13. Model Hazard Communication Training Program

1999 ◽  
Author(s):  
T. Towers
Keyword(s):  
Training Program ◽  
Communication Training ◽  
Hazard Communication

Inclusion of Transgender Voice and Communication Training in a University Clinic

2017 ◽  
Vol 2 (10) ◽  
pp. 109-115 ◽  
Author(s):  
Jennifer Oates ◽  
Georgia Dacakis
Keyword(s):  
Training Program ◽  
Clinical Education ◽  
Well Being ◽  
Evidence Base ◽  
Communication Training ◽  
Speech Language Pathology ◽  
Transgender People ◽  
Language Pathology ◽  
Effectiveness Of Training ◽  
Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

The Feasibility of Virtual VitalTalk Workshops in Japanese: Can Faculty Members in the US Effectively Teach Communication Skills Virtually to Learners in Japan?

2021 ◽  
pp. 104990912110444
Author(s):  
Kaori Ito ◽  
Takeshi Uemura ◽  
Misuzu Yuasa ◽  
Eriko Onishi ◽  
Youkie Shiozawa ◽  
...  
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Communication Training ◽  
Faculty Members ◽  
Secondary Outcome ◽  
Virtual Communication ◽  
Serious Illness ◽  
The Us ◽  
Before And After ◽  
The Mean

Background: VitalTalk is an established training program for serious illness conversations in the US. Previously, this training course has been provided in-person in Japanese, but never virtually. Objectives: To evaluate the feasibility of a virtually administered VitalTalk workshop in Japanese. Setting/Subjects: We conducted a virtual workshop which consisted of 2 days (3 hours per day) of synchronous sessions and preceding asynchronous modules. Five VitalTalk faculty members in the US facilitated 4 workshops for 48 physicians from 33 institutions across Japan. Learners completed surveys before and after the workshop. Measurements: To evaluate the feasibility, learners were asked for their satisfaction with the workshop and the virtual format as primary outcomes and their self-assessed preparedness in serious illness communication as the secondary outcome. Each question employed a 5-point Likert scale. Results: All learners (n = 48, male 79%) participated in the survey. The mean score of the learners’ satisfaction was 4.69 or higher in all questions. The mean score of the virtual format’s satisfaction was 4.33 or higher in all questions. The mean score of self-reported preparedness on the 11 questions were between 2.30 and 3.34 before the workshop, all of which significantly increased to 3.08 through 3.96 after the workshop (p < 0.01 in all questions). Conclusion: Learners in Japan perceived the virtual format of our VitalTalk workshop as satisfactory, and their self-reported preparedness improved significantly after the workshop. VitalTalk faculty members in the US were able to provide virtual communication training to physicians in Japan.

Teaching Auxiliary Communication Skills to Severely Handicapped Students

AAESPH Review ◽  
1979 ◽  
Vol 4 (2) ◽  
pp. 107-124 ◽  
Author(s):  
John Nietupski ◽  
Susan Hamre-Nietupski
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Communication Systems ◽  
Verbal Communication ◽  
Communication Training ◽  
Auxiliary System ◽  
Communication Aids ◽  
Severely Handicapped ◽  
Communication Programs ◽  
Special Factors

The use of auxiliary communication systems with the severely handicapped is receiving increased attention. This article examines several considerations for instructional personnel who must decide when to initiate auxiliary communication programs, what system to teach, what vocabulary items to begin with, and what special factors must be decided. The authors describe manual systems, communication aids, and communicative codes, and give guidelines for choosing among them for specific students. They recommend considering an auxiliary system for any child who has not produced intelligible utterances by age 5 to 8 and who has not made adequate progress in a verbal communication training program. They also advocate simultaneous teaching of comprehension and production skills.

Development of Systematic Communication Training Program for Preclinical Training Using Dialog Simulator

2010 ◽  
Vol 36 (7) ◽  
pp. 476-485 ◽  
Author(s):  
Takashi Egawa ◽  
Takashi Shibata ◽  
Ritsuko Taniguchi ◽  
Ayano Ishimoto ◽  
Sayaka Okamatsu ◽  
...  
Keyword(s):  
Training Program ◽  
Communication Training ◽  
Preclinical Training

Rebus Symbol Communication Training with a Severely Handicapped Preschool Child

1988 ◽  
Vol 19 (2) ◽  
pp. 128-143 ◽  
Author(s):  
Paula M. Pecyna
Keyword(s):  
Training Program ◽  
Preschool Child ◽  
Communication Training ◽  
Developmental Level ◽  
Symbol System ◽  
New Words ◽  
Graphic Symbol ◽  
Severely Handicapped ◽  
Symbol Use

This case study describes the procedures used with and the results obtained for a preschool child with Down's syndrome who received communication training which incorporated Rebus symbols (a graphic symbol system). Training focused on comprehension and expressive use of Rebus symbols representing five new words and generalization of symbol use to the classroom. Results showed significant increases in the child's comprehension and expression Scores and in generalized symbol use. Further, the results indicated that symbol training may have facilitated development of the child's verbal expressive skills and that overall developmental level and level of communicative functioning are important factors to consider when planning a graphic symbol communication training program for a child.

scholarly journals The effect of communication training on mother-child communication applied by "from child to mother approach" in mobile kindergarten

2018 ◽  
Vol 9 (1) ◽  
pp. 37-60
Author(s):  
Osman Basit ◽  
Esra Ömeroğlu
Keyword(s):  
Training Program ◽  
Statistical Significance ◽  
Preschool Education ◽  
General Information ◽  
Communication Training ◽  
Control Group ◽  
Evaluation Tool ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

This research was carried out with the aim of examining the impact of communication training based on ‘from the child to mother approach’ on the communication of the mothers with their children attending mobile preschools. The sample comprised 80 children attending mobile preschool and mothers of those children. Two of the five neighborhoods served by the mobile preschool were designated randomly as experiment groups and the remaining as control groups. There were 33 children and mothers in the experimental group and 47 in the control group. The data was collected by General Information Form and Parent-Child Communication Evaluation Tool. During the course of the research, the Communication Training Program prepared by the researcher and based on the Child to Mother Approach was applied to the experimental group for two days in a week during eight weeks. In order to examine the impact of Communication Training Program on mother-child communication, t-test was conducted for both the independent group and the dependent group. Statistical significance was set at .05. As a result of the analyses, it has been determined that the Communication Training Program has a positive effect on communication between mothers and children and this effect is permanent. In line with the results of the research, suggestions for preschool education teachers, parents and researchers are presented.

scholarly journals Pelatihan Komunikasi Daring yang Efektif bagi Anggota Asosiasi Pengusaha Patin UKM Indonesia

2020 ◽  
Vol 6 (3) ◽  
pp. 260-268
Author(s):  
Maulana Amalia ◽  
Irzal Effendi
Keyword(s):  
Social Media ◽  
Training Program ◽  
Large Scale ◽  
Online Communication ◽  
Global Market ◽  
Communication Training ◽  
Media Campaigns ◽  
Training Materials ◽  
Communication Methods ◽  
Initial Research

Catfish is a reigning top commodity both in the Indonesian market and overseas. Large-scale catfish farming companies have managed to communicate their products well, as evidenced by their effective online communication. However, that is not the case with small and medium-sized catfish farmers. Only some members of Asosiasi Pengusaha Patin/Catfish Indonesia (APCI) have successfully established online communication methods through websites and social media campaigns. This necessitates the rest of the members to be assisted in holding themselves up against tight competition especially in the global market through online communication training. This training program aims to raise awareness, knowledge, and understanding of the importance of small and medium-sized enterprises (SMEs) dabbling in catfish farming and production to display their products online. The methods used in this activity involve formulating initial research, designing the training materials and consultations, preparing the training program, and evaluating the program. This training program is successful in raising the awareness and understanding of the members of APCI and will be useful in further stages of implementation.

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