The Relationship of Actual Versus Needed Parent Participation and Stress Explained by Social Support

This study examined the relationship of actual versus needed parent participation and stress explained by social support. It was the goal to develop a better understanding of individual differences in parents having a handicapped child related to actual and needed parent participation in their child\u27s educational program. The subjects were 100 parents of children across various handicapping conditions from 2 to 25 years of age (M = 11.1) in Omaha, Nebraska. Twenty-eight fathers and 72 mothers completed the questionnaires. The majority of respondents were married (80%). The data collection procedures requested the completion of a Demographic Data Sheet, the Social Support Questionnaire Short-Revised (Sarason, et al., in press), the Questionnaire on Resources and Stress - Friedrich (Friedrich et al., 1983). Four hypotheses were stated: (1) parent\u27s indication of availability of and satisfaction with social support will predict parental stress; (2) parental stress, availability of and satisfaction with social support will predict actual parent participation; (3) parental stress, availability of and satisfaction with social support will predict needed parent participation; (4) there will be a difference between actual and needed parent participation. A full model multiple regression analyses and a t-test were chosen to to test the hypotheses. Results indicate that social support is a significant predictor of parental stress associated with having a handicapped child in a here-to-fore untested population (M = 11.1 years). Stress and social support neither predicted actual nor needed parent participation. A difference (22%) between actual participation and needed parent participation was found, providing empirical backup for unmet parent participation needs. Results were discussed in terms of similarities and differences with other studies. Original assumptions were reconsidered in light of the new findings. Implications for further research were suggested

The Relationship of Actual Versus Needed Parent Participation and Stress Explained by Social Support

This study examined the relationship of actual versus needed parent participation and stress explained by social support. It was the goal to develop a better understanding of individual differences in parents having a handicapped child related to actual and needed parent participation in their child\u27s educational program. The subjects were 100 parents of children across various handicapping conditions from 2 to 25 years of age (M = 11.1) in Omaha, Nebraska. Twenty-eight fathers and 72 mothers completed the questionnaires. The majority of respondents were married (80%). The data collection procedures requested the completion of a Demographic Data Sheet, the Social Support Questionnaire Short-Revised (Sarason, et al., in press), the Questionnaire on Resources and Stress - Friedrich (Friedrich et al., 1983). Four hypotheses were stated: (1) parent\u27s indication of availability of and satisfaction with social support will predict parental stress; (2) parental stress, availability of and satisfaction with social support will predict actual parent participation; (3) parental stress, availability of and satisfaction with social support will predict needed parent participation; (4) there will be a difference between actual and needed parent participation. A full model multiple regression analyses and a t-test were chosen to to test the hypotheses. Results indicate that social support is a significant predictor of parental stress associated with having a handicapped child in a here-to-fore untested population (M = 11.1 years). Stress and social support neither predicted actual nor needed parent participation. A difference (22%) between actual participation and needed parent participation was found, providing empirical backup for unmet parent participation needs. Results were discussed in terms of similarities and differences with other studies. Original assumptions were reconsidered in light of the new findings. Implications for further research were suggested

The psychometric properties of the communicative competence scale for individuals with Aphasia using speech-generating devices

BACKGROUND : Persons with aphasia (PWA) use augmentative and alternative communication (AAC) systems to access and create symbol-based messages. The purpose of this study was to (a) investigate the psychometric properties of the newly developed Communicative Competence Scale (CCS), and (b) to determine if any factors, or subcategories, exist within each scale of the scale. The CCS aims to assess the competence of PWA using AAC. AIMS : Respondents were 55 undergraduate and graduate speech-language pathology students. The students were recruited to test the statistical properties of the CCS and Conversational Skills Rating Scale (CSRS). Prior to completing both instruments, respondents watched two videos of a PWA communicating with a speech-generating device. The messages were displayed using a grid display in one video and a scene display in the other. MAIN CONTRIBUTION : Concurrent validity was established between the CCS and the CSRS, and a moderate correlation was found. Reliability Coefficients revealed that the CCS and the CSRS had acceptable levels of internal consistency. Factor analysis revealed factor loadings or subordinate categories within the CCS and CSRS that were consistent with previous research. CONCLUSIONS : The CCS was found to be an internally consistent, reliable, and valid measure of perceived communicative competence of PWA using aided AAC. Clinical implications are discussed.https://www.tandfonline.com/loi/paph20hj2020Centre for Augmentative and Alternative Communication (CAAC

Children’s attitudes toward interaction with an unfamiliar peer with complex communication needs : comparing high- and low-technology devices

This study examined the attitudes of children with typical development towards an unfamiliar peer with complex communication needs using augmentative and alternative communication (AAC) systems. Specifically, the study aimed to compare attitudes when the peer used mobile technology (i.e., iPad1©) with an AAC-specific application (Proloquo2Go2™) versus a lowtechnology communication board. A within-group crossover design was utilized involving 78 children. Half of the participants (i.e., Group 1) viewed Video 1 of an unfamiliar peer with complex communication needs in a scripted communication interaction using an iPad with Proloquo2Go followed by Video 2 of the same interaction using a communication board. The other half of the participants (Group 2) viewed these videos in the reverse sequence. The Communication Aid/Device Attitudinal Questionnaire (CADAQ) was completed after watching each video. Results indicated that both groups attitudes were more positive towards Video 1 (iPad with Prologuo2Go) on certain dimensions of the CADAQ. The results are discussed and recommendations for future research provided.The University of Pretoria Postgraduate Research Bursary and the National Research Foundation, 10.13039/ 501100001321 [KIC 92953].http://www.tandfonline.com/loi/iaac202017-08-25hb2016Speech-Language Pathology and Audiolog

The effect of cue type on directive-following in children with moderate to severe autism spectrum disorder

For this study, 11 children with moderate to severe autism spectrum disorder (ASD) were given directives containing prepositions in three cue conditions: (a) spoken alone, (b) a short video clip along with spoken cues, and (c) a sequence of three graphic symbols accompanied by spoken cues. Participants followed directives significantly more accurately with the video clip than with spoken cues only, and significantly more accurately with spoken cues only relative to the sequence of graphic symbols. Results suggest that the short video clip along with spoken cues may be an optimal mode for enhancing learners’ ability to follow directives containing prepositions. In addition, results reveal three statistically significant correlations between participants’ preexisting skills and directive-following accuracy: a positive correlation between spoken preposition preassessment total score and accuracy in the spoken-alone condition; a positive correlation between spoken noun preassessment total score and accuracy in the video-clip condition; and a positive correlation between ASD severity and the need for repetition in the video-clip condition. Results also suggested that, for children with more severe ASD symptoms, the video clips require repetitions so that the relationships illustrated within it can gain more semantic salience. Implications for clinical practice and future research are discussed.http://www.tandfonline.com/loi/iaac20hj2022Centre for Augmentative and Alternative Communication (CAAC

Brief Report: Just-in-Time Visual Supports to Children with Autism via the Apple Watch:® A Pilot Feasibility Study

Using augmented input might be an effective means for supplementing spoken language for children with autism who have difficulties following spoken directives. This study aimed to (a) explore whether JIT-delivered scene cues (photos, video clips) via the Apple Watch® enable children with autism to carry out directives they were unable to implement with speech alone, and (b) test the feasibility of the Apple Watch® (with a focus on display size). Results indicated that the hierarchical JIT supports enabled five children with autism to carry out the majority of directives. Hence, the relatively small display size of the Apple Watch does not seem to hinder children with autism to glean critical information from visual supports

A scoping review of the use of visual aids in health education materials for persons with low-literacy levels

OBJECTIVE : To conduct a scoping review on the literature on visual aids in health education for persons with low-literacy. METHODS : A scoping review methodology was employed. Pre-defined selection criteria identified 47 studies for inclusion. Data were extracted in relation to: (a) definitions of low-literacy and health literacy, (b) population studied, (c) research country, (d) consent procedures, (e) visual aids used, (f) development of visual aids, and (g) targeted outcomes. RESULTS : Visual aids developed with persons with low-literacy demonstrated statistically significant improvements in health literacy outcomes, with benefits in medication adherence and comprehension also reported. Pictograms and videos were the most effective visual aids. Only one study adapted consent procedures for low-literacy participants. DISCUSSION : Visual aids in health education materials may benefit persons with low-literacy levels, but large gaps in the research base are evident. Experimental research in low- and middle-income countries, with a particular focus on consent for participants with low-literacy is needed. PRACTIVE IMPLICATIONS : Visual aid design needs to include stakeholders. Consent procedures and decision-making need to be specifically adapted for participants with low-literacy.The National Institute of Humanities and Social Science. Travel for collaboration on the project was funded by the NRF/STINT.http://www.elsevier.com/locate/pateducouhj2022Centre for Augmentative and Alternative Communication (CAAC

Brief report : just-in-time visual supports to children with autism via the Apple Watch® : a pilot feasibility study

Using augmented input might be an effective means for supplementing spoken language for children with autism who have difficulties following spoken directives. This study aimed to (a) explore whether JIT-delivered scene cues (photos, video clips) via the Apple Watch® enable children with autism to carry out directives they were unable to implement with speech alone, and (b) test the feasibility of the Apple Watch ® (with a focus on display size). Results indicated that the hierarchical JIT supports enabled five children with autism to carry out the majority of directives. Hence, the relatively small display size of the Apple Watch does not seem to hinder children with autism to glean critical information from visual supports.http://link.springer.com/journal/108032017-12-31hb2017Centre for Augmentative and Alternative Communication (CAAC