Are Our Genes Important for Cooperation?

Frontiers for Young Minds ◽

10.3389/frym.2021.751592 ◽

2022 ◽

Vol 9 ◽

Author(s):

Avi Avital ◽

Shlomit Aga-Mizrachi

Keyword(s):

Social Cooperation ◽

Team Members ◽

Shared Activity ◽

Basketball Game

Social cooperation is a state in which people work together on a shared activity from which they both benefit, and the success of each person is dependent on everyone doing their part. Imagine, for example, a basketball game in which all team members make a shared effort and cooperate to win the game. To study this kind of social cooperation in the lab, we used rats. We created a special maze in which two rats must coordinate their behavior as a pair, moving together through the sections of the maze. Using this maze, we found that a rat’s genes are more important than its environment in determining its level of social cooperation.

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Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1703.230 ◽

1986 ◽

Vol 17 (3) ◽

pp. 230-240 ◽

Cited By ~ 10

Author(s):

Lou Tomes ◽

Dixie D. Sanger

Keyword(s):

Public Schools ◽

School Psychologists ◽

Elementary School Principals ◽

Team Member ◽

Interdisciplinary Team ◽

Survey Study ◽

Language Programs ◽

Team Members ◽

Positive Attitudes ◽

State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

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Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig2-2019-0003 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1267-1282

Author(s):

Jessica Salley ◽

Sarah Krusen ◽

Margaret Lockovich ◽

Bethany Wilson ◽

Brenda Eagan-Johnson ◽

...

Keyword(s):

Brain Injury ◽

Medical Setting ◽

Speech Language Pathology ◽

Speech Language Pathologists ◽

Team Members ◽

School Activities ◽

School Based ◽

Language Pathology ◽

Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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The Need for Nurse Training to Promote Improved Patient-Provider Communication for Patients With Complex Communication Needs

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac22.2.112 ◽

2013 ◽

Vol 22 (2) ◽

pp. 112-119 ◽

Cited By ~ 9

Author(s):

Debora Downey ◽

Mary Beth Happ

Keyword(s):

Health Care Providers ◽

Communication Disorders ◽

Provider Communication ◽

Nurse Training ◽

Care Providers ◽

Speech Language Pathologists ◽

Complex Communication Needs ◽

Team Members ◽

Patient Provider Communication ◽

Communication Needs

Abstract Hospitalized patients across the age continuum often present with complex communication needs (CCN) due to motor, sensory, cognitive, and linguistic barriers they may experience during their admission. Although hospitals recognize the need to enhance communication to improve quality and safety for all patients, the emphasis has been primarily on improving ”care coordination” amongst the health care providers the patient encounters across all points of admission. Most hospitals have yet to focus on improving the patient-provider communication experience, especially for patients with CCN. However, this population no longer can be ignored, as new standards mandate efforts to improve communication for patients with CCN. Nurses, as the team members responsible for continuous care during hospital stays, and speech-language pathologists, as communication disorders specialists, are positioned distinctively to facilitate patient communication and prevent miscommunications between patients and care providers. This article highlights the need to enhance the patient-provider communication experience for patients with CCN. We review the state of nurse training for patients with CCN, discuss the role speech-language pathologists can play in developing and implementing nurse training protocols, and outline basic elements nurse training modules should include.

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Food for Thought

Perspectives on Swallowing and Swallowing Disorders (Dysphagia) ◽

10.1044/sasd21.2.68 ◽

2012 ◽

Vol 21 (2) ◽

pp. 68-72 ◽

Cited By ~ 7

Author(s):

Caryn Easterling

Keyword(s):

Multidisciplinary Team ◽

Clinical History ◽

Team Members ◽

Speech Language Pathologist ◽

Expected Outcome

Our professional American Speech-Language-Hearing Association (ASHA) guidelines state, if a speech-language pathologist suspects on the basis of the clinical history that there may be an esophageal disorder contributing to the patient's dysphagia, then “An esophageal screening can be incorporated into most [videofluoroscopic swallowing studies, or] VFSS” (ASHA, 2004). However, the esophageal screen has not been defined by ASHA or by the American College of Radiology. This “Food for Thought” column suggests deglutologists work together to determine the procedure and expected outcome for the esophageal screen so that there is acceptance and consensus among the multidisciplinary team members who evaluate patients with dysphagia.

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Development of a German-Language Questionnaire to Measure Collective Orientation as an Individual Attitude

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000198 ◽

2017 ◽

Vol 76 (3) ◽

pp. 91-105 ◽

Cited By ~ 4

Author(s):

Vera Hagemann

Keyword(s):

Team Performance ◽

Reliability And Validity ◽

Future Research ◽

German Language ◽

Team Members ◽

Collective Orientation ◽

Team Research ◽

German Speaking ◽

Individual Variables ◽

The Individual

Abstract. The individual attitudes of every single team member are important for team performance. Studies show that each team member’s collective orientation – that is, propensity to work in a collective manner in team settings – enhances the team’s interdependent teamwork. In the German-speaking countries, there was previously no instrument to measure collective orientation. So, I developed and validated a German-language instrument to measure collective orientation. In three studies (N = 1028), I tested the validity of the instrument in terms of its internal structure and relationships with other variables. The results confirm the reliability and validity of the instrument. The instrument also predicts team performance in terms of interdependent teamwork. I discuss differences in established individual variables in team research and the role of collective orientation in teams. In future research, the instrument can be applied to diagnose teamwork deficiencies and evaluate interventions for developing team members’ collective orientation.

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The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000226 ◽

2019 ◽

Vol 18 (2) ◽

pp. 106-111

Author(s):

Fong-Yi Lai ◽

Szu-Chi Lu ◽

Cheng-Chen Lin ◽

Yu-Chin Lee

Keyword(s):

Hierarchical Linear Modeling ◽

Future Research ◽

Leader Member Exchange ◽

Voice Behavior ◽

Linear Modeling ◽

Team Members ◽

Member Exchange ◽

Multi Temporal ◽

The Relationship ◽

Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

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