Verbal Support Research Articles

Experiences of people with Alzheimer’s disease, relatives, and dementia trainers on the usability of a tablet‐based dementia training

AbstractBackgroundNon‐pharmacological interventions for people with dementia, like tablet‐based cognitive trainings, are increasingly popular to counteract the disease progression. Usability research on such trainings in the field of dementia is essential to raise acceptance and increase training intensity, as regular practice may contribute to their effectiveness. The aim was to explore the experiences of people with Alzheimer’s disease (PwAD), relatives, and dementia trainers regarding the usability of a tablet‐based dementia training.MethodThis qualitative study is part of an ongoing randomized controlled trial (project multimodAAL) which investigates the effects of an individually performed tablet‐based dementia training program (i.e., physical and cognitive exercises) in PwAD living at home. Individual interviews were conducted with people with mild AD (n = 5), relatives (n = 5) and dementia trainers (n = 5) who had been performing the training for at least 6 months. A qualitative content analysis was conducted.ResultParticipants were predominantly women (73.3%), with an average age of 73.4±11.4 years for PwAD, 66.2±10.7 years for relatives, and 43.1±10.4 years for trainers. Participants confirmed a good feasibility of the video‐provided physical exercises (e.g., coordination, strength), but some PwAD reported feeling unchallenged. Relatives and trainers wished for exercises to be more motivating (e.g., direct motivational address by the gymnast in the video, colorful sportswear). Regarding cognitive exercises, participants appreciated the varied and alternating types of exercises (e.g., puzzle, quiz) within the training sessions. Trainers and relatives recognized that PwAD particularly enjoyed exercises related to topics of their past/biography (e.g., hobbies, previous occupation) and to religious/seasonal traditions (e.g., Easter). Relatives and trainers highlighted that most PwAD needed support during the physical and cognitive exercises in terms of (technical) guidance, motivation/feedback/praise, as well as hints/tips/thought‐provoking impulses to perform their training successfully and to avoid frustration and cancellation of the training. Some suggested to extend the program regarding written and verbal support (e.g., hint button, voice assistant). Furthermore, participants emphasized a good sensitivity of the tablet‐PCs’ touch screen.ConclusionResults show that the presented tablet‐based dementia training is received well by participants, but there is still potential for (technical) enhancements regarding support through the exercises and motivational strategies

Do parents of adolescent patients undergoing fixed appliance treatment recall more information using written material or an animated video? A randomized controlled trial

ObjectivesThis “2-arm parallel” trial investigated the recall of information pertinent to obtaining informed consent of parents of orthodontic patients using; either written material and verbal support or an animation. Materials and methodsParents of patients, aged 12–18 years, about to undergo fixed applaince treatment, were randomized to either receive information by leaflet or by watching an animation. The parents were asked a series of open-ended questions immediately and one year later. The outcome measure was the total median questionnaire score immediately (T0) and one year later (T1). A Mann Whitney U test was performed to test for differences between T0 and T1. Results31 parents were randomized into the leaflet group and 33 in to the animation group. The median leaflet group score was 81 (IQR = 27) at the time of consent (T0) and 87 (IQR = 29) a year later (T1), compared to a median score of 76 (IQR = 23) for the animation group at T0 and 87 (IQR = 32) at T1. Statistically, there was no difference in the questionnaire score at (T0) (p = 0.567) and at (T1) (p = 0.522). The average time spent with the clinician in the leaflet group was an additional 9 min in the animation group. ConclusionThe use of a leaflet and verbal information or an animation are equivalent in providing information to the parents of orthodontic patients. The use of an animation reduces the clinical time needed to deliver the information.

Promotive and prohibitive ethical voice: Coworker emotions and support for the voice.

Despite the importance of ethical voice for advancing ethics in organizations, we know little about how coworkers respond to ethical voice in their work units. Drawing on the fundamental approach/avoidance behavioral system and the promotive and prohibitive distinction in the voice literature, we distinguish between promotive and prohibitive ethical voice and propose that they engender different emotions-elevation (an approach-oriented moral emotion) and feelings of threat (an avoidance-oriented emotion), respectively, in coworkers. We propose that these emotions differentially influence coworker subsequent responses to the ethical voice behavior. In a time-lagged critical incident survey and two experimental studies, we consistently found support for our hypothesis that promotive ethical voice elicits moral elevation in coworkers with subsequent coworker verbal support for the ethical voice (an approach-oriented response). However, results for prohibitive ethical voice were more complex because prohibitive ethical voice leads to mixed emotions in coworkers. It sometimes leads to feelings of threat, with indirect negative effects via threat on coworker support. But surprisingly, it also leads to coworker elevation and hence can have positive indirect effects via elevation on coworker support. We will discuss the research and practical implications of these findings. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Impact of perceived social support on pain perception in virtual reality

BackgroundSocial influences are important modulators of pain. Experimental studies demonstrated analgesic effects of explicit social support. As digital health care gains importance, this study investigated influences of social support by virtual characters and their perceived agency in virtual reality on pain. MethodsIn a within-subjects design, participants experienced painful heat stimuli in VR. Either a virtual character provided verbal support prior to the pain stimuli or not (support vs. no support condition). In addition, participants were instructed that a real human (avatar condition) or a computer script (virtual agent) controlled the virtual character. However, in both conditions, the virtual character was computer-controlled. Main outcome measures were pain ratings and physiological pain responses. ResultsVirtual verbal support affected physiological responses in terms of “stress buffering”, but not pain ratings. The agency manipulation was successful as the avatar yielded higher ratings of perceived human-likeness, helpfulness and realism compared to the virtual agent. However, agency of the character did not affect pain responses. ConclusionsThis study revealed that virtual verbal support positively influences physiological pain responses independently of perceived agency. The findings have important clinical implications as virtual interactions and digital health interventions are increasingly relevant for pain treatment.

Learning by tablet-based drawing: Effects of verbal support among secondary-school students

Des études récentes ont montré que les effets de la génération de schémas sur l’apprentissage dépendraient du support fourni pendant la tâche. Cette étude a examiné les effets d’un support verbal (éléments textuels à dessiner mis en gras) sur la qualité des schémas générés, l’apprentissage et la précision du monitoring. 71 élèves de cinquième ont été répartis dans trois conditions d’apprentissage : 1) illustrations fournies, 2) génération de schémas sans support verbal ou 3) avec support verbal. Les résultats ont montré que le support avait des effets positifs sur la qualité des schémas complexes et la précision du monitoring. Aucun effet de la génération avec ou sans support n’a été observé sur la compréhension ou la mémorisation des informations du texte à dessiner. De plus, dans la condition avec support verbal, l’attention des apprenants semble avoir été détournée des autres éléments du texte puisque ces derniers ont été moins bien mémorisés.

Analisis keterampilan dasar mengajar guru pada mata pelajaran IPS kelas IV sekolah dasar

<em>The purpose of this research is to analyze the basic teaching skills of teachers in the fourth grade social studies subject at SDN Dukuhan Kerten No.58 Surakarta. Basic teaching skills are vital to be possessed and dominated by an teacher in the learning process. This study is a qualitative examination with a descriptive technique utilizing a phenomenological approach. The strategy of taking the subject utilized was purposive sampling method. Teacher, students, and headmaster as a source of data. Data collections using observation, interview, questionnaries, and documentation. The data validity test was using triangulation method. The data that has been obtained were analyzed using the Miles and Huberman model to analyze the completion steps in accordance with the indicators of basic teaching skills. The result analyze of the investigation show that the teacher has dominated 8 basic teaching skills, including: basic and advanced questioning skills, the teacher has paid attention to how to ask questions to students properly and correctly. In affirming skills, the educator has given verbal support. In the application of the skills to variation, the teacher has utilized learning media as pictures to help the learning process. In explaining skills, in explaining the teacher emphasizes the important points to be conveyed on to students. For the skills of opening and closing lessons, the teacher has likewise executed it well, the teacher gives inspiration to follow-up as every day assessments for every exercise. The application of small group discussion guiding skills, the teacher divides students into groups, organizing group discussions, observe and supervise each group, and concentrates of student in the group. In applying the class management skills, the teacher consistently gives oversight to student in the classroom. And on the application of small group and/or individual teaching skills, the teacher has set up great associations with student and parents of student to facilitate the learning process both at school and at home</em>

METHODS OF APPLICATION OF LOGIC-COMMUNICATIVE SUPPORTS FOR TEACHING SPEAKING IN ENGLISH FOR STUDENTS OF 6-7 CLASSES

The article is devoted to the possibility of using logical and communicative supports in teaching a foreign language to students in grades 6–7. In addition, the article discusses the basic principles and requirements, presents a set of logic and communication schemes. The main types and classifications of supports are shown. The research work uses the works of foreign scientists concerning the development of students' speech skills, the use of logical and communicative supports during the lesson. Problems of defining supports as a general methodological phenomenon, features of its use, receptive forms of speech activity, insufficient processing of classifications, the list considers the supports used in teaching specific educational material. It is non-verbal and verbal information support that stimulates communicative activity and guides its formation through the methods of its formation. The article discusses two main forms of speech in the study of speech in foreign languages. This is a dialogue and a monologue. For the development of speech in a dialogical form, special phrasal exercises are provided, if various logical and communicative supports are given for composing a monologue. A set of logical and communicative schemes is interpreted as a phenomenon that enhances all levels of language and speech, providing students with the subject content of speech in a foreign language and the means of its expression.

Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit

AbstractContemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense‐making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integrated science, engineering, and computational thinking curricula. This study explores how teachers provide verbal support of SEPs to upper elementary students during a 4‐week NGSS‐aligned curricular unit that challenged students to redesign their school to reduce water runoff. Students conducted hands‐on investigations of water runoff and created computational models to test their designs. Teacher audio data during the classroom implementation was collected and qualitatively coded for different purposes of verbal support, such as to understand how (pragmatic), when, and why (epistemic) to use SEPs, in three focal lessons. Results show that teachers provided a range of pragmatic and epistemic supports for many different SEPs in science‐focused and engineering‐focused lessons, but support for a more limited variety of SEPs in the lesson focused on computational thinking. Across the lessons, the majority of teacher support aimed to help students engage pragmatically with the SEPs through sense making and engaging prior knowledge. In addition, teachers provided epistemic support more frequently in the science‐focused lesson than in the engineering‐ or computational thinking‐focused lessons. Results also demonstrate differences within the quality of the verbal support across lessons. This study provides insight into how teachers may differentially support SEPs in elementary classrooms and the kinds of learning experiences and educative materials teachers may need to provide equitable supports for students across SEPs.

Effects of verbal and visual support on learning by tablet-based drawing

The use of drawing has emerged as a promising approach to promoting generative learning. However, findings have been mixed, especially when no support is provided for the drawing task or when this generative task is performed on a computer. The aim of the present two studies was to assess the effect of visual (Study 1) or verbal (Study 2) support on different learning outcomes among college students working with pen-based tablets. The results of the first study (N = 73) showed that engaging students in a tablet-based drawing task improved their learning of pictorial information, compared with a condition where the picture was provided, but visual support (predrawn background) had no beneficial effect. In the second study (N = 116), providing instructions about which elements to draw first (verbal support) improved the drawings’ quality and the recall of pictorial information. No effect of drawing or support on comprehension was observed in either study. Results also revealed a focused processing effect, as the learning-by-drawing strategy had a negative impact on the memorization of nonpictorial information in the text. These studies indicate that suitable support can improve the effectiveness of the drawing-based learning strategy. Further research is needed to elucidate the effects of this strategy on different learning outcomes.

Online engagement and persistent reactions to social causes: The black-owned business attribute

The persistence of COVID-19 exerts an unprecedented impact on the tourism and hospitality industry and the Black-owned businesses had been hit disproportionately harder than any other racial group. Many platforms (e.g., Airbnb and Yelp) have run a series of campaigns to support Black-owned businesses. Determining whether these campaigns are effective in attracting supports from consumers or just merely promotional is key. Based on the theoretical framework of Hennig-Thurau et al. (2004) and Aldous et al. (2019) and data collected from Yelp, this study reveals that higher levels of engagement produce persistent reactions. Specifically, the rating support lasts for one month and then vanishes; the review support increases for three months and then gets reversed; and the verbal support lasts for three months but does not get reversed. The findings of this study contribute to theories of online engagement and provide direct implications for platforms involving social campaigns in business practice.

LEADERS AND SCHOLARS: How Faculty Mentoring Behavior Influences the Development of Leadership Self Efficacy

Students pursuing doctoral degrees are expected to become leaders in their disciplines. Given that, leadership development should be an important part of any curriculum that prepares doctoral students for professional careers after graduation. However, there are questions regarding the effectiveness and prevalence of formal leadership development structures in graduate school. With this gap in formal professional preparation, faculty mentors are expected to provide the necessary socialization, support, and guidance for doctoral students to develop as leaders in their disciplines. This mixed-methods study of graduate students was conducted using online questionnaires and personal interviews to determine the impact of faculty mentoring behaviors on the development of doctoral student leadership self-efficacy. Findings suggest that students in doctoral programs experience significant negative emotional arousal in the form of uncertainty, anxiety, and self-doubt. Faculty mentors that are accessible, trustworthy, and provide constructive feedback can mitigate these negative feelings and encourage the development of leadership self-efficacy through verbal support and mastery experiences. In addition, the data suggests that active student cohorts and effective departmental leadership are also important to the development of doctoral student leadership self-efficacy.

Подкаст як засіб навчання німецької мови студентів-філологів

The article provides an overview of current research on the use of podcasts in foreign language classes, where this problem was considered from various angles, since in the face of a pandemic and remote learning, this social media communication tool is becoming an important learning one. An analysis of the works of modern domestic and foreign scientists allowed the author to conclude that, despite the sufficient axis of the problem, Ukrainian teachers, as experience shows, rarely use podcasts in foreign language classes in high school. The purpose of the article is to study the peculiarities of using the podcast as an educational tool for German language learning to students of philology. To do so, the author studied the classification of podcasts and proposed to divide podcasts into authentic podcasts that are not didacticized and have to be carefully selected for compliance with students’ proficiency in speech level, and special podcasts for learning German, which may occasionally contain subtitles as verbal support for listening comprehension. A thorough analysis of the advantages of using a podcast as a learning tool allowed us to formulate goals that can be achieved when working with it, namely: 1) the formation of socio-cultural competence; 2) development of listening skills and obtaining regional information; 3) development of speaking skills. In order to solve the problems posed in the study, the author identified the difficulties that may arise when using podcasts in German classes in higher education institutions, and compiled a list of German-language podcasts that can be used in teaching future teachers of German. The classification of exercises for the development of students’ listening skills in accordance with domestic and foreign technologies of working with podcasts is studied. An attempt is made to formulate guidelines for teachers and identify prospects for further research on this issue.

Perceptions and practice patterns of cancer survivorship care among Japanese gynecologic oncologists: The JGOG questionnaire survey.

This study aimed to assess gynecologic oncologists (GOs)' perceptions and attitudes toward cancer survivorship to help improve survivor care. We conducted a web-based questionnaire survey about survivorship issues for the GOs belonging to the Japan Gynecologic Oncology Group. We analyzed the proactiveness of the participants toward addressing 25 survivor issues. In addition, the practice patterns and barriers to care for survivors' long-term health issues, such as second primary cancer (SPC) and lifestyle-related diseases (LSRD), and return-to-work (RTW) support were assessed. We received 313 responses. The respondents had a mean of 22 years of physician experience. The ratio of men to women was approximately 7:3, and 84.7% worked at facilities for multidisciplinary cancer treatment. The respondents' proactiveness for addressing psychosocial problems was significantly lower than physical and gynecological issues (p<0.01 by χ² test). However, most GOs tried to contribute to such issues according to patients' demands. Women GOs were more proactively involved in some survivorship issues than the men (p<0.05 by logistic regression analysis). The rates of the respondents who proactively discussed SPC, LSRD, and RTW were unexpectedly high (60.7%, 36.1%, and 52.4%, respectively). However, the GOs only provided verbal support for these issues in many cases. The Japanese GOs were enthusiastic about survivorship care. However, their tendency to deal with survivors' problems through their own knowledge and judgments raises concerns about the quality of care. Therefore, creating survivorship care guidelines and enhancing multidisciplinary collaboration should be prioritized.

PRESCHOOL CHILDREN’S SENSITIVITY FORMATION IN THE PROCESS OF INVOLVEMENT IN CHARITY EVENTS

In the paper, based on the study of national and foreign literature, a terminological analysis of the pedagogical essence of the category ‘sensitivity’ as a leading moral quality of the individual, the foundation of which is laid in preschool childhood. The category “sensitivity” is interpreted as an attentive, cordial, friendly, and sympathetic attitude to people, to someone’s grief, experiences, and needs; care for the people’s needs, requests and desires, attention to their problems, interests; compassion for others, willingness to help; the ability to actively, quickly respond to life events, facts with verbal approval or support action about the misfortune, grief that befell someone.The issue of involving preschool children in voluntary, charitable, motivated, socially useful activities and their sensitivity formation as a basic quality of personality is considered. It is proved that charitable actions are an active form of educational practice, in which the child becomes proactive and independent in choosing ways to express their interests, in providing selfless assistance to those who need it.The importance of socio-pedagogical and environmental actions as an environment where preschoolers develop a willingness to help, show compassion and empathy, understand the problems of another person (animal) and the nuances of their mental and physical condition. It is emphasized that the involvement of preschool children in charitable activities contributes to the exercise of the ability to see the difficulties of other people (animals), respond adequately to them, help, act selflessly, enjoy their kindness and care for others, education of indifference to others.

Elementary Teachers’ Verbal Support of Engineering Integration in an Interdisciplinary Project

Despite emphasis on authentic science, technology, engineering, mathematics, and computer science (STEM+CS) projects in classrooms, research continues to demonstrate opportunity gaps in learning STEM+CS for students with disabilities. This study investigates how teachers verbally support students in two differently tracked classrooms to engage in engineering lessons that integrate science and computer science. Specifically, this study explores how the same elementary teachers both implicitly and explicitly support students across two classroom contexts, one class section with a larger proportion of students who were tracked into accelerated mathematics and another class section with a larger proportion of students with individualized educational plans (IEPs). Transcripts of whole-class discussion were analyzed for interdisciplinary instructional moves in which teachers verbally supported the integration of disciplines to help students to engage in interdisciplinary activities. Findings reveal that all of the interdisciplinary instructional moves were implicit for the class section with a large proportion of students in advanced mathematics while most were explicit for the class section with students with IEPs, and that most of the interdisciplinary instructional moves were added by the teachers rather than planned in the curriculum materials. Most commonly, teachers added interdisciplinary instructional moves between computer science and engineering. Implications of this study include recommendations for support that teachers need to engage in the important, but challenging, work of integrating science and computer science practices through engineering lessons within elementary science classrooms. This study adds to a growing understanding of equitable learning opportunities in interdisciplinary learning through engineering for elementary students.

P–750 Clinical efficacy of virtual reality for acute pain and anxiety management during outpatient hysteroscopy and endometrial biopsy in subfertile patients

Abstract Study question Does the use of virtual reality (VR) headsets in diagnostic office hysteroscopy (HSC) with endometrial biopsy (EB) reduce anxiety and pain scores in the patient? Summary answer Virtual reality during office HSC do not seem to improve relaxation, anxiety, or pain scores. Physicians have a good perception of patients’ pain. What is known already Women undergoing outpatient HSC experience high levels of preoperative anxiety, which increase pain and discomfort during the procedure. The experience of pain is a complex phenomenon, which simultaneously occurs on cognitive, emotional, and behavioural levels, and is influenced by many factors. A Cochrane review failed to show a significant difference between different types of pain relief (analgesics, local anaesthetic and verbal support techniques …). VR is a multisensory immersion providing an interactive high level distraction, occupying a large portion of humans’ finite attentional resources (vision and audio), and leaving less cognitive capacity available to process pain. Study design, size, duration The sample size for this prospective randomized controlled trial was calculated at 196 patients (98 per group), considering a power of at least 80% to detect superiority of adding a VR headset versus standard care, standard deviation (SD = 2.0), using a two-sided, t-test, at significance level alpha of 0.05. The preliminary results after 1 month include a sample of 48 patients: 25 in the VR group and 23 controls. Participants/materials, setting, methods All 48 patients suffer subfertility and underwent HSC with EB at our tertiary-care fertility center. We used Oncomfort®, a commercially available VR autohypnosis relaxation program designed for perioperative settings. The headmounted smartphone display with headphones provides image sound distraction with suggestive hypnosis techniques incorporated. Before and immediately after the exam, both patients and surgeons fill out a questionnaire using the 10.0cm visual analog scale (VAS). Main results and the role of chance The mean duration of HSC was 3min43sec in the VR group, (range 2–6min), compared to 4min50 in the control group (range 1–12minutes), which was not significantly different (p = 0.09). Subjective variables of stress, anxiety and pain were evaluated at four different time points, i.e. before, during, immediately after HSC and one week later. According to VAS, stress levels did not differ significantly (p &amp;gt; 0.05) between the VR group and the control group, or within time: 5.08 to 5.36 to 3.08 vs 4.48 to 4.83 to 2.48 before, during and after HSC respectively. Fear levels prior to HSC at 4.28 for VR patients and 3.52 for controls did not increase significantly during HSC in both groups: 4.44 vs 4.17. During HSC, pain levels increased from 1.40 to 4.720 in the VR group vs 0.65 to 4.109 (NS) in the controls, to decrease again afterwards to 2.60 vs 2.17 (NS) respectively. Physicians rated the average pain levels of VR patients as 3.32 compared to 3.0 for controls, which was significantly correlated to patients’ perception (p &amp;lt; 0,005). Patients gave a positive rating to the VR experience (satisfaction score 7.17). Limitations, reasons for caution These are preliminary results, evaluating only a fourth of the required sample. A population selection bias could exist, as recruited patients were willing to accept VR. The very short induction period of 2 minutes could influence the effect of (immersiveness into) VR. Wider implications of the findings: Pain management in ambulatory procedures should be multimodal and should include both pharmacological and non-pharmacological interventions. Introducing VR might increase patient tolerance for longer or more painful procedures. Offering a range of options will increase the spectrum of successful procedures in the outpatient setting and improve patient experience. Trial registration number B.U.N. 1432020000050

P-750 Clinical efficacy of virtual reality for acute pain and anxiety management during outpatient hysteroscopy and endometrial biopsy in subfertile patients

Abstract Study question Does the use of virtual reality (VR) headsets in diagnostic office hysteroscopy (HSC) with endometrial biopsy (EB) reduce anxiety and pain scores in the patient? Summary answer Virtual reality during office HSC do not seem to improve relaxation, anxiety, or pain scores. Physicians have a good perception of patients’ pain. What is known already Women undergoing outpatient HSC experience high levels of preoperative anxiety, which increase pain and discomfort during the procedure. The experience of pain is a complex phenomenon, which simultaneously occurs on cognitive, emotional, and behavioural levels, and is influenced by many factors. A Cochrane review failed to show a significant difference between different types of pain relief (analgesics, local anaesthetic and verbal support techniques …). VR is a multisensory immersion providing an interactive high level distraction, occupying a large portion of humans’ finite attentional resources (vision and audio), and leaving less cognitive capacity available to process pain. Study design, size, duration The sample size for this prospective randomized controlled trial was calculated at 196 patients (98 per group), considering a power of at least 80% to detect superiority of adding a VR headset versus standard care, standard deviation (SD = 2.0), using a two-sided, t-test, at significance level alpha of 0.05. The preliminary results after 1 month include a sample of 48 patients 25 in the VR group and 23 controls. Participants/materials, setting, methods All 48 patients suffer subfertility and underwent HSC with EB at our tertiary-care fertility center. We used Oncomfort®, a commercially available VR autohypnosis relaxation program designed for perioperative settings. The headmounted smartphone display with headphones provides image sound distraction with suggestive hypnosis techniques incorporated. Before and immediately after the exam, both patients and surgeons fill out a questionnaire using the 10.0cm visual analog scale (VAS). Main results and the role of chance The mean duration of HSC was 3min43sec in the VR group, (range 2-6min), compared to 4min50 in the control group (range 1-12minutes), which was not significantly different (p = 0.09). Subjective variables of stress, anxiety and pain were evaluated at four different time points, i.e. before, during, immediately after HSC and one week later. According to VAS, stress levels did not differ significantly (p &amp;gt; 0.05) between the VR group and the control group, or within time 5.08 to 5.36 to 3.08 vs 4.48 to 4.83 to 2.48 before, during and after HSC respectively. Fear levels prior to HSC at 4.28 for VR patients and 3.52 for controls did not increase significantly during HSC in both groups: 4.44 vs 4.17. During HSC, pain levels increased from 1.40 to 4.720 in the VR group vs 0.65 to 4.109 (NS) in the controls, to decrease again afterwards to 2.60 vs 2.17 (NS) respectively. Physicians rated the average pain levels of VR patients as 3.32 compared to 3.0 for controls, which was significantly correlated to patients’ perception (p &amp;lt; 0,005). Patients gave a positive rating to the VR experience (satisfaction score 7.17). Limitations, reasons for caution These are preliminary results, evaluating only a fourth of the required sample. A population selection bias could exist, as recruited patients were willing to accept VR. The very short induction period of 2 minutes could influence the effect of (immersiveness into) VR. Wider implications of the findings Pain management in ambulatory procedures should be multimodal and should include both pharmacological and non-pharmacological interventions. Introducing VR might increase patient tolerance for longer or more painful procedures. Offering a range of options will increase the spectrum of successful procedures in the outpatient setting and improve patient experience. Trial registration number B.U.N. 1432020000050

I Feel Like I Am Flying and Full of Life: Contemporary Dance for Parkinson's Patients.

Parkinson’s is a neurodegenerative disease characterized by motor and non-motor symptoms which are strongly associated with patients’ quality of life, affecting social skills and support. It strikes not only the motor abilities but may harm cognitive and emotional functioning. For the past 15 years, contemporary dance has been employed as an intervention to help people diagnosed with Parkinson’s disease cope physically and mentally by way of motor, vestibular, and sensory stimulation as well as social interaction. In this study we aimed to examine psychological flexibility, creative self-efficacy and quality of life of Parkinson’s patients participating in contemporary dance sessions. To obtain this goal we conducted a cross-sectional comparative study of 50 Parkinson’s patients aged 50–87 years, half of which had been participating for at least 3 months once a week, in contemporary dance classes, and the matched controls participated in a verbal support group. Study participants completed questionnaires after participating in a dance class (Intervention) or in a support group (control). Participants in the intervention group were also asked to answer three open-ended questions that examined the experience of participating in contemporary dance classes. We found that psychological flexibility and quality of life were significantly higher in the dance class participants. Participants reported positive changes that occur in their overall feeling and quality of life following their participation in dance classes. Since PD patients’ experiences are deeply embedded in the body, it is significant to explore the use of movement in treatment. The importance of the study is in its potential to highlight the relationship between psychological flexibility and quality of life and to increase awareness of clinicians treating Parkinson’s patients to the importance of incorporating dance as an inherent part of a multidisciplinary team effort.

Providing support is easier done than said: Support providers' perceptions of touch and verbal support provision requests

Although researchers strive to optimize support exchanges, support providers' experiences have largely been overlooked. To identify optimal support from the perspective of the support provider, the current research compared support providers' perceptions of touch and verbal support provision. In Experiment 1, participants were less stressed when they imagined their spouses requesting touch support (versus verbal support). This effect was explained by support providers' perceptions that touch support is less difficult and less likely to produce unintended negative consequences than verbal support and their greater self-efficacy to provide touch support. In Experiment 2, participants who imagined providing touch support (versus verbal or no support) in response to their partner's request anticipated less stress and greater relationship quality while providing support. Greater anticipated security and perceptions that touch support is less difficult and less likely to produce negative consequences explained these effects. Experiment 3 compared requests for touch support, general verbal support, and specific verbal support to test whether the benefits of touch support are explained by specificity. Participants viewed touch support as less difficult to provide and felt particularly special and secure when imagining providing touch support, which indirectly contributed to greater motivation to provide support, less anticipated stress, and greater anticipated relationship quality. Despite support provision deficits among insecurely attached participants, findings were consistent across attachment orientation. This research highlights support providers' experiences and adds to the literature demonstrating benefits of interpersonal touch.

Pedagogical support for the Test of Gross Motor Development – 3 for children with neurotypical development and with Autism Spectrum Disorder: validity for an animated mobile application

ABSTRACT Background: Motor skill assessment is time-consuming and some difficulties are inherent in the administration of motor tests, especially in children with neurodevelopment disorders. Purpose: This study aimed to develop and investigate the face, content, and criterion validity of a Motor Skills Sequential Pictures (MSSP) for the Test of Gross Motor Development – 3 (TGMD-3) to be animated and used in a mobile application (App). Methods: The MSSP was created representing each of the 13 TGMD-3 skills, performance criteria and accuracy was assessed by 23 experts, 52 undergraduate students, and 66 children (range 3–10 years; n = 48 with neurotypical development, n = 18 with Autism Spectrum Disorder, ASD). We conducted two rounds of MSSP expert evaluations to improve the MSSP accuracy. Content validity was conducted with the experts’ results using percentage of agreement, content validity coefficient (CVC), kappa, and Chi2 tests for the first and final version of the MSSP. University students participated in the face validity evaluation of the MSSP final version using percentage of agreement. Further content validity was conducted with experts and university students’ scores using Chi2. Children participated in the last phase of the study and were requested to identify and perform the skills, and if unsuccessful, they received verbal support based on the motor performance criteria. Results: For content validity results associated with the experts’ agreement, scores were high and increased from the first to the second round (CVC from 87.0% to 96.1%; Kappa coefficient >.60, p > .0001). High agreement was obtained for the face validity of all skills (range 94.1–100%). Further, significant associations were found for experts and university students scores for the MSSP final version (p ≤ .002), providing further evidence for the MSSP content validity. The results for children with neurotypical development showed that children aged 3–4 had more difficulties in identifying the skills compared to older children. Developmental criterion validity was found for several skills (hop, jump, slide, one-hand strike, two-hand strike; p values from <.0001 to .50); the MSSP was a more robust support as children age. In the ASD group, identifying skills was difficult for all ages, but mainly in locomotor skills. Furthermore, an inverse trend was found for the developmental validity criteria for children with ASD for several skills (sSkip, jump, slide, catch, kick; p values from .016 to .050), younger children relied more on the MSSP support to identify the skills. Conclusion: The MSSP, mainly ball skills, proved to be valid to illustrate the TGMD-3 motor performance criteria and may be useful as a visual pedagogical support for children to facilitate skill understanding. Future directions will be to evaluate whether the MSSP animation, in an app-based program, will improve children's motor skill performance.