Music Analysis of Clinical Improvisations with an Adolescent Who Has Communication Difficulties

<p>This qualitative study examines four improvisations taken from four phases of the researcher's clinical music therapy experience with an adolescent who had Autism Spectrum Disorder (ASD). Therapeutic changes and communicative qualities in the improvisations were traced through reviewing clinical notes and journal reflections, and using adapted versions of Bruscia's Improvisational Assessment Profiles (Autonomy and Variability profile) to provide insights to the description and interpretation of the music. The results suggest a progression in the client's awareness of the music therapy student (MTS) (who later became the researcher) an increased ability to interact through turn-taking, imitating, sharing and empathetic playing, as well as enhanced non-verbal and verbal skills. The analyses unfold the client and the music therapy student's journey in music therapy, highlighting the process of how two strangers became partners through improvisations.</p>

Music Analysis of Clinical Improvisations with an Adolescent Who Has Communication Difficulties

<p>This qualitative study examines four improvisations taken from four phases of the researcher's clinical music therapy experience with an adolescent who had Autism Spectrum Disorder (ASD). Therapeutic changes and communicative qualities in the improvisations were traced through reviewing clinical notes and journal reflections, and using adapted versions of Bruscia's Improvisational Assessment Profiles (Autonomy and Variability profile) to provide insights to the description and interpretation of the music. The results suggest a progression in the client's awareness of the music therapy student (MTS) (who later became the researcher) an increased ability to interact through turn-taking, imitating, sharing and empathetic playing, as well as enhanced non-verbal and verbal skills. The analyses unfold the client and the music therapy student's journey in music therapy, highlighting the process of how two strangers became partners through improvisations.</p>

Personalization and Localization in Human-Robot Interaction: A Review of Technical Methods

Personalization and localization are important when developing social robots for different sectors, including education, industry, healthcare or restaurants. This allows for an adjustment of robot behaviors according to the needs, preferences or personality of an individual when referring to personalization or to the social conventions or the culture of a country when referring to localization. However, there are different models that enable personalization and localization presented in the current literature, each with their advantages and drawbacks. This work aims to help researchers in the field of social robotics by reviewing and analyzing different papers in this domain. We specifically focus our review by exploring different robots that employ distinct models for the adaptation of the robot to its environment. Additionally, we study an array of methods used to adapt the nonverbal and verbal skills of social robots, including state-of-the-art techniques in artificial intelligence.

Predicting progress in word learning for children with autism and minimal verbal skills

Background Approximately 30% of children diagnosed with autism remain minimally verbal past age 5. Interventions are often effective in increasing spoken communication for some of these children. Clinical and research decisions would be facilitated by identifying early indicators of progress in interventions. The purpose of this study was to investigate the relationship between speech sound measures obtained from the early phases of treatment and later treatment outcomes in children with autism and minimal verbal skills. Methods Twenty-three children (18 boys) between 5 and 9 years of age participated. We compared scores reflecting the phonemic features of word attempts produced during probes, and the number of correct words after 4 weeks of intervention to later word learning outcomes. Results Correlational and hierarchical regression analyses showed that both predictors were positively correlated with outcomes, but the phonemic scores were more strongly related than number of correct words. Conclusion We conclude that phonemic scoring may be a useful measure to determine proximal gains in a spoken word learning intervention. Proximal measures are particularly helpful when trying to decide if the current course of intervention should be maintained or altered. Trial registration https://register.clinicaltrials.gov/prs/app/action/LoginUser?ts=2&cx=-jg9qo3.

Cochlear Implantation in Inner Ear Malformations: Considerations Related to Surgical Complications and Communication Skills

<b><i>Introduction:</i></b> There are particular challenges in the implantation of malformed cochleae, such as in cases of facial nerve anomalies, cerebrospinal fluid (CSF) leaks, erroneous electrode insertion, or facial stimulation, and the outcomes may differ depending on the severity of the malformation. The aim of this study was to assess the impact of inner ear malformations (IEMs) on surgical complications and outcomes of cochlear implantation. <b><i>Methods:</i></b> In order to assess the impact of IEMs on cochlear implant (CI) outcomes, 2 groups of patients with similar epidemiological parameters were selected from among 863 patients. Both the study group (patients with an IEM) and control group (patients with a normal inner ear) included 25 patients who received a CI and completed at least 1 year of follow-up. Auditory performance, receptive and expressive language skills, and production and use of speech were evaluated preoperatively and at least 1 year after implantation. Types of surgical complications and rates of revision surgeries were determined in each group. <b><i>Results:</i></b> In the study group, the most common malformation was an isolated enlarged vestibular aqueduct (EVA) (44.8%). Overall, the patients with IEMs showed significant improvement in auditory-verbal skills. In general, the patients who had normal cochleae scored significantly better compared to patients with IEMs (<i>p</i> &#x3c; 0.05). The complication rate was significantly lower in the control group compared to the study group (<i>p</i> = 0.001), but the rate of revision surgeries did not differ significantly (<i>p</i> = 0.637). <b><i>Conclusion:</i></b> It is possible to improve communication skills with CIs in patients with IEMs despite the variations in postoperative performances. Patients with EVA, incomplete partition type 2, and cochlear hypoplasia type 2 were the best performers in terms of auditory-verbal skills. Patients with IEMs scored poorly compared to patients with normal cochleae. CSF leak (gusher or oozing) was the most common complication during surgery, which is highly likely in cases of incomplete partition type 3.

Content Validation of the Comprehensive Assessment of Psychopathic Personality—Basic Version (CAPP-Basic) Using Prototypical Analysis

The Comprehensive Assessment of Psychopathic Personality (CAPP) is a lexically based conceptual model of psychopathy. Despite widespread use in research settings, the Lexical Rating Scale for the CAPP (CAPP-LRS) requires an advanced reading level for completion. The present study is the first to evaluate the content validity of the CAPP-Basic, a lexically simplified version of the CAPP-LRS designed for use with individuals possessing lower verbal skills. Symptoms were rated by mental health professionals (N = 121). Findings were largely in line with results of previous studies, indicating good content validity of the CAPP-Basic at the domain and symptom level.

Physical Activity, Fitness and Cognitive Performance of Estonian First-Grade Schoolchildren According Their MVPA Level in Kindergarten: A Longitudinal Study

Little is known about the longitudinal trajectories and associations regarding physical activity (PA), physical fitness (PF), and cognitive skills in childhood. Accelerometer-based PA, sedentary behavior (SB), PF, and cognitive skills were measured in Estonian children (n = 147) in kindergarten (6.6 years) and again at school (7.6 years). Children were subgrouped into lower and upper quartiles by their moderate-to-vigorous PA (MVPA) at 6.6 years. Children in the upper quartile had lower SB, higher PA, and greater muscular strength. Attending school, MVPA in the lower quartile improved. In both subgroups, most strength values and cognitive skills improved, while balance deteriorated in first grade. In the upper quartile, a greater MPA at 6.6 years predicted lower perceptual skills at 7.6 years. A greater SB at 6.6 years predicted higher verbal skills, light and moderate PA and MVPA, and lower verbal skills at 7.6 years after taking into account confounding factors such as the child’s sex, age, awake wear time (AWT), maternal education, and/or child’s sports participation. A vigorous PA at 6.6 years predicted perceptual (in upper quartile) or verbal (in lower quartile) skills at 7.6 years after controlling for similar confounders. No correlation for PF at 6.6 years and cognitive skills at 7.6 years existed; after adjusting for the above-mentioned confounders relative to upper/lower-limb strength, the 4 × 10 m shuttle run results predicted higher perceptual or verbal skills; static balance and cardiorespiratory fitness predicted lower verbal skills. Cardiorespiratory fitness predicted higher perceptual skills after controlling for sex, age, and AWT. Overall, PA and strength were constantly better and SB lower in the upper quartile, yet the lower quartile demonstrated improved MVPA in first grade, and both subgroups increased most components of their strength and cognitive skills in first grade. Higher levels of VPA at kindergarten predicted either better perceptual or verbal skills in first grade after controlling for confounders; the opposite associations were found for other PA levels and cognitive skills in the higher quartile. PF components at kindergarten predicted either superior or inferior cognitive skills in first grade after adjusting for confounders.