Verbal Communication Behaviors Research Articles

Neuroplasticity of children in autism spectrum disorder.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that encompasses a range of symptoms including difficulties in verbal communication, social interaction, limited interests, and repetitive behaviors. Neuroplasticity refers to the structural and functional changes that occur in the nervous system to adapt and respond to changes in the external environment. In simpler terms, it is the brain's ability to learn and adapt to new environments. However, individuals with ASD exhibit abnormal neuroplasticity, which impacts information processing, sensory processing, and social cognition, leading to the manifestation of corresponding symptoms. This paper aims to review the current research progress on ASD neuroplasticity, focusing on genetics, environment, neural pathways, neuroinflammation, and immunity. The findings will provide a theoretical foundation and insights for intervention and treatment in pediatric fields related to ASD.

Improving the social communication skills of preschoolers with autism spectrum disorder: robot-based intervention on Picture Exchange Communication System use

Objectives Children diagnosed with autism spectrum disorder (ASD) often exhibit challenges in social communication. Picture Exchange Communication System (PECS) is effective in enhancing the social skills of children with ASD, and interventions using social robots are potentially beneficial training tools. However, it is uncertain whether robots can facilitate more effective training for children with ASD compared to human therapists. Methods In the present study, we compared the effectiveness of robot-based and human-based interventions on enhancing the social communication behaviors in young children diagnosed with ASD. The feasibility and efficacy of integrating the PECS in robotic systems were evaluated using a single-case design. Eight children with ASD were randomly assigned to either a robot-based group (N = 4) or a human-based group (N = 4). Participants in the two groups underwent phases I–III of the PECS protocol facilitated by either a human therapist or a robot therapist. Changes in social communication behaviors were assessed in each child after intervention using a single-case design. Results Half of the participants in the robot-based intervention group showed significant improvement in both verbal and nonverbal communication behaviors after a two-month PECS intervention. A higher proportion of children in the robot-based intervention group showed significantly enhanced social communication skills encompassing both verbal and nonverbal behaviors than in the human-based intervention group. Conclusions This study demonstrates the effectiveness of robot-based PECS intervention in enhancing verbal and nonverbal communication behaviors in young children with ASD. These findings present novel intervention tools for early intervention educators engaged in supporting children with ASD.

Support-Seeking Strategies, Family Communication Patterns, and Received Support Among Chinese Women with Postpartum Depression: A Content Analysis of Zhihu Posts

ABSTRACT The incidence of postpartum depression (PPD) among Chinese women surpasses the global average, and this disparity is closely associated with the level of social support they receive. Using Sensitive Interaction Systems Theory and Family Communication Patterns Theory as guiding frameworks, we conducted a content analysis of 705 posts gathered from the hashtag #PPD (chanhou yiyu) on Zhihu, a popular Chinese social media platform. Our findings reveal that postpartum women primarily seek social support from their husbands and mothers-in-law through indirect nonverbal and direct verbal communication strategies. They tend to receive more problem-focused support than emotion-focused solace. Moreover, the use of direct verbal communication strategies promotes potential support providers’ problem-solving behaviors, while the use of indirect nonverbal strategies elicits their avoidance behaviors. In addition, the conversation-oriented family communication pattern strengthens the positive association between direct verbal communication and support-providing behaviors, whereas the conformity-oriented family communication pattern weakens this relationship. This study contributes to the applicability of the abovementioned theories in the Chinese context and provides insights for future interventions aimed at addressing PPD among women.

ContructioOf the Meaning Of "Environment" For Children "Si Bolang" Broadcast on Trans7

This research is entitled "Korean Girlband Fanboy Communication Behavior (Study on PF Entertainment Dance Cover Community in Palembang)" which aims to determine the communication behavior of K-pop girl band fanboys and the effects that occur after liking the K-pop girl band. This type of research uses qualitative methods. Collection techniques the data in this study were collected using interviews, observation, and documentation. The primary data source of this study was interviews with members of the PF Entertainment dance cover community in Palembang. Secondary data sources from this study consisted of books, journals, previous theses, and websites related to this research. This study uses Social Learning Theory, which explains that human behavior can be formed from observing and then the behavior is studied. This research results in a change in communication behavior towards K-pop girl band fanboys. The behavior change is carried out continuously so that the behavior generated continues and becomes a habit. The behavior in question can be in the form of two things, namely verbal communication behavior and nonverbal communication behavior. This sustainable behavior occurs because the influence caused by K-pop girl groups is well received so this sustainable behavior continues to be applied in everyday life.

COMMUNICATION BEHAVIOR OF KOREAN GIRLBAND FANBOY

This research is entitled "Korean Girlband Fanboy Communication Behavior (Study on PF Entertainment Dance Cover Community in Palembang)" which aims to determine the communication behavior of K-pop girl band fanboys and the effects that occur after liking the K-pop girl band. This type of research uses qualitative methods. Collection techniques the data in this study were collected using interviews, observation, and documentation. The primary data source of this study was interviews with members of the PF Entertainment dance cover community in Palembang. Secondary data sources from this study consisted of books, journals, previous theses, and websites related to this research. This study uses Social Learning Theory, which explains that human behavior can be formed from observing and then the behavior is studied. This research results in a change in communication behavior towards K-pop girl band fanboys. The behavior change is carried out continuously so that the behavior generated continues and becomes a habit. The behavior in question can be in the form of two things, namely verbal communication behavior and nonverbal communication behavior. This sustainable behavior occurs because the influence caused by K-pop girl groups is well received so this sustainable behavior continues to be applied in everyday life

Comparative Analysis of Autism Education Policies in Mainland China and Hong Kong

Autism, a complex neurodevelopmental disorder, is characterized by deficits in verbal and nonverbal communication, repetitive and stereotypical behavior patterns and interests, and sensory sensitivities. Despite the increasing prevalence of autism, there is limited research on the education of children with autism. This study compares the autism education policies in Mainland China and Hong Kong based on field research conducted at the Shunde District Shangliao Children Rehabilitation Center and Aoi School. The findings reveal that although there have been improvements in the education of children with autism in Mainland China, there are still several deficiencies compared to Hong Kong, including limited educational opportunities, low integration with mainstream schools, and a shortage of qualified educators. Recommendations are provided to enhance the educational landscape for children with autism, including increasing educational opportunities, supporting the development of special education in mainstream schools, fostering collaboration between rehabilitation centers and mainstream schools, promoting inclusive education, and providing professional training for teachers. These suggestions aim to advance autism education policies in Mainland China.

‘The collar never comes off’: A qualitative study of clergy professionalism

Abstract In this study, we examine clergy use of verbal and nonverbal communicative behaviors of professionalism within the pastor–parishioner dyad. In doing so, we interviewed 21 clergy from disparate Christian denominations—The Episcopal Church, USA, and The Assemblies of God, and analyzed data via modified constant comparative analysis. Findings, conceptualized through Uhl-Bien’s Relational Leadership Theory (RLT), produced answers as to why clergy members employ professionalism-based behaviors, which behaviors they frequently employ, and the benefit of professionalism to the pastor–parishioner leadership dyad. Findings theoretically contribute (1) an introduction toward the development of a clergy framework of professionalism, (2) an expansion on the understanding of professionalism, (3) a mechanism of influence and control inside RLT—professionalism, and (4) demonstrates that co-construction within a leadership relationship is guided by underlying assumptions of power within the dyad. The authors conclude with pragmatic implications for all leaders.

The Stancetaking of Discourse Marker “Ni Bie Shuo” and Its Variants

This paper analyzes the consistent and opposing stance expression functions of the discourse marker “Ni Bie Shuo” (你(nǐ)别(bié)说(shuō)) and its variants. Due to the different interactive situations and verbal communication behaviors, the consistent stance function can be divided into affirmation, confirmation, acceptance, and approval types; and the opposing stance can be divided into rebuttal, refusal, and questioning types. The process of its stancetaking can be further analyzed based on the cognitive expectation.

Relationship between Total Communication and Social Relationship among Learners with ASDs

Autism is a lifelong developmental disability that results in triad of impairments in verbal and non-verbal communication, social interaction and repetitive behavior. These core deficits hinder the holistic development of learners with ASDs. Unless they are effectively addressed through strategies such as total communication, these core deficits may lead to learners not acquiring social interaction skills that are quite vital for their normal development. The purpose of the study was to establish relationship between total communication and development of social relationship skills among learners with Autistic Spectrum Disorders in Emuhaya sub-county Kenya. The population of the study comprised of six special schools with a teacher population of sixteen ten regular primary schools with special units with a teacher population of five each and three officials from the Ministry of Education. Due to small number of respondents, saturated sampling technique was used. Instruments for data collection were; semi structured questionnaires, check lists. Semi structured interview schedules, and observation schedules. Content validity was determined by presenting tools to experts in the school of education who judged their validity. Tools were refined based on their comments. Reliability of the study was established through test retest methods. Thematic analysis was used to analyze qualitative data. Quantitative data was analyzed by use of descriptive and inferential statistics. The finding of the study indicated that that there was relationship between Total Communication and social interaction and the use of Total Communication had influence on development of social relationships among children with ASDs. Based on this finding it is recommended that training of teachers in Total communication and preparation of IEP be intensified in schools to facilitate the development of social relationship among learners with ASDs.

Reducing Health Disparities Among African American and Black Caribbean Patients by Improving the Communication Practices of Clinical Research Coordinators

ABSTRACT This manuscript focuses on the communication factors that affect the willingness of African Americans and Black Caribbean patients to participate in clinical trials and research studies. Low rates of research participation by members of communities of color have long been linked to health disparities. While there are many factors that contribute to low rates of accrual of African American and Black patients to clinical trials, a lack of attention to communication factors that enhance or inhibit the recruitment process is central to the problem. In this study, we describe results from the analysis of six focus groups (N = 31) consisting of African American (k = 3) and Black Caribbean (k = 3) participants. Our analyses focus on verbal and nonverbal communication behaviors and how they affect participants’ willingness to participate in clinical trials. Specifically, when clinical research coordinators (CRCs) had a professional appearance, made the effort to explain a study in detail, made eye contact, took the time to listen and answer questions patiently, and gave the sense that the CRC was being truthful and transparent, patients felt respected and valued. Additionally, participants emphasized the importance of the process of developing and maintaining a trusting relationship between study participants and CRCs. The results of this study will be used to develop a clinical trial communication training program designed to enhance the communication skills of clinical research coordinators who discuss research participation with African American and Caribbean Black patients.

The Role of Different Aspects of Communication Behavior in the Assessment of Capacity to Consent

Abstract: Any medical treatment that interferes with physical integrity requires the informed consent of a patient capable of such consent. For people with dementia, the capacity to consent is questioned even in the early course of the disease. Particularly diagnostic instruments like the MacArthur Competence Assessment Tool for Treatment (MacCAT-T) often deny people with dementia the capacity to consent because of high confounding of the results with patients’ verbal abilities. To date, it remains unclear whether not only verbal but also nonverbal communication is associated with assessments of capacity to consent. The current study investigates associations between patients’ verbal and nonverbal communication behaviors as assessed by the measure for Communication Behavior in People with Dementia in Ambulant Settings (CODEMamb) and capacity to consent as assessed by the MacCAT-T. We expected the strongest positive associations for verbal communication behaviors compared to nonverbal communication behaviors. Data of N = 43 patients with dementia ( n = 8 capable of consent) were collected at two different German psychiatric clinics. The results show small to moderate correlations between the overall scores of CODEMamb and MacCAT-T. As expected, correlations were strongest for the verbal CODEMamb subscale. The results support current findings on the dependency of the MacCAT-T on verbal communication. Based on the findings, the discussion addresses how people with dementia can be enabled to make self-determined medical treatment decisions.

사용 목적에 따른 서비스 로봇 인터랙션 디자인 사례 연구

Recently, the development of service robots that can assist or replace human work is accelerating by utilizing technological advances such as artificial intelligence and autonomous driving. Through this, the size of the global service robot market is increasing, and it is expected that the contact point between humans and robots will increase in real life according to these changes. Therefore, research on human-robot interaction (HRI) for smooth communication is a meaningful research topic.
 This study examined various interaction cases of foreign and domestic service robots. The human-likeness of the robot was derived as an evaluation factor, and the service robot was classified into functional and relational types according to the role of the robot, and it was analyzed by comparing the utilization of interaction feedback. As a result, relational service robots have higher utilization of interaction feedback in visual appearance, touch, movement, interaction behavior, and non-verbal communication than functional service robots. In the case of sound interaction, it was highly utilized regardless of relationship type and functional type, and the interaction between verbal communication and social behavior was highly utilized for functional service robots. Through this study, it is expected that a meaningful direction can be presented by helping to supplement and improve the interaction of many service robots to be developed in the future.

Gray matter asymmetry atypical patterns in subgrouping minors with autism based on core symptoms.

Abnormal gray matter (GM) asymmetry has been verified in autism spectrum disorder (ASD), which is characterized by high heterogeneity. ASD is distinguished by three core symptom domains. Previous neuroimaging studies have offered support for divergent neural substrates of different core symptom domains in ASD. However, no previous study has explored GM asymmetry alterations underlying different core symptom domains. This study sought to clarify atypical GM asymmetry patterns underlying three core symptom domains in ASD with a large sample of 230 minors with ASD (ages 7-18 years) and 274 matched TD controls from the Autism Brain Imaging Data Exchange I (ABIDE I) repository. To this end, the scores of the revised autism diagnostic interview (ADI-R) subscales were normalized for grouping ASD into three core-symptom-defined subgroups: social interaction (SI), verbal communication (VA), and restricted repetitive behaviors (RRB). We investigated core-symptom-related GM asymmetry alterations in ASD resulting from advanced voxel-based morphometry (VBM) by general linear models. We also examined the relationship between GM asymmetry and age and between GM asymmetry and symptom severity assessed by the Autism Diagnostic Observation Schedule (ADOS). We found unique GM asymmetry alterations underlying three core-symptom-defined subgroups in ASD: more rightward asymmetry in the thalamus for SI, less rightward asymmetry in the superior temporal gyrus, anterior cingulate and caudate for VA, and less rightward asymmetry in the middle and inferior frontal gyrus for RRB. Furthermore, the asymmetry indexes in the thalamus were negatively associated with ADOS_SOCIAL scores in the general ASD group. We also showed significant correlations between GM asymmetry and age in ASD and TD individuals. Our results support the theory that each core symptom domain of ASD may have independent etiological and neurobiological underpinnings, which is essential for the interpretation of heterogeneity and the future diagnosis and treatment of ASD.

초등교사의 비언어적 의사소통 행동 유형 연구

Objectives This study is to explore the types of nonverbal communication behaviors of elementary school teachers based on communication theory. Methods This study was conducted as a philosophical and psychological integrated approach to education that can scientifically support various perspectives on human behavior and human behavior and psychological processes for the study of teachers' nonverbal communication behavioral types. Based on the communication theoretical exploration of Jurgen Habermas and Satir, a literature study was conducted on the types of nonverbal communication behaviors of teachers. Results Looking at many previous studies, the nonverbal communication behaviors of teachers focused on the personal aspect with emphasis on the teacher's personality traits. In this study, the teacher's nonverbal communication behavior was considered not only in the personal aspect of the teacher but also in the social and environmental context through Habermas and Satir's communication theoretical exploration and classification of nonverbal behavioral factors according to previous studies on nonverbal communication behavior. The behavioral patterns that appear according to the necessity of children were divided into two types: body language type and environment language type. As sub-elements, body language type communication behavior types using body organs such as body movements, body sensations, and voices, and environmental language type communication behavior types using physical time and space, artificial symbols, and social systems as sub-elements. classified. Conclusions Conclusion When looking at the types of communication behaviors of teachers in the existing studies in the context of elementary school classrooms, our gaze is focused on the teacher's individual personality traits and the differences between verbal communication behavior and nonverbal communication behavior. There have been many studies that have measured the frequency. In this study, which was conducted to overcome the limitations that were difficult to categorize because the complexity of the nonverbal communication system and the range of its elements are very wide, based on the communication theory of Habermas and Satir, various nonverbal elements appearing in the nonverbal communication behavior of teachers were identified as common. In addition to understanding the characteristics of an individual teacher with a body, the teacher's communication behavior type is an integrated perspective of the temporal and spatial environment of school, classroom, class, and situation, which are the real life contexts in which the individual is involved. will have to be understood as.

Design of an Intelligent Agent to Measure Collaboration and Ver-bal-Communication Skills of Children with Autism Spectrum Dis-order in Collaborative Puzzle Games

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by core deficits in social interaction and communication. Collaborative puzzle games are interactive activities that can be played to foster the collaboration and verbal-communication skills of children with ASD. In this paper, we have designed an intelligent agent that can play collaborative puzzle games with children and verbally communicate with them as if it is another human player. Furthermore, this intelligent agent is also able to automatically measure children’s task-performance and verbal-communication behaviors throughout game play. Two preliminary studies were conducted with children with ASD to evaluate the feasibility and performance of the intelligent agent. Results of Study I demonstrated the intelligent agent’s ability to play games and communicate with children within the game-playing domain. Results of Study II indicated its potential to measure the communication and collaboration skills of human users.

Patterns in student teachers' learning processes and outcomes of classroom management during their internship

Student teachers' classroom management (CM) learning is an important aspect of their teacher education internship. What is still unknown, however, is what the effect of workplace learning is on this development. This study focused on CM learning of 24 student teachers during their internship, looking at their CM goals, CM learning processes, the CM learning outcomes and the interrelationships between these.Four patterns of student teachers' CM learning processes were found. Moreover, student teachers showed attention for a variety of different CM elements in their learning goals. Similar CM outcomes in terms of knowledge and skills were found in the four patterns. Concerning attitude as an CM outcomes, one statistically significant relation was found between CM learning profile and attitude as a learning outcome. Furthermore, student teachers developed their attitude in terms of ‘value of (non-) verbal communication and teacher behavior’.

Understanding production variability in multimodal communication

A comprehensive view of speech communication requires a consideration of dynamic characteristics in language users’ multimodal behaviors. This talk discusses dynamic properties of both verbal and non-verbal communication behaviors, focusing on variability in voice, speech, and co-speech gesture production. I present a series of experiments that leverage quantitative approaches to examine how the multimodal production units of the cognitive system vary in their dynamic control and realization in executing communication goals. The overarching hypothesis is that surface variations in multimodal behaviors are structured to reflect communicative intentions, exhibiting a tight relation between the linguistic system and recruited modalities. Supporting evidence emerges from two types of data: dynamic voice signals drawn from speech corpora of various speakers, speaking styles, and languages, and time-aligned multidimensional signals of speech and co-speech gestures (simultaneously recorded audio, kinematic, and visual signals). Voice variations are acoustically structured by both biologically relevant factors and factors that vary with language-specific phonology. Furthermore, the spatiotemporal patterning of vocal tract actions and cooccurring body movements systematically varies, reflecting the prosodic structure of language. The findings and the utility of the analytical tools employed in these studies have implications for comparative investigations of communicative behaviors in animals. [Work supported by the NSF.]

Children with profound intellectual disabilities metod of communication in family environments in familiar situational contexts part I

The first part of this article presents the characteristics of communication in children with profound intellectual disabilities with an adult in a family environment in a familiar situational context during dressing and undressing activities. The second part of the article focuses on dressing and undressing activities in a new situational context. In the conducted research, a qualitative research orientation was applied using the method of observation and the technique of observing samples of events. Recordings of routine daily activities dressing and undressing, eating, playing were analyzed. The observed data were recorded in the authors Sheet for Observation, Analysis and Interpretation of Communicative Behavior in a Communicative Situation. The analysis of the research material was carried out according to the planned stages: (1) analysis of the collected recordings description of the situational context, recording of the childs and adults communicative behavior; (2) analysis of the childs communicative behavior identification of non-verbal and verbal communicative behavior according to the communicative channels of children with profound intellectual disabilities (breathing, body signals, facial expression, eye expression, gesture, body position/posture, speech); (3) interpretation of observed communicative behaviors assigning characteristics to communicativebehaviors (effectiveness and appropriateness) and attempting to assign meaning to them (identifying childrens behaviors that may indicate attempts to initiate, sustain or interrupt interactions). Selected fragments of communicative situations were also analyzed. Based on these, the factors determining the effectiveness and appropriateness of the method of communication used by children with profound intellectual disabilities were inferred. This study is of cognitive and practical value. It complements the existing knowledge in the literature on the topic and can also contribute to introducing practical solutions to support the development of the communication process of children with profound intellectual disabilities.

Специфика вербального коммуникативного поведения Марин Ле Пен сквозь призму ее политического дискурса

The paper analyzes the peculiarities of verbal communicative behavior of one of the major actors on the french political scene, leader of the French far-right wing Marine Le Pen. The scope of research includes the French political discourse represented in newspaper political texts and official Internet platform. While studying language units under consideration the author of the article uses the method of contextual analysis, component analysis and the descriptive method. The object of research consists of word usages extracted from such french periodical as «Le Monde» and web-based platform «Le Rassemblement National». It is attempted to illustrate that specifics of M. Le Pen’s verbal communicative behaviour characterizes and exemplifies her political image and perception in the French society. Among the linguistic peculiarities that reveal M. Le Pen’s verbal behavior the author draws special attention to metaphorical meanings of the lexical units that reflect the opacity, so-called «non-transparency» of her political discourse. It is also mentioned that by means of metaphors used in her speeches as well as within video public interventions the ideology and ideas of far-right wing is being transmitted that permits to manipulate and influence public consciousness. The practical significance of the paper is envisaged in implementing the exemple of conducted analysis when teaching the language of French political discourse at Universities to students of politics, journalists and diplomatic officials.

ToM & ASD: The interconnection of Theory of Mind with the social-emotional, cognitive development of children with Autism Spectrum Disorder. The use of ICTs as an alternative form of intervention in ASD

Autism Spectrum Disorder is a complex, heterogeneous disorder that affects perception, information processing, social interaction, verbal, and nonverbal communication, and social, and cognitive behavior. Theory of Mind concerns the observation, understanding of mental states, as well as the interpretation of the behaviors that result from them. The present paper focuses on the interconnection of Mind Theory with the social-emotional, and cognitive development of children with Autism Spectrum Disorder. The research findings give prominence to the existence of an interaction between the Theory of Mind and the function of the individual’s social, emotional, and cognitive skills. Therefore, the limited development of Mind Theory observed in children with autism is associated with deficits in their social, cognitive, and metacognitive mechanisms. As a result, the focused holistic approach to their weaknesses in combination with the use of ICTs is a promising, alternative form of therapeutic approach.