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Relevant bibliographies by topics / Facilitated communication

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Academic literature on the topic 'Facilitated communication'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "Facilitated communication"

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Oswald, Donald P. "Facilitator influence in facilitated communication." Journal of Behavioral Education 4, no. 2 (June 1994): 191–99. http://dx.doi.org/10.1007/bf01544112.

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Biklen, D., and H. Schneiderman. "Facilitated Communication." PEDIATRICS 99, no. 2 (February 1, 1997): 308. http://dx.doi.org/10.1542/peds.99.2.308.

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Hostler, Sharon L. "Facilitated Communication." Pediatrics 97, no. 4 (April 1, 1996): 584–86. http://dx.doi.org/10.1542/peds.97.4.584.

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The optimistic side of FC, that nonspeaking children could miraculously become competent communicators, is unfortunately a myth. The dark side of the phenomenon of FC includes false hope, false communication, family disruption, losses of job and reputation, and inappropriate use of scarce resources.14 Unwitting pediatricians have accepted transcripts of FC that described sexual abuse by family members. The result was removal of the child from the family and prosecution of the alleged perpetrator even though the evidence suggested that the communication came from the facilitator and not from the child.16 As more families seek alternative health care for themselves29 and for their children,30 we pediatricians have the following responsibilities: 1) to become informed about our own community's offerings; 2) to develop a framework for our own evaluation (What is the theory or proposed mechanism? What is the research evidence? What is the cost in money and time? What is the potential harm?);)31 3) to support parents as they evaluate the risks and benefits of nontraditional interventions for their children;32 4) to advocate strongly for controlled evaluations of alternative therapies;33 and 5) to remember the unfortunate consequences of therapies such as facilitated communication when inclined to dismiss a nontraditional treatment as "not doing any harm."

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Konstantareas, M. Mary, and Gregory Gravelle. "Facilitated Communication." Autism 2, no. 4 (December 1998): 389–414. http://dx.doi.org/10.1177/1362361398024005.

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Biklen, Douglas. "Facilitated Communication." American Journal of Speech-Language Pathology 1, no. 2 (January 1992): 21–22. http://dx.doi.org/10.1044/1058-0360.0102.21.

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Calculator, Stephen N. "Facilitated Communication." American Journal of Speech-Language Pathology 1, no. 2 (January 1992): 23–24. http://dx.doi.org/10.1044/1058-0360.0102.23.

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McLean, James. "Facilitated Communication." American Journal of Speech-Language Pathology 1, no. 2 (January 1992): 25–29. http://dx.doi.org/10.1044/1058-0360.0102.25.

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My summary reaction to the controversy at hand is that the success of the Biklen and Crossley procedures cannot be discounted on the basis of present knowledge about autism. I know that Calculator also agrees that there is every possibility that literacy skills have been ignored, and even suppressed, by past treatment practices and past segregation policies. Professional tolerance (let alone encouragement) for the use of any communication mode except speech is a relatively new stage for professionals in speech and language. We need only look at our past practices of denigrating manual sign language among people who are deaf to realize how egocentric people without disabilities have been. Overall, however, I think Calculator is right to point out the need for empirical efforts to objectify the procedures and provide a better understanding of the process and the theoretical basis for facilitated communication. I have long championed the notion that treating human problems at only the procedural level, with no understanding as to the theoretical or empirical bases of the treatment, is less than professional and, indeed, is dangerous behavior. Biklen also reflects this awareness, however. He posits his praxis rationale with some support from the literature (Grandin & Scariano, 1986; Oppenheim, 1974). It seems premature to dismiss it as readily as Calculator seems to do. Clearly, however, the proponents of facilitated communication need to do a more complete and rigorous job of objectifying their procedures and more fully describing the people for whom this procedure is "successful." Surely there are extant communication and cognitive abilities among the successful users of these procedures that could be identified and differentiated from the abilities present among those for whom the procedures are less successful. For example, one might look at the recent literature that describes the intentional communication repertoires of nonspeaking people with autism as a guide to some possibly productive taxonomies for describing the pre-treatment behavior of people who showed literacy after experience with facilitated communication procedures (see, for example, Wetherby & Prutting, 1984; Wetherby, Yonclas, & Bryan, 1989). Any extant speech repertoire needs to be carefully described and analyzed. Objective measures of children’s receptive language and reading abilities are also needed. Clearly, being able to predict differential success in the use of facilitated communication procedures would go a long way in helping to establish both empirical and theoretical bases for them. Although it really isn’t necessary, I say to Calculator, have faith. If it turns out that some time is spent in the process of clinically testing these procedures, it is the price we pay to ensure that we do not dismiss ideas and procedures that are unconventional in terms of past practices and past knowledge. If your concerns about these procedures are valid, empiricism will win out over superstition and emotionalism. Neither clinicians, nor consumers of clinical services, can be sustained for long without documented success... success that is measured not only in the research laboratories, but in clinical settings as well. Denying a procedure its opportunities for validation in the clinical arena is not a desirable step. Not all empiricism is found in the laboratory, and not all truth is found in formal research.

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Agran, Martin. "Facilitated Communication." Research and Practice for Persons with Severe Disabilities 39, no. 3 (September 2014): 175–77. http://dx.doi.org/10.1177/1540796914558830.

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Biklen, Douglas, Mary Winston Morton, Deborah Gold, Carol Berrigan, and Sudha Swaminathan. "Facilitated communication." Topics in Language Disorders 12, no. 4 (August 1992): 1–28. http://dx.doi.org/10.1097/00011363-199208000-00003.

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Donnellan, Anne M., Laural A. Sabin, and L. Ann Majure. "Facilitated communication." Topics in Language Disorders 12, no. 4 (August 1992): 69–82. http://dx.doi.org/10.1097/00011363-199208000-00007.

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Dissertations / Theses on the topic "Facilitated communication"

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Finlay, Ryan. "Facilitating communication in a developmentally delayed child /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Dearden, Jackie. "Introducing facilitated communication training : an action research project." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/11136/.

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Background: Facilitated Communication Training (FCT) is a controversial approach to supporting people with severe communication difficulties. It is one method of supporting Alternative and Augmentative Communication (AAC). It has the potential for enabling people with severe language impairments to access communication aids. The local education authority had experience of enabling a non-verbal young person with cerebral palsy who uses FCT to access mainstream education and were open to exploring whether other young people could benefit from this support. Aims: To explore ways of introducing FCT within the local authority in order to enhance the communication of young people who had been identified as not having had access to the means of reaching their communication potential. Method: An action research approach resulted in the implementation of a pilot project. AAC/FCT was introduced to a group of seven pupils and the adults who support them through a training and support programme. A case study methodology was used to analyse the outcomes for pupils and adults. Results: Action research was found to support the introduction of FCT. Some pupils showed significant gains through access to AAC/FCT. The majority of adults reported changes in their knowledge, use and attitudes towards AAC/FCT. Many attributed this to an increased belief in pupils' potential. Conclusions: Action research is an effective process in supporting change. There is a theoretical basis for explaining why FCT supports some pupils. The discourse used to describe FCT could be further supported by using theories that take account of context (mediated learning and activity theory) and could contribute to changing the negative historical and socio-cultural discourse associated with FCT. An effective training and ongoing support programme lead to changes in adults' practise.

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Desmond, Catherine Sarah. "Generalisation of the Picture Exchange Communication System (PECS) across transfer facilitated and non-facilitated settings." Thesis, University of Canterbury. Psychology, 2012. http://hdl.handle.net/10092/9286.

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The purpose of this study was to investigate the extent to which PECS would generalise from the training setting to other familiar settings as a function of properties of the settings. It was predicted that PECS would generalise better to the setting where PECS use facilitated was by having the same communicative partners and items available. Three preschool children all with a diagnosis of Autism Spectrum Disorder (ASD) were trained to use the Picture Exchange Communication System (PECS) to a minimum proficiency level of Phase 3. The experiment employed an ABA single case design with multiple target measures, replicated across participants, acknowledging that observations in the first baseline would be zero. Transfer of PECS across settings varied for each participant. One participant generalised PECS to the facilitated environment more than the non-facilitated environment as predicted. Another participant transferred PECS better to the non-facilitated environment compared to the facilitated environment contrary to the research prediction. The final participant did not generalise PECS to either environment, switching to functional verbal communication instead.

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Gayton, Danielle. "The use and effectiveness of facilitated communication for a child with autism /." View online, 1993. http://repository.eiu.edu/theses/docs/32211998880015.pdf.

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Joslyn, Noella, and n/a. "Facilitated communication and people with brain injury: three case studies." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060427.093347.

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This study examines facilitated communication as it was experienced by three people who were affected by acquired brain injury. Facilitated communication is a type of augmentative communication purported to allow persons with a severe communication impairments to communicate. The assumption is made that people with global apraxia can communicate if given physical support. The technique usually involves a facilitator providing physical support to the arm, hand or elbow of the person with the severe communication impairment to assist them to point to objects, pictures, printed letters and words or to a keyboard. Facilitated communication is a controversial method because it is difficult to establish the existence, or extent of the facilitator's influence in the communication of the person with a disability. Although much of the research on facilitated communication has been conducted with people with intellectual or developmental disabilities, research on the use of the technique with people with brain injury offers several advantages. Firstly, most people with brain injury were known to be competent communicators prior to the brain injury. Secondly, many recover sufficiently to allow a retrospective examination of the issues that faced them when they were using the technique. Thirdly, there can be a large amount of data available about the person's diagnosis, their prognosis and the course of their history following the event. Consequently, the current study uses a case study methodology to explore the application of facilitated communication with people with brain injury and draws on personal recollections of people with brain injury, interviews with families and medical and therapist reports. The three people interviewed in the study displayed varying language and memory abilities. They indicated a preference for independent communication techniques and they reported frustrations with using facilitated communication. They quickly rejected the method when speech began to appear even though their speech was inadequate for communication purposes, for two of them, for an extended period. One of the interviewees reported that facilitator influence was overwhelming at times but not always present. Two of the interviewees felt that facilitated communication gave them a start in their recovery process. Two of the interviewees reported that meaningful exchanges with others occurred only with speech. In addition to these findings the study, although not experimental, was able to shed light on some of the contentious issues surrounding facilitated communication. The method is reported to be designed to overcome the motor difficulties of the disabled communicator by providing physical assistance to individuals with poor fine motor control thus breaking the perseveration cycle that can be present . However the task of coping with facilitator influence may actually require some motor skills. Also, the physical effort involved in using facilitated communication for some individuals may have been underestimated by its supporters. However the study has shown that some individuals with severe communication impairments felt that facilitated communication had some merit but saw their ability to communicate independently as the significant achievement in their recovery.

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Cvitkovic, Leslie Eva. "A study of the usefulness of facilitated communication with autistic individuals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ29154.pdf.

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DIGGS, ADAM LYNN. "A SINGLE SUBJECT STUDY OF FACILITATED COMMUNICATION UNDER FOUR PICTURE SELECTION CONDITIONS." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin975333442.

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Emerson, Anne. "Analysis of vocabulary use an indicator of authorship and influence in facilitated communication." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421954.

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Meissner, Nancy A. Meissner. "A Single-Subject Evaluation of Facilitated Communicationin the Completion of School-Assigned Homework." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1521038309724555.

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Morton, Mary Winston. "Silenced in the court Facilitated communication and the meanings of disability and disability research in the legal setting /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Books on the topic "Facilitated communication"

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Facilitated communication training. New York: Teachers College Press, 1994.

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Gould, Judith. Facilitated communication: An overview. [London]: [National Autistic Society], 1993.

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Speechless: Facilitating communication for people without voices. New York: Dutton, 1997.

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L, Wheeler Douglas, and Oswald D. Heck Developmental Center. Autism Program, eds. An Experimental assessment of facilitated communication. Schenectady, N.Y. (Balltown and Consaul Roads, 12304): Autism Program, O.D. Heck Developmental Center/Eleanor Roosevelt Developmental Disabilities Services Office, 1992.

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C, Shane Howard, ed. Facilitated communication: The clinical and social phenomenon. San Diego, Calif: Singular Pub. Group, 1994.

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Nonconscious movements: From mystical messages to facilitated communication. Mahwah, N.J: Erlbaum, 1997.

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Sipilä, Anna-Kaisa. Tuettu kommunikointi avustajien käsitysten valossa. Rovaniemi: Lapin yliopisto, 2009.

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Sipilä, Anna-Kaisa. Tuettu kommunikointi avustajien käsitysten valossa. Rovaniemi: Lapin yliopisto, 2009.

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Douglas, Biklen, and Cardinal Donald N, eds. Contested words, contested science: Unraveling the facilitated communication controversy. New York: Teachers College Press, 1997.

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Manṣūr ibn ʻAbd al-Raḥmān Ibn ʻAskar. al-Awḍāʻ al-ijtimāʻīyah wa-al-iqtiṣādīyah lil-mustafīdīn min al-iʻānah al-mālīyah allatī tuqaddimuhā jamʻīyāt taysīr al-zawāj wa-riʻāyat al-usrah bi-al-Mamlakah al-ʻArabīyah al-Saʻūdīyah: Dirāsah maydānīyah ʻalá madīnat al-Riyāḍ. al-Kuwayt: Markaz Dirāsāt al-Khalīj wa-al-Jazīrah al-ʻArabīyah, Jāmiʻat al-Kuwayt, 2007.

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Book chapters on the topic "Facilitated communication"

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Nevers, Maureen. "Facilitated Communication." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_773-3.

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Ward, Tracey, Raphael Bernier, Cora Mukerji, Danielle Perszyk, James C. McPartland, Ellen Johnson, Susan Faja, et al. "Facilitated Communication." In Encyclopedia of Autism Spectrum Disorders, 1232–38. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_773.

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Nevers, Maureen. "Facilitated Communication." In Encyclopedia of Autism Spectrum Disorders, 1965–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_773.

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Hudson, Alan. "Disability and Facilitated Communication." In Advances in Clinical Child Psychology, 197–232. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-9044-3_5.

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Ganz, Jennifer B. "The Controversy Surrounding Facilitated Communication." In Aided Augmentative Communication for Individuals with Autism Spectrum Disorders, 115–26. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0814-1_8.

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Sipilä, Anna-Kaisa. "In the Grasp of Facilitated Communication." In Obsessed with the Doctoral Theses, 21–24. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-678-6_5.

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Garcia, Andrei, Tiago Silva da Silva, and Milene Selbach Silveira. "Artifact-Facilitated Communication in Agile User-Centered Design." In Lecture Notes in Business Information Processing, 102–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19034-7_7.

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Singh, Praveen Kumar. "Next Generation Wireless Communication: Facilitated by Machine Learning." In Lecture Notes in Electrical Engineering, 779–93. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8892-8_59.

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Cangiano, C., and P. Cardelli-Cangiano. "Active and Facilitated Amino Acid Transport Mechanisms Across the Brain Capillary Endothelial Cells in Physiological and Pathological Conditions." In Regulatory Mechanisms of Neuron to Vessel Communication in the Brain, 37–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-74152-4_3.

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"Facilitated Communication − Fact or Fantasy?" In Controversial Issues in Special Education, 161–70. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9781315067940-14.

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Conference papers on the topic "Facilitated communication"

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Arunadevi, J., and K. Ganeshamoorthi. "Feature Selection Facilitated Classification For Breast Cancer Prediction." In 2019 3rd International Conference on Computing Methodologies and Communication (ICCMC). IEEE, 2019. http://dx.doi.org/10.1109/iccmc.2019.8819752.

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Few, Douglas A., David J. Bruemmer, and Miles C. Walton. "Improved Human-Robot Teaming through Facilitated Initiative." In RO-MAN 2006: The 15th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2006. http://dx.doi.org/10.1109/roman.2006.314413.

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Dugdale, Julie, Mahyar T. Moghaddam, and Henry Muccini. "Agent-based Simulation for IoT Facilitated Building Evacuation." In 2019 International Conference on Information and Communication Technologies for Disaster Management (ICT-DM). IEEE, 2019. http://dx.doi.org/10.1109/ict-dm47966.2019.9032909.

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Parmigiani, Francesca, Joseph Kakande, Liam M. Jones, Periklis Petropoulos, and David J. Richardson. "Temporal Multiplexing of Complex Modulation Formats Facilitated by their Coherent Optical Superposition." In European Conference and Exhibition on Optical Communication. Washington, D.C.: OSA, 2012. http://dx.doi.org/10.1364/eceoc.2012.we.3.e.2.

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Zhao, Xiao-ling, and Yu-qi Wang. "PRACTICE OF TEACHING REFORM ON CASE BASED TEACHING OF CHEMICAL TECHNOLOGY FACILITATED BY PRODUCTION PRACTICE." In 2nd International Conference on Information, Communication and Engineering. International Institute of Knowledge Innovation and Invention, Private; Limited (IIKII PTE LTD), 2019. http://dx.doi.org/10.35745/icice2018v2.049.

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J. Kalbfleisch, Pamela, and Valina K. Eckley. "Facilitating Mentoring Relationships: The Case for New Technology." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2736.

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This paper describes a research project that analyzes how new technology can facilitate mentoring relationships. The specific new technology assessed in this research is the Internet. This is a particularly useful medium for communication in mentoring relationships because it expands the number and variety of mentoring relationships that can be facilitated, and it expands the time and space available for these relationships. This research supports the mentoring enactment theory developed by Kalbfleisch (2002) and expands our knowledge of how the Internet can play an influential role in the development and maintenance of mentoring relationships.

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Snaman, Jennifer M., Erica Kaye, Melody J. Cunningham, April Sykes, Deena R. Levine, Daniel Mahoney, and Justin N. Baker. "Going Straight to the Source: A Pilot Study of Bereaved Parent-facilitated Communication Training for Pediatric Subspecialty Fellows." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.381.

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Kozima, Hideki, Yuriko Yasuda, and Cocoro Nakagawa. "Social interaction facilitated by a minimally-designed robot: Findings from longitudinal therapeutic practices for autistic children." In RO-MAN 2007 - The 16th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2007. http://dx.doi.org/10.1109/roman.2007.4415155.

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Cunningham, Stacey, Amine Chellali, Jose Banez, and Caroline G. L. Cao. "Design of a Spatial Aid for Communication in Robotic Surgery." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82804.

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Robots are increasingly being incorporated into the clinical environment. In minimally invasive surgery, robots are used to hold the tools and camera at the operating table while the surgeon performs surgery at a console away from the rest of the surgical team, reducing the opportunity for face-to-face communication. As surgery is a team-oriented process in which surgeons, nurses, and anesthesiologists collaborate to achieve the common goal of delivering care to a patient, any barrier to communication can inhibit the team process required in surgery. This study examined surgeon-nurse spatial communication in a collaborative surgical task in a controlled experiment. It was hypothesized that providing a spatial communication aid would improve performance time and reduce the amount of communication needed for the task. Fifteen dyads of surgeons or novices completed a simulated organ manipulation task using a laparoscopic trainer box in two viewing conditions: aligned (0°) and rotated (90°) camera view. Subjects were divided into 3 experimental groups: control, cardinal directional aid, and grid directional aid. Results show that experts were faster than novices, and the directional aids significantly facilitated task performance. While the volume of communication was not different across the three groups, there was a shift toward a more collaborative style of communication in the cardinal directions and grid conditions. The findings suggest that spatial communication aids can improve performance and promote collaboration in the robotic operating room.

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Neikova, Maria. "15 YEARS OF ADMINISTRATIVE JUSTICE IN BULGARIA - CHALLENGES AND PERSPECTIVES." In 15 YEARS OF ADMINISTRATIVE JUSTICE IN BULGARIA - PROBLEMS AND PERSPECTIVES. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/ppdd2022.13.

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The sustainable development of Bulgarian administrative judicial system contributes to the establishment of the rule of law and the protection of human rights. In recent years administrative justice has undergone a rapid development, as the use of advantages in information and communication technologies, its development and implementation, have supported and facilitated judicial proceedings and the administrative justice in particular.

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Reports on the topic "Facilitated communication"

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LaFlamme, Marcel. Affiliation in Transition: Rethinking Society Membership with Early-Career Researchers in the Social Sciences. Association of Research Libraries, October 2020. http://dx.doi.org/10.29242/report.affiliationintransition2020.

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This paper by Marcel LaFlamme explores new forms of connection and community for early-career researchers in less formal structures, often facilitated by social media and other communication technologies. By learning from these loosely institutionalized spaces, LaFlamme contends, scholarly societies as well as research libraries and their parent institutions can adapt to a changing environment and take steps to make scholarship more open and accessible.

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George, M., and L. Pierson. Standardized communication symbols to facilitate circuit design. Office of Scientific and Technical Information (OSTI), May 1990. http://dx.doi.org/10.2172/6779946.

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McCormack, Lauren, Stacey Sheridan, Megan Lewis, Vanessa Boudewyns, Kathy L. Melvin, Christine Kistler, Linda J. Lux, Katherine Cullen, and Kathleen N. Lohr. Communication and Dissemination Strategies to Facilitate the Use of Health-Related Evidence. Agency for Healthcare Research and Quality, November 2013. http://dx.doi.org/10.23970/ahrqepcerta213.

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Choong, Yee-Yin. Voices of First Responders: How to Facilitate Adoption and Usage of Communication Technology -. Gaithersburg, MD: National Institute of Standards and Technology, 2022. http://dx.doi.org/10.6028/nist.ir.8443.

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Cotellessa, Robert F. Acquisition of Multiple LISP Workstations to Facilitate Communications and Software Exchange within the Artificial Intelligence Consortium. Fort Belvoir, VA: Defense Technical Information Center, April 1988. http://dx.doi.org/10.21236/ada195688.

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Shey Wiysonge, Charles. Does interactive communication between primary care physicians and specialists improve patient outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1610102.

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Many health systems fail to facilitate the seamless movement and management of patients between different providers and different levels of care. Poor coordination and continuity of care can result in suboptimal patient outcomes and the inefficient utilisation of scarce healthcare resources. Interactive communication holds promise as a method to improve coordination between primary and specialty care. Interactive communication refers to planned, timely, two-way exchanges of pertinent clinical information directly between primary care and specialist physicians. Such communication may occur, for example, through face-to-face exchanges, videoconferencing, telephone, or contact by email.

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Shey Wiysonge, Charles. Does interactive communication between primary care physicians and specialists improve patient outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608102.

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Many health systems fail to facilitate the seamless movement and management of patients between different providers and different levels of care. Poor coordination and continuity of care can result in suboptimal patient outcomes and the inefficient utilisation of scarce healthcare resources. Interactive communication holds promise as a method to improve coordination between primary and specialty care. Interactive communication refers to planned, timely, two-way exchanges of pertinent clinical information directly between primary care and specialist physicians. Such communication may occur, for example, through face-to-face exchanges, videoconferencing, telephone, or contact by email.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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Orr, Kyla, Ali McKnight, Kathryn Logan, and Hannah Ladd-Jones. Scottish Inshore Fisheries Integrated Data System (SIFIDS): work package 7 final report engagement with inshore fisheries to promote and inform. Edited by Mark James. Marine Alliance for Science and Technology for Scotland (MASTS), 2020. http://dx.doi.org/10.15664/10023.23453.

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[Extract from Executive Summary] This report documents Work Package 7 of the Scottish Inshore Fisheries Integrated Data Systems (SIFIDS) Project, which was designed to facilitate engagement with the key stakeholders including; inshore fishers, their representative bodies, Regional Inshore Fisheries Groups, Marine Scotland including Policy, Compliance and Science. The SIFIDS Project focused on 12 metre and under inshore fisheries vessels, of which around 1,500 are registered in Scotland including those that work part-time or seasonally. The facilitation team was set various targets for engagement based on the requirements of other work packages. The success of the overall project was dependent to a significant extent on securing voluntary engagement and input from working fishers. Previous experience has shown that having a dedicated project facilitation team is an extremely effective model for establishing the necessary trust to encourage industry-participation in projects such as this. The WP7 facilitation team comprised three individuals who have significant marine and fisheries related experience and wide-ranging skills in communications and stakeholder engagement. They worked together flexibly on a part-time basis, ensuring staffing cover over extended hours where required to match fishers’ availability and geographical coverage over Scotland.

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