Communication Strategies for Increasing the Integration of Persons in Supported Employment

1995 ◽  
Vol 4 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Keith Storey ◽  
Helen Ezell ◽  
Linda Lengyel
Keyword(s):  
Social Interactions ◽  
Best Practice ◽  
Supported Employment ◽  
Communication Strategies ◽  
Severe Disabilities ◽  
Future Research ◽  
Communication Research ◽  
Social Skills Instruction ◽  
The Social ◽  
Communication Interventions

Integration of workers with severe disabilities is a critical outcome of supported employment. However, in practice, integration has been difficult to achieve. Few intervention strategies have been empirically validated. This paper reviews data-based communication research designed to increase the social interactions of workers with disabilities in supported employment settings. The literature is divided into three areas for review (social skills instruction, problem solving, and nonverbal communication strategies). Nineteen articles are reviewed. Specific communication interventions for increasing integration are analyzed and evaluated with suggestions for best practice of instructional techniques. Recommendations for future research are discussed.

Marketing Orientation Embedding Internet Capability as Best Practice for Medium-Sized Global Firms

2019 ◽  
pp. 111-135
Author(s):  
Maria Giovanna Tongiani ◽  
Claudia Burchielli
Keyword(s):  
Best Practice ◽  
Global Market ◽  
Future Research ◽  
Research Directions ◽  
Marketing Orientation ◽  
The Social ◽  
Marketing Activities ◽  
Future Research Directions ◽  
Different Characteristics ◽  
The Web

Contemporary competition in the distribution sector is becoming increasingly more cut-throat and consumers have multiple channels to choose from for making their purchases, each with different characteristics and practical methods. The objective of this work is to obtain information and identify the elements that allow for highlighting the ability of the medium-sized retailers who use the web and the social media to expand their own reference markets. The information will be acquired by means of interviews with Italian and international (USA and UK) customers of a medium Italian global fashion retailer. The analyses of the results will provide useful indications concerning the marketing activities for the medium retailer firms operating in the global market. This approach is followed by future research directions and a conclusion.

scholarly journals The Social Origins of Human Prosociality

2019 ◽  
Vol 28 (3) ◽  
pp. 274-279 ◽  
Author(s):  
Audun Dahl ◽  
Celia A. Brownell
Keyword(s):  
Prosocial Behavior ◽  
Social Interactions ◽  
Early Development ◽  
Future Research ◽  
First Year ◽  
Social And Emotional ◽  
Caregiver Behavior ◽  
The Social ◽  
Second Year ◽  
First Year Of Life

From early in life, children help, comfort, and share with other people. Recent research has deepened scientific understanding of the development of prosociality—efforts to promote the welfare of others. In this article, we discuss two key insights about the emergence and early development of prosocial behavior, focusing on the development of helping. First, children’s motivations and capabilities for helping change in quality as well as quantity over the opening years of life. Specifically, helping begins in participatory activities without prosocial intent in the first year of life, becoming increasingly autonomous and motivated by prosocial intent over the second year. Second, helping emerges through bidirectional social interactions starting at birth: Caregivers and other individuals support the development of helping in a variety of ways, and young children play active roles that often influence caregiver behavior. The question now is not whether but how social interactions contribute to the development of prosocial behavior. Recent methodological and theoretical advances provide exciting avenues for future research on the social and emotional origins of human prosociality.

Reducing Structural Barriers to Improve the Social Life of Three Adults with Severe Disabilities

1997 ◽  
Vol 22 (3) ◽  
pp. 138-150
Author(s):  
Kate Werner ◽  
Robert H. Horner ◽  
J. Stephen Newton
Keyword(s):  
Social Life ◽  
Severe Disabilities ◽  
Future Research ◽  
Social Activities ◽  
Structural Barriers ◽  
Baseline Design ◽  
Social Barriers ◽  
The Social ◽  
Independent Variable ◽  
The Stability

Social life can be diminished by barriers inadvertently associated with “support.” Social barriers were identified for three adults with severe intellectual disabilities. A multiple baseline design across subjects was used to examine the effects of removing these barriers on the social life of each participant. The dependent variables in the study were (a) the number of social activities done per week, (b) the number of different people with whom social activities were done each week, and (c) the stability of social relationships across time as indexed by the number of different weeks in which activities occurred with a companion across the 27 weeks of the study. The independent variable was a seven-component “barrier reduction” package. Support staff were taught to use each component of the package, and pre-post measurement of package use was obtained. Results indicate that the staff successfully implemented the barrier reduction package, and that implementation was associated with change in the social life of each participant. The study raises implications for (a) assessing structural barriers, (b) modifying structural barriers, and (c) measurement of “social stability” as an important index of social life for future research.

scholarly journals Applying Social Media in Crisis Communication: A Quantitative Review of Social Media-Related Crisis Communication Research from 2009 to 2017

2017 ◽  
Vol 1 (1) ◽  
pp. 29-37
Author(s):  
Yuan Wang ◽  
Keyword(s):  
Social Media ◽  
Public Relations ◽  
Crisis Communication ◽  
Theoretical Models ◽  
Research Trend ◽  
Future Research ◽  
Communication Research ◽  
The Social ◽  
Social Media Platforms ◽  
Future Research Directions

Social media has drawn growing attention from crisis communication researchers. The purpose of this study was to provide an overview of the current paradigm of research on social media and crisis communication, to identify the research gaps, and to help scholars understand future research directions in this area. The current study examined the trends and patterns of social media-related crisis communication research published in 11 communication and public relations journals from 2009 to 2017. More specifically, it focused on the trends and characteristics of research topics, theories and theoretical models, crisis types, social media platforms, sample types, and research methods. This study found that public relations-focused journals published most of the social media-related crisis communication articles. Most studies adopted theories or theoretical models and examined the role of social media in crisis communication, which focused on product tampering and general crisis. Additionally, a considerable number of studies employed content analysis techniques that used social media content as the sample. This study discussed the trends of social media-related crisis communication research and the directions for future research. Keywords: Crisis communication, social media, research trend, public relations, communication.

Increasing an AAC User's Classroom Community Membership Through Peer Social Networks: An Ecological Intervention

Inclusion ◽  
2013 ◽  
Vol 1 (3) ◽  
pp. 164-180 ◽  
Author(s):  
Kim W. Fisher ◽  
Karrie A. Shogren ◽  
James W. Halle
Keyword(s):  
Social Interaction ◽  
Augmentative And Alternative Communication ◽  
Cognitive Mapping ◽  
Classroom Community ◽  
Severe Disabilities ◽  
Future Research ◽  
Community Membership ◽  
Social Skills Instruction ◽  
The Impact ◽  
Interaction Research

Abstract Increasingly, disability is being conceptualized through a social-ecological framework that emphasizes the match or mismatch between the person and their environment (Wehmeyer et al., 2008). With that, researchers, practitioners, and policymakers have examined what supports are necessary to create truly inclusive communities for individuals with disabilities, their families, and community members. In social interaction research within the schools, an effort to conceptualize social interaction supports for children with severe disabilities has emerged (Carter & Hughes, 2005). For children with severe disabilities who use augmentative and alternative communication (AAC), however, this is not the case (Snell, Chen, & Hoover, 2006). Instead, a majority of social interaction research for these children has focused on skill development (Fisher & Shogren, 2012). The purpose of this study was to examine the impact of social skills instruction on the classroom community membership of a child with severe disabilities (who used AAC) and her peers. We used (a) social interaction rate, (b) sociometric status, and (c) Social Cognitive Mapping (Cairns, Perrin, & Cairns, 1985) for analysis. Results and recommendations for future research are discussed.

scholarly journals Creative Openings in the Social Interactions of Teaching

2016 ◽  
Vol 3 (2) ◽  
pp. 261-273 ◽  
Author(s):  
Ronald A. Beghetto
Keyword(s):  
Social Interactions ◽  
Recent Work ◽  
Future Research ◽  
Creative Thought ◽  
The Social

AbstractWhat role does creativity play in the social interactions of teaching? The purpose of this brief communication is to address this question by introducing the concept of creative openings. Creative openings refer to unexpected breaks in otherwise planned teaching interactions that result in new and meaningful insights, perspectives and understandings. The concept of creative openings builds on recent work that has endeavored to explore how creative thought and action can emerge in the socio-psychological and material interactions of practice. The article opens by briefly introducing creative openings, highlights three key moment (interactional ruptures, interactional responses and interactional outcomes) that researchers can use to examine the trajectory of creative openings. The article closes with a brief example that illustrates these key moments and how they might be represented diagrammatically. Directions for future research are also discussed.

Supported Employment and Social Validity

1994 ◽  
Vol 19 (2) ◽  
pp. 116-129 ◽  
Author(s):  
David W. Test
Keyword(s):  
Consumer Satisfaction ◽  
Supported Employment ◽  
Social Validity ◽  
Future Research ◽  
Employment Services ◽  
Validity Data ◽  
Validity Assessment ◽  
The Social ◽  
The Matrix ◽  
Employment Goals

Whereas considerable data exist demonstrating positive outcomes for people working as a result of supported employment, little attention has been paid to more qualitative measures of consumer satisfaction. Given the vast array of potential consumers of supported employment services, it seems imperative to determine consumer acceptability, or the social validity, of supported employment goals, procedures, and outcomes. The purpose of the present paper was to review a portion of the supported employment/social validity literature in relation to a proposed Social Validity Matrix and to suggest areas for future research. A review of 30 studies based on the matrix indicated future research is needed to (a) broaden the scope of supported employment social validity assessment, (b) investigate alternative strategies for assessing social validity, (c) develop systematic procedures for collecting and using social validity data, and (d) establish functional variables within supported employment.

scholarly journals Music Technology as a Means for Fostering Young Children’s Social Interactions in an Inclusive Class

2021 ◽  
Vol 4 (4) ◽  
pp. 93
Author(s):  
Liza Lee ◽  
Hsiao-Yun Chang
Keyword(s):  
Social Interactions ◽  
Research Question ◽  
Study Data ◽  
Music Technology ◽  
Qualitative Assessment ◽  
Future Research ◽  
Teaching Content ◽  
Positive Performance ◽  
The Social ◽  
Post Test

This research investigated how children aged five to six performed in social interactions and participation by learning American English through music technology activities in an inclusive class. The purposes of this research were to analyze, through music technology activities, the social interactions and participation of children in the inclusive class. Therefore, the research question was as follows: can music technology activities significantly improve children’s social interactions and participation in an inclusive class? There were two themes for the research teaching, each of which included seven weeks of instruction. The teaching content involved three stages, which were pre-test, implementation, and post-test. The research teaching was given 40 min per session twice a week and continued for 14 weeks with 28 teaching times. The methodology primarily consisted of a qualitative assessment of participation, observations, and interviews. In addition to collecting and analyzing qualitative data, quantitative data were also employed in the study. Data sources were semi-structured observation forms, anecdote records, language test scales and interview records, and feedback forms. The results indicated that all children had positive performance in social interactions and participating motivation, as supported by statistical results of social validity. Furthermore, the children’s cooperation and communication effectively improved through music technology activities. Nevertheless, the limitation of the study is the insufficient number of participants involved in the evaluation. For future research, utilizing more than 30 samples would be more appropriate and would supplement the social network analysis to carry out more in-depth investigations and discussions.

Conversations and Moral Development

2020 ◽  
pp. 481-499
Author(s):  
Allison DiBianca Fasoli
Keyword(s):  
Moral Development ◽  
Life Course ◽  
Social Interactions ◽  
Language Socialization ◽  
Cultural Beliefs ◽  
Future Research ◽  
Moral Concepts ◽  
The Social ◽  
Social Partners ◽  
The Life Course

In this chapter, the author integrates dominant approaches to moral development in order to outline the significance of conversations for moral development and socialization. Across socialization, narrative, constructivist, and language socialization approaches, research on conversations has advanced our understanding of the development of moral conscience, moral selves, moral concepts, and moral language practices, respectively. While the majority of these research endeavors has focused on social interactions, a move to the investigation of conversations promises to advance our understanding not only of the social bases of moral development, but also its social processes. The author concludes by suggesting avenues for future research that examine moral conversations across the life course, between various social partners, and in relation to cultural beliefs. Such research will help to reveal the unique affordances of conversations in the process of moral development.

Promoting Social Interaction through Teaching Generalized Play Initiation Responses to Preschool Children with Autism

1989 ◽  
Vol 14 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Thomas G. Haring ◽  
Laurie Lovinger
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Severe Disabilities ◽  
Free Play ◽  
Treatment Conditions ◽  
The Social ◽  
Play Behaviors ◽  
Students With Severe Disabilities ◽  
Play Initiation ◽  
Social Interaction Skills

Two experiments were conducted to investigate the effects of play initiation training on subsequent social interactions between students with severe disabilities and their nonhandicapped peers within play contexts. In both studies, five nonhandicapped peers were used as training confederates, and generalization probes were conducted within unstructured free-play situations with a larger number of peers who did not participate in training. In Experiment 1, a preschool student with autistic behaviors was integrated into a regular preschool The effects of two treatment conditions were compared: (a) providing an awareness activity plus rewards for the nonhandicapped peers who initiated interactions and (b) teaching initiations and play behaviors to the student with severe disabilities. The results indicated that although the awareness activity plus reward condition increased the frequency of peer initiations, peer responsivity to the initiations by the student with severe disabilities remained low. When the student with severe disabilities was taught to initiate interactions and play appropriately, the level of initiation by the student increased and the level of responsivity by the peers toward his initiations also increased. In Experiment 2, we replicated this effect with two students who were integrated into a kindergarten class. The effects of competent social interaction skills on shaping environments that are responsive to the social initiations of students with severe disabilities are discussed.

Sign in / Sign up

Export Citation Format

Share Document