Co-Speech Movement in Conversational Turn-Taking

This study investigates co-speech movements as a function of the conversational turn exchange type, the type of speech material at a turn exchange, and the interlocutor’s role as speaker or listener. A novel interactive protocol that mixes conversation and (non-read) nursery rhymes works to elicit many speech turns and co-speech movements within dyadic speech interaction. To evaluate a large amount of data, we use the density of co-speech movement as a quantitative measure. Results indicate that both turn exchange type and participant role are associated with variation in movement density for head and brow co-speech movement. Brow and head movement becomes denser as speakers approach overlapping speech exchanges, indicating that speakers increase their movement density as an interruptive exchange is approached. Similarly, head movement generally increases after such overlapping exchanges. Lastly, listeners display a higher rate of co-speech movement than speakers, both at speech turns and remote from them. Brow and head movements generally behave similarly across speech material types, conversational roles, and turn exchange types. On the whole, the study demonstrates that the quantitative co-speech movement density measure advanced here is useful in the study of co-speech movement and turn-taking.

Examining barriers and strategies for effective professional or interagency collaboration in secondary transition

BACKGROUND: For young adults with disabilities, post-high school outcomes in employment, higher education, and independent living are markedly worse than their peers without disabilities. As a result, legislation and research aimed at supporting transitioning students has increased. Further, numerous initiatives that better support youth and families have been implemented at the state and local level. Collaboration within and across service delivery systems has been identified as a critical aspect of transition planning and supports; however, evidence-based research related to the implementation and effects of collaborative partnerships is limited. OBJECTIVE: In the current study, we identify transition professionals’ perceptions of collaborative factors that facilitate and inhibit collaboration. METHOD: This study utilizes a single-state survey research design to examine the viewpoints of transition professions, specifically educators, Vocational Rehabilitation professionals, and community supports providers. RESULTS: Variance in perceptions were found among participant role groups. Specifically, educators as a whole report that time and workload barriers affect their ability to collaborate effectively. Further, findings indicate that ensuring individual collaborative team member responsibility is perceived as an effective strategy. CONCLUSIONS: These findings may be applied to technical assistance providers when developing team-level evaluations to monitor current levels and support needs of collaborative transition planning teams.

General and sports nutrition knowledge among Jordanian adult coaches and athletes: A cross-sectional survey

Background Nutrition knowledge (NK) is a modifiable determinant of diet intake and can positively influence athletic performance. This study aimed to (1) adapt and translate a validated general and sports NK questionnaire into Arabic (2) assess the NK of Jordanian sportspeople, and (3) evaluate the relationship between NK and various sociodemographic factors. Methods The Abridged Nutrition for Sport Knowledge Questionnaire (ANSKQ) was translated into Arabic using forward-backward translation and underwent pilot testing and psychometric validation (internal consistency, test-retest reliability, inter-rater agreement) using a convenience sample of 30 individuals. Following ANSKQ validation, athletes a from 50 sport institutes in Jordan were invited (via email) to complete the Arabic ANSKQ online. Differences in NK based on demographics were analysed using t-test or ANOVA for continuous variables and chi-square tests for categorical variables. The ability of demographic factors to predict NK score-category (poor/good/average/excellent) was assessed using multivariate logistic regression. Results The Arabic ANSKQ had excellent internal consistency (Cronbach’s alpha = 0.92), test-retest reliability (Pearson r = 0.926) and inter-rater agreement (Cohen’s k statistic = 0.89). A total of 3636 eligible participants completed the Arabic ANSKQ. Participants were mostly athletes (91.4%), female (68.0%), had normal BMI (50.6%), and played high-intensity sports (59.6%). 88.3% of participants had poor NK (<50%). There were statistically significant differences in NK score based on participant role (athlete vs coach), age, gender, BMI, nationality, smoking, years playing sport, sport frequency, sport intensity, and nutrition training. Multivariate modelling showed participant role, BMI, education level, sport frequency and nutrition training were predictors of NK category. Conclusions In conclusion, Jordanian sportspeople have poor NK and may benefit from increased nutrition training.

Consequences of Rapid Telehealth Expansion in Nursing Homes: Promise and Pitfalls

Background Expectations regarding use and potential benefits of telehealth (TH) in nursing homes (NHs) are high; however, unplanned and unexpected consequences can occur as a result of major policy and technological changes. Objectives The goal of this study was to elicit stakeholder perspectives of consequences of rapid TH expansion in NHs. Methods Using a qualitative descriptive design, we drew a sample based on findings from a national study examining trends in NH information and technology (IT) maturity, including TH use. We used maximum variation sampling to purposively select participants who (1) participated in our IT maturity survey for two consecutive years, (2) completed year 1 of the IT maturity survey prior to TH expansion (before March 6, 2020) and year 2 after TH expansion (after March 6, 2020), (3) represented a broad range of facility characteristics, and (4) were identified as an end user of TH or responsible for TH implementation. Using six questions from the IT maturity survey, we created a total TH score for each facility and selected participants representing a range of scores. Results Interviews were conducted with (n = 21) NH administrators and clinicians from 16 facilities. We found similarities and differences in perceptions of TH expansion according to facility TH score, NH location, and participant role. Desirable consequences included four subthemes as follows: (1) benefits of avoiding travel for the NH resident, (2) TH saving organizational resources, (3) improved access to care, and (4) enhanced communication. Undesirable consequences include the following five subthemes: (1) preference for in-person encounters, (2) worsening social isolation, (3) difficulty for residents with cognitive impairment, (4) workflow and tech usability challenges, and (5) increased burden on NH staff/infrastructure. Participants from rural NHs perceived lack of training, poor video/sound quality, and internet/connectivity issues to be potential pitfalls. Conclusion Clinicians and NH administrators should consider leveraging the desirable consequences of rapid TH expansion and implement mitigation strategies to address the undesirable/unanticipated consequences.

Collaborative Settings Increase Dishonesty

The present study examines whether collaborative situations make individuals more dishonest in face-to-face settings. It also considers how this dishonesty unfolds over time. To address these questions, we employed a sequential dyadic die-rolling task in which two participants in a pair sitting face-to-face received a payoff only if both reported the same outcome when each one rolled their die. In each trial, one participant (role A) rolled a die first and reported the outcome. Then, the second participant (role B) was informed of A’s reported number, rolled a die as well, and reported the outcome. If their reported outcomes were identical, both of them received a reward. We also included an individual condition in which an individual subject rolled a die twice and received a reward if he/she reported the same die-roll outcome. We found that B lied significantly more than participants in the individual condition, whereas A lied as much as participants in the individual condition. Furthermore, when collaborating, more and more participants (both A and B) became dishonest as the game progressed, whereas there was no such trend among participants in the individual condition. These findings provide evidence indicating that collaborative settings increase dishonesty and that this effect becomes more evident as the collaboration progress.

‘Lines in the sand’: an Australian qualitative study of patient group practices to promote independence from pharmaceutical industry funders

ObjectivesTo study how patient groups that accept pharmaceutical industry money perceive and manage the risk of undue influence from their sponsors.DesignEmpirical ethics approach using a qualitative interview study.SettingThe Australian patient group sector.Participants27 participants from 23 patient groups, purposively recruited for diversity of group characteristics (degree of pharmaceutical industry funding, health focus, location) and participant role (staff, board members).AnalysisInterview data were transcribed and read repeatedly to identify concepts and patterns in the data. These were grouped into conceptual categories that described and explained the findings. We used an inductive analytical approach to identify important themes and concepts in the data.ResultsParticipants in this study described how the patient group sector receives pressure from pharmaceutical company funders to act in ways that prioritise company interests. Groups worked to try and protect their credibility and ability to act in ways of their own choosing using practical rules or ‘lines in the sand’ about industry funding activities. They were grouped around the dominant topics of: sponsor exclusivity, brand marketing, agenda setting, advocacy and content of group activities. Lines in the sand were largely experience-driven and ethically informed; they varied between groups. There was also variable transparency among groups about financial interactions with pharmaceutical companies.ConclusionsIt is important to know about patient group practices around pharmaceutical industry funders as this allows public scrutiny about the adequacy of such practices. Inadequate strategies may mean that funders can influence patient groups activities in ways that do not necessarily prioritise the interests of members. We found that groups differed in their approach, with little independent external guidance to inform responses to commonly encountered types of influence. Inadequate transparency limits the ability of the public to make informed assessments about the risk of bias over the activities of groups that accept industry funding.

The effect of empathy to bystander's role towards bullying at school through moral disengagement as a mediator

This study aims to illustrate the effect of empathy on the role of the bystander towards bullying at school through moral disengagement as the mediator. Moral disengagement affects bystanders' role. In this case, an outsider or ignorant bystander indicates higher moral disengagement than a defender or defensive bystander. The subject were 245 high school students in the age of 15-17 years. The respondents acted as bystanders adapted from the Participant Role Questionnaire (PRQ) scale. The researcher adopted the Basic Empathy Scale dan Moral Disengagement Scale as the measuring instrument. The data analysis employed a simple mediation analysis technique with bootstrapping method. The results indicated that first, there was a positive and significant effect of empathy on the role of defender bystander mediated by moral disengagement. Second, there was a negative and significant effect of empathy on reinforcer bystander's role towards bullying at schools as mediated by moral disengagement. Third, the study also indicated that there was no effect of empathy to the bystander's roles as an assistant, outsider, and aggressive defender through moral disengagement as a mediator. One of implications for future interventions in schools, for instance, bystander training emphasizing an effective way to act towards bullying at school.

Perceived Teacher Responses to Bullying Influence Students’ Social Cognitions

Teachers’ responses to bullying incidents are key in bullying intervention at school. Scholars have suggested that teacher responses can predict student cognitions that are associated with their bullying behaviors. However, little is known about whether and how teacher responses affect these cognitions. Therefore, the current study investigated the effects of four immediate teacher responses on four bullying-related student cognitions, using an experimental vignette design. Additionally, it was examined whether students’ own participant role behaviors in actual bullying moderated these effects. The investigated teacher responses were non-response, comforting the victim, correcting the bully, and a combination of comforting the victim and correcting the bully. The investigated student cognitions were perceived teacher attitudes toward bullying, perceived teacher moral disengagement regarding bullying, student willingness to report bullying to the teacher and student expectations regarding bullying participant role behaviors in the classroom. Fourth-to-sixth grade students (N = 910; 47% boys; Mage = 11.04 years, SD = 0.91) read a vignette describing a hypothetical teacher’s response to a same bullying incident, following random assignment to one of eight conditions (i.e., four teacher responses × two genders of bully and victim in the vignette). Afterward, students completed questionnaires about their social cognitions and manipulation checks. ANOVA demonstrated that students perceived stronger teacher anti-bullying attitudes and less teacher moral disengagement when the hypothetical teacher displayed an active response. These effects were even stronger when the teacher corrected the bully compared to when only the victim was comforted. Further, students were more willing to report bullying when the teacher corrected the bully than when the teacher only comforted the victim. Finally, students expected less pro-bullying behaviors, more defending and less victimization in the vignette’s classroom following active teacher response compared to non-response. The effects of teacher responses on student cognitions were not moderated by students’ own participant roles in bullying. Taken together, these findings emphasize the importance of active teacher responses to bullying, and especially, responses that clearly show that bullying is not tolerated. Teachers are encouraged to be aware that students can deduce beliefs from teacher responses which can, in turn, affect bullying processes in the classroom.