Peer Input Research Articles

Individual and organizational outcomes of engaging peers in the cocreation of digital mental health interventions.

Within mental health services, persons in recovery from their own experiences of mental health challenges (peers) are increasingly being trained to provide peer support. This study describes individual and organizational outcomes related to engaging peers in a multisite demonstration project in California that sought to integrate them as cocreators throughout planning and implementation of digital mental health interventions. We collected data from key informants across 11 sites. Quarterly online surveys invited key informants to report perceived outcomes of the peer component. Biannual interviews elicited details regarding survey-reported outcomes. Quantitative data provided indications of outcome prevalence and consistency, and quotes from the interviews illustrated the complex realities underlying survey responses. One hundred three quarterly surveys and 39 biannual interviews were completed between Summer 2020 and Fall 2022. Key informants reported diverse outcomes, including integration of peer input into local decision making, mental health benefits to peers and community members, reduced workplace mental health stigma, and new cross-site collaborations. Five sites reported outcomes with greater consistency compared to the other six sites. Reports of increased peer visibility in the workplace coincided with reports of reduced stigma and increased value of peer input by mental health professionals. This study offers encouragement for the potential positive impact of engaging peers as cocreators of mental health interventions. Data suggest integrating peers does not increase mental health stigma and may instead result in various positive outcomes. The degree to which these outcomes manifest in a specific setting, however, may vary. Future research should seek to identify contextual factors that support actualization of positive outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Peer mentor contributions to an early intervention vocational rehabilitation specialist service following trauma: a qualitative study.

BackgroundPeer mentors have a role in facilitating the participation, health and well-being of people who have had a traumatic injury. Few studies have explored the involvement of peer mentors in an early intervention vocational rehabilitation (EIVR) service following trauma. ObjectiveThis study aimed to explore the experience of implementing peer support within the context of an EIVR service from the perspectives of the peer mentors themselves, the vocational therapists supervising them, and the patients that received peer mentoring. MethodsSemi-structured interviews were conducted with twenty participants from three groups: peer mentors (n=4); vocational therapists (n =3); and patients who received the EIVR intervention (n=24). Data were thematically analysed. ResultsThree themes were identified: The value of peer input in an EIVR service, The facilitators impacting the value of peer involvement as part of the EIVR service, The challenges impacting peer input as part of an EIVR service. ConclusionsThe inclusion of peer mentors early after major traumatic injury was a unique and valuable addition to the EIVR service. Offering peer support early on in rehabilitation enabled patients to gain a sense of hope for their future, and the expectation that returning to work was a realistic option. The careful selection of peer mentors, and ensuring they receive adequate preparation and ongoing supervision are vital to support their well-being during the intervention. Aiming to match peer mentors with similar injuries and work backgrounds to patients is an important contributor to the likely ongoing engagement of the mentee with the mentor.

How to write a peer-polished proposal in 15 weeks

Creating a meticulously crafted proposal requires a strategic approach and systematic planning. An overview of a semester-long graduate course on how to write successful NIH grant applications will be provided. Particular emphasis is given to developing proposals for the Ruth L. Kirschstein Predoctoral Individual National Research Service Award (https://researchtraining.nih.gov/programs/fellowships/F31) or to disease-based foundations. The writing process involves drafting components in several key phases. The initial four weeks focus on understanding the proposal requirements, identifying the target audience, organizing a brilliant biosketch and remarkable resources and environment pages, and establishing a clear hypothesis and specific aims. An extensive literature review is conducted in the subsequent two weeks to contextualize the proposal, identify a gap in knowledge, and stress the significance and innovation of the proposed work. Weeks 7 and 8 are devoted to the development of a robust research approach and methodology, including data collection, analysis techniques, expected outcomes, potential challenges, and alternative approaches. The review process, refinement and enhancement take center stage for the remaining weeks. Peer review and feedback mechanisms are incorporated to iteratively improve each proposal's coherence, logic, and persuasiveness. This systematic 15-week timeline emphasizes iterative refinement through peer input, ensuring a polished proposal ready for submission.

The Connected Life: Using Access Technology at Home, at School and in the Community

Hearing technologies such as hearing aids, cochlear implants and bone-anchored devices provide students with hearing loss with far greater access to auditory information (and most importantly, to spoken language) than even a decade ago. However, in a student’s daily life, many situations arise where effective communication and participation can be comprised by factors such as distance, noise, reverberation, difficulty hearing peer input, missing or obscured visual information (e.g., due to masks during the COVID-19 pandemic), speakers with accents or poor auditory/visual quality (e.g., on the phone or during online learning). Access technologies such as remote microphone systems, wireless connectivity platforms and captioning can be used to supplement and/or clarify auditory and visual information, so that students can fully participate in all aspects of their lives. This article discusses how access technologies can provide support for students in preschool, elementary, secondary and postsecondary education. The importance of universal design for access to public spaces, such as schools and community spaces, to ensure that individuals with hearing loss live in an equitable and inclusive world are also discussed.

Coping Strategies and Workplace Supports for Peers with Substance Use Disorders

Introduction: Substance use disorder (SUD) peers provide support and navigation through a fragmented treatment system for people who use drugs (PWUD) and those in recovery. While barriers to peers’ work are well established, from role ambiguity to stigma surrounding substance use, little research has focused on factors that facilitate peers’ work. Methods: We conducted in-depth semi-structured interviews (N=20) with peers as part of an evaluation of a larger project related to the opioid crisis in Western New York. Participants were recruited from a regional peer network via flyers, emails, and a brief presentation. Interviews were conducted in person or by phone, audio recorded, and transcribed. Transcripts were analyzed using thematic content analysis. Results: Peers emphasized two factors: healthy personal coping strategies and strong workplace supports. Coping strategies included a sense of community, setting appropriate boundaries, and self-care routines. At the workplace, peers valued mental and emotional support, as well as professional relationships and organizational policies that made their work easier and supported self-care. For a few peers, professional relationships included advocating on behalf of PWUD by sharing personal experiences of SUD. Conclusions: Peers valued peer colleagues and peer-led organizations, noting how shared experiences of substance use and recovery enabled a unique support system. For peers who lack such support at work, the authors suggest peer networks as an alternative. We also recommend organizational policies and practices to facilitate peers’ work, such as promoting peer input and feedback, but further research is needed to measure effects on peer retention and job satisfaction.

Implementing video group consultations in general practice during COVID-19: a qualitative study

BackgroundGroup consultations have been gaining ground as a novel approach to service delivery. When in-person care was restricted owing to COVID-19, general practice staff began delivering group consultations remotely over video.AimTo examine how multiple interacting influences underpinned implementation and delivery of video group consultations (VGCs).Design and settingQualitative study in general practice in England.Methoda) 32 semi-structured interviews with patients, clinical, and non-clinical staff (from eight GP surgeries in total), NHS policymakers and programme managers, and other stakeholders; b) observation in relevant training and operational meetings; and c) three co-design workshops (21 participants). Thematic analysis was informed by the Planning and Evaluating Remote Consulting Services (PERCS) framework.ResultsIn the first year of the pandemic, VGCs focused on supporting those with long-term conditions or other shared health and social needs. Most patients welcomed clinical and peer input, and the opportunity to access their practice remotely during lockdown. However, not everyone agreed to engage in group-based care or was able to access IT equipment. At practice level, significant work was needed to deliver VGCs, such as setting up the digital infrastructure, gaining team buy-in, developing new patient-facing online facilitation roles, managing background operational processes, protecting online confidentiality, and ensuring professional indemnity cover. Training provided nationally was seen as instrumental in capacity building for VGC implementation.ConclusionSmall scale VGC implementation addressed unmet need during the pandemic. However, embedding VGCs in routine care requires rethinking of operational, infrastructural, and clinical processes. Additional research on costs and benefits at service and patient level is needed.

Impact of digitally acquired peer diagnostic input on diagnostic confidence in outpatient cases: A pragmatic randomized trial.

The study sought to evaluate if peer input on outpatient cases impacted diagnostic confidence. This randomized trial of a peer input intervention occurred among 28 clinicians with case-level randomization. Encounters with diagnostic uncertainty were entered onto a digital platform to collect input from ≥5 clinicians. The primary outcome was diagnostic confidence. We used mixed-effects logistic regression analyses to assess for intervention impact on diagnostic confidence. Among the 509 cases (255 control; 254 intervention), the intervention did not impact confidence (odds ratio [OR], 1.46; 95% confidence interval [CI], 0.999-2.12), but after adjusting for clinician and case traits, the intervention was associated with higher confidence (OR, 1.53; 95% CI, 1.01-2.32). The intervention impact was greater in cases with high uncertainty (OR, 3.23; 95% CI, 1.09- 9.52). Peer input increased diagnostic confidence primarily in high-uncertainty cases, consistent with findings that clinicians desire input primarily in cases with continued uncertainty.

Preliminary test-retest reliability of the Wheelchair Satisfaction Questionnaire

Purpose Economic realities in lower-and-middle-income countries (LMICs) present an increased need for outcome measures for wheelchair efficacy, as these measures enable optimized use of funds. As the provision level of wheelchairs is low in these areas, and many wheelchairs are inappropriate for their intended users, use of funds based on evidence is especially necessary. The Wheelchair Satisfaction Questionnaire (WSQ) was designed to be a snapshot of a wheelchair user’s level of satisfaction with their wheelchair. The WSQ is comprised of 16 visual analogue scale questions. Each question includes an option for a qualitative explanatory comment. The current study examined initial test-retest reliability of the WSQ. Materials and methods The WSQ was administered twice to the same set of wheelchair users who were secondary students at a school for students with disabilities. A demonstration was given to the participants to explain how to mark the analogue scale. Participants were instructed to answer each item honestly and without peer input. A one-week time span separated test and retest. Scores for both sessions were entered into SPSS. An interclass coefficient of 0.70 or above indicates acceptable test-retest reliability Results The ages of participants ranged from 13 to 24, with a mean age of 17.86 years. Sixty-five participants completed the questionnaire fully in both test and retest and were included in this study. A high degree of reliability was found between scores from both tests. The interclass coefficient was r(63) = .863, p = .01, indicating statistically significant agreement between test and retest. Conclusion The results support the WSQ as a reliable measure, confirming the WSQ as a reliable tool for user feedback on wheelchair function. Because the WSQ is designed to provide user feedback with enough granularity to give data on particular aspects of wheelchair structure and function, data can facilitate repair and modifications to wheelchair parts. Studies using the WSQ to assess specific wheelchair types could indicate consistent patterns of user satisfaction and dissatisfaction, revealing relevant design issues. The WSQ is designed to give wheelchair users a voice that can empower user centred modification and design changes to facilitate improved health, opportunity, and social interaction. Implications for Rehabilitation Results from the WSQ could enable manufacturers to utilize user feedback to improve the design of wheelchairs for use in LMIC’s, and providers could be better-informed in the selection of wheelchair types for specific environments. The WSQ could provide immediate user feedback to inform wheelchair modification and selection to best serve a particular user. The WSQ could be used in clinical settings over time to collect longitudinal data from wheelchair users, which could identify the most commonly perceived reasons for user dissatisfaction in a particular clinical setting.

Student-Produced Video of Role-Plays on Topics in Cell Biology and Biochemistry: A Novel Undergraduate Group Work Exercise

Group role-plays are an excellent form of collaborative learning but are not widely used in the teaching of core scientific concepts at undergraduate level. I describe here an example of group role-plays being used to explore fundamental processes in cell biology, including vesicular trafficking, cell migration, cell division, endocytosis and the targeting of proteins to subcellular organelles. The students are cast in the roles of the key proteins involved in a particular process by the instructor, but groups are then given a free rein to develop a role-play that illustrates the process. The role-plays produced can be classified as analogy role-plays and choreographed or animated demonstrations. Videoing of the role-plays allows each group’s work to be shared with the class as a whole, with the videos proving useful as a revision aids leading up to the terminal exam. Templates for role-plays on eight core topics in cell biology and a model for peer input into the grading of individuals within groups are provided. The advantages of videoing the role-plays from both and instructor and student point of view are discussed. Student feedback supports the value of the role-play exercise in (1) encouraging scientific discussion, (2) promoting teamwork skills and self-awareness and (3) helping students, especially those visiting from abroad, to integrate with fellow classmates. These observations make the case that videoed role-plays, in which students play the roles of molecules, proteins, organelles or cell types, represent a potentially valuable form of collaborative learning in the cell and molecular life sciences.

Management of Patients With Glomerulonephritis During the COVID-19 Pandemic: Recommendations From the Canadian Society of Nephrology COVID-19 Rapid Response Team.

Purpose of program:This article will provide guidance on how to best manage patients with glomerulonephritis (GN) during the COVID-19 pandemic.Sources of information:We reviewed relevant published literature, program-specific documents, and guidance documents from international societies. An informal survey of Canadian nephrologists was conducted to identify practice patterns and expert opinions. We hosted a national webinar with invited input and feedback after webinar.Methods:The Canadian Society of Nephrology (CSN) Board of Directors invited physicians with expertise in GN to contribute. Specific COVID-19-related themes in GN were identified, and consensus-based recommendations were made by this group of nephrologists. The recommendations received further peer input and review by Canadian nephrologists via a CSN-sponsored webinar. This was attended by 150 kidney health care professionals. The final consensus recommendations also incorporated review by Editors of the Canadian Journal of Kidney Health and Disease.Key findings:We identified 9 areas of GN management that may be affected by the COVID-19 pandemic: (1) clinic visit scheduling, (2) clinic visit type, (3) provision of multidisciplinary care, (4) blood and urine testing, (5) home-based monitoring essentials, (6) immunosuppression, (7) other medications, (8) patient education and support, and (9) employment.Limitations:These recommendations are expert opinion, and are subject to the biases associated with this level of evidence. To expedite the publication of this work, a parallel review process was created that may not be as robust as standard arm’s length peer review processes.Implications:These recommendations are intended to provide optimal care during the COVID-19 pandemic. Our recommendations may change based on the evolving evidence.

Management of Pediatric Kidney Transplant Patients During the COVID-19 Pandemic: Guidance From the Canadian Society of Transplantation Pediatric Group.

Purpose of the program:To provide guidance on the management of pediatric kidney transplant patients during the COVID-19 pandemic.Sources of information:Program-specific documents, preexisting, and related to COVID-19; documents from provincial, national, and international kidney transplant societies/agencies and organ procurement agencies; national and international webinars, including webinars that we hosted for input and feedback; with additional information from formal and informal review of published academic literature.Methods:Challenges in the care of pediatric kidney transplant patients during the COVID-19 pandemic were highlighted within the Canadian Society of Transplantation (CST) Pediatric Group. It identified pediatric kidney transplant nephrologists (including a pediatric nephrologist ethicist) across the country and formed a workgroup. The initial guidance document was drafted and members of the workgroup reviewed and discussed all suggestions in detail via e-mail and virtual meetings. Disagreements were resolved by consensus. The document was reviewed by the CST Kidney Transplant Working Group, by the Canadian Society of Nephrology (CSN) COVID-19 Rapid Response Team (RRT), and an infectious disease expert. The suggestions were presented at an interactive webinar sponsored by CSN in collaboration with the CST and Canadian Association of Pediatric Nephrologists (CAPN), and attended by pediatric kidney health care professionals for further peer input. Final revisions were made based on feedback received. CJKHD editors reviewed the parallel process peer review and edited the manuscript for clarity.Key findings:We identified 8 key areas of pediatric kidney transplant care that may be affected by the COVID-19 pandemic: (1) transplant activity, (2) outpatient clinic activity, (3) monitoring, (4) multidisciplinary care, (5) medications (immunosuppression and others), (6) patient/family education/support, (7) school and employment, and (8) management of pediatric kidney transplant patients who are COVID-19 positive. We make specific suggestions for each of these areas.Limitations:A full systematic review of available literature was not undertaken for the sake of expediency in development of this guideline. There is a paucity of literature to support evidence-based recommendations at this time. Instead, these guidelines were formulated based on expert opinion derived from available knowledge/experience and are subject to the biases associated with this level of evidence. The parallel review process that was created to expedite the publication of this work may not be as robust as standard arms’ length peer review processes.Implications:These recommendations are meant to serve as a guide to pediatric kidney transplant directors, clinicians, and administrators for providing the best patient care in the context of limited resources while protecting patients and health care providers wherever possible by limiting exposure to COVID-19. We recognize that recommendations may not be applicable to all provincial/local health authority practices and that they may not be delivered to all patients given the time and resource constraints affecting the individual provincial/local health jurisdiction.

Management of Advanced Chronic Kidney Disease During the COVID-19 Pandemic: Suggestions From the Canadian Society of Nephrology COVID-19 Rapid Response Team.

Purpose of program:To provide guidance on the management of patients with advanced chronic kidney disease (CKD) not requiring kidney replacement therapy during the COVID-19 pandemic.Sources of information:Program-specific documents, pre-existing, and related to COVID-19; documents from national and international kidney agencies; national and international webinars, including webinars that we hosted for input and feedback; with additional information from formal and informal review of published academic literature.Methods:Challenges in the care of patients with advanced CKD during the COVID-19 pandemic were highlighted within the Canadian Senior Renal Leaders Forum discussion group. The Canadian Society of Nephrology (CSN) developed the COVID-19 rapid response team (RRT) to address these challenges. They identified a lead with expertise in advanced CKD who identified further nephrologists and administrators to form the workgroup. A nation-wide survey of advanced CKD clinics was conducted. The initial guidance document was drafted and members of the workgroup reviewed and discussed all suggestions in detail via email and a virtual meeting. Disagreements were resolved by consensus. The document was reviewed by the CSN COVID-19 RRT, an ethicist and an infection control expert. The suggestions were presented at a CSN-sponsored interactive webinar, attended by 150 kidney health care professionals, for further peer input. The document was also sent for further feedback to experts who had participated in the initial survey. Final revisions were made based on feedback received until April 28, 2020. Canadian Journal of Kidney Health and Disease (CJKHD) editors reviewed the parallel process peer review and edited the manuscript for clarity.Key findings:We identified 11 broad areas of advanced CKD care management that may be affected by the COVID-19 pandemic: (1) clinic visit scheduling, (2) clinic visit type, (3) provision of multidisciplinary care, (4) bloodwork, (5) patient education/support, (6) home-based monitoring essentials, (7) new referrals to multidisciplinary care clinic, (8) kidney replacement therapy, (9) medications, (10) personal protective equipment, and (11) COVID-19 risk in CKD. We make specific suggestions for each of these areas.Limitations:The suggestions in this paper are expert opinion, and subject to the biases associated with this level of evidence. To expedite the publication of this work, a parallel review process was created that may not be as robust as standard arms’ length peer-review processes.Implications:These suggestions are intended to provide guidance for advanced CKD directors, clinicians, and administrators on how to provide the best care possible during a time of altered priorities and reduced resources.

Canadian Society of Nephrology COVID-19 Rapid Response Team Home Dialysis Recommendations.

Purpose of program:This paper will provide guidance on how to best manage patients with end-stage kidney disease who will be or are being treated with home dialysis during the COVID-19 pandemic.Sources of information:Program-specific documents, pre-existing, and related to COVID-19; documents from national and international kidney agencies; national and international webinars, including webinars that we hosted for input and feedback; with additional information from formal and informal review of published academic literature.Methods:Members of the Canadian Society of Nephrology (CSN) Board of Directors solicited a team of clinicians and administrators with expertise in home dialysis. Specific COVID-19-related themes in home dialysis were determined by the Canadian senior renal leaders community of practice, a group compromising medical and administrative leaders of provincial and health authority renal programs. We then developed consensus-based recommendations virtually by the CSN work-group with input from ethicists with nephrology training. The recommendations were further reviewed by community nephrologists and over a CSN-sponsored webinar, attended by 225 kidney health care professionals, for further peer input. The final consensus recommendations also incorporated review by the editors at the Canadian Journal of Kidney Health and Disease (CJKHD).Key findings:We identified 7 broad areas of home dialysis practice management that may be affected by the COVID-19 pandemic: (1) peritoneal dialysis catheter placement, (2) home dialysis training, (3) home dialysis management, (4) personal protective equipment, (5) product delivery, (6) minimizing direct health care provider and patient contact, and (7) assisted peritoneal dialysis in the community. We make specific suggestions and recommendations for each of these areas.Limitations:This suggestions and recommendations in this paper are expert opinion, and subject to the biases associated with this level of evidence. To expedite the publication of this work, a parallel review process was created that may not be as robust as standard arms’ length peer-review processes.Implications:These recommendations are intended to provide the best care possible during a time of altered priorities and reduced resources.

A Voice in the Accreditation Process: The Role of the Peer Evaluator

One of the most valuable roles in the accreditation review process is that of the peer evaluator. Accreditation of nursing education programs through a peer review process could not occur without the volunteer efforts of peer evaluators. Peer evaluators are experts in nursing education and nursing practice who use their knowledge of the Accreditation Commission for Education in Nursing’s Standards, Criteria, and policies for collegial, programmatic review. Engagement in the accreditation review process gives peer evaluators a platform upon which their input and expertise contribute to continuous quality improvement in nursing education. Notably, peer evaluators are the expert voices driving changes in the Standards and Criteria, thus typifying the value of peer input.

Courage in Clinical Instruction Part I: Protecting Patients while Assuring Due Process

One of the most valuable roles in the accreditation review process is that of the peer evaluator. Accreditation of nursing education programs through a peer review process could not occur without the volunteer efforts of peer evaluators. Peer evaluators are experts in nursing education and nursing practice who use their knowledge of the Accreditation Commission for Education in Nursing’s Standards, Criteria, and policies for collegial, programmatic review. Engagement in the accreditation review process gives peer evaluators a platform upon which their input and expertise contribute to continuous quality improvement in nursing education. Notably, peer evaluators are the expert voices driving changes in the Standards and Criteria, thus typifying the value of peer input.

Practical steps to improve chronic hepatitis C treatment in people with opioid use disorder.

ObjectivesPeople with a history of injecting drugs have high prevalence of hepatitis C virus (HCV) infection, and many have opioid use disorder (OUD). Modern HCV therapies with improved efficacy and tolerability are available, but access is often limited for this group, who may be underserved for health care and face social inequity. This work develops practical steps to improve HCV care in this population.MethodsPractical steps to improve HCV care in OUD populations were developed based on clinical experience from Spain, structured assessment of published evidence.ResultsOptions for improving care at engagement/screening stages include patient education programs, strong provider–patient relationship, peer support, and adoption of rapid effective screening tools. To facilitate work up/treatment, start options include simplified work up process, integration of HCV and OUD care, and continuous psychosocial support prior, during, and after HCV treatment.ConclusionIt is important to plan on local basis to set up a joint integrated approach between specific drug treatment services and local points of HCV care. The elements for a specific integrated program should be chosen from options identified, including education services, peer input, organization to make HCV screening and treatment easier by co-location of services, and wider access to prescribing direct-acting antiviral (DAA) therapy.

PEDIATRICIAN AND ALLERGIST RELATIONSHIPS IN THE TREATMENT OF PATIENTS WITH SEVERE ALLERGY AND ANAPHYLAXIS

Introduction The management of patients with severe allergies and anaphylaxis often spans multiple specialties. A research survey among pediatricians was conducted as a means of obtaining peer input to identify priorities for managing challenging cases of allergies and anaphylaxis, as well as referral relationships among specialties and rationale for patient referral. Methods An online survey was conducted among a sample of 150 US community-based pediatricians who treat >12 patients/month with severe food allergies/anaphylaxis. The survey queried general pediatricians about their consultation and referral practices as well as their frequency and reasons for referrals when treating allergy/anaphylaxis patients. Results In this survey, 87% of community pediatricians (N=131) indicated that they frequently or occasionally refer patients with severe allergic reactions or anaphylaxis outside of their practice. A majority of pediatricians (72%) reported consulting with their peers about challenging cases on at least an occasional basis. Virtually all of these patient referrals (93%) were made to allergists. Most common reasons for referral were (1) complex cases requiring more specialization and (2) the availability of resources that pediatricians may lack, eg, intradermal/skin testing. Patients most likely to be referred to outside specialists were infants with anaphylaxis (87%), patients with comorbidities (78%), and patients with peanut allergies (62%). Conclusions Most community pediatricians will frequently or occasionally refer patients with severe allergies/anaphylaxis outside their practice, most often to allergists. A meaningful percentage report consulting with their peers on challenging cases, demonstrating their willingness to reach out or refer complex cases to their colleagues.

A year in words: The dynamics and consequences of language experiences in an intervention classroom.

Children from low SES backgrounds hear, on average, fewer words at home than those from high SES backgrounds. This word gap is associated with widening achievement differences in children’s language abilities and school readiness. However relatively little is known about adult and child speech in childcare settings, in which approximately 30% of American children are enrolled. We examined the influence of teacher and peer language input on children’s in-class language use and language development in an intervention classroom for low-SES, high-risk 2- to 3-year-olds. Over the course of a year, day-long recordings of the classroom were collected weekly with LENA recorders. Using LENA software algorithms, we found that language input from peers was positively related to children’s in-class language use, both in-the-moment and over the course of each day, as were the number of conversational turns in which children and teachers engaged Both peer input and conversational turns with teachers were also positively related to children’s language development rates, as indexed by increases in vocabulary size. Together these results indicate the importance of child-specific rates of classroom language input in the language development of high-risk, preschoolers.

Integrating Reflection in Writing

Integrating Reflection in Writing

Social Product-Customization Systems: Peer Input, Conformity, and Consumers’ Evaluation of Customized Products

Many product-customization systems enable consumers to obtain input from their peers during the customization process. The design characteristics of these customization systems vary significantly, and some systems provide consumers with the opportunity to receive peer input only privately (i.e., unobservable to fellow consumers) while others allow consumers to receive peer input publicly (i.e., observable to other consumers). Building on prior research on thinking styles and social impact theory, the current work examines the interplay between user, social network, and system design characteristics in social product-customization systems as drivers of whether consumers conform to input received from others on their customized products and of their evaluation of these products. Evidence from one field study and four experiments shows that consumers with more holistic (vs. analytic) thinking styles make more conforming product modifications when receiving public rather than private peer input, and this greater conformity to peer input boosts (vs. diminishes) consumers’ evaluation of customized products when they feel close (vs. distant) to input providers. These findings offer novel insights into how the design of social product-customization systems affects consumers’ evaluation of customized products.