Journal articles: '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.

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Beukelman, David, Susan Fager, and Amy Nordness. "Communication Support for People with ALS." Neurology Research International 2011 (2011): 1–6. http://dx.doi.org/10.1155/2011/714693.

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Almost all people with amyotrophic lateral sclerosis (ALS) experience a motor speech disorder, such as dysarthria, as the disease progresses. At some point, 80 to of people with ALS are unable to meet their daily communication needs using natural speech. Unfortunately, once intelligibility begins to decrease, speech performance often deteriorates so rapidly that there is little time to implement an appropriate augmentative and alternative communication (AAC) intervention; therefore, appropriate timing of referral for AAC assessment and intervention continues to be a most important clinical decision-making issue. AAC acceptance and use have increased considerably during the past decade. Many people use AAC until within a few weeks of their deaths.

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Gross, Jean. "What progress for SLCN support?" Children and Young People Now 2017, no. 3 (January 31, 2017): 11. http://dx.doi.org/10.12968/cypn.2017.3.11.

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Poedjiastutie, Dwi, Fida Akhyar, and Masduki Masduki. "English communication needs in Indonesian university." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (August 31, 2020): 287. http://dx.doi.org/10.30659/e.5.2.287-303.

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This paper explores the communication needs of students of English Department, Universitas Muhammadiyah Malang (ED UMM) as well as investigates the obstacles in fulfilling their needs. Collecting and analysing data on needs allows teachers to analyse the gap between what has been done and what needs to be done. Accordingly, a Needs Analysis can support the development and implementation of language policies at both macro and micro levels, with far-reaching consequences. The research participants were ED UMM students who are still attending speaking subjects and those who have already completed the speaking subjects. Two stages of data collections: Focus Group Discussion (FGD) and Questionnaire were employed. In FGD, the participants were selected purposively whereas convenience sampling was employed to get the participants for questionnaires. As many as 475 students or equal to 60 % of ED students enrolled at English Department filled in the questionnaires. The findings indicate that to be able to speak in English was students first priority skill to master due to several reasons. To achieve the goals, improving teaching capacity and evaluating institutional policies are required.

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Bonnike, Dena R., Karen H. Douglas, Yun-Ching Chung, and George R. Peterson-Karlan. "Social Positioning to Increase Communication of Adults With Extensive Support Needs." Intellectual and Developmental Disabilities 60, no. 1 (February 1, 2022): 1–15. http://dx.doi.org/10.1352/1934-9556-60.1.1.

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Abstract Social positioning involves positioning individuals with extensive support needs (ESN) in proximity to and facing a communication partner, with access to a speech-generating device (SGD). We used a multiple probe design to evaluate if social positioning would increase the symbolic and nonsymbolic communication of 10 adults with ESN when they were out of their wheelchairs. Dependent variables included (a) SGD activations, (b) eye gaze, (c) vocalizations, and (d) reaching. Visual analysis of the results indicated a functional relation between the introduction of social positioning and increased eye gaze and SGD activations of participants while maintenance data were variable. Implications for service providers and future research directions are discussed.

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Kathpalia, Sujata S., Kenneth K. W. Ong, and Alvin P. Leong. "Communication Needs of Science Graduate Students." RELC Journal 51, no. 2 (February 6, 2019): 227–43. http://dx.doi.org/10.1177/0033688218822152.

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Graduate programmes in most universities are typically oriented towards training students to master their disciplinary studies and communication skills courses are often offered as add-on courses that rarely take into consideration students’ needs. The needs of graduate students can vary depending on their educational backgrounds and English language proficiency and as such, it is important to conduct a needs analysis to ensure that these courses cater to the needs of both proficient and less-proficient speakers of English. Using focus-group interviews, this study was conducted to examine the communication needs of local and international graduate students at a university in Singapore. More specifically, the objectives were to investigate the communication tasks prioritized by science graduate students, their communication needs and difficulties, as well as the help they would need through communication skills courses at the university. The findings suggest that the needs of the students vary depending on their proficiency in English. Those with higher proficiency aspire to master a repertoire of academic genres and higher-order language skills whereas those with lower proficiency require more help with lower-order language skills as well as more peer and professor support.

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Andzik, Natalie R., John M. Schaefer, Robert T. Nichols, and Helen I. Cannella-Malone. "Exploring Relationships Between Teacher Training and Support Strategies for Students Utilizing Augmentative and Alternate Communication." Journal of International Special Needs Education 22, no. 1 (April 1, 2019): 25–34. http://dx.doi.org/10.9782/16-00044.

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Abstract Schools in the United States support a large group of students requiring the assistance of augmentative and alternate communication (AAC). It is currently unknown what types of training and supports special education teachers require or are receiving to meet the needs of these students. A convenience sample of 3,200 teachers was surveyed about the following topics: (a) number and description of students who do not have a proficient way of communicating, (b) the efforts employed by teachers to support AAC adoption, and (c) the type and length of training the teachers had specific to supporting students who need communication supports. Researchers found a statistically significant association between the amounts of training the teacher received and the communication functionality of their students. In addition, teachers with more training tend to utilize a wider variety of support strategies and certain types of training may be more effective for specific modes of communication.

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Iacono, Teresa, Emma Bould, Julie Beadle‐Brown, and Christine Bigby. "An exploration of communication within active support for adults with high and low support needs." Journal of Applied Research in Intellectual Disabilities 32, no. 1 (June 27, 2018): 61–70. http://dx.doi.org/10.1111/jar.12502.

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Tykhomyrova, Evgeniya. "Information and communication support of climate diplomacy." Mediaforum : Analytics, Forecasts, Information Management, no. 6 (December 17, 2018): 11–24. http://dx.doi.org/10.31861/mediaforum.2018.6.11-24.

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The article poses the problem of popularizing climate change as a factor of climate diplomacy. The subject of the study was the means and measures for implementing climate communication in the system of climate diplomacy. It is focused on event communications, which provide the best flow of events of various formats. To strengthen climate diplomacy, it is necessary to ensure a better flow of information and increase the effectiveness of disseminating information about climate change through formalized local meetings, focal points for climate change in the embassies of individual countries; studying needs for training and meeting them because of the diversity of activities of various information formats; integration of climate policy into broader dialogues and meetings, for example, annual meetings or regional conferences of delegations; preparation of materials on climate change available for different target audiences.

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Ball, Laura J., and Joanne Lasker. "Teaching Partners to Support Communication for Adults with Acquired Communication Impairment." Perspectives on Augmentative and Alternative Communication 22, no. 1 (April 2013): 4–15. http://dx.doi.org/10.1044/aac22.1.4.

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Abstract For adults with acquired communication impairment, particularly those who have communication disorders associated with stroke or neurodegenerative disease, communication partners play an important role in establishing and maintaining communicative competence. In this paper, we assemble some evidence on this topic and integrate it with current preferred practice patterns (American Speech-Language-Hearing Association, 2004). Our goals are to help speech-language pathologists (SLPs) identify and describe partner-based communication strategies for adults with acquired impairment, implement evidence-based approaches for teaching strategies to communication partners, and employ a Personnel Framework (Binger et al., 2012) to clarify partners? roles in acquiring and supporting communication tools for individuals with acquired impairments. We offer specific guidance about AAC techniques and message selection for communication partners involved with chronic, degenerative, and end of life communication. We discuss research and provide examples of communication partner supports for person(s) with aphasia and person(s) with amyotrophic lateral sclerosis who have complex communication needs.

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Johnston, Susan S., Breda V. O’Keeffe, and Kristen Stokes. "Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs." TEACHING Exceptional Children 51, no. 2 (November 2018): 91–99. http://dx.doi.org/10.1177/0040059918802808.

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Fakhraei, Romina, and Jenepher Lennox Terrion. "Identifying and Exploring the Informational and Emotional Support Needs of Primipara Women: A Focus on Supportive Communication." Journal of Perinatal Education 26, no. 4 (2017): 195–207. http://dx.doi.org/10.1891/1058-1243.26.4.195.

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ABSTRACTPrimipara women may require greater informational and emotional support than multipara women. Supportive communication, including informational and emotional support, can help to build a strong caregiver–patient relationship and can alleviate the difficulties associated with first-time birth. The objective of this study was to explore first-time mothers’ experiences of labor and birth. Three hundred primipara women completed self-report questionnaires. Qualitative analysis of one open-ended question about the women’s experience was conducted. Nine themes emerged from the data. Eight themes reflected informational and emotional support needs, whereas the final theme reflected instrumental support needs. The study concluded that informational and emotional supports are important factors of supportive communication and influence the birthing experience of primipara women.

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Toews, Samantha Gross, Russell Johnston, Jennifer A. Kurth, Andrea L. Ruppar, Jessica A. McQueston, and Katie M. McCabe. "Alignment of Supplementary Aids and Services With Student Needs and Placement." Intellectual and Developmental Disabilities 59, no. 3 (May 24, 2021): 187–203. http://dx.doi.org/10.1352/1934-9556-59.3.187.

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Abstract Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.

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Britt, Katherine, and Karen Schlag. "Family Caregivers’ Decision-Support Needs Beyond the Decision Aid." Innovation in Aging 4, Supplement_1 (December 1, 2020): 67. http://dx.doi.org/10.1093/geroni/igaa057.219.

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Abstract Of the estimated 16 million U.S. family members currently providing essential yet unpaid caregiving for persons with dementia (PWD), many will also make end-of-life (EOL) care decisions as surrogates, a process that can be fraught with uncertainty. Even with dementia death rates rising, many families delay advanced care planning (ACP) discussions, and surrogate decision makers often lack crucial information and support, implicating the need to further study this topic in aging. While decision aids (DA) serve as a support tool for caregivers, they can be less effective when failing to address unresolved decisional needs. Utilizing the Ottawa Decision Support Framework (ODSF), which asserts caregiver decision needs affect decision quality, this study sought to identify surrogate decision-support needs extending beyond general ACP. This mixed study used cognitive interviews and focus groups with family caregivers (N=13) and healthcare professionals (n=14) to assess their knowledge and understanding of hospice and artificial hydration and nutrition. Data were audio-recorded, transcribed verbatim, and analyzed with thematic content analysis. Three main themes were identified: DAs alone aren’t enough to foster quality decision making for surrogates; individualized communication is necessary to clarify PWD and caregiver value priorities and disease trajectories; and clarification of the impact of care choices within situational contexts is quintessential. Further development is needed to create a practice protocol from these themes to inform professionals assisting surrogates in ACP at EOL. Practical implications from this study include highlighting the importance of individualized communication between PWD, providers, and caregivers in addressing EOL care decisional needs.

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Chazin, Kate T., Erin E. Barton, Jennifer R. Ledford, and Elizabeth A. Pokorski. "Implementation and Intervention Practices to Facilitate Communication Skills for a Child With Complex Communication Needs." Journal of Early Intervention 40, no. 2 (May 18, 2018): 138–57. http://dx.doi.org/10.1177/1053815118771397.

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For children with complex communication needs (CCN), augmentative and alternative communication (AAC) devices offer a means to communicate and participate in daily activities. Effective implementation and intervention practices are needed for supporting teaching teams working with children with CCN to improve child use of AAC. The purpose of this article is to describe two studies examining these issues. Study 1 examined the effects of a behavior skills training (BST) approach to professional development to support a classroom teaching team in the implementation of a behavior support plan for a child with CCN; Study 2 evaluated the effects of a single behavior (adult modeling) on AAC use. Results indicated teachers increased their fidelity with training and coaching, but not with training alone. Further, unprompted use of the AAC device occurred more frequently when an adult modeled use of the device.

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Marra, Lori, and Katie Micco. "Communication Partner Training to Increase Interactive Communication Using Augmentative and Alternative Communication: A Case Study." Perspectives of the ASHA Special Interest Groups 4, no. 4 (August 15, 2019): 584–92. http://dx.doi.org/10.1044/2019_pers-sig2-2018-0012.

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Purpose The purpose of this clinical focus article was to assess the communication partner's (CP) perception regarding the effectiveness of a CP training model to support augmentative and alternative communication (AAC) use within a parent–adolescent dyad. Method This case study implements an adaptation of an 8-stage strategy instruction protocol for teaching aided language modeling across functional activities. Procedures for designing CP training to meet the specific needs of a particular CP and an individual using AAC (IUA) are offered. Pre- and posttraining questionnaires surveyed the CP's feelings and knowledge about using the AAC strategies and the IUA's AAC skill level. Results Quantitative and qualitative analyses of the CP's responses on the pre- and posttraining questionnaires revealed more confidence in supporting her son when using his device, increased knowledge of strategies to support AAC use, and increased understanding of the device operation. She also perceived that her son used his device more confidently and effectively in a variety of ways. Conclusion CP training that includes strategy instruction, along with practice and feedback, helps to increase the CP's and the IUA's understanding of the specific device and how to use it in more naturalistic, functional settings and situations. Since the CP's needs are similar across developmental and neurogenic groups, the direct strategy instruction described in this clinical focus article can be used by practicing clinicians working with pediatric or neurogenic populations to teach communication and operational skills. The results suggest that CP training should be included in treatment planning for speech-language pathologists working with individuals with complex communication needs who use AAC.

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Ronan, Lara Kunschner, Camilo E. Fadul, and Heather Wishart. "Decision support needs-assessment in newly diagnosed malignant glioma." Journal of Clinical Oncology 34, no. 26_suppl (October 9, 2016): 33. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.33.

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33 Background: Diagnosis of malignant glioma is catastrophic and standard treatment options remain non-curative. Patients are not guaranteed a good outcome, have significantly decreased QOL and exposure to risk. Shared decision making, is believed to diffuse decisional distress accompanying complex situations. Methods: Semi-structured interviews explored patient, caregiver and physician perceptions of standard of care treatment recommendations following diagnosis. Cognitive, neurological and functional ability was evaluated with neurological examination, Karnofsky Performance Scale (KPS), Trail-Making Test and The Hopkins Verbal Learning Test (HVLT). Physical and emotional distress was scored with the FACT-BR and the MD Anderson Symptom Inventory (MDASI). Results: Common themes emerging from patients’ interviews were identified, characterized and evaluated in comparison to those of treating physicians and caregivers. Several themes pertained to existential concerns, all of which were underappreciated by the physicians and to a lesser extent caregivers. Physicians emphasized the potential advantages of improved survival within a limited lifespan, but this advantage was perceived by patients as a binary life or death construct without differentiation of prognostic subtleties. Physicians and caregivers perceived shared decision making to be occurring to a greater degree than did patients. Cognitive and language dysfunction were not significant barriers to communication in this group of patients. Conclusions: Although physicians believed that shared decision making was occurring, there was poor patient comprehension of the complex situation and patients did not feel empowered or capable to make independent decisions. Patients endorsed moderate to severe distress in the setting of these treatment decisions. Improved physician-patient communication and patient education is needed to support engagement of patients and caregivers in therapy, to address the overwhelming existential crisis that patients face, and to avoid shepherding patients into treatments that are poorly understood, insufficiently explained for informed consent purposes, or accompanied by unrealistic expectations.

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Myunghee Lee and Bae, Nae-yoon. "A Study about the Support of Communication Technology and Tariff System - Focused on Support of Technology and Communication Needs of Cerebral palsy -." Journal of International Trade & Commerce 10, no. 6 (December 2014): 1193–212. http://dx.doi.org/10.16980/jitc.10.6.201412.1193.

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Jia, Moyi, Jiuqing Cheng, and Claudia L. Hale. "Workplace Emotion and Communication." Management Communication Quarterly 31, no. 1 (August 1, 2016): 69–87. http://dx.doi.org/10.1177/0893318916650519.

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Guided by emotional response theory (ERT) and Mehrabian’s theory of nonverbal behavior, the current study examined links between supervisor nonverbal immediacy (NI), employee emotion experience, and employee motives for communicating with a supervisor. Analyses of data collected from 608 participants indicated that supervisor NI significantly predicts subordinates’ emotional experience, including emotion work and perceived emotional support. Subordinates are motivated to attain relationally oriented needs from their supervisor, rather than personal influence needs, through their satisfactory emotion experiences in the workplace. Theoretical contributions and suggestions for future research are discussed.

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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." JARES (Journal of Academic Research and Sciences) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.35457/jares.v3i2.491.

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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs ’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication ’s instrument support so the learning achievement would be optimally performed

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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." Journal of Academic Research and Sciences (JARES) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.30957/jares.v3i2.491.

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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication’s instrument support so the learning achievement would be optimally performed

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Toews, Samantha Gross, Jennifer A. Kurth, Elissa Lockman Turner, and Kristin Joannou Lyon. "Ecobehavioral Analysis of Inclusive Classrooms and Instruction That Support Students With Extensive Support Needs." Inclusion 8, no. 4 (December 1, 2020): 259–74. http://dx.doi.org/10.1352/2326-6988-8.4.259.

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Abstract Benefits of inclusive education for students with extensive and pervasive support needs (ESN) have been documented over the past several decades. However, simply placing students with ESN in general education settings does not constitute inclusion, nor does this necessarily result in positive outcomes for students. This study utilizes ecobehavioral analysis to provide an understanding of the characteristics of general education academic classes that include students with ESN and explores differences in characteristics between different schooling levels and students with and without complex communication needs. Findings indicate inclusive placements for students with ESN provide an engaging academic environment with adaptations to access content and low levels of distractions. Implications for practice, future research, and policy are discussed.

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Li, Jieyu, Xingjuan Luo, Qian Cao, Yi Lin, Yinghua Xu, and Qiuping Li. "Communication Needs of Cancer Patients and/or Caregivers: A Critical Literature Review." Journal of Oncology 2020 (May 7, 2020): 1–12. http://dx.doi.org/10.1155/2020/7432849.

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Objective. Effective communication for cancer patients and/or caregivers can meet information needs, reduce caregiver burden, improve physical and mental health, and promote intimacy. The aim of this review was to identify the communication needs of cancer patients and/or caregivers and to explore their specific communication needs to guide the development of future communication interventions. Methods. Chinese and English databases were systematically searched from January 2010 to October 2019, including MEDLINE, CINAHL, PubMed, and the China Academic Journal Full-text Database. The key search terms used were “cancer” or “carcinoma” or “oncology” AND “patient” or “caregiver” or “carer” AND “communication” or “discussion” or “talk” AND “need” or “needs” or “desire.”. Results. A total of 26 articles was identified and included in this review. The findings revealed the needs of cancer patients and/or caregivers in terms of communication target, content, style, timing, and preferences. Communication targets included health professionals, peers, caregivers, and patients. Communication content included illness-related, emotional support, daily life, sexuality, death, and a way to communicate with health professionals. Communication style needed to be expressed through such things as language and communication atmosphere. Communication timing mainly referred to before treatment and approaching death. Communication preferences were related to factors such as demographics and ethnic origin. Conclusions. Cancer patients and/or caregivers have different communication needs in terms of target, content, style, and communication timing. A better understanding of the unique communication needs of patients and/or caregivers will offer health professionals detailed information on designing appropriate interventions to support cancer patients and caregivers.

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Finlayson, Melissa, and Janette Simmonds. "Workplace Responses and Psychologists’ Needs Following Client Suicide." OMEGA - Journal of Death and Dying 79, no. 1 (May 22, 2017): 18–33. http://dx.doi.org/10.1177/0030222817709693.

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This research aimed to explore the role of workplace responses in psychologists’ adaptation to client suicides. Participants were 178 psychologists who completed an online self-report questionnaire which included both open and closed questions yielding qualitative and quantitative data. Fifty-six (31.5%) participants reported one or more client suicides. Mixed results were found in terms of perceived support from the workplace following a client suicide. Psychologists reported a need for more open communication in the workplace, peer supports, space to grieve, as well as opportunities to engage in a learning process. The findings have important implications for research and for understanding the role of the workplace postvention. It also raises the need for external support to be accessible for psychologists working in private practice.

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Park, Daeun, and Sangeun Shin. "A Survey on AAC Fringe Vocabulary to Support Personal Assistance Service." Communication Sciences & Disorders 26, no. 4 (December 31, 2021): 820–33. http://dx.doi.org/10.12963/csd.21862.

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Objectives: There are increasing demands for personal assistance services which help the disabled to carry out their daily life. To use augmentative and alternative communication (AAC) approaches more effectively in daily communication, it is essential to include the appropriate core and fringe vocabulary in the AAC system. Considering the fact that there are few studies in Korea which have reported fringe vocabulary compared to core vocabulary, this study is aimed to develop a noun list that can be used to promote interactive communication between the disabled and their assistants in each communication situation.Methods: A literature review was conducted to elicit frequently used nouns in each communication situation. Then, a survey was carried out to identify nouns with high word commonality across 105 personal assistants.Results: Sixty-three nouns with more than 50% of word commonality across personal assistants were identified from the 244 fringe vocabulary; consisting of 112 nouns in the area of going out, 29 in cleaning, 27 in personal hygiene, 26 in cooking, 20 in meal supporting, 20 in other service areas, and 10 in commuting.Conclusion: The identified nouns are expected to help people with complex communication needs to express their needs and wants more clearly and effectively using those nouns embedded in their AAC systems. The list of nouns can be used not only for people who receive personal assistance services, but also for people who rely on AAC systems to express their daily needs.

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Bernardes, Christina M., Stuart Ekberg, Stephen Birch, Renata F. I. Meuter, Andrew Claus, Matthew Bryant, Jermaine Isua, et al. "Clinician Perspectives of Communication with Aboriginal and Torres Strait Islanders Managing Pain: Needs and Preferences." International Journal of Environmental Research and Public Health 19, no. 3 (January 29, 2022): 1572. http://dx.doi.org/10.3390/ijerph19031572.

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Poor communication is an important factor contributing to health disparity. This study sought to investigate clinicians’ perspectives about communicating with Aboriginal and Torres Strait Islander patients with pain. This multi-site and mixed-methods study involved clinicians from three pain management services in Queensland, Australia. Clinicians completed a survey and participated in focus groups. Clinicians rated the importance of communication training, their knowledge, ability, and confidence in communicating with Aboriginal and Torres Strait Islander patients using a 5-point Likert scale. Rating scores were combined into low (scores 1–2); moderate (score 3) and high (scores 4–5). Informed by an interpretive description methodology, thematic analysis of focus group data was used to identify the communication needs and training preferences of clinicians. Overall (N = 64), 88% of clinicians rated the importance of communication training when supporting Aboriginal and Torres Strait Islander patients as “high”. In contrast, far fewer clinicians rated as “high” their knowledge (28%), ability (25%) and confidence (28%) in effectively communicating with Aboriginal and Torres Strait Islander patients. Thematic analysis identified three areas of need: knowledge of Aboriginal and Torres Strait Islander cultures, health beliefs, and understanding cross-cultural cues. Communication skills can be learned and training, in the form of a tailored intervention to support quality engagement with Aboriginal and Torres Strait Islander patients, should combine cultural and communication aspects with biomedical knowledge.

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Li, Zhihong, Ran Li, Yiying Yan, Siyu Lu, and Yadi Gao. "Research on Robot Dynamic Path Planning Based on Multiple Linear Reinforcement Learning." Journal of Physics: Conference Series 2146, no. 1 (January 1, 2022): 012035. http://dx.doi.org/10.1088/1742-6596/2146/1/012035.

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Abstract Under the background of digital and intelligent transformation, all walks of life are facing the conflict between internal stability and rapidly changing external needs, and the conflict between stable background and dynamic foreground. To solve these conflicts and problems, it needs to take new means to adjust from multiple dimensions. Draw support from the new info and communication operation support system, it could form a digital Internet info support system with the cloud platform, which can effectively establish fast and flexible front-end utilizations and support the rapid development, agile iteration and on-demand adjustment of related businesses. The Internet backbone network needs to make the info open. The new info communication operation support system based on the Internet can enable the info resources to be transmitted as needed. The research and utilization of cloud resource visualization and controllability has gradually become the key to the development of new Internet communication operation system. On the premise of systematically combing the Internet info and communication operation support system, this paper comprehensively studies the utilization of cloud resources, and analyses the utilization scenarios of cloud resources of the new education communication operation system, in order to better ameliorate the more efficient and secure utilization of cloud resources and communication operation system inside and outside the enterprise.

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Palmer, Carole. "Communication in lung cancer." Morecambe Bay Medical Journal 5, no. 12 (October 1, 2009): 365–68. http://dx.doi.org/10.48037/mbmj.v5i12.488.

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Carole Palmer has been the lung cancer clinical nurse specialist at Furness General Hospital for four years. The role of the specialist nurse is to provide emotional support, information and practical advice for lung cancer and mesothelioma sufferers and their families. She becomes involved in their care in the pre-diagnostic phase, through treatment, to a time when the patient develops complex palliative care needs. The specialist nurse provides a holistic nursing assessment and acts as patient advocate, ensuring the patient’s needs and wishes are understood by the multidisciplinary team; and also acts as liaison between the different members of the hospital and primary care multidisciplinary teams, helping to ensure that the patient’s care is as seamless as possible.

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HOFFMANN, Tomasz. "INTERNAL COMMUNICATION IN POLICE FORCE." Scientific Journal of the Military University of Land Forces 163, no. 1 (January 2, 2012): 28–40. http://dx.doi.org/10.5604/01.3001.0002.3226.

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Internal communication is the cornerstone in police force. It improves its functioning, and also provides a framework for internal communication processes taking place in this organization. Without adequate communication in its various resources, police force is no longer useful. Hence, effective management requires the use of appropriate communication tools to support current management, the use of the appropriate methods of communication, motivation and support system using communication tools to identify the development needs of managers.The purpose of this paper is to present the essence of internal communication and its perception by police officers themselves. The author’s intention was to identify the function of internal communication in terms of informing and communicating between police officers. Furthermore, the author focuses on the communication processes that occur in the vertical relationships between individuals and the organizational units of police force. This is supported by the interviews carried out in the City Police Headquarters in Poznań.

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García, Juan Carlos, Emiliano Díez, Dominika Z. Wojcik, and Mónica Santamaría. "Communication Support Needs in Adults with Intellectual Disabilities and Its Relation to Quality of Life." International Journal of Environmental Research and Public Health 17, no. 20 (October 9, 2020): 7370. http://dx.doi.org/10.3390/ijerph17207370.

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Research suggests that individuals with intellectual disabilities (ID) experience difficulties in communication, ranging from intelligibility issues to more severe problems in the use and comprehension of spoken, written or sign language. Despite the negative effects that the inability to communicate have on quality of life (QoL), not much research has explored the relationship between communicative competence and QoL in the adult population with ID. The aim of this study was to describe the global communication profile of a sample of 281 adults with ID recruited from Grupo AMÁS Social Foundation, who differed in their level of communication support needs (CSN). The relationships between communicative competence and CSN with QoL were further examined. The results showed lower QoL indices for those participants characterized by their limited use of discourse and inability to exhibit certain communicative purposes, with the largest differences in the dimensions of self-determination, social inclusion, interpersonal relationships, emotional wellbeing and personal development. Overall, low levels of QoL were found for all participants, with even lower scores for the group identified as having CSN. A multiple regression model revealed that having speech/discourse competence is a powerful predictor of QoL, along with the level of disability and having the communicative competences to express likes and preferences or to establish new relationships. This clear relationship between communication and QoL is an important argument for disability support services when it comes to setting communication supports as a priority and as an important preventive step towards the protection of those at risk of exclusion.

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Biggs, Elizabeth E., Erik W. Carter, Jennifer L. Bumble, Kelli Barnes, and Erica L. Mazur. "Enhancing Peer Network Interventions for Students With Complex Communication Needs." Exceptional Children 85, no. 1 (August 24, 2018): 66–85. http://dx.doi.org/10.1177/0014402918792899.

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Educators need effective ways to build the communication skills of students learning to use aided augmentative and alternative communication (AAC) and support their interactions with peers. This study used a multiple-probe-across-participants design to evaluate the effectiveness of a paraprofessional-facilitated peer network intervention to (a) increase peer interaction for students with complex communication needs and (b) investigate whether embedding peer-implemented aided AAC modeling within the intervention would increase students’ use of symbolic communication (i.e., aided AAC, signs, speech). Participants were four elementary-age students with intellectual disability or autism who used a speech-generating device or communication book. The peer network increased students’ overall interactions with peers but not their symbolic communication. Teaching peers to use aided AAC modeling through brief training and coaching resulted in increasing students’ use of symbolic communication within interactions with peers. Implications are offered related to supporting peer interaction, improving symbolic communication skills, and involving peers in social-communication interventions.

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Widarsson, Margareta, Birgitta Kerstis, Kristina Sundquist, Gabriella Engström, and Anna Sarkadi. "Support Needs of Expectant Mothers and Fathers: A Qualitative Study." Journal of Perinatal Education 21, no. 1 (2012): 36–44. http://dx.doi.org/10.1891/1058-1243.21.1.36.

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The aim of this study was to describe expectant mothers’ and fathers’ perceived needs of support during pregnancy. Twenty-two women and 10 men were interviewed in four focus groups and 13 individual interviews. Systematic text condensation was performed to analyze the data. Parents described not only a broad spectrum of social support needs but also needs of psychological and physical support. They also requested to share their experiences with others. The foci of care and parents’ needs of support are more harmonized with medical support than with psychological and emotional support. Mothers’ needs were predominately addressed in the health services, but fathers often felt “invisible.” Antenatal services may need to offer more customized individual support and emphasize peer support in groups; the challenge is to involve both parents through communication and encouragement so they can support each other.

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J, Dr Sharmila. "Roles and Responsibilities of Nursing Professionals in Providing Psychological Support Severe Ill Patients." Journal of Nursing Practices and Research 1, no. 1 (July 3, 2021): 10–12. http://dx.doi.org/10.36647/jnpr/01.01.a003.

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An important factor to consider while providing patient care is the psychological support. Many chronic ill patients consistently reported having “significant information and emotional needs” and several studies reported that nurses play a pivotal role in providing both care and support to patients from diagnosis, treatment to cure, end of life/palliative care. Nurse practitioners play a significant role in patient supportiveness effectively by building communication and understand patient’s needs and requirements during their treatment. Adequate psychological support to patients throughout their journey will make them understand and feel-safe and better. Clinical nurse practitioners play a significant role in patient supportiveness effectively by building communication and understand patient’s needs and requirements during their treatment.

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Donovan, Erin E., Karly R. Quaack, and Laura E. Brown. "“Ask, don’t just answer”: Eliciting informational and emotional support needs in health-care encounters." Communication Teacher 35, no. 4 (January 15, 2021): 277–82. http://dx.doi.org/10.1080/17404622.2020.1867876.

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Trembath, David, Teresa Iacono, Katie Lyon, Denise West, and Hilary Johnson. "Augmentative and alternative communication supports for adults with autism spectrum disorders." Autism 18, no. 8 (October 8, 2013): 891–902. http://dx.doi.org/10.1177/1362361313486204.

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Many adults with autism spectrum disorders have complex communication needs and may benefit from the use of augmentative and alternative communication. However, there is a lack of research examining the specific communication needs of these adults, let alone the outcomes of interventions aimed at addressing them. The aim of this study was to explore the views and experiences of support workers and family members regarding the outcomes of providing low-technology communication aids to adults with autism spectrum disorders. The participants were six support workers and two family members of six men and women with autism spectrum disorders, who had received low-technology communication aids. Using semi-structured, in-depth interviews and following thematic analysis, the results revealed strong support for, and the potential benefits of, augmentative and alternative communication for both adults with autism spectrum disorders and their communication partners. The results also revealed inconsistencies in the actions taken to support the use of the prescribed augmentative and alternative communication systems, pointing to the clinical need to address common barriers to the provision of augmentative and alternative communication support. These barriers include organisational practices and limitations in the knowledge and skills of key stakeholders, as well as problematic attitudes.

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Charles, Lesley, Suzette Brémault-Phillips, Jasneet Parmar, Melissa Johnson, and Lori-Ann Sacrey. "Understanding How to Support Family Caregivers of Seniors with Complex Needs." Canadian Geriatrics Journal 20, no. 2 (June 30, 2017): 75–84. http://dx.doi.org/10.5770/cgj.20.252.

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Purpose of the StudyThe purpose of this study was to describe the experiences and challenges of supporting family caregivers of seniors with complex needs and to outline support strategies and research priorities aimed at supporting them.Design and MethodsA CIHR-funded, two-day conference entitled “Supporting Family Caregivers of Seniors: Improving Care and Caregiver Outcomes” was held. An integrated knowledge translation approach guided this planning conference. Day 1 included presentations of research evidence, followed by participant engagement Qualitative data was collected regarding facilitators, barriers/gaps, and recommendations for the provisionof caregiver supports. Day 2 focused on determination of research priorities.ResultsIdentified facilitators to the provision of caregiver support included accessibility of health-care and community-based resources, availability of well-intended health-care providers, and recognition of caregivers by the system. Barriers/gaps related to challenges with communication, access to information, knowledge of what is needed, system navigation, access to financial resources, and current policies. Recommendations regarding caregiver services and research revolved around assisting caregivers to self-identify and seek support, formalizing caregiver supports, centralizing resources, making system navigation available, and preparing the next generation for caregiving.Implication A better understanding of the needs of family caregivers and ways to support them is critical to seniors’ health services redesign.

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Chalmers, Karen, Kathryn Thomson, and Lesley F. Degner. "Information, support, and communication needs of women with a family history of breast cancer." Cancer Nursing 19, no. 3 (June 1996): 204–13. http://dx.doi.org/10.1097/00002820-199606000-00007.

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Moseley Harris, Barbara. "Exploring parents’ experiences: Parent-focused intervention groups for communication needs." Child Language Teaching and Therapy 37, no. 2 (May 31, 2021): 193–209. http://dx.doi.org/10.1177/02656590211019461.

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Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory approaches were used during thematic analysis to focus on parents’ priorities. Themes identified were: (1) intervention purposes, including initial session purposes; (2) groups as supportive/safe spaces; (3) personal change (behaviours and self-perception); (4) challenges of groups; (5) costs and benefits, including emotional costs. Parents supported previously reported findings about changes in knowledge, understanding, and perception of their role. Parents provided insights into how changes occurred, including helpful processes and professional strategies. They described emotional impacts of parent-focused intervention, particularly parental guilt. Participants perceived peer groups as contributing safe spaces and opportunities, but also challenges. Two parents experienced reduced benefits due to significant individual differences relating to their child’s more complex needs. Participants confirmed some speech and language therapists’ (SLTs’) perceptions about how interventions work and challenged others. Key findings were that (1) parents’ experiences during intervention facilitate personal change; (2) parents experience personal costs and benefits of intervention; (3) peer groups contribute to intervention effectiveness. These findings indicated that parents experience significant personal impacts from parent-focused intervention groups, and that groups provide a specific intervention type that differs from individual input. Clinical implications are that professionals need awareness of impacts on parents to support effective intervention and avoid harm; peer groups can facilitate learning and parental agency; dissimilarity to peers can make group intervention inappropriate. Study limitations included fewer perspectives from parents of children with primary communication needs. Further exploration of interventions’ emotional impacts, how group processes support parental confidence and agency, and effects of individual differences on suitability of group intervention are suggested.

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Cloyes, Kristin, Maija Reblin, Megan Thomas Hebdon, Miranda Jones, and Lee Ellington. "ALIGNMENT OF COMMUNICATION AND SUPPORT NEEDS BETWEEN LGBTQ+ FAMILY CAREGIVERS OF HOSPICE PATIENTS AND PROVIDERS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 80. http://dx.doi.org/10.1093/geroni/igac059.322.

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Abstract Effective and equitable end-of-life care requires alignment between the support and communication needs of hospice family caregivers and the knowledge and competence of hospice care team members. We investigate alignment between LGBTQ+ caregivers and hospice providers in a secondary analysis of data collected in three studies: 1) Surveys identifying predictors of hospice providers’ (N=122) attitudes toward LGBTQ+ caregivers and patients; 2) focus groups assessing hospice interdisciplinary care team members’ (N=48) knowledge, training, and opinions regarding LGBTQ+ family caregiver and patient communication and care needs; and 3) in-depth interviews with LGBTQ+ hospice family caregivers (N=20). Synthesis of key findings show how alignment is impacted by lack of systematic, inclusive orientation and gender data, provider religiosity, expectations of disclosure, cisheteronormative assumptions about the universality of EOL experiences, and caregivers’ experiences of minority stress. We discuss implications for developing interventions to improve provider communication, empowering caregivers, and addressing hospice-specific sources of minority stress.

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Dewi, Liliana, and Tirza Natalia Saputro. "PEMBERDAYAAN MARKETING COMMUNICATION PADA PERUSAHAAN GEMILANG LIMA JAYA." Media Mahardhika 17, no. 2 (January 15, 2019): 221. http://dx.doi.org/10.29062/mahardika.v17i2.79.

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Gemilang Lima Jaya (GLJ) has done such a word of mouth promotion, personal selling, sales promotion, and advertising. But in fact, GLJ generates sales is low due to lack of brand awareness on a sandal with a brand of NIMS. The purpose of this study was to evaluate communication marketing that can support GLJ’s brand awareness. This type of research is a qualitative method with semi structured interviews with GLJ’s consumers, CEO of GLJ, lecturers who supervise the project and experts, and documentation in collecting data. The results showed that (1) the overall that marketing communication applied in support of brand awareness GLJ is still not effective (2) factor marketing communication that supports brand awareness is advertising. (2) Advertising and personal selling GLJ yet effective, the need for evaluation in improvingInstagram such as posting the supporting images and increase the intensity of advertising. Personal selling by increasing design stand, do partnership, and doexhibition surveys. (3) Word of mouth and sales promotion has been running quite effectively. Still, Word of mouth needs evaluation by expanding markets outside the community. Sales Promotion is in compliance with the target market GLJ, yet still needs to be improved by offeringpromotional goods such as stamp and voucher.

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Thompson, Penny. "Communication technology use and study skills." Active Learning in Higher Education 18, no. 3 (June 21, 2017): 257–70. http://dx.doi.org/10.1177/1469787417715204.

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Research suggests a negative relationship between frequent use of communication technologies, such as text messaging and social network sites, and academic performance, but the nature of the relationship needs to be explored in greater detail. This study explored the relationship between use of communication technologies and self-reported study skills. A total of 74 first-year university students completed the online Learning and Study Strategies Inventory and reported on how frequently they used text messaging, instant messaging, and online social networks such as Facebook. Correlation analysis indicated a negative relationship between frequency of communications technology use and the Learning and Study Strategies Inventory measure of Concentration. While the study does not prove a causal relationship, it provides more detail on the specific study skills challenges students may be facing when they interrupt their studying with frequent online social communication. This increased understanding can help educators tailor study skills interventions and support more directly to students’ needs.

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Journal articles on the topic 'Communication support needs'

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