verbal encouragement
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Author(s):  
Peyman Zamani ◽  
Neda Tahmasebi ◽  
Mohammad Soroush Mehdifard ◽  
Saeed Hesam

Introduction: Studies have shown that Syllable Speech Technique (SST) can be a useful  and practical way to achieve stutter-free speech for Children With Stuttering (CWS). In this preliminary study, the use of SST in Persian-speaking school-age CWS was investigated. Materials and Methods: Ten 8- to 11-year-old students with stuttering were entered in the single-group pretest-posttest study as participants. Their speech fluency has been enhanced using SST accompanied by verbal encouragement for stutter-free speech. The percentage of stuttered syllables, stuttering severity, and communication attitude as outcome measures were evaluated in three time points: before the intervention (T0), after the intervention (T1), and one month after the intervention (T2). Results: The children showed significantly better scores on all outcome measures at T1 (P≤0.004) and T2 (P≤0.005) compared with T0. There was no significant difference between T1 and T2 (P≥0.026). Conclusion: The reported benefits of SST in stuttering reduction and speech-related anxiety- relieving of Persian-speaking school-age CWS confirms the feasibility and usefulness of this technique.


Cureus ◽  
2021 ◽  
Author(s):  
Raid M AL Zhranei ◽  
Mohammad Ismail ◽  
Mohammed Allah ◽  
Mousa Alzahrani

2021 ◽  
Vol 11 (18) ◽  
pp. 8625
Author(s):  
Raouf Hammami ◽  
Ammar Nebigh ◽  
Mohamed Amine Selmi ◽  
Haithem Rebai ◽  
Sime Versic ◽  
...  

Verbal encouragement (VE) and listening to preferred music (PM) are considered effective ergogenic methods in strength and conditioning, but studies examining the effectiveness of these two methods simultaneously are lacking. This study analyzed the influence of PM and VE on repeated change-of-direction performance (R-CoD) in elite young basketball players. On alternate days, 18 elite young basketball players (17.2 ± 0.61 years; 189.8 ± 7 cm; 71.6 ± 6.7 kg; body fat: 12.3 ± 2.5%) were assessed on R-CoD under three randomized conditions: team-selected PM, VE, and control condition. Total time (TT), peak time (PT), and fatigue index were registered and compared across conditions. Significant differences across conditions were evidenced for TT and PT (F-test = 6.96 and 4.15, p < 0.05; large effect size), with better results in VE and PM than in the control condition and no significant differences between VE and PM. No correlations were evidenced between changes that occurred as a result of VE and those which occurred as a result of PM, indicating individual responsiveness of the players to VE and PM. The results evidenced positive acute effects of VE and PM on R-CoD performance, indicating the usefulness of these training methods in the conditioning of youth basketball players. Future studies should evaluate the applicability of VE and PM in the training of other conditioning capacities and the individual responsiveness of players toward VE and PM.


2021 ◽  
Vol 79 (1) ◽  
pp. 277-288
Author(s):  
Jesús Díaz-García ◽  
Juan José Pulido ◽  
José Carlos Ponce-Bordón ◽  
Carlos Cano-Prado ◽  
Miguel Ángel López-Gajardo ◽  
...  

Abstract This study analyzed the influence of the coaches’ encouragement on the mental and physical load in soccer practices. The participants were 36 semiprofessional Spanish soccer players (Mage = 22.40; SD = 2.25) belonging to two male teams and one female team. Following the same practices’ design and order, two training sessions of each team were completed. In one session, coaches maintained a passive verbal attitude, whereas in the other session, coaches intervened with an active attitude through continuous general encouragement. The mental load and fatigue were measured using self-reported questionnaires (Likert scales), and internal and external physical loads were quantified using the rating of perceived exertion and the Global Position System. A t-test for related samples and magnitude based on an inference spreadsheet was performed. The results demonstrated that mental and internal physical loads increased when coaches participated with active verbal encouragement. Especially, increases in performance satisfaction, mental effort, and RPE values, and decreases in unsafety values were detected due to encouragement interventions. Nevertheless, the external physical load did not show a clear trend. Based on these findings, coaches can use this information to manipulate their verbal encouragement during practices according to their physical and mental objectives with specific soccer strategies


Author(s):  
Hossein Jalaei Nobari

One of the ways that managers behave with agents is to use the method of encouragement and punishment. Usually, encouragement is done for good work in order to thank the person. Encouragement is a derivative of the word enthusiasm, which means creating enthusiasm and is a kind of gratitude. The question of this research is what methods did Imam Ali (A.S) use to encourage agents? The method of collecting data in this research was library and the processing method is descriptive-analytical. After investigations, it was found that Imam Ali (A.S) used different methods to encourage agents. One of these methods is to give a financial gift to a person. The second method is verbal encouragement that encourages the person and causes others to do good work. Another method of Imam Ali (A.s) is written encouragement. He thanked different people for their good performance by sending letters and etc to them.


2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 716-716
Author(s):  
Katherine Barrett ◽  
Abigail Flesher ◽  
Kameron Moding ◽  
Susan Johnson

Abstract Objectives To characterize parental verbal prompts to infants during feeding and the relation of parent verbalizations to infant acceptance of a novel food. Methods Feeding interactions of parent-child dyads (n = 106; 54% boys; mean age 13.3 ± 4.9 mo) were video-recorded and all parental verbal communications to infants and infant acceptance/rejection of the bites were coded. Verbal prompts, defined a priori, were categorized as positive (8 codes, e.g., verbal encouragement), neutral (4 codes, e.g., comments about color of food) and negative (6 codes, e.g., pressure) prompts. Trained coders classified each utterance and recorded the number and rate of bites accepted (mean K = .81 for all codes). Frequency of verbal prompts were examined by infant sex (M/F), age (6–11.9, 12–17.9, & 18–24 mo), and over the course of the feeding using Wilcoxon rank sums & Kruskal Wallis tests (p &lt; .05). Spearman's rho tested associations between verbalization frequency and both the number of accepted and rejected bites and the rate of bite acceptance. Results Total parent verbalizations increased with infant age (p = .002). No differences were noted by infant sex. Positive verbalizations declined over the course of the feed (p = .02), whereas neutral (p = .20) and negative (p = .09) verbalizations exhibited no significant change. Total verbalizations were positively correlated with the number of rejected bites (p = .0009). In contrast, fewer negative verbalizations were correlated with more accepted bites (p = .02) and a lower rate of acceptance (p = .002). The absence of verbalizations was correlated with more accepted bites (p = .02) and a higher rate of acceptance (p = .004). Conclusions During the course of offering a novel food, caregivers generally spoke more often with older infants and when children rejected the food. Caregivers appear to be more likely to employ verbal strategies to coax the acceptance of a food when children are reluctant to eat, rather than proactively engaging children throughout the feeding interaction. Furthermore, the nature and tone of caregiver verbalizations during feeding interactions may change over the course of the feeding session with positive verbalizations waning and the use of negative and neutral prompts increasing if children show reluctance to consume the food. Funding Sources The Sugar Association.


2021 ◽  
Vol 21 (2) ◽  
pp. 1-24
Author(s):  
Louise Ann Lyon ◽  
Chelsea Clayton

Female-focused, grassroots communities purporting to help women learn to code are popping up in a variety of settings, indicating the motivation on the part of the participants to evade male-dominated settings while learning. However, little is known about how these groups function as an activity system. With current technology enabling the forming of virtual communities and the meteoric rise in use of the Salesforce CRM (customer relationship management) platform, a group of women have formed a coaching and learning community designed to help women move from Salesforce administrators to software developers through learning to code. We used activity systems analysis (ASA) to investigate this real-world instance of the larger phenomenon using an ethnographic approach. We used ASA to organize and make sense of the data by first creating a table listing the points on the activity system triangle (subject, rules, object, etc.) and filling in the points of the triangle based on the design of the coaching and learning group as described by participants; this gave us a high-level view of the activity system. To understand the subjects’ point of view of the system, we then created a new column in the table to fill in themes that emerged from our qualitative data analysis organized by dimension of the activity system. This process enabled us to capture the activity and the voices of participants as well as tensions that had emerged in the system. Findings show a range of outcomes, from participants crediting the group as a kickstart to the journey to successfully landing a job as a developer to members stalling in their progress after involvement. Results also show that purposeful tensions of welcoming novice questions and offering unsolicited verbal encouragement built into the activity system create a welcoming, safe environment for women learning to code.


2021 ◽  
Author(s):  
Mark Vincent Springett ◽  
Martin Mihajlov ◽  
Ezeni Brzovska ◽  
Mihaela Orozel ◽  
Vesna Elsner ◽  
...  

Abstract This paper reports three exploratory empirical studies with older adults that had little or no prior experience with interactive technologies. The participants were introduced to interactive technology by playing games on touchscreens, playing in pairs with the assistance of a mentor. We focus on two principle aspects, the peer-to-peer interaction during these sessions, and the role of the mentor in progressing the sessions. In the case of peer-to-peer interaction we looked for ways in which players supported each other during interaction to assess the role of peer interaction in this context. In the case of mentoring, we examined the efficacy of a minimalist approach where verbal encouragement, suggestions or (in the last resort) intervention are used to provide support to learners. The sessions showed that learners typically could play and learn basic manipulations independently after initial help and guidance from mentors. We also found that peer interaction, both in verbal and non-verbal communication and cooperative action was broadly a positive influence within sessions, suggesting that there is significant value in building confidence as well as in learning.


2020 ◽  
Vol 11 (22) ◽  
pp. 462-481
Author(s):  
Francine Chan ◽  
Dominique Jalandoni ◽  
Cecil Austin Sayarot ◽  
Marc Uy ◽  
Denver Daradar ◽  
...  

Family businesses face a succession crisis where only 13% survive until the third generation (Lee-Chua, 2014). While there is sufficient literature on family business succession planning , research on the motivations behind next-generation engagement in family firms, especially for third-generation successors, is limited (Garcia, Sharma, De Massis, Wright & Scholes, 2018). Thus, the present study tested Garcia et al. (2018)’s model where perceived parental support and psychological control predict next-generation engagement, with family business self-efficacy and commitment to family business mediating this relationship. 118 third-generation successors were surveyed using established and newly developed scales based on previous literature. Mediation analysis showed that normative commitment partially mediated verbal encouragement and next-generation engagement, while affective commitment fully mediated parental psychological control and next-generation engagement. Results were also compared against 124 second-generation successors, revealing that there were no significant differences between generations. Combining these two datasets led to a new conceptual framework, where normative commitment partially mediated verbal encouragement and next-generation intention, while affective commitment partially mediated parental psychological control and next-generation intention. The results of the study can contribute to the enrichment of family business literature, particularly on the factors that influence the intentions of third-generation successors, and to the creation of effective succession plans.


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