Nonverbal Communication Skills Research Articles

Role of Non-verbal Communication Skills of Teachers and its Impact on Achieving Classroom Learning Objectives at Secondary Level

This descriptive study intends to investigate the influence of a teacher’s nonverbal communication on classroom learning objectives using a descriptive technique. This also determined the association between the unspoken behaviours of teachers working in various educational systems. The main objective of the research is to understand how non-verbal communication skills, including facial expressions, eye contact, pitch of voice, and physical appearance, collectively contribute to achieving classroom learning objectives. The quantitative survey method was used to present the study. This research was descriptive in nature. A 5-point Likert scale questionnaire was developed for data collection. This questionnaire was administered to a sample of 400 respondents who were randomly selected from 40 public and private secondary schools in Multan. Using SPSS software, the acquired data was tabulated and evaluated. The collected data was tabulated, analysed, and interpreted in the form of mean, frequency, percentage, and standard deviation. Both descriptive and inferential statistics were used to arrive at the conclusions. Frequencies and percentages were computed to illustrate the demographic items and questions, and one-way ANOVA and the independent sample t-test were utilized to illustrate the variations in teacher perspectives depending on various factors related to demographics.

Pengembangan Instrumen Skala Perkembangan Komunikasi Nonverbal pada Anak Usia 0-18 Bulan

Abstract Background: Most children miss the opportunity to receive developmental assessments due to a lack of screening tools. Assessment instruments are a problem that must be resolved immediately and early detection efforts are key in preventive and habilitative programs. Currently there is no valid and reliable instrument to measure the development of nonverbal communication in children. Objective: This research aims to develop an assessment instrument for the Nonverbal Communication Development Scale (SPK-Nv) and test whether the instrument is valid and reliable in measuring nonverbal abilities in children aged 0-18 months in Sananwetan District, Blitar City. Method: The type of research used is quantitative descriptive research. Test logical validity through Expert Judgment using Itemrated Content Validity Index (I-CVI) analysis and logical reliability using Inter-Rater Reliability (IRR). Then it was tested on a sample of typical children aged 0-18 months using Simple Random Sampling with a total of 161 children as respondents. Validity test uses Pearson product moment correlations and Reliability Test uses Cronbach's Alpha. Thesis Results: The Development Stage SPK-Nv instrument consists of 40 question items. Testing content validity through Expert Judgment with I-CVI analysis obtained a relevance value of 1.00 and Inter-Rater Reliability (IRR) Kappa Fleiss with a value of 0.298, so it means that the items in the SPK-Nv Instrument are relevant and reliable with a Fair level of agreement. The next stage, SPK-Nv was tested on 161 samples. As a result, the SPK-Nv instrument has 35 valid and reliable question items to measure nonverbal communication skills in children aged 0-18 months in Sananwetan Blitar sub-district. Conclusion: The SPK-Nv instrument that has been developed and prepared has 35 valid and relevant question items for measuring nonverbal communication skills in children aged 0-18 months in Sananwetan District, Blitar City. Keywords: Development of Nonverbal Communication, in children, Early Childhood Language Development, Preverbal, Prelinguistic skills

PublicVR: a virtual reality exposure therapy intervention for adults with speech anxiety

Speech anxiety, or Glossophobia, currently affects approximately 75% of the population with potentially severe negative effects on those with this condition. There are several treatments currently available with research showing that the use of Virtual Reality (VR) as a non-pharmacologic treatment can have positive effects on individuals suffering from such social phobias. However, there is a significant lack of treatments currently available for speech anxiety, even though such a large number of the population are affected by it. In this paper, we aim to contribute to efforts to improve the effects of speech anxiety through a VR intervention. Our VR solution was designed following the Exposure Therapy approach for treating social anxiety disorders. The evaluation of this work was twofold: A. to assess the ability of our solution to positively change participants’ perception of factors related to non-verbal communication contributing to anxiety toward public speaking, and B. to determine whether it is able to induce a sense of presence. We carried out an empirical evaluation study that measured participants’ self-reported anxiety level towards public speaking using the Personal Report of Public Speaking Anxiety and their perceived sense of presence using the iGroup Presence Questionnaire. Our results demonstrate the potential of VR Exposure Therapy solutions to assist towards positively changing perception of factors related to non-verbal communication skills that contribute to increasing public speaking anxiety for participants suffering from self-reported speech anxiety symptoms. Our findings are of wider importance as they contribute to ongoing efforts to improve social anxiety-related phobias.

IntelliView: An AI Based Mock Interview Platform

The IntelliView initiative represents a pioneering endeavor designed to empower novice job seekers through the integration of state-of-the-art Artificial Intelligence (AI) and Natural Language Processing (NLP) technologies. This platform employs a sophisticated blend of HTML, CSS, JavaScript, and the Deep Face method, introducing a comprehensive framework to redefine interview assessment and augment job application preparation. The primary module facilitates text-based analysis, enabling users to engage with real-time interview questions by entering responses directly into the web interface. Subsequently, advanced algorithms compare users' responses to expected answers, yielding a percentage similarity score and presenting the correct answer. Beyond affording essential interview practice, this feature furnishes constructive feedback, enhancing users' responses and ultimately refining their interview performance. In the second module, IntelliView introduces a dynamic interview environment with video-based analysis. Users respond to inquiries utilizing webcams, enabling the system to meticulously record both verbal responses and facial expressions. Leveraging the Deep Face method, the platform conducts real-time emotion and sentiment analysis, offering users insights into their emotional states throughout interviews. This feedback facilitates the refinement of non-verbal communication skills, empowering candidates to recognize emotional tendencies and adapt interview strategies accordingly. The third module functions as a comprehensive resume builder, employing HTML, CSS, and JavaScript to provide diverse templates tailored to individual needs. In summation, IntelliView heralds a transformative paradigm in job application preparation, seamlessly amalgamating technological advancements and human interaction to equip first-time job seekers with the requisite tools for navigating the competitive job market successfully. Key Words: Interview Assessment, DeepFace, NLP, Text-based analysis, Video-based analysis, Resume Builder

The Role of Non-Verbal Communication in Language Classes in a Multilingual Audience (from Experience of Working on Electronic Educational Platforms)

The article was written on the current topic of improving intercultural communication in the context of globalization and the rapid development of high technologies. The purpose of the article is to study the role and characteristics of mastering nonverbal communication skills by students studying foreign languages in higher education in intercultural interaction, as well as to develop proposals for the use of electronic educational platforms to improve the effectiveness of learning. The problem is that in Kazakhstan’s universities there are not enough academic hours to master non-verbal communication, so almost no attention is paid to this aspect of learning foreign languages. At the same time, ignoring the training of students in nonverbal communication of representatives of the cultures of the foreign languages being studied is a serious omission of the higher education system, since it impedes the full intercultural communication of future specialists. Today it is necessary to look for modern pedagogical technologies, methods and techniques to solve this problem. The article uses the following research methods: dialectical cognition, formal logic, analysis of scientific literature, linguistic and cultural approach, induction, deduction, comparison, complex analysis and modeling. The authors of the article come to the conclusion that effective intercultural interaction is impossible without mastering nonverbal communication of other peoples of the world. The authors of the article propose to teach university students nonverbal communication of other cultures using modern remote technologies, for example, virtual classes on electronic educational platforms. In particular, it is possible to create appropriate training modules with different tasks, exercises, lecture material, audio and video files, as well as final testing or project protection. This will allow students to study and practice nonverbal communication skills in a convenient distance format, including with native speakers of foreign languages (video lectures, real-time communication with native speakers of the languages being studied, performing creative tasks, etc.). Since today, through the Internet, all students and teachers interact with foreigners to one degree or another, solving educational tasks and analyzing specific cases will not be difficult for them. A promising direction for further research, according to the authors of the article, may be methodological developments for the introduction of electronic courses on mastering non-verbal communication of cultures of the countries of the foreign languages they study into the curricula of the higher school.

Learning achievement in purposive communication of ESL college students: A blended learning approach

With the ongoing studies of blended learning in different areas, the study contrasts blended learning with online classes by analyzing pre/post-test scores, grades, and activity scores, indicating blended learning might offer superior outcomes. Additionally, it explores college students’ experiences in a blended learning class, providing insights into its effectiveness and areas for improvement. Participants are engineering students from Camarines Sur Polytechnic Colleges, Camarines Sur, Philippines, which includes 45 participants for each group (controlled and experimental groups). The study was based on a triangulation approach of integrating Independent Samples T-test and Multiple Regression Analysis for quantitative data and semi-structured interviews for qualitative insights. Accordingly, certain activities were crucial in improving non-verbal communication, persuasive writing, and research skills that led to confidence build-up and improved students’ performances. Narrative descriptions give more enlightening information about boosted confidence and better presentation competence due to better communication skills. Writing skills go a long way in improving students’ academic achievement, and Research and writing practices are essential skills that help students achieve higher grades. Integrating the qualitative narratives and quantitative results adds credibility to the study since it gives a different perspective on the blended learning environment. The recommendations to instructors and instructional designers call for blending unique instruction methods, multimedia content, and individualized feedback options. It is also advised to make pedagogical revisions for less impactful activities and provide customized exercises to build student confidence. Finally, this study illustrates the transformative capabilities of blended learning to enhance ESL teaching practice. The insights deepen pedagogue practices and broadly contribute to ongoing discussions around effective ESL education strategies toward better learning.

Exploring Local Wisdom: Analysis of Non-Verbal Communication Skills in Cirebon Traditional Mask Dance Audiences

This research delves into the intriguing realm of mask dance and its role as a nonverbal communication medium for audiences in Cirebon. By examining dance skills such as movement, rhythm, expression, level, and floor patterns, the study aims to unravel the profound impact of this art form. A qualitative approach and descriptive research design are adopted to achieve this, allowing for a comprehensive exploration of the performance form and the far-reaching effects of mask dance. The research findings promise to provide profound insights into the significance of dance in preserving local culture. By shedding light on the intricate nuances of mask dance, this study contributes to a deeper understanding of the art's value and cultural implications. Not only does it enhance our understanding of the art form itself, but it also holds practical implications for researchers and stakeholders in the field. The knowledge gleaned from this research equips researchers and stakeholders with a more profound appreciation and recognition of the richness embedded within the Cirebon mask dance. It serves as a testament to the power of dance as a nonverbal form of communication, capable of transcending language barriers and conveying messages that resonate with audiences on a profound level. This research serves as a valuable resource, providing a foundation upon which future studies and initiatives can build, further enhancing the preservation and promotion of local art and culture.

IntelliView: An AI Based Mock Interview Platform

The IntelliView initiative represents a pioneering endeavor designed to empower novice job seekers through the integration of state-of-the-art Artificial Intelligence (AI) and Natural Language Processing (NLP) technologies. This platform employs a sophisticated blend of HTML, CSS, JavaScript, and the Deep Face method, introducing a comprehensive framework to redefine interview assessment and augment job application preparation. The primary module facilitates text-based analysis, enabling users to engage with real-time interview questions by entering responses directly into the web interface. Subsequently, advanced algorithms compare users' responses to expected answers, yielding a percentage similarity score and presenting the correct answer. Beyond affording essential interview practice, this feature furnishes constructive feedback, enhancing users' responses and ultimately refining their interview performance. In the second module, IntelliView introduces a dynamic interview environment with video-based analysis. Users respond to inquiries utilizing webcams, enabling the system to meticulously record both verbal responses and facial expressions. Leveraging the Deep Face method, the platform conducts real-time emotion and sentiment analysis, offering users insights into their emotional states throughout interviews. This feedback facilitates the refinement of non-verbal communication skills, empowering candidates to recognize emotional tendencies and adapt interview strategies accordingly. The third module functions as a comprehensive resume builder, employing HTML, CSS, and JavaScript to provide diverse templates tailored to individual needs. In summation, IntelliView heralds a transformative paradigm in job application preparation, seamlessly amalgamating technological advancements and human interaction to equip first-time job seekers with the requisite tools for navigating the competitive job market successfully. Key Words: Interview Assessment, DeepFace, NLP, Text- based analysis, Video-based analysis, Resume Builder

Validation of factor structure of the neurodevelopmental parent report for outcome monitoring in down syndrome: confirmatory factor analysis.

The Neurodevelopmental Parent Report for Outcome Monitoring (ND-PROM), initially developed to monitor developmental and behavioral functions in children with autism spectrum disorder (ASD), assesses symptoms across a wide range of domains relevant in Down syndrome (DS). Psychometric properties of ND-PROM were assessed in 385 individuals with DS and 52 with a combined diagnosis of DS and ASD (DS+ASD), whose caregivers completed the ND-PROM questionnaire for a clinical visit in a specialized Down syndrome program at a tertiary pediatric hospital. Confirmatory factor analysis was conducted to evaluate the internal structure validity of the ND-PROM. Measurement invariance was assessed, with a comparison group of 246 individuals with ASD, and latent mean differences between the DS and ASD-only groups, as well as the combined DS+ASD groups, were assessed. Findings support the existence of the 12 clinically-derived factors in the DS population: Expressive Language, Receptive Language, Adaptive skills/Toileting, Social Emotional Understanding, Social Interaction, Independent Play, Sensory Processes, Challenging Behaviors, Impulse/ADHD, and Mental Health. Differences in response patterns of development and behaviors were observed between those with DS and those with ASD, including those with DS having higher abilities in nonverbal communication, social emotional understanding, and social interaction, and fewer restricted and repetitive behaviors and interests, impulsivity or ADHD symptoms, and mental health concerns compared to those with ASD. Individuals in the DS+ASD group had more difficulties with expressive and receptive language, nonverbal and social communication, social interaction, independent play, and adaptive skills than either the DS-only group or the ASD-only groups. The ND-PROM has a desirable factor structure and is a valid and clinically useful tool that captures a range of distinct and independent areas of developmental and behavioral functioning in DS, for individuals with and without an ASD diagnosis.

Behavioral pain scale may not be reliable in awake non-verbal intensive care patients: a case control study

BackgroundThe evaluation of pain in patients, unable of oral communication, often relies on behavioral assessment. However, some critically ill patients, while non-verbal, are awake and have some potential for self-reporting. The objective was to compare the results of a behavioral pain assessment with self-reporting in awake, non-verbal, critically ill patients unable to use low-tech augmentative and alternative communication tools.MethodsProspective cohort study of intubated or tracheotomized adult, ventilated patients with a RASS (Richmond Agitation Sedation Scale) of -1 to + 1 and inadequate non-verbal communication skills in a surgical intensive care unit of a tertiary care university hospital. For pain assessment, the Behavioral Pain Scale (BPS) was used. Self-reporting of pain was achieved by using an eye tracking device to evaluate the Numeric Rating Scale (NRS) and the pain/discomfort item of the EuroQol EQ-5D-5 L (EQ-Pain). All measurements were taken at rest.ResultsData was collected from 75 patients. Neither the NRS nor the EQ-Pain (r < .15) correlated with the BPS. However, NRS and EQ-Pain were significantly correlated (r = .78, p = < 0.001), indicating the reliability of the self-reporting by these patients. Neither the duration of intubation/tracheostomy, nor cause for ICU treatment, nor BPS subcategories had an influence on these results.ConclusionsBehavioral pain assessment tools in non-verbal patients who are awake and not in delirium appear unreliable in estimating pain during rest. Before a behavioral assessment tool such as the BPS is used, the application of high-tech AACs should be strongly considered.Trial registrationGerman Clinical Trials Register, Registration number: DRKS00021233. Registered 23 April 2020 - Retrospectively registered, https://drks.de/search/en/trial/DRKS00021233.

Correlations of Beauty Instructors’ Nonverbal Communication Skills with Learner Trust and Reenrollment

This study attempted to investigate how beauty instructors’ nonverbal communication skills are correlated with learner trust and reenrollment. For this, a questionnaire survey was performed against a total of 159 beauty academy students in Busan, using SPSS 25.0. Specifically, frequency analysis was performed to examine subjects’ general characteristics. To analyze the validity and reliability of nonverbal communication skills, trust and reenrollment, factor analysis was conducted. To examine correlations among variables, correlation analysis was carried out. For hypothesis testing, regression analysis was implemented. To figure out the mediating effects of trust, furthermore, 3-step mediated regression analysis was conducted, and the results found the followings: First, in correlations between nonverbal communication skills and learner trust, object language and auditory language had a statistically significant effect on learner trust. Second, learner trust revealed an influence on reenrollment with statistical significance. Third, in correlations between nonverbal communication skills and reenrollment, object language and body language were important factors. Fourth, concerning the mediating effects of trust in correlations between nonverbal communication skills and reenrollment, full mediation was observed in body language, auditory language, object language and empathetic language. In sum, this study has proven that beauty instructors’ nonverbal communication ability is meaningful as a precursor in enhancing learner trust and reenrollment.

The role of nonverbal communication in enhancing effective leadership in organizational contexts

In an era of business that continues to develop, successful effective leadership is the key for organizations to achieve their goals and maintain their competitiveness. The primary objective of this study is to examine how nonverbal communication contributes to leadership effectiveness. This research uses a qualitative literature study approach to explore the important role of nonverbal communication in improving effective leadership in an organizational context. Through literature analysis related to the concepts of nonverbal communication, leadership styles, and organizational dynamics, this research identifies key elements of nonverbal communication that can influence leadership effectiveness. The research results highlight the complexity of nonverbal communication interactions, including facial expressions, body language, and voice intonation, in the context of organizational leadership. The literature analysis also includes the positive impact of nonverbal communication on building interpersonal relationships, facilitating team communication, and strengthening the leadership image. This study also explores the challenges that may arise in understanding and managing nonverbal communication in diverse organizational contexts. This research provides in-depth insight into how understanding and mastering nonverbal communication can increase leadership effectiveness in managing organizational dynamics. The implications of this research are expected to provide practical guidance for leaders and professionals in developing their nonverbal communication skills to achieve more effective leadership in complex organizational environments.

Анализ четырехфакторной модели симптомов аутизма у детей 3–6 лет

&lt;p&gt;The work is devoted to the empirical analysis of age shifts within the framework of the factor model of autism for preschool children. In the 2020&amp;ndash;2022 studies, we obtained a factor model of autism and identified 4 vectors of autism &amp;mdash; typical subtypes of ASD in 3&amp;ndash;4 years old children. Among them are: 1) difficulties in establishing emotional contact, expressing one's emotions and decoding other people's emotions in the context of social interaction; 2) sensory disintegration; 3) impairments in verbal and nonverbal communication and social skills; 4) hyperactivity, including excessive movements, motor disinhibition and restless behavior. It should be emphasized that the first three vectors correspond to the core symptoms of ASD in accordance with the DSM-5. While the hyperactivity factor goes beyond the main symptoms of ASD. In this paper, a comparative analysis of the severity and stability of symptoms was carried out within the framework of a 4-factor model of autism for 3&amp;ndash;4 and 5&amp;ndash;6-year-old children with autism. Sensory and communication impairments have been found to decrease with age, however, emotional impairments and hyperactivity remain at a high level. The theoretical foundations of emotional disorders and hyperactivity in children with ASD are analyzed in detail. Brief practical recommendations are presented for effective early intervention in order to improve the potential trajectory of development of preschool children with ASD.&lt;/p&gt;

Communication Skills of Deaf Children

As social beings humans have a main need, namely communication, basically communication is a process, and the process must have an obstacle. Like the barriers experienced by deaf children, they experience barriers in their hearing as a result of which deaf people have difficulty speaking so that deaf children are not or less able to communicate verbally. Deaf children maximize their sense of sight as a way to complete the lack of hearing. The purpose and benefits of this study are to determine communication skills in deaf children, know how to socialize deaf children, and find out what are the obstacles in communicating deaf children. This study also aims to test whether there is an interaction between two independent variables that affect verbal and nonverbal communication skills in deaf children.deaf people often have communication problems as in students at SLB B-C Wijaya Kusumah, they still have difficulty in communicating even though generally deaf people use sign language alternatives. The results of our research found that the communication skills of deaf children in SLB B-C Wijaya Kusumah are still very low, this was obtained from the results of the researcher's interview with the class teacher concerned. There are only two children out of nine children who have comprehension in communicating using sign language, the rest still need special guidance in order to maximize their sense of sight as a way to perfect communication.

Quantity and quality of book reading to infants and toddlers: their effect on early communication and language development

Among the various parent-child interactions taking place in a typical family context, interactive shared book reading (ISBR) has been shown to have a superior value in fostering language development. Although many studies have established the linguistic benefits of ISBR in preschoolers, results on children younger than 3 years are scarce. This cross-sectional parental report study explores the contribution of the quantity and quality of shared book reading to the communicative and language skills of a large sample of infants and toddlers growing up in Greek-speaking families. The parents of 740 children aged 6 to 36 months filled in the Interactive Shared Book Reading Strategies Questionnaire that assesses the number and frequency of interactive strategies adopted by caregivers during shared book reading. Parents were also administered the Communication Development Report, a standardized instrument for assessing Greek-speaking children's communication and language skills. Results are presented on (a) shared book reading quantity (frequency) and quality (interactive strategies), (b) the effect of these two factors on children's nonverbal communication (nonvocal and vocal), as well as their language development (comprehension, expressive vocabulary, morphology, and syntax), and (c) the effect of several contextual factors on this association. Results highlight the large effect of both the quantity and the quality of shared book reading in different dimensions of the children's communication and language. Birth order, siblings, and maternal education affected the quantity (but not the quality) of shared book reading. Overall, results confirm and extend previous findings regarding the benefits of shared book reading to children's vocabulary, morphology and syntax, pointing to the significant contribution of its quality rather than its quantity. They also add interesting findings regarding the significant contribution of shared book reading to children's nonverbal communicative skills. Results are discussed based on previous relevant findings for their theoretical implications. Their applied interest in the early prevention of language difficulties is also discussed.

Coaching and Development of Volleyball Based on Social Skills for Positive Youth Development

The holistic approach to developing volleyball skills that incorporates social skills is essential in shaping the character and life skills of young athletes. Social skills such as cooperation, communication, and trust not only impact performance on the field but also shape the morals and values of participants beyond sports. The roles of coaches, teachers, and educators are crucial in guiding students in the world of sports. This study utilized the Quasi Experimental Design "The Matching Only Pretest Posttest Control Group," comparing the treatment group receiving volleyball training integrated with social skills against the control group receiving conventional training. The research aimed to evaluate the impact of integrating sports values on participants' understanding of these values in the context of sports. The research findings indicate that volleyball training integrated with social skills significantly positively impacted the participants' social skill development. Practical recommendations include strengthening cooperation through regular exercises and evaluations, enhancing verbal and nonverbal communication skills, promoting empathy and appreciation for differences, focusing on collaboration within the team, and providing specific training to build trust among team members. Integrating these aspects into sports training programs not only enhances athletes' performance but also equips them with profound social skills. Coaches must take a proactive role as role models, creating youths who are not only skilled in sports but also possess strong social skills. This approach provides a solid foundation for the development of successful athletes and valuable individuals in society.

It takes two, not one: context-aware nonverbal behaviour generation in dyadic interactions

Nonverbal behaviours are integral parts of human social interaction. Equipping social robots with human nonverbal communication skills has been an active research area for decades, where data-driven, end-to-end learning approaches have become predominant in recent years, offering scalability and generalisability. However, most of the current works only consider social signals of a single character to model co-speech gestures in non-interactive settings. To address this shortcoming, this paper introduces a context-aware Generative Adversarial Network, intending to produce social cues for robots. The approach captures both intra- and interpersonal social signals of two interlocutors to model body gestures in dyadic interaction. We conducted a series of experiments to validate the proposed solution under different interaction settings. First, the experimental results conducted in the JESTKOD dataset demonstrate the contribution of encoding context, namely the behaviours of the interaction partner, in the prediction of target person's gestures in agreement situations. Second, the experiments conducted in the new LISI-HHI dataset show that combining Discriminator and Context Encoder results in a gesture generation framework that is effective across various social communication contexts.

Investigating the Non-verbal Communication in Iraqi Preschool Children with Normal Development and Autism Spectrum Disorder

Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by difficulties with language, cognition, and social interaction. The diagnostic and statistical manual of mental disorder, fifth edition used “spectrum” to show the variability in etiology and phenotypic levels. This study aims to compare nonverbal communication skills in normally developing and autistic children in Karbala City, Iraq.&#x0D; Materials and Methods: This was a cross-sectional study. Two sets of children (ASD and normal) were matched in terms of age and socioeconomic state. A total of 50 individuals were recruited with 25 ASD and 25 normally developing children without any history of psychological abnormalities. The child’s parent/caregiver provided all the demographic information and medical history. The information was gathered from 10-min videos separately recorded for each child, regular contact with them, and continuous interviews with their parents and caregivers. The researchers developed a pre-designed data collection questionnaire according to the non-verbal skills of 3-5-year-olds, including body language, eye contact, and facial expressions. The questionnaire was filled out by the first author. Finally, the gathered data were analyzed by the SPSS software, version 25 (IBM Corp, Armonk, NY).&#x0D; Results: Comparing the total scores revealed a significant difference between the ASD and normal group in gestures (P≤0.001), phonetics (P≤0.001), body language (P≤0.001), and artifacts (P≤0.001). Normally developed children scored significantly higher than ASD children in all 4 variables. However, in the maladaptive behavior (P≤0.001), the significant scores were for ASD children compared to normal children.&#x0D; Conclusion: The results showed that ASD children experience difficulty in nonverbal communication skills. They also have maladaptive behaviors. The main reason for this behavior is their inability to communicate non-verbally.

Characteristics and communication skills of health professionals in implementing provider-initiated HIV testing and counselling (PITC) for Indonesian pregnant women

Background: HIV testing for pregnant women is an important test during pregnancy. HIV testing for pregnant women is a way to prevent mother-to-child HIV transmission. Objectives: To investigate the relationship between the characteristics and communication skills of health professionals while conducting provider-initiated HIV testing and counselling (PITC) for pregnant women. Methods: This was an observational study with a cross-sectional approach. The study was conducted at 23 public health centres with 80 health professionals who conduct PITC. The data was analysed using the Chi-Square test. Results: There was a correlation between the characteristics and communication skills of respondents. Relationships were observed between respondents trained on PITC and communication with patients during PITC sessions (p=0.002); work experience and non-verbal communication skills (p=0.047), and type of profession of respondents and non-verbal communication skills (p=0.029). Conclusions: Communication skills had a relationship with experienced training on PITC, work experience, and type of profession. Increasing the communication skill of health professionals through work experience and training or education to improve the ability of health professionals in PITC services.

Cochlear Implantation in Children with Additional Disabilities: A Systematic Review.

This study examines the last 10 years of medical literature on the benefits of cochlear implantation in children who are deaf or hard of hearing (DHH) with additional disabilities. The most recent literature concerning cochlear implants (CIs) in DHH children with additional disabilities was systematically explored through PubMed, Embase, Scopus, PsycINFO, and Web of Science from January 2012 to July 2023. Our two-stage search strategy selected a total of 61 articles concerning CI implantation in children with several forms of additional disabilities: autism spectrum disorder, cerebral palsy, visual impairment, motor disorders, developmental delay, genetic syndromes, and intellectual disability. Overall, many children with additional disabilities benefit from CIs by acquiring greater environmental sound awareness. This, in turn, improves non-verbal communication and adaptive skills, with greater possibilities to relate to others and to be connected with the environment. Instead, despite some improvement, expressive language tends to develop more slowly and to a lesser extent compared to children affected by hearing loss only. Further studies are needed to better appreciate the specificities of each single disability and to personalize interventions, not restricting the analysis to auditory and language skills, but rather applying or developing cross-culturally validated instruments able to reliably assess the developmental trajectory and the quality of life of DHH children with additional disabilities before and after CI.