Soundscape evaluation to identify audio visual aspects in café for student's activities

2021 ◽  
Vol 263 (3) ◽  
pp. 3845-3853
Author(s):  
Rizky Octaviani ◽  
Diandra Rizkiyani ◽  
Anugrah Sabdono Sudarsono ◽  
Sugeng Joko Sarwono
Keyword(s):  
Online Survey ◽  
Color Contrast ◽  
Visual Preference ◽  
Student Activities ◽  
Baked Goods ◽  
Activity Preference

A café is a type of restaurant that typically serves coffee and tea, in addition to light refreshments such as baked goods or snacks. Nowadays, students also consider cafés as a social place to do various activities. The different activities might need a different environment. However, the existing studies regarding the soundscape in a café do not consider the different activities and only focus on the auditory aspects. In this study, the activities in a café and the important audio-visual aspects are identified. This information is beneficial to design appropriate cafés environment for different student activities. The data were collected using an online survey. The survey asked several pieces of information such as activity preference and audio-visual preference. The survey shows that the students' activities in a café are classified into four types: discussion-chatting (27%), group-studying (27%), eating drinking (20%), self-studying (16.5%), and others (9.6%). The survey also shows the five most important audio and visual aspects in a café: general noise (13.61%), dynamics (8.9%), the loudness of music (8.12%), color contrast (8.12%), and hubbub (7.85%).

Discretionary Food Fortification: Implications of Consumer Attitudes

2009 ◽  
Vol 70 (4) ◽  
pp. e26-e31 ◽  
Author(s):  
Maria Kalergis ◽  
Andrew MacDonald
Keyword(s):  
Nutritional Quality ◽  
Online Survey ◽  
Fruit Juice ◽  
Eating Habits ◽  
Negative Impact ◽  
Health Issues ◽  
Fortified Foods ◽  
Baked Goods ◽  
Current Consumption ◽  
Cereal Bars

Purpose: The interest in, intent to, and impact of consuming foods fortified with vitamins and minerals, particularly foods of poor nutritional quality, were evaluated among Canadians. Methods: A Canada-wide, online survey of 1200 adults and teens was used to assess the interest in, intent to, and impact of consuming or serving foods fortified under two fortification scenarios (10% and 20% of the Recommended Daily Value). Categories of foods tested were cereal bars, energy bars, flavoured bottled water, frozen desserts, fruit drinks, fruit juice, salty snacks, soda pop, sports drinks, sweet baked goods, and sweets. Results: The majority of adults and teens were interested in consuming fortified foods and indicated that they would increase their current consumption of specific foods if they became fortified. These foods included soft drinks, salty snacks, fruit drinks, and fruit juice. A large proportion of adults also indicated that they would serve more of these fortified foods to their children. Conclusions: Our findings reveal that fortifying foods, particularly those of poor nutritional quality, could lead to increased consumption of these foods among children, teens, and adults. Potentially, this could have a negative impact on eating habits and, in turn, could exacerbate the current nutrition-related health issues that Canadians face.

Experiential Learning in the Canadian Communications Landscape

2021 ◽  
Vol 46 (3) ◽  
Author(s):  
Sandra Smeltzer ◽  
Darryl A. Pieber ◽  
Mason Brooks
Keyword(s):  
Experiential Learning ◽  
Online Survey ◽  
Communication Studies ◽  
Engaged Learning ◽  
Student Activities ◽  
Article Analyse

Background: This article critically analyzes the results of an online survey about curricular experiential learning (EL) completed by 36 Canadian communication studies programs. Analysis: Attention is focused on internships, co-ops, and community engaged learning. Six key areas illuminate the current EL terrain: types and scope of EL endeavours, pedagogical requirements and hourly commitments, student remuneration, logistical and scholarly oversight, EL partners and student activities, and stakeholder demand. Conclusions and implications: We highlight five issues emerging from the data that deserve greater attention and argue that scholars must proactively engage in conversations about the role that EL plays in the field. Contexte : Cet article analyse de manière critique les résultats d’un sondage en ligne sur les apprentissages expérientiels complété par 36 programmes canadiens d’études en communication.Cette recherche est devenue de plus en plus importante depuis le développement rapide des apprentissages expérientiels dans les établissements d’enseignementsupérieur en réponse aux pressions exercées par les gouvernements provinciaux, les étudiants, et les administrateurs d’université. Analyse : Six zones clés sont mises en évidence pour éclairer le terrain actuel des apprentissages expérientiels : 1) les types et l’étendue des efforts d’apprentissages expérientiels; 2) les exigences pédagogiques et les engagements horaires; 3) la rémunération des étudiants; 4) la surveillance logistique et scientifique; 5) les partenaires des apprentissages expérientiels et des activités des étudiants; et 6) la demande des parties prenantes. L’attention se concentre sur les formes principales des apprentissages expérientiels dans les études de communication : stages à court et à long terme, coopératives et apprentissage en milieu communautaire. Conclusions et implications : Les spécialistes en communication doivent s’engager de manière proactive dans des conversations sur le rôle des apprentissages expérientiels sur le terrain; l’article met en évidence cinq points focaux émergeant des données qui méritent une attention particulière.

scholarly journals The Influence of Child-Related Factors on Caregiver Perceptions of Their Child’s Sustained Participation in a Community Football Program: A Study of Children with and without Neurodevelopmental Disorders

2021 ◽  
Vol 18 (2) ◽  
pp. 831
Author(s):  
Carmel Sivaratnam ◽  
Bethany Devenish ◽  
Tayla Chellew ◽  
Nicole Papadopoulos ◽  
Jane McGillivray ◽  
...  
Keyword(s):  
Neurodevelopmental Disorders ◽  
Online Survey ◽  
Typically Developing ◽  
Community Based ◽  
Related Factors ◽  
Level Of Involvement ◽  
Neurodevelopmental Disability ◽  
Disability Status ◽  
Activity Preference ◽  
Football Programs

This study evaluated the influence of activity preference and involvement on season completion in a community-based football program for children with and without neurodevelopmental disorders. Caregivers (n = 1428) of 1529 children aged 4 to 17 (M = 7.27, SD = 1.85), with (n = 175) and without (n = 1354) neurodevelopmental disorders who were currently participating or had previously participated in a group-based NAB AFL Auskick football program completed an online survey. The survey collected information on their child’s completion of any attempted seasons of the football program, level of involvement during the sessions and preference for football over other sports and activities. Eighty percent of children with a neurodevelopmental diagnosis had completed all seasons of Auskick, compared with 93% of children without a neurodevelopmental diagnosis. Results indicated that children with neurodevelopmental disorders (n = 135) were 3.71 times less likely to complete a football season than their typically developing peers (n = 903). Higher levels of involvement during football sessions and greater preference for football were linked to a higher football season completion rate, irrespective of neurodevelopmental disability diagnosis. This study highlights the influence of child-related factors, in particular, preference and involvement, on children’s sustained participation in community football programs, regardless of neurodevelopmental disability status.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Stuttering-Related Podcasts: Audio-Based Self-Help for People Who Stutter

2020 ◽  
Vol 5 (5) ◽  
pp. 1131-1138
Author(s):  
Lauren E. Dignazio ◽  
Megan M. Kenny ◽  
Erik X. Raj ◽  
Kyle D. Pelkey
Keyword(s):  
Support Groups ◽  
Support Group ◽  
Online Survey ◽  
Multiple Choice ◽  
Speech Language Pathologists ◽  
Group Leaders ◽  
Self Help ◽  
Group Members

Purpose It is known that people who stutter (PWS) benefit from self-help experiences, such as attending support groups or conferences. However, limited research has been done to explore the listening of stuttering-related podcasts as a form of self-help for PWS. This study seeks to understand the reasons why PWS listen to stuttering-related podcasts and provide descriptions of their listening experiences. Method Thirty-three PWS who have listened to stuttering-related podcasts were recruited to participate in an online survey that included multiple-choice and open-ended questions. Responses were analyzed and grouped into descriptive themes. Results Participants reported listening to stuttering-related podcasts as a way to gain information and perspective. They also reported experiences that fit themes of empowerment and camaraderie, as a result of listening. Conclusions Stuttering-related podcasts seem to be a positive self-help tool for PWS. Stuttering support group leaders and/or speech-language pathologists may consider introducing their group members or clients who stutter to this type of audio-based self-help experience.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

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