Academic literature on the topic 'Communication support needs'
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Journal articles on the topic "Communication support needs"
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Norton, Sally A., Virginia P. Tilden, Susan W. Tolle, Christine A. Nelson, and Susan Talamantes Eggman. "Life Support Withdrawal: Communication and Conflict." American Journal of Critical Care 12, no. 6 (November 1, 2003): 548–55. http://dx.doi.org/10.4037/ajcc2003.12.6.548.
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• Background Skillful communication between and among clinicians and patients’ families at the patients’ end of life is essential for decision making. Yet communication can be particularly difficult during stressful situations such as when a family member is critically ill. This is especially the case when families are faced with choices about forgoing life-sustaining treatment.• Objectives Data from a larger study on treatment withdrawal (n = 74) indicated that the family members (n = 20) of some patients experienced conflict with clinicians during decision making. This secondary analysis was done to examine and describe the communication difficulties from the perspectives of patients’ family members who experienced conflict with clinicians about the care and treatment of the patients during withdrawal of life support.• Methods A qualitative descriptive analysis of family members (n = 20, representing 12 decedents) who experienced conflict.• Results Families described several unmet communication needs during the often rapid shift from aggressive treatment to palliative care. These needs included the need for timely information, the need for honesty, the need for clinicians to be clear, the need for clinicians to be informed, and the need for clinicians to listen.• Conclusions Although family members who experienced conflict were in the minority of the larger study sample, their concerns and needs are important for clinicians to examine. Paying careful attention to these communication needs could reduce the occurrence of conflict between clinicians and patients’ families in caring for dying patients and reduce stress for all involved.
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Douglas, Sarah N., Janice C. Light, and David B. McNaughton. "Teaching Paraeducators to Support the Communication of Young Children With Complex Communication Needs." Topics in Early Childhood Special Education 33, no. 2 (December 26, 2012): 91–101. http://dx.doi.org/10.1177/0271121412467074.
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Johnson, Hilary, Barbara Solarsh, Karen Bloomberg, and Denise West. "Supporting people with complex communication needs through community capacity building: the Communication Access Network." Tizard Learning Disability Review 21, no. 3 (July 4, 2016): 130–39. http://dx.doi.org/10.1108/tldr-10-2015-0044.
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Purpose – The purpose of this paper is to describe specific features of a Victorian (Australia) state-wide hub and spoke model of speech pathology provision established for adults with complex communication needs (CCN). Two case studies highlighting successful examples of services developed to enhance community inclusion will be described and the challenges discussed. Design/methodology/approach – The route to community inclusion is described through a case study illustration of one communication accessible community site and one disability service study. The disability service research involved focus groups, survey and interview data and demonstrated the efficacy and sustainability of a support worker training model. Findings – Sustainable change in the community and in disability services can occur through partnerships, training, and long-term commitment. Support workers who can facilitate interactions for people who have cognitive and communicative disabilities are an essential component of building the capacity of communities to include people with CCN. Collaboration between community members, specialised supports and people with disabilities enhances active community participation. Originality/value – This innovative, state-wide model has the capacity to be replicated elsewhere. On-going speech pathology services are integral to support adults with CCN providing both short-term individualised services, sustainable staff training and community engagement.
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Douglas, Sarah N., Erica Nordquist, Rebecca Kammes, and Hope Gerde. "Online Parent Training to Support Children With Complex Communication Needs." Infants & Young Children 30, no. 4 (2017): 288–303. http://dx.doi.org/10.1097/iyc.0000000000000101.
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Krein, Luisa, Yun-Hee Jeon, and Amanda Miller Amberber. "P3-503: IDENTIFYING COMMUNICATION DIFFICULTIES AND SPECIALIST-SUPPORT NEEDS IN PEOPLE LIVING WITH DEMENTIA: VALIDATION OF THE COMMUNICATION-SUPPORT NEEDS ASSESSMENT TOOL (COSNAT-D)." Alzheimer's & Dementia 15 (July 2019): P1161—P1162. http://dx.doi.org/10.1016/j.jalz.2019.06.3539.
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Douglas, Sarah N., Rebecca Kammes, Erica Nordquist, and Sophia D’Agostino. "A Pilot Study to Teach Siblings to Support Children With Complex Communication Needs." Communication Disorders Quarterly 39, no. 2 (May 10, 2017): 346–55. http://dx.doi.org/10.1177/1525740117703366.
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Siblings play an important role in the lives of children with disabilities, especially those with complex communication needs (CCN). However, children with CCN require support to learn social and communication skills. Like other communication partners, typically developing (TD) siblings may struggle to understand how to best interact with a child with CCN and may benefit from training to learn communication strategies. This pilot study evaluated a newly created sibling communication partner training program to help TD siblings learn the strategy Plan, Talk, Wait, and Respond to support the communication of their siblings with CCN. A single-subject multiple probe design was used with three TD siblings and their siblings with CCN. Although results varied for sibling pairs, an increase in communication supports from TD siblings and communication gains for children with CCN were noted with all sibling pairs. Limitations, adjustments to the training, and future research directions are discussed.
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Staffans, Aija, Maarit Kahila-Tani, Stan Geertman, Pihla Sillanpää, and Liisa Horelli. "Communication-Oriented and Process-Sensitive Planning Support." International Journal of E-Planning Research 9, no. 2 (April 2020): 1–20. http://dx.doi.org/10.4018/ijepr.2020040101.
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The complexity of the planning context has raised criticism against public participation for being a rigid top-down endeavour which does not recognize the different communicative needs and necessary working modes in the engagement of broad publics and collaborative small groups. Consequently, the problem is how to improve public participation so that it becomes more sensitive to the variety of communicative activities and knowledge needs involved in the design of urban planning processes. The aim of the article is to present and discuss, on the basis of two small case studies in the Finnish context, a revised model for a process-sensitive planning support system (PSS), with examples of several digital tools. The authors argue that besides broad public participation, more collaboration is needed to converge the diverse knowledge of planning in two-way communication and co-working settings which enable the analysis and design of living environments.
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Solarsh, Barbara, and Hilary Johnson. "Developing Communication Access Standards to Maximize Community Inclusion for People With Communication Support Needs." Topics in Language Disorders 37, no. 1 (January 2017): 52–66. http://dx.doi.org/10.1097/tld.0000000000000108.
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Stark, Abbie, Laura Dovey, and Jimmy Jones. "Resilience – understanding staff needs." Clinical Psychology Forum 1, no. 359 (November 2022): 57–63. http://dx.doi.org/10.53841/bpscpf.2022.1.359.57.
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Aims:The project aimed to explore how the system (e.g. the work environment and role) affects staff resilience and how the system could support staff resilience.Background:Understanding factors impacting staff resilience and how staff can be supported is seen as important for improving staff wellbeing, increasing job satisfaction, staff retention and recruitment.Methods:Fifteen female participants working as staff members on a dementia ward were recruited to complete a qualitative questionnaire about their resilience. All participants were of working age. Responses were transcribed and analysed using thematic analysis.Results: Seven themes were identified from their responses as affecting resilience; staffing issues, staff stress, lack of support, not being listened to, not being valued, communication and feeling at risk. Staff also provided ideas for positive change and support that has previously been helpful which formed two additional themes. Recommendations and conclusions: Staff resilience was affected by different aspects of the system. Feedback suggested support that could be put in place to improve resilience such as drop-in sessions, debrief sessions and improved communication.
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Walker, Virginia L., Robert C. Pennington, Natalie R. Andzik, Melissa C. Tapp, and Andy Masud-Werner. "Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs." Research and Practice for Persons with Severe Disabilities 47, no. 1 (January 27, 2022): 57–64. http://dx.doi.org/10.1177/15407969221074720.
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Many students with extensive support needs (ESN) benefit from specific instruction as well as a range of communication supports to develop effective communication repertoires and fully participate in their educational experience. Although evidence-based practices and supports addressing the communication needs of students with ESN have been identified, there remain concerns about whether preservice special education teachers have been adequately prepared to implement them. The purpose of this study was to explore the perceptions of preservice special education teachers related to their preparation in communication instruction for students with ESN. Participants reported varying levels of preparedness and a range of experiences in terms of the quantity and content of coursework and opportunities to apply knowledge and skills within their programs. We present implications for future research directions and teacher preparation programs.
Dissertations / Theses on the topic "Communication support needs"
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Mroz, Maria Anna. "Recognition and support of children with speech, language and communication needs : knowledge, policy and practice." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3346.
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The thesis considers how early years and primary teachers support children with speech, language and communication needs and how mentors might then support student primary teachers in advancing their understanding of language development. The study discusses how, in the process, teachers might draw on and interact with their own knowledge, the constructed reality of their work place and the wider imperatives that shape their day-to-day practice. These three interconnecting themes of knowledge, policy and practice are examined by drawing on a variety of research methods including interview, questionnaire and desk-based research. The thesis proposes that the role of the teacher as a communicator needs to be placed much more in the foreground and is the central skill to be fostered as part of the very complex and demanding position held. Initial training and ongoing continuous professional learning should promote teachers’ identification and advancement of their own communication skills. Prioritising these skills is crucial so that teachers can first recognise and then support the communication development of pupils with speech, language and communication needs, and the elaboration of these skills in all pupils. The accompanying commentary uses two vehicles to reflect on the body of work presented: a structured analytic approach to analyse the papers presented and autoethnographic interviews to contextualise the author’s research journey as a teacher-educator whose professional background is speech and language therapy and teaching.
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Fendukly, Mattias. "Remote Technical Support Needs for Hospital Personnel : Using Q-methodology to Examine Remote Support Solutions in Healthcare." Thesis, KTH, Medicinteknik och hälsosystem, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263124.
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Remote control and management functions are widely utilized in multiple industries.The remote control and management functions has allowed for peopleto connect and interact to solve technical problems more efficiently. However,the healthcare organizations have not utilized the remote controlling and managementfunctions to a degree similar to other industries. Telephoning ande-mailing are still two mainstream ways of work when it comes to solvingtechnical support issues in-house. In order to understand what the technicalpersonnel and the clinical users at a hospital desires in new solutions, thismaster thesis project aimed at finding the existing needs in terms of remotecontrolling and management functions. To find these needs, Q-methodologywas applied for collection of subjective data from healthcare personnel abouta software device that aims at providing remote controlling and managementfunctions. In addition to finding and defining the needs, this thesis also aimedat examining how well such systems can address these needs. Performing this methodology three factors where found representing three differentattitudes regarding the needs for remote functions. The three factorsare "Technical Communication is Significant", "Functionality Appreciativeand Experienced" and "Do if fast!". These factors and their interpretationhelps to be aware of and to evaluate remote support solutions in a systematicway.Tillämpningen av tekniska distanslösningar används i flertalet industrier i olika syften. Dessa tillämpningar har möjliggjort att människor kan ansluta och interagera med varandra för att på ett effektivt sätt lösa tekniska problem. Trots detta har inte vårdgivarorganisationer tillämpat dessa typer av lösningar i en liknande utsträckning jämfört med många andra industrier. Kommunikationskanaler som telefonsamtal och e-post är fortfarande vanliga när vårdpersonal bemöter tekniska problem som ska lösas internt. Syftet med denna uppsats är att hitta och definiera de befintliga behov som teknisk personal och kliniska användare upplever på sjukhus gällande tekniska distansl ösningar. För att hitta och definiera dessa behov har Q-methodology tillämpats för att systematiskt samla subjektiv data från vårdpersonal gällande ett nytt verktyg som ämnar till att leverera tekniska distanslösningar till sjukvården. Utöver detta har denna uppsats också undersökt hur väl denna typ av nya verktyg tillfredsställer de adresserade behov som beskrivits ovan. Applicerandet av denna metodik resulterade i tre åsiktsgrupper som representerar tre olika attityder gällande behov för tekniska distanslösningar. Dessa tre åsiktsgrupper är "Technical Communication is Signficant", "Functionality Appreciative and Experienced" och "Do it fast! ". Vetskapen om dessa existerande_åsiktsgrupper bidrar till en större förståelse och en större förmåga att utvärdera tekniska distanslösningar.
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Maksumic, Elma. "Who are we developing for? : Identifying the users and their needs for the video streaming support service “Streamingkollen”." Thesis, KTH, Medieteknik och interaktionsdesign, MID, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-172325.
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It has become more and more important for creators of technical services to know whom they are designing for so they can satisfy their customers. A way to satisfy the costumers is to include a User Experience (UX) process in line with the creation process of the service. To create a good UX for the users one firstly needs to identify and understand the users. This thesis has investigated how the use of Personas can facilitate the understanding of the user in the context of User Experience (UX). A Persona is a fictive person that is a representation of a user group. A Persona is created with the objective that through the connection of the user goals, attitude and behaviours one can truly understand the users from an UX perspective. This thesis is creating Personas for a service called Streamingkollen. That is a service with the goal to help users with problems they have, connected to Video on demand (VoD) services. A video on demand service is a service that allows the users to watch videos whenever they want. Netflix, SVT play, HBO Nordic, TV4 play, are some examples of VoD services. The user data was collected through user interviews on predetermined users and then segmented into different user groups”. Personas were created, to make the different user group more realistic and easier to communicate. The different findings about the different user groups was put together as a story about one person (representing the user group) with a name, family, a job etc., and different characteristics that reflected the user group. The result is presented in three found user groups. The user groups were put together with different elements thanks to the segmentation and Personas. The segmentation made it possible to identify what causes the different needs that the users had when wanting support with a technical problems connected to VoD service and how these needs could be satisfied.. The Personas translated the user data into stories so that the findings about the users were easier to understand and adapt to. The role Personas play in the UX process is that without the comprehensive picture that is presented in the Personas and created thought data gathering and segmentation, it can be hard to identify the users needs and how they can be achieved.
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Jeelani, Mohammad Imraan. "The development of a human centered methodology for the identification of communication needs and the assessment of hand-held communication devices used to support communication flow in high consequence emergency management." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4942.
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A paper based survey was conducted, in which 31 Bahamian emergency management officials answered demographic, skill level, and functionality questions related to the use of hand-held communication devices to support emergency related activities including those directed toward preparation, mitigation, and response. These emergency management officials provided invaluable input based upon their practical experience in high consequence emergency situations. 155 Bahamian civilians participated in a similar survey which was a reduced version of the survey used for emergency management officials. Both surveys included questions in regard to the background information of the participants, previous handheld communication experience, device performance, and what other communication devices were being utilized. The surveys were analyzed using statistical methods of categorical data analysis and correlations were identified. Several communication needs which were categorized as infrastructure, organizational, and equipment needs as well as a hierarchy of device selection factors in regard to the use of hand-held communication devices during emergency management situations were identified. The analytic hierarchy process (AHP) was used in order to determine the priorities of each of the identified device selection factors and a model for the selection of hand-held communication devices used to support communication flow in high consequence emergency management was proposed.; Communication has been identified as a critical component in the outcome of emergency response. Post-mortems of "what went wrong" in disaster responses often point toward breakdown in communication between first responders, those directing rescue efforts, and the general population as one of the primary impediments to rendering timely aid and communicating adequate safety and weather information. Due to the high resilience, relatively low costs, and advanced features of modern hand-held communication devices, these devices are in a position to drastically improve communication flow during emergency management situations. Due to the lack of official implementation of these devices and the lack of the establishment of standard guidelines for device selection, the use of hand-held communication devices in emergency management is yet to be optimized. Island nations such as the Bahamas, which face unique challenges in regard to emergency management due to geographical, infrastructural, political, and cultural hurdles which are found in the region, can especially benefit from the optimized implementation of hand-held communication devices in emergency management. This study examined current emergency response procedures in The Bahamas, created a baseline for the current use of hand-held communication devices by Bahamian emergency management officials and civilians, identified the communication needs of Bahamian emergency management officials and civilians, and proposed a model for the selection of hand-held communication devices based upon human factors principals and focusing on user priorities. This study began with a focus group interview which included 14 Bahamian emergency management officials in order to gain an understanding of current Bahamian emergency response procedures and the communication challenges faced by emergency management officials during high consequence emergencies.ID: 029808904; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 118-119).
M.S.
Masters
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering
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Taylor, Jemma Elizabeth. "The viewpoints of early years practitioners on strategies to support children with speech, language and communication needs : a Q methodological study." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35975/.
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Acquiring language is understood to be a key part of a child’s development (Siraj-Blatchford & Clarke, 2003), impacting skills including literacy and behaviour. The number of children identified as having speech, language and communication needs has been increasing by 4-6 percent each year since 2011 and is the most common primary need of children with on the SEN register (Whitaker, 2014). Early intervention is argued to have the greatest impact on the outcomes for children, as well as being the most cost-effective (Law et al., 2001). However, there has been a call to improve the provision for children with these needs due to the variability of the provision children receive (Bercow, 2008). Due to the diverse workforce, as well as the recognised importance of practitioners viewpoints, there has been a call for research into the viewpoints of early years practitioners regarding strategies to support children with SLCN (Marshall & Lewis, 2014). The present research uses a Q methodological research approach (Stephenson, 1953) to explore the viewpoints of 42 early years practitioners on strategies to support children with speech, language and communication needs. Q methodology utilises the advantages of both qualitative and quantitative research methods and creates open communication around complex topics in order to clarify participants’ views and explore subjective and diverse viewpoints. The data generated by Q methodology was analysed using a by-person factor analysis. Three distinct viewpoints were identified within the group of early years practitioners who participated in the research. These viewpoints were: • One: Tailor interventions and seek professionals’ advice • Two: Emphasis on stand-alone strategies, alter instructional language and don’t use visuals • Three: Understand a child’s background and utilise environmental strategies Follow-up interviews were carried out to strengthen the validity of the findings and explore what has informed the viewpoints captured, as well as to identify what helps and hinders practitioners working in line with their viewpoint. Numerous implications for professional practice have been identified that could support the effective implementation of strategies to support children with SLCN.
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Howes, Alice. "Communication skills, resources and needs of adults with intellectual disability in residential facilities in the Western Cape and their support staff : a descriptive study." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/72852.
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Many adults with intellectual disability are unable to meet their everyday communication needs due to various communication difficulties. Opportunities for meaningful social interactions, self-determination and community participation are thus significantly restricted. Support staff working within residential facilities for adults with intellectual disability play an important role in facilitating and interpreting the adult’s communication as staff frequently interact with the adults. Studies have found that AAC strategies and tools prove effective in supporting the understanding and use of language in adults with ID, however the success of AAC intervention rests on the extent to which it is implemented and maintained by those interacting with and supporting them. The aim of this research is to describe the communication skills, resources and needs of adults with intellectual disability living in residential facilities in the Western Cape and their support staff, as reported by facility managers. Managers of 19 residential facilities for adults with ID in the Western Cape agreed to complete a self-administered questionnaire. The questionnaire was developed based on a range of both local and international previous studies and aimed to gain information pertaining to the (1) background of the facility and adults (2) communication- and related skills of the adults (3) communication skills of the care staff working directly with the adults as well as (4) current availability of communication-related resources and support for the adults and staff. The results obtained indicated that approximately a third of nearly 1000 adults with ID were unable to communicate effectively. Adults with no or limited functional speech most often relied on informal, unaided AAC strategies to communicate requiring interpretation from the care staff. Facility managers reported most care staff used a variety of practices that facilitated communication. Furthermore, aided and unaided AAC strategies and tools to support comprehension were implemented by some of the facilities which were obtained from individuals or organisations knowledgeable in AAC. However, few facilities implemented a formal mode of aided or unaided AAC to support expressive language due to a variety of environmental barriers relating to a lack of staff skill and knowledge as well as limited access to appropriate professions such as speech-language therapy for AAC related training or support. More than three quarters of participants indicated that was some or an extensive need for training pertaining to communication support. Broadly, a need exists for (1) aided AAC to support the comprehension and expression of language for adults with ID in residential facilities (2) staff to obtain knowledge and skills in more formal AAC strategies through ongoing training as well as (3) access to professionals who are knowledgeable and skilled in AAC to provide individualised support to the adults and guidance to the multi-disciplinary team supporting the communication skills of the adults.Mini Dissertation (MA)--University of Pretoria, 2019.
Centre for Augmentative and Alternative Communication (CAAC)
MA
Unrestricted
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Fields, Karen. "Advocacy for children with learning difficulties and communication support needs - the use of peer advocates and the effect of the role of the advocate." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532939.
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Background and aims: Professionals, including Educational Psychologists, may find it hard to gather the views of children with communication support needs and learning difficulties on their educational provision. This research looked at the use of advocates, including peer advocates with learning difficulties, to gather these views. The research aimed to establish whether advocacy was affected by the role of the advocate and whether peers with learning difficulties could enrich the information obtained. The research also looked at the reported feelings of the advocates on giving advocacy Sample: Twenty advocates were interviewed, four for each of five focus children with communication support needs and learning difficulties. All of the advocates knew the focus child well and were drawn from a teacher of the child, a teaching assistant from the class, a parent of the child and a peer from the same class. Method: Advocacy was obtained from 4 advocates for each focus child about their educational provision. Semi structured interviews were used to ask how they felt about giving advocacy. The data was analysed using thematic analysis. Results: The main results were that: a) The role of the advocate appeared to affect the advocacy given; b) peers with learning difficulties were able to enrich the information gathered and c) giving advocacy was a positive experience for the peer advocates. Conclusion: This study was small scale and exploratory but points to the usefulness of using a peer advocate with learning difficulties for children with communication support needs and learning difficulties. It also points towards the fact that different people may offer differing advocacy according to their role in the focus person's life.
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Plikaitytė, Aura. "Pradinių klasių pedagogų požiūris į mokinių, turinčių kalbėjimo, kalbos ir komunikacijos sutrikimų, ugdymą." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130730_105303-52688.
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Mokiniai, turintys kalbėjimo, kalbos ir komunikacijos sutrikimų, mokydamiesi bendrojo lavinimo mokyklose, susiduria su specifiniais sunkumais, kuriuos lemia sutrikę ar nepakankamai išlavinti kalbiniai gebėjimai. Jiems turi būti teikiama individualizuota, mokinių poreikius atitinkanti pagalba. O vienas iš svarbių pagalbos teikėjų – mokytojas. Iškelta hipotezė, kad pedagogai bendradarbiaudami su mokyklos logopedais, kitų institucijų specialistais aktyviai dalyvauja vaikų, turinčių kalbėjimo, kalbos ir komunikacijos sutrikimų, ugdymo procese bei teikiant jiems pagalbą įveikiant šiuos sutrikimus. Atliktas empirinis tyrimas, kurio tikslas – išsiaiškinti pedagogų požiūrį į mokinius, turinčius kalbėjimo, kalbos ir komunikacijos sutrikimų bei jų taikomus ugdymo metodus, bendradarbiavimo su kitais specialistais aspektus. Siekiant užsibrėžto tikslo tyrimui naudota anketa bei interviu. Tyrime dalyvavo 100 pradinių klasių pedagogų iš įvairių miesto pradinių bei vidurinių mokyklų.Pupils with speech, language and communication disorders in secondary schools face specific difficulties caused by impaired or underdevelopped language skills. Students must be given individualized support. And one of the major donors is the teacher. The hypothesis shows that teachers in collaboration with the school speech therapists and other specialists from different institutions actively participate in children‘s with language and communication disorders educational process and assist them in dealing with these problems. An empirical study is made to find out teachers' approach to students with speech, language and communication disorders. In order to achieve the objective study a questionnaire and an interview are used. The study involved 100 primary school teachers from various primary and secondary schools in town.
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Fontes, Gonçalo José Cunha. "Criação de uma framework para desenvolvimento de sistemas de comunicação aumentativa e alternativa." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/19497.
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Nesta dissertação descreve-se uma proposta de implementação de uma plataforma de desenvolvimento de Sistemas de Comunicação Aumentativa e Alternativa para programadores, com o objectivo de melhorar a produtividade e diminuir os tempos despendidos na implementação deste tipo de soluções. Esta proposta assenta numa estrutura composta por widgets configuráveis por código e integráveis em novas aplicações, numa filosofia de reaproveitamento de objectos e funcionalidades, permitindo ainda a uniformização da estrutura do código no desenvolvimento de softwares deste tipo. Esta plataforma pretende ainda dar flexibilidade aos programadores, através da possibilidade de introdução de novas funcionalidades e widgets, permitindo também que se testem novas abordagens ao software durante a investigação. A implementação em tecnologias open source independentes da plataforma, permitirá ainda utilizar os objectos deste toolkit em vários sistemas operativos. ABSTRACT: ln this master thesis we describe an implementation proposal for an Augmentative and Alternative Communication Framework for developers, with the objective of improves the productivity and reduces the implementation times for these types of solutions. This proposal is based on a customized widgets structure that can be integrated in new applications, with the purpose of reuse common features of these applications, also allowing standardize the code structure in this kind of software development. This framework intends to provide flexibility to programmers giving them the possibility of introduce new functionalities and widgets, allowing them to test new approaches during research. The implementation based on open-source technologies, platform independent, allows the use of this toolkit in several different operating systems.
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Backman, Louise. "Nyanlända barn i behov av särskilt stöd i förskolan : Förskollärares erfarenheter." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66357.
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The purpose of this study is to generate further knowledge about preschool teachers' work with newly arrived children who are in need of special support. Presently, there is a small amount of research in this subject and therefore I think it is a relevant topic to study. The study is conducted with semi structured interviews as a qualitative method for accessing the preschool teachers’ description of their work with newly arrived children in need of special support due to disabilities. It appears that it is a challenge for preschool staff to know what the need for special support is based on, whether due to disability or of being a refugee and the difficulties it contains. In order for preschool teachers’ to have the opportunity to use appropriate support, they need to have knowledge of the child's background and they also need to have well function communication with the parents. It is usually the staff at the preschool who first notice when a child needs supplementary support. With the preschool teachers' descriptions this study examines what perspective preschool teachers’ have on their work with newly arrived children in need of special support. This is done with help of four different special educational perspectives. This study shows that it is important to have good cooperation between preschool and parents, the parties are then dependent on well-functioning interpretive opportunities for the cooperation to function, which turns out to be varied.
Books on the topic "Communication support needs"
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Moetsabi, Titus. Engendering girl reproductive health and sexual rights through information, education, and communication programming: A research process conducted by the Women and AIDS Support Network (WASN) on the information, education, and communication needs of adolescent girls in Zimbabwe, using the Chikwaka community model. [Harare]: WASN, 1999.
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Office, General Accounting. Information technology: DOD needs to leverage lessons learned from its outsourcing projects : report to the Subcommittee on Readiness and Management Support, Committee on Armed Services, U.S. Senate. Washington, D.C: United States General Accounting Office, 2003.
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United States. President (1993-2001 : Clinton). Request and availability of appropriations to support the victims of Hurricane Floyd: Communication from the President of the United States transmitting the request and availability of appropriations to enable the Department of Health and Human services' Low Income Home Energy Assistance Program to support the needs of New Jersey in the wake of Hurricane Floyd. Washington: U.S. G.P.O., 1999.
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Office, General Accounting. Aviation safety: FAA oversight of repair stations needs improvement : report to congressional requesters. Washington, D.C: The Office, 1997.
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Office, General Accounting. Aviation safety: FAA needs to update the curriculum and certification requirements for aviation mechanics : report to the ranking Democratic member, Committee on Transportation and Infrastructure, House of Representatives. Washington, D.C: United States General Accounting Office, 2003.
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Office, General Accounting. Aviation safety: FAA's new inspection system offers promise, but problems need to be addressed : report to the Subcommittee on Aviation, Committee on Transportation and Infrastructure, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington, 20013): U.S. General Accounting Office, 1999.
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Meeting Special Needs A Practical Guide To Support Children With Speech And Language Difficulties. Step Forward Publishing, 2009.
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Beattie, R. Mark, Anil Dhawan, and John W.L. Puntis. Home nutritional support. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569862.003.0014.
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Home enteral tube feeding (HETF) 106Home parenteral nutrition (HPN) 108Equipment supply is usually arranged through a home care company. Good communication between patient, family, and healthcare professionals is a prerequisite for effective discharge planning. The needs of the child and family must be clearly identified in order to prepare transfer from hospital to home. It is also essential that continuing care arrangements are in place with coordinated action from all involved (family, healthcare professionals, social services, education, voluntary bodies, etc.)....
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McCallum, Deborah. Feedback-Friendly Classroom: How to Equip Students to Give, Receive, and Seek Quality Feedback That Will Support Their Social, Academic, and Developmental Needs. Pembroke Publishers, Limited, 2015.
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Zaider, Talia, Shira Hichenberg, and Lauren Latella. Advancing family communication skills in oncology nursing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0028.
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This chapter presents a new communication skills training initiative designed to advance family-centred care in the inpatient oncology setting. Because of their consistent contact with families, oncology nurses are well-positioned to initiate and model supportive care to the family. Two formats of training are presented: (i) a single-session module for acute care nurses focuses on responding to challenging family interactions at the bedside; (ii) a comprehensive, six-month curriculum for advanced practice nurses focuses on conceptualization and intervention skills, as applied to a range of complex family situations that arise during a patient’s admission. The training presented here teaches nurses to effectively partner with families, assess support needs, facilitate collaborative problem-solving, and transition families to psychosocial resources. Both training efforts were piloted at a large, comprehensive cancer centre. Preliminary data supports the feasibility and perceived relevance of training content, as well as gains in nurses’ confidence working effectively with families.
Book chapters on the topic "Communication support needs"
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Ganz, J. B., Daira Rodriguez, and Amarachi Yoro. "Teach Social Communication Behaviors." In High Leverage Practices and Students with Extensive Support Needs, 107–18. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003175735-10.
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de Espinosa, Guadalupe Montero, and Juan C. Torrado. "Alenta: A Practitioner’s Case of Technology Usage to Support Special Needs of Populations with Cognitive Disabilities." In IFIP Advances in Information and Communication Technology, 17–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39634-3_2.
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Izikowitz, Ivan, and Michael Solvie. "Industrial Needs For Time-Critical Wireless Communication & Wireless Data Transmission And Application Layer Support For Time-Critical Communication." In Informatik aktuell, 359–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78565-8_29.
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Buhalis, Dimitrios, and Nurshat Karatay. "Mixed Reality (MR) for Generation Z in Cultural Heritage Tourism Towards Metaverse." In Information and Communication Technologies in Tourism 2022, 16–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94751-4_2.
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AbstractGeneration Z is transforming tourism by demanding the cocreation of transformative experiences. Cultural heritage professionals must comprehend the needs and desires of the Gen Z to support the cocreation of transformative experiences. This study analysed the role of Mixed Reality (MR) from the perspective of Gen Z guests through 18 semi-structured interviews and inductive qualitative research. Participants believe that cultural heritage experiences can benefit from immersive technology. Technology supports cocreation of experiences between developers, service providers, DMOs, and consumers. Cultural heritage sites, as a key element of tourism destinations, should consider how to use MR to enhance consumer experiences. Participants express the opinion that cultural heritage sites and tourism destinations require considerable modernisation to create transformative experiences. Metaverse in tourism and cultural heritage sites will undoubtedly support Gen Z to cocreate transformational experiences.
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Hess, Anne. "Crossing Disciplinary Borders to Improve Requirements Communication." In Ernst Denert Award for Software Engineering 2020, 115–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83128-8_7.
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AbstractSoftware requirements specifications (SRS) serve as an important source of information for a variety of roles involved in software engineering (SE) projects. This situation poses a challenge to requirements engineers: Different information needs have to be addressed, which are strongly dependent on the particular role(s) that SRS stakeholders have within a project. This chapter summarizes the contributions of a thesis that aimed to address and reduce role-specific defects in SRS that negatively influence the efficient usage and acceptance of these documents. To achieve this goal, we collected empirical data about role-specific information needs in a series of empirical studies that served as a baseline for a secondary analysis toward the definition of role-specific views. Moreover, we realized a proof-of-concept implementation that is capable of generating role-specific views on SRS. The results of a case study revealed that role-specific views have the potential to efficiently support SRS consumers during the analysis of a given SRS. Besides conducting further empirical studies in industry, future work aims to foster cross-disciplinary collaboration and requirements communication, especially in agile teams. Thereby, we are exploring synergy potential with best practices from non-SE disciplines.
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Yang, Tianpu, Junshi Gao, Xiaoming Chen, Yanchun Guo, and Shuo Sun. "Research on the Development Route of International Communication Accesses." In Communications in Computer and Information Science, 16–25. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4922-3_2.
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AbstractWith the implementation of China’s Belt and Road Initiative, a new wave of globalization is taking shape, promoting the growth of international service requirements, which requires pre-deployment of international infrastructure. The construction of international communications infrastructure is an important guarantee for China’s major international activities, external communication activities, and the normal operation of global and regional economies. International Communication Accesses is an important part of international infrastructure. The development and construction of international accesses is not an intrinsic mode, which involves many factors. It needs long-term planning and local adaptation; it relies on both the policy environment and basic network resources; it should consider both return on investment and convenience services. This document puts forward the future construction route of international communication accesses based on the analysis of factors including macro policies, geographical environments, service requirements, circuit quality improvement, transmission resources, fund support, and security assurance.
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Wan, C. K. Bruce, Cees J. P. M. de Bont, Paul Hekkert, and Kenny K. N. Chow. "Finding Meaning Through Travel Journaling: A Strength-Based Approach." In Information and Communication Technologies in Tourism 2021, 137–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65785-7_12.
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AbstractThis study explores how technology-mediated journaling can support memorable and meaningful tourism experiences (MMEs). The digital photo is the most common medium for travelers to keep a record of memorable and meaningful moments and share them via social media. We explore the potential of using these footprints for travelers to connect the implicit dimensions of their well-being. In particular, we draw reference from positive psychology, which emphasizes that human well-being is rooted in people’s implicit personal factors and psychological needs such as character strengths, motives, and values. Making the implicit explicit may help people to make a wiser choice that matches their own aspirations. To support people in (re)creating meaningful narratives, we created a proof-of-concept prototype by incorporating character strengths into the design of a digital journaling platform. This study involved ten participants and each of them created at least five MME narratives from their past journeys. In this article, we discuss the design concerns for such a platform and examine the effectiveness of the platform in producing meaningful narrative by collecting participant feedback, and looking into the character strengths that the participants draw upon in their MMEs. The result suggests that not only the platform supports the reminiscing of MMEs, but the narration also deepened their self-awareness and allowed the participants to connect their behaviors with their personality traits and implicit values. Some participants were able to identify meanings that were hitherto obscured to them. Implications for quantified travelers and smart tourism are discussed.
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Wiethoff, Marion, Sascha M. Sommer, Sari Valjakka, Karel Van Isacker, Dionisis Kehagias, and Evangelos Bekiaris. "Specification of Information Needs for the Development of a Mobile Communication Platform to Support Mobility of People with Functional Limitations." In Universal Access in Human-Computer Interaction. Ambient Interaction, 595–604. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73281-5_63.
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Martin, Florence, and Doris U. Bolliger. "Designing Online Learning in Higher Education." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_72-1.
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AbstractDesign is critical in online learning. This chapter reviews research and practice on designing effective online courses in higher education. Firstly, the importance of design in online learning is described including asynchronous, synchronous, and bichronous delivery methods, as well as the significance of course organization and meeting learner needs in online courses. Secondly, we provide a brief overview of online course design research in higher education. Thirdly, standards and rubrics for online course design from US colleges and universities as well as professional organizations across the world are reviewed. Fourthly, we describe a research-based and validated online course design element rubric, which includes overview, course presentation, interaction and communication, assessment and evaluation, and student support. Fifthly, the chapter describes how instructors can be prepared for and supported in online course design, incorporating administrator support, pedagogical support, technology support, and personnel support. Sixthly, the role of instructional designers in online course design is described. The chapter concludes with recommendations for instructors and designers and topics for future research.
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Martin, Florence, and Doris U. Bolliger. "Designing Online Learning in Higher Education." In Handbook of Open, Distance and Digital Education, 1217–36. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_72.
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AbstractDesign is critical in online learning. This chapter reviews research and practice on designing effective online courses in higher education. Firstly, the importance of design in online learning is described including asynchronous, synchronous, and bichronous delivery methods, as well as the significance of course organization and meeting learner needs in online courses. Secondly, we provide a brief overview of online course design research in higher education. Thirdly, standards and rubrics for online course design from US colleges and universities as well as professional organizations across the world are reviewed. Fourthly, we describe a research-based and validated online course design element rubric, which includes overview, course presentation, interaction and communication, assessment and evaluation, and student support. Fifthly, the chapter describes how instructors can be prepared for and supported in online course design, incorporating administrator support, pedagogical support, technology support, and personnel support. Sixthly, the role of instructional designers in online course design is described. The chapter concludes with recommendations for instructors and designers and topics for future research.
Conference papers on the topic "Communication support needs"
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Khan, V. J., P. Markopoulos, S. Mota, W. Ijsselsteijn, and B. de Ruyter. "Intra-family communication needs; how can awareness systems provide support?" In 2nd IET International Conference on Intelligent Environments (IE 06). IEE, 2006. http://dx.doi.org/10.1049/cp:20060682.
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Durrant, Abigail, Jonathan Hook, Roisin McNaney, Keir Williams, Thomas Smith, Mathew Kipling, Tony Stockman, and Patrick Olivier. "Design to support interpersonal communication in the special educational needs classroom." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485778.
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Tanaka, Hideyuki, Yujin Wakita, and Yoshio Matsumoto. "Needs analysis and benefit description of robotic arms for daily support." In 2015 24th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). IEEE, 2015. http://dx.doi.org/10.1109/roman.2015.7333691.
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Chanclou, Philippe, Luiz Anet Neto, Gael Simon, Fabienne Saliou, Nicolas Neyret, Erick Thily, Daniel Abgrall, and David Minodier. "Choice of optical access innovations to meet today’s needs and support the challenges of tomorrow." In Optical Fiber Communication Conference. Washington, D.C.: OSA, 2020. http://dx.doi.org/10.1364/ofc.2020.w4e.5.
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Gregoriou, Marianna, Eliada Pampoulou, and George Milis. "Promoting Social Equality in Inclusive Education: Mapping the Experience of Parents of Children who Rely on Augmentative and Alternative Communication." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.34.
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Inclusive education aims for equal opportunities to be provided to all children regardless of their socioeconomic background, genre, or disability. There are various technological tools that can support the inclusive education of students with complex communication needs. Despite the fact that the parents’ roles in supporting pupils with disabilities is vital, to date, there has been a lack of research investigating the roles of Cypriot parents of these children. The research aim was to explore the experiences of parents on the island who support students with complex communication needs, regarding how they perceive their roles as parents. In-depth interviews were conducted with six parents of children aged five to twelve years. Data were analysed based on thematic analysis. The findings show that parents of children with complex communication needs in Cyprus have a number of roles when it comes to supporting their children in communicating with others. They attend training sessions to acquire the necessary skills to communicate effectively with their children. They also act as communicating partners with friends, relatives and others. In addition, they act as advocates of their children both in the school, as well as in the wider community. It is vital that a number of online platforms are made openly available in order to increase knowledge and skills on issues related to AAC and inclusion. Of note is the MYHUB Inclusion Hub Platform (www.inclusion-hub.eu) which offers a one-stop-shop for inclusion practices, tools, resources and methods addressed to the pedagogical staff in formal and non-formal educational settings.
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Taylor, Max, Matthew Cunnien, and James Kleveland. "Mission System Needs for Small Unmanned Systems." In Vertical Flight Society 78th Annual Forum & Technology Display. The Vertical Flight Society, 2022. http://dx.doi.org/10.4050/f-0078-2022-17495.
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The United States (US) Department of Defense (DoD) is looking to reverse the trend of new programs costing significantly more than their predecessors while providing advanced capabilities to the warfighter by supplementing existing manned platforms with small Unmanned Air Systems (sUAS). Traditionally sUAS were leveraged for limited tactical objectives with two-way communication to a single entity such as a ground station or as part of a single manned-unmanned team (MUM-T). However, advancements in collaborative networks, mature autonomy and continued miniaturization of key technologies have expanded the potential for a broader operational use of sUAS. The multi-domain connected battlespace of the future envisions significant strategic roles for sUAS to provide actionable information more broadly to the joint forces. The expanded use of sUAS platforms is evident in the future US Army strategy to augment the existing and future capabilities of its own vertical lift platforms. In order to dis-integrate and exploit enemy threat systems the US Army intends to leverage sUAS systems such as Air Launched Effects (ALE) and Future Tactical Unmanned Aircraft Systems (FTUAS) (Ref. 1). These will be part of the Future Attack Reconnaissance Aircraft (FARA) ecosystem allowing extended reconnaissance, security, and attack operations. The US Air Force is also identifying new Concepts of Operation (CONOPS) which can leverage sUAS as a force multiplier to help against emerging threats (Ref. 2). This includes existing continued enhancement of intelligence, surveillance, and reconnaissance (ISR) capabilities as well as new MUM-T and swarming CONOPS. In this new role, there are several challenges that emerge for sUAS mission systems. - Existing sUAS security boundaries are focused on vulnerabilities between the aircraft and the ground station or controlling vehicle. Introduction of sUAS in the connected multi-domain battlespace opens the security boundary to include all participants consuming data from these vehicles. This results in additional attack vectors for adversaries requiring new security considerations for a sUAS. - Secure and available communications are key to supporting multi-domain battlespace doctrine at the timing and tempo required to gain advantage on the adversary. Introduction of sUAS to this assumes the ability to interconnect securely with existing and future communication protocols at a significantly reduced size, weight and power. Availability of secure communication from sUAS is challenging when considering using these unmanned systems to support operations in contested environments. - Autonomous operations and processing on the edge are key to reaping the benefits of the sUAS operating in a MUM-T environment. Moving the processing of key capabilities to the edge allows for the quicker response times and the ability for the sUAS to continue operations in contested environments and report back when secure communications become available. It can be difficult to combine the processing resources and power required to perform the needed advanced autonomous behaviors in an extremely small form factor. - With advancements in technology, the emerging threats to warfighter are outpacing upgrades of existing mission systems (Ref. 3). The ability to rapidly update mission systems will be required to counter these threats. The mission system architectures for sUAS will need to be designed with Modular Open System Approach (MOSA) solutions that can allow rapid updates to hardware and software. This ability for fast third-party system update and integration will be required to keep sUAS relevant and maintain an operational advantage. The paper will offer analysis of the implications of the emerging role for sUAS with an emphasis on potential impacts to the vertical lift community. This resultant paper will examine how sUAS performing a more interconnected role will impact overall battlespace security. In addition, the paper will analyze and assess the impacts to the attributes of sUAS including size, weight, power, and cost (SWAP-C), life-cycle cost, mission system and payload integration and upgradability. Finally, the paper will identify technology considerations to address sUAS interoperability, safety, security, qualification, and accommodations for new, as well as legacy technology.
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DUBE, SIBUSISIWE. "The adoption of mobile learning to support physically challenged learners with special educational needs Case of Zimbabwe." In Third International Conference on Advances in Computing, Electronics and Communication - ACEC 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-064-4-77.
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Letondal, Catherine, Pierre-Yves Pillain, Emile Verdurand, Daniel Prun, and Olivier Grisvard. "Of Models, Rationales and Prototypes: Studying Designer Needs in an Airborne Maritime Surveillance Drawing Tool to Support Audio Communication." In Proceedings of the 28th International BCS Human Computer Interaction Conference (HCI 2014). BCS Learning & Development, 2014. http://dx.doi.org/10.14236/ewic/hci2014.11.
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Dawod, Zainb, and David Bell. "Enhancing the Learning of Special Educational Needs children with Dynamic Content Annotations." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002756.
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Communication is difficult for students who have little or no clear speech. Consequently, a range of communication systems, including symbols, pictures, or gestures, is used as an alternative to speech. Semantic web technology has had an impact in the educational field and offers the potential for greater engagement with a rich web of content. Students’ behaviour and learning engagement are among the significant problems in managing any group with special needs. Pupils with learning difficulties tend to be more off-task in class, are required to receive more teacher attention, off-task behaviour, ask fewer educational questions with shorter response times, and give less feedback than other pupils. Communication systems have been used since the 1970s to support face-to-face communication with children who have little or no speech ability. From the literature, teaching using communication symbols requires an adequate number of trained staff and an understanding of the complexity of young peoples’ disabilities and behaviour. Teachers often feel overwhelmed in preparing class resources, where more than one resource may be needed to explain each thought (O’Brien, 2019). A new evolution of the web is called the “Semantic Web.” The Semantic Web is an extension of the current traditional World Wide Web - adding semantic descriptions and ontologies. One benefit is that such characterization and modelling help provide additional meaning to the web content; making content machine-understandable (Berners-Lee et al, 2001). Although the Semantic web is applied in different fields including education, there is limited research in the field of mainstream education, particularly for those with special needs. This research was conducted to show the impact of applying semantic annotation techniques in improving the engagement, concentration, and behaviour of children with special needs. This study follows a Design Science Research Methodology (DSRM), a research process to discover practical solutions by evaluating the results in a set of iterations to design a SENTP model. The findings present a novel approach to teaching children with various needs by introducing educational prototypes using different semantic annotation content in an educational website. We investigated the impact of the annotation content using the symbol communication systems (Makaton, Widgit, and PECS), pictures, or audios, which are part of the current methods for teaching in UK schools. We selected an appropriate annotation editor to test the SENTP prototype for testing in the study after exploring different techniques. We collected the data from seven schools in the UK: two nursery schools; two special need high schools; one primary state school; and one preschool for children with language and communication difficulties. A total of 23 educators approved to participate in this study. The data are recorded, transcribed, and thematically analysed using NVivo 11. The findings from the in-school experiment indicated that annotated content using semantic annotations could have a significant impact on making the learning process more effective with better class management for students with special needs, including pupils with autistic spectrum disorders.
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Janakova, Milena. "E-learning environments and information technologies in a global context: Are available learning activities useful for support communication with respect for business needs?" In 2012 International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2012. http://dx.doi.org/10.1109/icelete.2012.6333772.
Full textReports on the topic "Communication support needs"
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Spencer, Trina, Kerstin Tönsing, and Shakila Dada. Augmentative and Alternative Communication (AAC) Interventions that Promote Labeling, Commenting, and Telling: A Systematic Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0078.
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Review question / Objective: The aim of this systematic review is to identify and describe the augmentative and alternative communication (AAC) interventions that improve the labeling, commenting, and telling skills of children with communication disabilities. To that end, the following questions will be addressed: What is the quality and quantity of research investigating AAC interventions to promote labeling, commenting, and telling skills of children with communication disabilities? Which (if any) AAC interventions have sufficient empirical evidence to support their recommendation in practice for teaching children with communication disabilities labeling, commenting, and telling skills? Condition being studied: Speech is the primary modality of communication and socialization. However, not all individuals develop functional speech due to a variety of developmental or acquired disabilities, such as autism spectrum disorders (ASD), cerebral palsy (CP), or traumatic brain Injury. Although diagnoses vary, all these individuals share the condition of being unable to meet all the communication needs that others without disabilities typically meet through speech. Such Individuals are typically described as having complex communication needs or a severe communication disorder, or as requiring augmentative and alternative communication (Von Tetzchner & Basil, 2011).
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Hoy, Andreas, Åsa Gerger Swartling, and Elin Leander. Adopting a user-oriented approach to make climate information more accessible across Europe. Stockholm Environment Institute, March 2022. http://dx.doi.org/10.51414/sei2022.009.
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Research from the ClimVis Europe project shows that climate information must be presented in more effective ways to reduce climate risks and support adaptation. Users need information that is easy to access, in their own language, and designed to help them make connections between real-time weather events and long-term climate developments. Users of weather and climate data in Europe are aware of only a few (if any) relevant, available tools that provide them with the insights into current, future and long-term meteorological trends that they seek. However, efforts to boost awareness of available tools, while important, will not be enough to meet user demands. Providers of climate information need to consult with stakeholders to co-develop new tools to meet needs and support the uptake of information. Existing European tools have two key shortcomings: limited language and insufficient context. The provision of climate information exclusively in English excludes many users (especially at local and regional levels and in Eastern Europe and Russia). Tools do not link real-time extreme weather with long-term past or future climate trends; such connections are essential to assess climate change-related impacts and adaptation needs. We interpret the results as a call to action, to enhance related communication that is fundamental to the need to reduce climate risks and support adaptation.
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Parsons, Helen M., Hamdi I. Abdi, Victoria A. Nelson, Amy M. Claussen, Brittin L. Wagner, Karim T. Sadak, Peter B. Scal, Timothy J. Wilt, and Mary Butler. Transitions of Care From Pediatric to Adult Services for Children With Special Healthcare Needs. Agency for Healthcare Research and Quality (AHRQ), May 2022. http://dx.doi.org/10.23970/ahrqepccer255.
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Objective. To understand the evidence base for care interventions, implementation strategies, and between-provider communication tools among children with special healthcare needs (CSHCN) transitioning from pediatric to adult medical care services. Data sources. We searched Ovid MEDLINE, Ovid Embase, the Cochrane Central trials (CENTRAL) registry, and CINAHL to identify studies through September 10, 2021. We conducted grey literature searches to identify additional resources relevant to contextual questions. Review methods. Using a mixed-studies review approach, we searched for interventions or implementation strategies for transitioning CSHCN from pediatric to adult services. Two investigators screened abstracts and full-text articles of identified references for eligibility. Eligible studies included randomized controlled trials, quasi-experimental observational studies, and mixed-method studies of CSHCN, their families, caregivers, or healthcare providers. We extracted basic study information from all eligible studies and grouped interventions into categories based on disease conditions. We summarized basic study characteristics for included studies and outcomes for studies assessed as low to medium risk of bias using RoB-2. Results. We identified 9,549 unique references, 440 of which represented empirical research; of these, 154 (16 major disease categories) described or examined a care transition intervention with enough detail to potentially be eligible for inclusion in any of the Key Questions. Of these, 96 studies met comparator criteria to undergo risk of bias assessment; however only 9 studies were assessed as low or medium risk of bias and included in our analytic set. Low-strength evidence shows transition clinics may not improve hemoglobin A1C levels either at 12 or 24 months in youth with type 1 diabetes mellitus compared with youth who received usual care. For all other interventions and outcomes, the evidence was insufficient to draw meaningful conclusions because the uncertainty of evidence was too high. Some approaches to addressing barriers include dedicating time and resources to support transition planning, developing a workforce trained to care for the needs of this population, and creating structured processes and tools to facilitate the transition process. No globally accepted definition for effective transition of care from pediatric to adult services for CSHCN exists; definitions are often drawn from principles for transitions, encompassing a broad set of clinical aspects and other factors that influence care outcomes or promote continuity of care. There is also no single measure or set of measures consistently used to evaluate effectiveness of transitions of care. The literature identifies a limited number of available training and other implementation strategies focused on specific clinical specialties in targeted settings. No eligible studies measured the effectiveness of providing linguistically and culturally competent healthcare for CSHCN. Identified transition care training, and care interventions to
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.
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The main recommendations of the panel report can be summarised under four key headings: High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on. Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors. Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month. Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.
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Aghassibake, Negeen, Lynly Beard, Jackie Belanger, Diana Louden, Robin Chin Roemer, Steve Hiller, and Maggie Faber. Library Impact Research Report: Understanding and Communicating Research Impact: The Needs of STEM and Health Sciences Faculty and Postdoctoral Researchers. Association of Research Libraries, November 2021. http://dx.doi.org/10.29242/report.uwashington2021.
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As part of ARL’s Research Library Impact Framework initiative, the University of Washington (UW) Libraries explored UW faculty and postdoctoral researcher needs for understanding and communicating the impact of their work, with a focus on researchers in science, technology, engineering, and math (STEM) and health sciences fields. The project was designed to understand the challenges researchers face in this area, identify how participants in these fields define and measure impact, and explore their priorities for research-impact support. The project team conducted a survey and follow-up interviews to investigate these questions. This research report presents the project team’s methodology, findings, and recommendations for future research.
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Greenhill, Lucy, Christopher Leakey, and Daniela Diz. Second Workshop report: Mobilising the science community in progessing towards a sustainable and inclusive ocean economy. Scottish Universities Insight Institute, July 2021. http://dx.doi.org/10.15664/10023.23693.
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Across the Blue Economy, science must play a fundamental role in moving us away from business as usual to a more sustainable pathway. It provides evidence to inform policy by understanding baselines, trends and tipping points, as well as the multiple and interacting effects of human activities and policy interventions. Measuring progress depends on strong evidence and requires the design of a monitoring framework based on well-defined objectives and indicators, informed by the diverse disciplines required to inform progress on cross-cutting policy objectives such as the Just Transition. The differences between the scientific and policy processes are stark and affect interaction between them, including, among other factors, the time pressures of governmental decision-making, and the lack of support and reward in academia for policy engagement. To enable improved integration, the diverse nature of the science / policy interface is important to recognise – improved communication between scientists and policy professionals within government is important, as well as interaction with the wider academic community through secondments and other mechanisms. Skills in working across boundaries are valuable, requiring training and professional recognition. We also discussed the science needs across the themes of the Just Transition, Sustainable Seafood, Nature-based Solutions and the Circular Economy, where we considered: • What research and knowledge can help us manage synergies and trade-offs? • Where is innovation needed to promote synergies? • What type of indicators, data and evidence are needed to measure progress? The insights developed through dialogue among participants on these themes are outlined in Section 4 of this report.
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Mai Phuong, Nguyen, Hanna North, Duong Minh Tuan, and Nguyen Manh Cuong. Assessment of women’s benefits and constraints in participating in agroforestry exemplar landscapes. World Agroforestry, 2021. http://dx.doi.org/10.5716/wp21015.pdf.
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Participating in the exemplar landscapes of the Developing and Promoting Market-Based Agroforestry and Forest Rehabilitation Options for Northwest Vietnam project has had positive impacts on ethnic women, such as increasing their networks and decision-making and public speaking skills. However, the rate of female farmers accessing and using project extension material or participating in project nurseries and applying agroforestry techniques was limited. This requires understanding of the real needs and interests grounded in the socio-cultural contexts of the ethnic groups living in the Northern Mountain Region in Viet Nam, who have unique social and cultural norms and values. The case studies show that agricultural activities are highly gendered: men and women play specific roles and have different, particular constraints and interests. Women are highly constrained by gender norms, access to resources, decision-making power and a prevailing positive-feedback loop of time poverty, especially in the Hmong community. A holistic, timesaving approach to addressing women’s daily activities could reduce the effects of time poverty and increase project participation. As women were highly willing to share project information, the project’s impacts would be more successful with increased participation by women through utilizing informal channels of communication and knowledge dissemination. Extension material designed for ethnic women should have less text and more visuals. Access to information is a critical constraint that perpetuates the norm that men are decision-makers, thereby, enhancing their perceived ownership, whereas women have limited access to information and so leave final decisions to men, especially in Hmong families. Older Hmong women have a Vietnamese (Kinh) language barrier, which further prevents them from accessing the project’s material. Further research into an adaptive framework that can be applied in a variety of contexts is recommended. This framework should prioritize time-saving activities for women and include material highlighting key considerations to maintain accountability among the project’s support staff.
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Totten, Annette, Dana M. Womack, Marian S. McDonagh, Cynthia Davis-O’Reilly, Jessica C. Griffin, Ian Blazina, Sara Grusing, and Nancy Elder. Improving Rural Health Through Telehealth-Guided Provider-to-Provider Communication. Agency for Healthcare Research and Quality, December 2022. http://dx.doi.org/10.23970/ahrqepccer254.
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Objectives. To assess the use, effectiveness, and implementation of telehealth-supported provider-to-provider communication and collaboration for the provision of healthcare services to rural populations and to inform a scientific workshop convened by the National Institutes of Health Office of Disease Prevention on October 12–14, 2021. Data sources. We conducted a comprehensive literature search of Ovid MEDLINE®, CINAHL®, Embase®, and Cochrane CENTRAL. We searched for articles published from January 1, 2015, to October 12, 2021, to identify data on use of rural provider-to-provider telehealth (Key Question 1) and the same databases for articles published January 1, 2010, to October 12, 2021, for studies of effectiveness and implementation (Key Questions 2 and 3) and to identify methodological weaknesses in the research (Key Question 4). Additional sources were identified through reference lists, stakeholder suggestions, and responses to a Federal Register notice. Review methods. Our methods followed the Agency for Healthcare Research and Quality Methods Guide (available at https://effectivehealthcare.ahrq.gov/topics/cer-methods-guide/overview) and the PRISMA reporting guidelines. We used predefined criteria and dual review of abstracts and full-text articles to identify research results on (1) regional or national use, (2) effectiveness, (3) barriers and facilitators to implementation, and (4) methodological weakness in studies of provider-to-provider telehealth for rural populations. We assessed the risk of bias of the effectiveness studies using criteria specific to the different study designs and evaluated strength of evidence (SOE) for studies of similar telehealth interventions with similar outcomes. We categorized barriers and facilitators to implementation using the Consolidated Framework for Implementation Research (CFIR) and summarized methodological weaknesses of studies. Results. We included 166 studies reported in 179 publications. Studies on the degree of uptake of provider-to-provider telehealth were limited to specific clinical uses (pharmacy, psychiatry, emergency care, and stroke management) in seven studies using national or regional surveys and claims data. They reported variability across States and regions, but increasing uptake over time. Ninety-seven studies (20 trials and 77 observational studies) evaluated the effectiveness of provider-to-provider telehealth in rural settings, finding that there may be similar rates of transfers and lengths of stay with telehealth for inpatient consultations; similar mortality rates for remote intensive care unit care; similar clinical outcomes and transfer rates for neonates; improvements in medication adherence and treatment response in outpatient care for depression; improvements in some clinical monitoring measures for diabetes with endocrinology or pharmacy outpatient consultations; similar mortality or time to treatment when used to support emergency assessment and management of stroke, heart attack, or chest pain at rural hospitals; and similar rates of appropriate versus inappropriate transfers of critical care and trauma patients with specialist telehealth consultations for rural emergency departments (SOE: low). Studies of telehealth for education and mentoring of rural healthcare providers may result in intended changes in provider behavior and increases in provider knowledge, confidence, and self-efficacy (SOE: low). Patient outcomes were not frequently reported for telehealth provider education, but two studies reported improvement (SOE: low). Evidence for telehealth interventions for other clinical uses and outcomes was insufficient. We identified 67 program evaluations and qualitative studies that identified barriers and facilitators to rural provider-to-provider telehealth. Success was linked to well-functioning technology; sufficient resources, including time, staff, leadership, and equipment; and adequate payment or reimbursement. Some considerations may be unique to implementation of provider-to-provider telehealth in rural areas. These include the need for consultants to better understand the rural context; regional initiatives that pool resources among rural organizations that may not be able to support telehealth individually; and programs that can support care for infrequent as well as frequent clinical situations in rural practices. An assessment of methodological weaknesses found that studies were limited by less rigorous study designs, small sample sizes, and lack of analyses that address risks for bias. A key weakness was that studies did not assess or attempt to adjust for the risk that temporal changes may impact the results in studies that compared outcomes before and after telehealth implementation. Conclusions. While the evidence base is limited, what is available suggests that telehealth supporting provider-to-provider communications and collaboration may be beneficial. Telehealth studies report better patient outcomes in some clinical scenarios (e.g., outpatient care for depression or diabetes, education/mentoring) where telehealth interventions increase access to expertise and high-quality care. In other applications (e.g., inpatient care, emergency care), telehealth results in patient outcomes that are similar to usual care, which may be interpreted as a benefit when the purpose of telehealth is to make equivalent services available locally to rural residents. Most barriers to implementation are common to practice change efforts. Methodological weaknesses stem from weaker study designs, such as before-after studies, and small numbers of participants. The rapid increase in the use of telehealth in response to the Coronavirus disease 2019 (COVID-19) pandemic is likely to produce more data and offer opportunities for more rigorous studies.
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Everett, Martin. EU–US collaboration on quantum technologies. Royal Institute of International Affairs, January 2021. http://dx.doi.org/10.55317/9781784134211.
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The development of quantum technologies represents a significant scientific advance with the potential to benefit many. However, security concerns over quantum technologies in the fields of computing and communications – chiefly in relation to encryption and decryption – have limited international cooperation. Existing discussions between the EU and US on quantum technologies remain low key. However, closer partnerships in the sector are possible in basic scientific research and communications standards. In order to remain a relevant player in the advancement of quantum technology, EU-based researchers and start-ups are in need of additional support – in terms of funding and policy – to enable closer cooperation with global researchers and institutions, particularly in the US.
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Greenhill, Lucy. MASTS ‘Brexit’ event – summary report. Marine Alliance for Science and Technology for Scotland (MASTS), 2017. http://dx.doi.org/10.15664/10023.25094.
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Background. As negotiations continue in relation to the UK’s departure from the European Union, considerable uncertainty remains around the final structure of any deal and the implications across all policy areas. Maritime issues are of key concern in Scotland and numerous reports and opinions are accumulating, highlighting significant areas of concern, ranging from fisheries to decommissioning, and some potential opportunities. There is a critical need for knowledge and capacity to support and influence the on-going negotiation process, at both the Scottish and UK level. Expertise regarding the broad range of marine research, operations and commerce is in demand to support discussion, promote interests and secure advances where possible. Such discussion must be based on the best available science but taking into account the socio-economic and historical context. The Marine Alliance for Science and Technology for Scotland1 (MASTS) is supporting this discussion, providing scientific expertise and promoting the development of emerging policy and progress towards sustainable marine management, during the transition period and for the post-departure UK organisation. This workshop, supported by MASTS, brought government and academia together to consider the legal, governmental and research framework under which Brexit is taking place and to identify priority areas and activities where information can be shared and options considered for enhancing scientific support for the Brexit process. The objectives were to: • Understand current status of Brexit with respect to marine systems and research capacity, including the legislative framework • Identify the priority gaps in knowledge • Develop ways to enhance communication pathways for the best scientific advice required to support the Brexit process.