Objective: To assess whether a man with amyotrophic lateral sclerosis could benefit from using (a) a mouth pressure microswitch instead of an optic microswitch activated via head movement and (b) a special word prediction function within a text messaging system.
Abstract Successful communication is integral to quality health care and successful nursing practice. Ten people who had been in hospital in the 12 months prior to the study and who had no functional speech at that time were interviewed about their communication experiences with nurses. Overall, these individuals experienced difficulties, some of which appeared to be related to a lack of augmentative and alternative communication (AAC) resources and a lack of knowledge of AAC among nurses. In addition, the participants noted that nurses did not always have the time or the skills to communicate effectively with them. The participants suggested strategies to improve communication interactions between patients with no or limited functional speech and nurses. These strategies include pre-admission briefing and training nurses about effective strategies for communicating with patients who are unable to speak, including the use of augmentative and alternative communication systems.
Three studies examined the influence of rapport on pseudomemory. Study 1 tested eight groups of 22 subjects in a 2 (level of susceptibility: high, low) x 2 (state instruction: hypnosis, waking) x 2 (rapport: present, reduced) design, rapport being inhibited by the hypnotist criticizing subjects' performance. Pseudomemory was tested by a second experimenter who also criticized subjects. Study 2 varied level of susceptibility and rapport for 88 hypnotically instructed subjects where criticism was offered only by the second experimenter. Study 3 analyzed effects among 44 highly susceptible hypnotic subjects where the second experimenter refrained from criticizing subjects. Data indicated a significant association between rapport with the hypnotist and pseudomemory in cued recall, strength of pseudomemory being appreciably lowered when negative hypnotist rapport was reinforced by the person testing pseudomemory.
Abstract Objective This case study examined the neurodevelopmental profile associated with congenital diaphragmatic hernia (CDH). CDH is primarily linked to chromosomal abnormality and results in pulmonary hypoplasia and significant respiratory difficulties. CDH occurs in 1 in 2,500 live births in the United States. More severe cases require extracorporeal membrane oxygenation (ECMO) and surgical hernia repair. Survivors are at risk of pulmonary hypertension, gastrointestinal disorders, structural brain abnormalities, and neurodevelopmental disorders. Past studies suggested early ECMO and surgical repair are associated with greater subsequent impairment. Method A 16-year-old male with a history of CDH presented for neuropsychological evaluation. History is remarkable for ECMO, surgical repair, pulmonary hypertension, and gastrostomy tube. Results Assessment revealed significant neurodevelopmental deficits impacting multiple domains including cognitive reasoning, visual construction, verbal memory, and executive functioning. Decoding and underlying phonemic awareness were preserved, while reading comprehension and applied math were significantly impaired, suggesting significant weaknesses in higher-order language. Social intent was strong despite weak social cognition. Elevated symptoms of anxiety and depression were evident. Conclusions CDH carries significant morbidity secondary to compromised respiratory functions and long-term pulmonary hypertension. Neurodevelopmental deficits are strongly associated with CDH and merit early detection, intervention, and follow-up. This case study illustrates the global neurodevelopmental difficulties in CDH requiring ECMO and surgical repair. This study illustrates escalating difficulties navigating academic and social demands as the need for higher order language and social cognition increase through adolescence. Serial neuropsychological assessments may be useful in facilitating and adapting interventions, assessing progress, detecting behavioral health symptoms, and contributing to optimal outcomes in CDH.
This study examines the support experiences of 23 tertiary students with disabilities after being bullied, either at high school or at a tertiary institution. The anonymous online survey focused on what elements of support students found helpful and what would encourage them to seek support after they had been bullied. The findings showed that, after being bullied, most students sought support from parents and friends, followed by counsellors and teachers. However, participants found the support they received only moderately helpful, at best. Participants wanted to see improvements made to: the accessibility of support systems, the action taken after a bullying incident, and education about people with disabilities. Therefore, improvements need to be made to the support provided to tertiary students with disabilities who have experienced bullying within educational institutions.
Abstract Given the probable influence parents have on the development and maintenance of bullying and victimization in their children, there is potential for an intergenerational transmission of coping strategies in response to bullying incidents. Cross-sectional data is presented from an online anonymous questionnaire conducted in New Zealand. Parents gave responses about their own childhood experiences of various forms of bullying, how they responded, whether the responses were effective and whether they would recommend the response to their own children. The study had 104 parent participants (72 mothers and 32 fathers) with an average age of 40 years (range 21 to 62 years), and their children were aged between 5 months and 17 years; 93% resided in New Zealand. During childhood, the majority of participants had experienced verbal bullying (90%), 55% experienced relational bullying and 43% physical bullying. The strategies tell someone else and ignore the bullying were the most frequently recommended, and about half the participants had found them effective. Talk to the bully about their behaviour was recommended by almost a third of participants and had been used by a similar number. In contrast, although retaliate was not recommended by participants, it had been used by over 50%, half of whom found it effective in response to physical bullying. Overall, there was considerable variation with regard to which strategies parents had used, how effective they were for differing forms of bullying and whether they themselves would recommend a particular strategy to their child. Implications for how parents’ own varied experiences may contribute to the conversations both at home and in school about what we should recommend to children are discussed.
Augmentative and alternative communication (AAC) includes picture exchange (PE) and speech-generating devices (SGD), but these two systems have rarely been compared. We therefore conducted three studies comparing PE and SGD for an adolescent boy with a developmental disability. Study 1 compared acquisition of a PE- and SGD-based requesting response and monitored the effects on social interaction. For Study 2, both communication modes were made simultaneously available and the child could choose to use either PE or the SGD. For Study 3, only PE intervention continued, with the distance between the child and trainer systematically increased to prompt social interaction. The results showed equally rapid acquisition of the PE- and SGD-based requesting response, but only the distancing manipulation had any positive effect on social interaction. We conclude that PE and SGD are equally viable modes of communication, but acquisition of an initial PE- or SGD-based requesting response may not be sufficient to promote social interaction.
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