habilidades de interacción guiada a los diferentes contextos sociales típicos.

Peran Bahasa Indonesia Dalam Pengembangan Keterampilan Komunikasi Anak Pendidikan Anak Usia Dini

Abstract Indonesian has an important role in developing children's communication skills at the early childhood education stage. This article discusses how the use of Indonesian can influence the development of children's communication skills at an early age, as well as effective methods for developing these skills. This research aims to explore the role of Indonesian in developing children's communication skills in Early Childhood Education (PAUD). This research uses qualitative methods by means of observation and interviews. Indonesian is not only a means of communication, but also a means of developing PAUD children's thinking, self-expression and social interaction skills. This article provides a deeper understanding of the role of Indonesian in developing children's communication skills at this stage of education. Apart from that, language development strategies in early childhood and effective communication models for developing creative thinking abilities are also discussed in this journal. Storytelling and role-play learning methods can also be used to develop children's language skills at an early age. It is important to pay attention to the role of Indonesian in early childhood education to improve their communication skills. By paying attention to the role of language, it can be easier to develop an effective and holistic learning approach in developing children's communication skills from an early age. The results of the research are that providing an understanding of Indonesian can play a role in developing communication skills in early childhood.

Social Media and Social Interaction: Adversities and Advantages with Special Reference to Cyber Bullying

The present research entitled, “Social media and social interaction: Adversities and advantages with special reference to cyber bullying” investigates the effects of social media on social interaction among individuals in contemporary society with the rise of social media platforms such as whatsapp, facebook, instagram, and snapchat etc., There has been a significant shift in interaction and communication. The present research investigates the positive and negative effects of social media on interpersonal relationship, communication pattern and social behaviour. A descriptive as well as analytical design with a semi-structured questionnaire is utilised to understand the influence of social media usage on social interaction and communications at Manzini town in Eswatini. The respondents using social media expresses the positive impact of using social media like development of social contacts, increased IQ level and encouraging worldwide interaction with people and on the other hand those who highlighted negative impact view social media as waste of time, money and limits face-to-face interaction and communication skills, furthering cyber bullying and addiction. The challenge against privacy and security of the social media user leads to harassment or cyberbullying. The respondents recognise the effectiveness of intervention aimed at promoting safety and responsible social media. The present research provides a valuable insight into the benefits and drawbacks of social media encouraging researchers and policy makers to conduct further studies in developing strategies to mitigate the risks and promote healthy social media use.

The change in aesthetic experience and empathic concern predicts theory of mind ability: Evidence from drama improvisation training

Drama improvisation is recognized for its benefits in the Western context, particularly in enhancing performers’ social awareness and interaction skills. However, there is a gap in evidence from diverse cultural backgrounds, and few studies have examined the dynamic shifts in individuals before and after brief drama improvisation training. In this study, first-year Chinese college students not majoring in arts underwent a semester-long training encompassing six modules related to drama improvisation. The participants’ social anxiety, interpersonal sensitivity, intentional self-regulation, and aesthetic experience were measured pre- and post-training. Notably, the training was observed to reduce students’ social anxiety and elevate their flow experience—a state marked by deep concentration, pleasure, and heightened focus. The change in the flow experience and the empathic concern, predicted one’s theory of mind. These findings suggest that drama improvisation training can potentially bolster mental well-being in young adults, alter their aesthetic experiences, and enhance their socio-communicative skills, fostering creative thinking within the Chinese cultural framework.

Neural basis of language familiarity effects on voice recognition: An fNIRS study

Recognizing talkers' identity via speech is an important social skill in interpersonal interaction. Behavioral evidence has shown that listeners can identify better the voices of their native language than those of a non-native language, which is known as the language familiarity effect (LFE). However, its underlying neural mechanisms remain unclear. This study therefore investigated how the LFE occurs at the neural level by employing functional near-infrared spectroscopy (fNIRS). Late unbalanced bilinguals were first asked to learn to associate strangers' voices with their identities and then tested for recognizing the talkers' identities based on their voices speaking a language either highly familiar (i.e., native language Chinese), or moderately familiar (i.e., second language English), or completely unfamiliar (i.e., Ewe) to participants. Participants identified talkers the most accurately in Chinese and the least accurately in Ewe. Talker identification was quicker in Chinese than in English and Ewe but reaction time did not differ between the two non-native languages. At the neural level, recognizing voices speaking Chinese relative to English/Ewe produced less activity in the inferior frontal gyrus, precentral/postcentral gyrus, supramarginal gyrus, and superior temporal sulcus/gyrus while no difference was found between English and Ewe, indicating facilitation of voice identification by the automatic phonological encoding in the native language. These findings shed new light on the interrelations between language ability and voice recognition, revealing that the brain activation pattern of the LFE depends on the automaticity of language processing.

IMPLEMENTATION OF ARABIC LEARNING CURRICULUM FOR GRADE VIII AT MTS DARUL ULUM: AN INTERDISCIPLINARY STUDY IN ARABIC EDUCATION

This study is prompted by the pivotal role of the curriculum in shaping Arabic language learning outcomes, necessitating its continuous refinement to align with educational objectives. Employing a qualitative approach with a descriptive research design, the research delves into the Arabic language curriculum for eighth-grade students at MTs Darul Ulum Beraim. The primary objective is to evaluate the curriculum's components, including objectives, content, instructional methods, and assessment strategies. Findings underscore a gap in the curriculum's focus on fostering interactive communication skills, both orally and in writing, with current materials primarily centered on vocabulary and texts related to personal experiences. Consequently, there is a pressing need to revamp the curriculum to prioritize comprehensive language proficiency development, facilitating effective communication in various contexts. This study advocates for curriculum enhancements aimed at equipping students with robust linguistic skills vital for their academic and real-world success in Arabic language proficiency