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At least 73 records · Page 4Linked to original sources
PubMed1991

Quality assurance of data collection in an aminoglycoside dosing service.

An aminoglycoside dosing service (ADS) has been in existence at the Hospital since 1984. As part of an overall Quality Assurance (QA) plan for the service, an audit was conducted to ensure that all necessary data were available to allow for proper interpretation of the serum aminoglycoside levels. The initial audit revealed complete documentation of required data in 75% of PRE-dose levels and 63% of POST-dose levels drawn. Several problems were identified: staff were not aware of procedures on how to complete the serum antibiotic level requisition forms; inaccurate assumptions of infusion times were made by pharmacists; and discrepancies were found to exist in the Hospital's Laboratory Manual and Pharmacy Intravenous Medication Manual. Corrective action was initiated through: education on proper documentation on the serum antibiotic level requisition forms through the hospital-wide distributed Pharmacy Bulletin; revision of the Hospital's Laboratory Manual and Pharmacy Intravenous Medication Manual; communication with head nurses to emphasize the need for documentation of infusion times; and active follow-up with nurses on missing information by the clinical pharmacist. A re-audit was initiated following implementation of the corrective actions. Complete documentation of required data increased to 93% with PRE-dose levels and 84% with POST-dose levels. This improvement was statistically significant (p less than 0.001).

Aminoglycosides↗
PubMed1988

Language development: a sensory development and signal processing perspective.

The relationship between the development of sensory mechanisms and the maturation of language behavior is poorly understood. From the outset it is important to distinguish between what is necessary for the development of any language system versus what is involved in the development of the verbal language system in the unimpaired child. The presence of highly sophisticated language systems among persons who communicate manually reminds us that no single source of sensory information is absolutely required for the development of at least some form of language system. Nevertheless, there persists a general belief that the availability of an accurate representation of the acoustic environment will facilitate at least the normal process of language acquisition. A more tenable question is whether the completeness or accuracy of the sensory representation places limitations on the emergence of language comprehension and production. I think this is unlikely, unless the relatively untested area of the maturation of "nonlinear processing mechanisms" provides information different than that obtained from more traditional linear systems analysis approaches. The relative integrity of the language systems of the hearing impaired, despite very dramatic differences in auditory sensitivity and frequency-resolving power, argues strongly that whatever mechanisms account for language organization are relatively immune to significant alterations in sensory input. Caution must be exercised here, however, since these comments generally refer to the outcome of studies performed on persons with acquired hearing loss. Naturalistic or descriptive studies of patients with congenital hearing loss are always susceptible to the criticism that whatever agent or agents produced the sensory impairment may also have produced concomitant impairment of nonsensory mechanisms. Nevertheless, comparisons of young infants and hearing-impaired adults, with respect to behavioral studies, suggest that there is a sufficiently rich sensory representation of the acoustic environment to permit the development of language skills much earlier than they naturally emerge. Electrophysiologic comparisons of human newborns and adults also suggest that the diminished auditory sensitivity and alterations in the frequency contour of sensitivity are insufficient to explain age differences in language comprehension and production performance. It may well be that the brain mechanisms responsible for the establishment of language behavior are sufficiently flexible to accommodate even a greatly impoverished sensory representation.(ABSTRACT TRUNCATED AT 400 WORDS)

Brain↗
PubMed1980

Child deafnes and mother-child interaction.

The effects of child deafness on mother-child interaction were investigated by observing mother-child dyads in free-play situations. 6 deaf child-hearing mother pairs were compared with 6 hearing pairs. All children were between 13.2 and 29.2 months of age at the onset of the study. None of the mothers of the deaf children was fluent in any form of manual communication. Individual mother-child pairs visited the laboratory/playroom for 4 sessions over a 2-month period. The deaf children were found to be more passive and less actively involved in the interactions than their hearing counter-parts. Mothers of deaf children were always more dominant in interaction with their children than mothers of hearing children.

Child, Preschool↗
PubMed1984

Decision-making processes in augmentative communication.

The potential population for augmentative communication is large, yet no objective assessment criteria exist. This article provides the clinician with a series of matrices designed to facilitate assessment decision making and implementation of augmentative communication. The first matrix addresses the appropriateness of augmentative communication. In the matrix the clinician will find an indepth, systematic decision-making procedure for aiding in the choice of augmentative procedures as primary or complementary methods of communication. The second matrix provides the clinician with information on modes of augmentative communication. These modes include manual systems, communication boards, and electronic devices. The third matrix focuses on code information. Particular attention is given to visual and manual codes. Together, the matrices provide the clinician with an objective procedure for evaluating and organizing available clinical information on nonspeaking clients.

Cognition↗
PubMed1980

Communication in severe aphasia: effectiveness of three instruction modalities.

In this study to determine which modality of instruction (verbal, pantomine, or combined verbal and pantomine) was the most effective in eliciting accurate and prompt responses from severely aphasic persons, subjects completed tasks involving body movements and object manipulation in response to each of the 3 modalities of instruction. Results showed that severely aphasic persons completed single-stage commands at least as accurately and, depending on the task type, more accurately when given combined instructions than they did when given verbal or pantomined instructions only. The combined instructions also resulted in a greater mean response promptness score (correct responses only) than either verbal or pantomined instruction.

Aphasia↗
PubMed1987

Sign acquisition and use following traumatic brain injury: case report.

A case report is presented of an aphasic patient whose oral communication skills remained nonfunctional eight months after a traumatic head injury. After several unsuccessful attempts at using a variety of augmentative communication devices, manual signing was attempted. Several signs believed to be useful for communicating the patient's needs and wants were selected. The signs were introduced in a three-stage training procedure: imitation of a sign model, pointing to a picture of the concept signed, and producing the sign when presented with the pictured concept. A sign item was considered to be acquired when the patient had progressed through all three of the training stages. The patient acquired 47 signs over a five-month period, but was unable to use these signs in spontaneous, self-initiated communication. These findings illustrate the vast gap that exists between learning to produce a sign in response to a stimulus and using those signs for functional communication. The distinction between sign acquisition and sign use has largely been ignored in previous investigations of sign training with aphasic patients. Programming for generalization of acquired signs is a logical next step for future research on this topic.

Adult↗
PubMed1986

Augmentative communication, evolution, and progress for nonspeaking children.

Technology has provided a recent emergence of augmentative communications systems for nonspeaking children. The effective use of such systems is dependent on the knowledge and skills of physicians, speech-language pathologists, educators, parents, and other professionals working with the child. This article examines the components of an augmentative system including the mode of communication, which includes choices among manual, non-electronic, and electronic systems. The advantages of each mode are discussed. Another major component, the symbol selection process, follows an ascending hierarchy from a representational code involving actual objects to a complex symbolic code with spelling and numerals. Clinical application at the Child Development and Rehabilitation Center of the Oregon Health Sciences University points to the need for thorough interdisciplinary team evaluation during system selection or modification. Data obtained from assessment of 28 multihandicapped children reveal necessary changes, additions, and follow-up for both the mode and symbol system in the majority of children examined.

Adolescent↗
PubMed1985

Developing communication and investigative skills.

The need to develop effective communication and investigative skills is an essential part of the training of security officers. The following article contains recommendations for those responsible for such training, as set forth in the new IAHS Instructor's Training Manual.

Communication↗
PubMed2001

Can't or won't? Evidence relating to authorship in facilitated communication.

Most experimental evaluations of Facilitated Communication (FC) provide no evidence that this technique is valid. Important as they are, controlled test-based studies have characteristically not done justice to the complexity of the issues which surround FC. This paper summarises a long term evaluation project involving various forms of data collection. In this study too, controlled testing has shown very little evidence for the validity of the technique. In contrast, other sources of data, including records of naturally occurring message passing and intensive video analysis have provided evidence that the communication skills of some FC users have been enhanced. An overview of the project is presented, and discussed in relation to the blurring of findings (observations of behaviour) and inferences (judgements of communicative competence) in the extant literature.

Communication Disorders↗
PubMed1990

Can SEE-2 children understand ASL-using adults?

Signing Exact English or SEE-2, is one of several invented sign systems currently being used with hearing-impaired children in the United States. The system parallels the morphology of written English and differs from American Sign Language both in terms of the configuration of many of the lexical signs and in grammatical word order. The current study investigated whether students accustomed to an invented sign system could comprehend ASL signed by deaf adults. One group of subjects was exposed to SEE-2 in their day school classrooms. The other group attended residential programs and was exposed to Signed English, PSE and ASL. Both groups observed three videotaped short stories and answered questions following each. Both groups answered approximately 25 percent of the written comprehension questions correctly; their mean scores did not differ significantly. Results of the study suggest that students exposed to SEE-2 and lacking experiences with deaf adults were able to comprehend ASL as well as their peers who attended residential schools.

Adolescent↗