Research with Children: Lessons Learned from the International Survey of Children’s Wellbeing

2021 ◽  
Author(s):  
Daphna Gross-Manos ◽  
Hanita Kosher ◽  
Asher Ben-Arieh
Keyword(s):  
Lessons Learned ◽  
International Survey ◽  
Research With Children ◽  
Children’S Wellbeing

scholarly journals Changes to Pediatric Gastroenterology Practice during the COVID-19 Pandemic and Lessons Learned: An International Survey of Division and Group Heads

2021 ◽  
Author(s):  
Sharon S. Tam ◽  
Joseph A. Picoraro ◽  
Sandeep K. Gupta ◽  
Salvatore Oliva ◽  
Raoul I. Furlano ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Pediatric Gastroenterology ◽  
International Survey

scholarly journals The Cyclone As Catalyst

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Ute Haring ◽  
Reesa Sorin
Keyword(s):  
Lessons Learned ◽  
Broad Perspective ◽  
Children’S Perspectives ◽  
Tropical Regions ◽  
Far North ◽  
Spoken Text ◽  
Children’S Wellbeing ◽  
Helping Others ◽  
Three Stages ◽  
The Impact

Cyclones are endured, but often dreaded in tropical regions such as Far North Queensland. Memories, and often myth, of their destructive effects permeate written, visual and spoken text from and about this area. This paper presents findings from a qualitative research project which examined the impact of tropical north Queensland’s 2006 Cyclone Larry on children’s wellbeing, as expressed through their drawings and narratives, using Haring’s (2012) Content, Interpretive and Developmental (CID) method for analysis. This research is presented through the three stages of a cyclone: the lead up, landfall and finally the aftermath, or lessons learned. Experiences of children during these three stages, as conveyed in the publication, Cyclone Larry. Tales of survival from the children of North Queensland (Mothers Helping Others [MHO], 2006) are examined and discussed to present a broad perspective about how children express fear, resilience and hope for the future. In this study children are seen as active participants and not victims. Art and narratives give children a voice through which to express feelings, as well as being a tool for healing and encouraging children’s resilience. Findings to date suggest that children’s perspectives supply significant contributions to our understandings of natural disasters such as cyclones.

Image-guided tumor ablation: is it time for a registry? Lessons learned from an international survey

2017 ◽  
Vol 28 (2) ◽  
pp. S201-S202
Author(s):  
K Keshava Murthy ◽  
S Collins ◽  
B Kimia ◽  
D Dupuy ◽  
D Merck
Keyword(s):  
Tumor Ablation ◽  
Lessons Learned ◽  
International Survey ◽  
Image Guided

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

The Effect of Symbol Background Color on the Speed of Locating Targets by Adults Without Disabilities: Implications for Augmentative and Alternative Communication Display Design

2019 ◽  
Vol 4 (6) ◽  
pp. 1482-1488
Author(s):  
Jennifer J. Thistle
Keyword(s):  
Augmentative And Alternative Communication ◽  
Reaction Times ◽  
The Other ◽  
Background Color ◽  
Alternative Communication ◽  
Display Design ◽  
Line Drawings ◽  
Research With Children ◽  
Study Participants ◽  
Perceptual Factors

Purpose Previous research with children with and without disabilities has demonstrated that visual–perceptual factors can influence the speech of locating a target on an array. Adults without disabilities often facilitate the learning and use of a child's augmentative and alternative communication system. The current research examined how the presence of symbol background color influenced the speed with which adults without disabilities located target line drawings in 2 studies. Method Both studies used a between-subjects design. In the 1st study, 30 adults (ages 18–29 years) located targets in a 16-symbol array. In the 2nd study, 30 adults (ages 18–34 years) located targets in a 60-symbol array. There were 3 conditions in each study: symbol background color, symbol background white with a black border, and symbol background white with a color border. Results In the 1st study, reaction times across groups were not significantly different. In the 2nd study, participants in the symbol background color condition were significantly faster than participants in the other conditions, and participants in the symbol background white with black border were significantly slower than participants in the other conditions. Conclusion Communication partners may benefit from the presence of background color, especially when supporting children using displays with many symbols.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Lessons Learned: My Path from PhD to Postdoc to Tenure Track

2014 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Cara Stepp
Keyword(s):  
Lessons Learned ◽  
Tenure Track

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

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