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Letteratura scientifica selezionata sul tema "Customer with a cognitive-communication disorder"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 febbraio 2022

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Articoli di riviste sul tema "Customer with a cognitive-communication disorder"

Howard, Philippa L., e Felicity Sedgewick. "‘Anything but the phone!’: Communication mode preferences in the autism community". Autism 25, n. 8 (25 giugno 2021): 2265–78. http://dx.doi.org/10.1177/13623613211014995.

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The communication skills and styles of autistic people have been the focus of much research, but little work has explored the communication preferences of autistic adults themselves. This study examined how autistic adults prefer to communicate in multiple scenarios. Two hundred and forty-five autistic adults completed a novel questionnaire that required six communication modes to be ranked in order of preference across seven different scenarios. Participants also provided qualitative responses to further explain their rankings, and completed the Autism Quotient, the Generalised Anxiety Disorder scale and the Camouflaging Autistic Traits Questionnaire. Quantitative data indicated that email ranked highly when accessing services, seeking customer support and communicating about research. When communicating with family, friends, in employment and in education, both face-to-face and written modes (email or text message) were preferred. In the qualitative data, four main themes were identified: Not the Phone, Written Communication, Masking versus Autistic Communication and Avoiding Communication. There is a clear message that mode of communication can be either enabling or disabling for autistic people. A reliance on phone calls can create barriers to access, yet the option to adopt written forms of communication can improve accessibility. For known connections, the preference for face-to-face communication is dependent upon how close and accepting the relationship is. Lay abstract What is already known about the topic? There has been a lot of research into things like how autistic people’s communication styles are different to those of non-autistic people, especially among children. This has tended to focus on parent reports and experiments, rather than asking autistic people about their own experiences and preferences regarding communication. What does this article add? This article is the first to ask autistic adults how they prefer to communicate in different scenarios. We asked whether they preferred to use a range of methods, such email, phone calls, letters and live messaging, in scenarios from education to customer services to friends and family. When contacting unknown people or organisations, we found that generally email was preferred, and phone calls were very unpopular. However, for friends, family and people they felt comfortable with, they preferred both face-to-face and written forms of communication (e.g. email and text message). Implications for practice, research or policy The findings suggest that services should move away from a reliance on phone calls for communication. They should make sure that access to support is not dependent on the phone, and instead offer written options such as email and live messaging which are more accessible. Future research should investigate the impact of COVID-19 on autistic people’s communication preferences, as video calling has become much more commonly used and potentially combines benefits and challenges of other modes discussed in this article.

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Özkan, Ahmet Hakan. "Weaknesses of Servqual whıch Resources from Cognıtıve Dıfferences". International Journal of Business and Social Research 6, n. 11 (17 dicembre 2016): 34. http://dx.doi.org/10.18533/ijbsr.v6i11.1004.

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<p>The quality standards of service industry are strictly customer-centric. Their expectations shape the service designs and their satisfaction shapes the competititon. SERVQUAL measures the service quality and it is one of the most important factors that shapes the service industry. SERVQUAL focuses on the perceptions of the customers, and if the perceptions of the customers are rational, it provides reliable results. But the cognitive differences may cause irrationality or perceptional differences, because of personality disorders or cultural differences. Thus, some common cognitive differences are the weaknesses of SERVQUAL. These weaknesses are elaborated with this study.</p>

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Chung, Man Cheung, Louise Jenner e Lisa Chamberlain. "Communication Skill and Behaviour Disorder". Perceptual and Motor Skills 83, n. 3_suppl (dicembre 1996): 1183–86. http://dx.doi.org/10.2466/pms.1996.83.3f.1183.

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The aim was to identify changes in communication skills and behaviour disorder of 15 clients with learning difficulties 6 mo. and 1 yr. after they moved from large- to small-scale accommodations. Clients were allocated into a group of 6 with profound multiple learning difficulties, a preverbal group of 5, and a verbal group of 4. Communication skills were measured using the Preverbal Communication Schedule, and behavioural disorder was measured using the Aberrant Behaviour Checklist. Analysis showed that from the baseline to one year follow-up, there was a significant increase from baseline in social withdrawal by the clients with multiple difficulties but that there were improvements in communication skills of both preverbal and verbal clients. No control group was involved.

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Melia, Monia, Maria Colurcio e Angela Caridà. "In-Store Communication to Improve the Customer Experience". International Journal of Applied Behavioral Economics 3, n. 4 (ottobre 2014): 55–70. http://dx.doi.org/10.4018/ijabe.2014100104.

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The article focuses on in-store communication and investigates how retailers attempt to influence the customer shopping experience through the management of three store dimensions: physical, social and sensorial. This work deals with the in-store communication activities in the Italian pharmaceutical retailing. Results showed as the in-store communication helps retailer to create unique customer experiences. The management of the physical environment, the creation of trustfully relationships and the stimulation of the senses in the store can contribute to create an experience in consumers by affecting their cognitive, affective, emotional, social and physical responses to retailer.

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Ferdous, Ahmed Shahriar, Michael Polonsky e David Hugh Blore Bednall. "Internal communication and the development of customer-oriented behavior among frontline employees". European Journal of Marketing 55, n. 8 (6 maggio 2021): 2344–66. http://dx.doi.org/10.1108/ejm-10-2019-0750.

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Purpose Frontline employees (FLEs) are a key source of competitive advantage for organizations and have a significant impact on the quality of customer–firm interactions. This study aims to use the stimulus-organism-response (S-O-R) model as a theoretical lens to examine whether internal communication (IC) (stimulus) evokes FLEs’ organizational identification (emotional) and job satisfaction (cognitive), and whether these in turn shape FLE customer-oriented behavior (response). The study also tested whether these mediated relationships are moderated by perceived communication formalization. Design/methodology/approach The hypothesized mediated and moderated effects were tested using data collected from a cross-sectional survey of 293 full-time salespeople working for a large general insurance company. Findings Both organizational identification and job satisfaction simultaneously mediate the relationship between IC and customer-oriented behavior. Perceived communication formalization was found to weaken the mediated relationship between IC and customer-oriented behavior, but only when this is via job satisfaction. Research limitations/implications This study has shown that where IC is positively viewed by FLEs, it can be leveraged as a key driver by organizations to evoke simultaneous positive emotional and cognitive reactions, leading to increased customer-oriented behavior. Practical implications This study informs both theory and practice related to effective IC among customer-contact FLEs. Originality/value The study shows how IC can simultaneously produce two simultaneous emotional and cognitive reactions leading to FLE customer-oriented behavior and how these mediated relationships can be moderated by perceived communication formalization. The study used the S-O-R model as the theoretical lens to test these relationships.

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Kang, Doo Syen. "Turning inside out: perceived internal branding in customer-firm relationship building". Journal of Services Marketing 30, n. 4 (11 luglio 2016): 462–75. http://dx.doi.org/10.1108/jsm-07-2015-0229.

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Purpose This paper aims to examine the strategic importance of perceived internal branding in building symbolic and behavioral relationships with a corporate in the service sector. Research on internal branding has been confined only to how internal staff understand brand values. Despite the importance of alignment between internal and external communication, little emphasis has been placed on consumers’ perception of how internal staff understand brand values. Even before experiencing service, consumers can shape their overall evaluation on service based on external communication about internal training and its congruence with brand values. Design/methodology/approach The theoretical model of cognitive, affective and behavioral responses is empirically tested using the structural equation modeling approach with a sample of 258 adults. Multiple group comparison is also conducted to identify the difference between user and non-user groups. Findings The findings indicate that perception of employees’ training and its congruence with external communication enables consumers to shape their cognitive and affective response toward a corporate, which is a source of future purchase intention. How consumers think about internal branding forms their attitudes and images of business and social conduct and enhances their behavioral intention. Practical implications The results imply that internal branding should not be limited to organizational communications but should be stretched into a critical topic for external communications. In particular, notable differences between user and non-user groups determined in the model provide further implications for corporate communication. Originality/value This paper stretches the concept of internal branding into the area of public interest. Theoretically, it tests a dual process model that suggests cognitive and affective antecedents in predicting consumer intention. Practically, it provides new ground for viewing internal affairs as part of a continuum of external communication and not a separate element of a corporation. The results are conducive to robust customer-firm relationship building in the service sector.

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McCarty, Janet. "Policy Analysis: Autism and Cognitive Communication Codes Don't Go Together". ASHA Leader 18, n. 2 (febbraio 2013): 22–23. http://dx.doi.org/10.1044/leader.pa2.18022013.22.

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Kuljic, Blagoje. "Cognitive-behavioral therapy of conversion aphonia". Vojnosanitetski pregled 61, n. 6 (2004): 695–98. http://dx.doi.org/10.2298/vsp0406695k.

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Although a common disease, conversion disorder still calls attention in the clinical practice. A case of conversion disorder, diagnosed as a psychogenic aphonia that persisted for a week, was reported in this paper. A 21-year-old woman developed symptoms after breaking off a long-lasting relationship with her boy-friend. History revealed that she was introvert with high neuroticism and communication problems. Cognitive-behavioral therapy was used. After the positive reinforcement in the therapy of her aphonia, assertion training for the development of communication skills was performed. In the end, cognitive restructuring was used to prevent relapse in regard to her actual life situation of being a refugee preparing for immigration to Australia.

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Hewetson, Ronelle, Petrea Cornwell e David Shum. "Cognitive-communication disorder following right hemisphere stroke: exploring rehabilitation access and outcomes." Topics in Stroke Rehabilitation 24, n. 5 (20 febbraio 2017): 330–36. http://dx.doi.org/10.1080/10749357.2017.1289622.

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Hewetson, Ronelle, Petrea Cornwell e David Shum. "Social participation following right hemisphere stroke: influence of a cognitive-communication disorder". Aphasiology 32, n. 2 (26 aprile 2017): 164–82. http://dx.doi.org/10.1080/02687038.2017.1315045.

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Più fonti

Tesi sul tema "Customer with a cognitive-communication disorder"

Lau, Kai-ming Eric. "Write to heal how cognitive-change-promoting expressive writing may relieve the adverse effects of stressful life events /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B37596524.

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Lau, Kai-ming Eric, e 劉繼明. "Write to heal: how cognitive-change-promoting expressive writing may relieve the adverse effects of stressful lifeevents". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B37596524.

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Edmonds, Cathleen Marie. "RESTRUCTURING FIRST YEAR WRITING BY APPLYING A COGNITIVE PROCESS MODEL TO INCREASE ACCESSIBILITY FOR STUDENTS WITH AUTISM SPECTRUM DISORDER". University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1579111313612489.

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Ostashchenko, Ekaterina. "Access to lexical meaning in children with Autism Spectrum Disorder: Reconsidering the role of socio-pragmatic understanding". Doctoral thesis, Universite Libre de Bruxelles, 2018. https://dipot.ulb.ac.be/dspace/bitstream/2013/277377/5/Contrat.pdf.

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Let’s imagine a typical word-learning scenario. A toddler sits in her highchair in the kitchen and waits for her lunch. Her mother says: “Use a spoon to eat your meal”. Several objects are placed in front of the child. She can see a dish with her lunch, a spoon, a cup, a sugar bowl, a milk jar, her mother’s plate and a second cup. All these objects, present in the visual array, must be identified by the toddler; she must also parse the auditory stream into segments and determine which words are familiar and which ones are potentially new. If the child does not know the word “spoon”, she will need to use the event of naming of this referent by her mother to adjust her attention to the relevant referent. She also needs to update her representation of this word upon hearing it in different contexts with different speakers and, perhaps, different types of spoons. Efficient attention allocation in this word-learning situation will clearly contribute to the success of mapping; the degree of encoding of the word-form and of its meaning will certainly influence whether this word enters the child’s vocabulary.The complexity of such a typical scenario seems very challenging for a toddler whose cognitive resources are still far from being fully mature. Unsurprisingly, several accounts of how toddlers manage to solve this task are currently on the market. The problem of ambiguity associated with meaning-to-referent mapping (several objects co-presented in the visual scene) and with word form-to-meaning mapping (the correct word is to be singled out among phonological competitors) might be even more challenging for children who present an atypical developmental trajectory.Children with Autism Spectrum Disorder and toddlers at risk for the disorder were found to acquire their vocabularies at a slower rate than their typically developing peers. In the contemporary literature, this delay in lexical knowledge acquisition is associated with poor socio-pragmatic understanding that presumably limits children’s capacity to establish referents for words in social contexts. Since impaired understanding of social interaction is a core characteristic of the cognitive profile of individuals with ASD, such an explanation of the delay in language development seems very plausible. However, several other theoretical accounts hold that in typical development socio-pragmatic skills emerge, bottom-up, through more domain-general processing of interactional experiences. In line with the latter views, it can be hypothesized that delays in lexical acquisition in ASD are not directly linked to poor socio-pragmatic understanding but are caused by low-level deficits and atypical attention allocation during word learning.Research programs on lexical learning and processing in ASD thus face the existence of different, contradictory theories of first language acquisition in typical development. Deciding a priori to build one’s experimental study against this or that theoretical background carries the risk of a limited interpretation of experimental results. A more promising way to deal with the variety of available theories of language acquisition is rather to directly confront the existing paradigms and to plan the study design in accordance. This is the approach that I privilege here. In the studies presented within this thesis, I question how social cues are used to resolve ambiguity in meaning during word-learning tasks (chapter 1) and during referential processing in typically developing children (chapter 2) and in children with ASD (chapter 3). Not only do I attempt to compare the use of social cues in word-learning and of perspectival information in referential processing in children with and without ASD, but I also try to link these results with two opposing theoretical views: the one that postulates early reliance on socio-pragmatic understanding and the other that conceives of word-learning as not being necessarily grounded in social understanding. In Chapter 1, I present evidence that children with ASD, children with SLI and typically developing children learn novel words in a flexible way by selectively attending to mappings offered by previously accurate speakers. However, I also show that such learning is likely to be supported by a surface trait attribution mechanism, rather than by genuine socio-pragmatic understanding: children in both clinical groups fail to learn selectively, when learning requires genuinely building a model of the speakers’ epistemic states. Chapters 2 and 3 are devoted to referential communication. I adopt several analytical and methodological modifications to existing methods, which allows me to compare two different aspects of partner-dependent processing of referential precedents. Typically developing children can be expected to recognize precedents previously established with the same partner faster, because of an automatic priming mechanism. However, potential faster processing of broken precedents with a new partner could not be explained by a low-level memory mechanism and would strongly suggest that lexical processing is influenced by expectations about the child’s partner perspective. I present evidence that children with and without ASD do not spontaneously rely on common ground during referential processing and that partner-specific effects in processing are associated with low-level priming. In chapter 3, I report evidence of impaired ability to switch between different conceptual perspectives in children with ASD, which may lead to maladaptive behavior in communication. In the last chapter of this thesis, I explore how word form-to-meaning ambiguity is resolved in children with ASD and whether these children exhibit difficulty in correctly mapping similar-sounding novel words. The results of this study suggest that lexical activation in children with ASD may be impaired and they display deficits in suppressing phonological competitors. Taken together, the results presented in this doctoral dissertation suggest that delays in word acquisition in ASD are likely to be driven by deficits in domain-general cognitive development. Even though impaired socio-cognitive understanding may lead to difficulties in discourse and pragmatics in older children, delayed access to lexical meaning in young children with ASD is likely to be associated with disruptions in domain-general mechanisms of perception, attention and memory.
Doctorat en Langues, lettres et traductologie
info:eu-repo/semantics/nonPublished

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Hayman, Emily L. "Reducing Verbal and Physical Aggression in Elementary Students with Autism Spectrum Disorder Using the Aggression Replacement Training Program". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1412251648.

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Olsson, Monica. "Hur ser en bra skola ut för elever med Aspergers syndrom?" Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-361.

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The purpose of my work is to investigate the experiences in school for pupils with Asperger syndrome around the question, what is a good school for them. I´m also interested in what experiences the staff has about this question. I made a qualitative interview study. I have interviewed three pupils with Asperger syndrome, a teacher and a pupil assistant. To give the reader background information I have written about what the researchers say about what it is like to have Asperger syndrome. I have also in the literature information about experiences from people with Asperger syndrome. The interviewed pupils are in senior level and the interviewed staff is their supporting staff. All the pupils in this investigation are included in “their own” class. They can leave the class to get support in a small group, either to get help in a special subject, or because they decide that they want help or peace and quiet. My results show that the interviewed pupils have it rather good at school, except in relations to friends. Both the staff and the pupils say that the relationship to the staff is very important. To get an even better school the pupils want that the teachers in the class listen carefully what pupils say to each other.

Syftet med mitt arbete är att undersöka skolerfarenheter hos elever med Aspergers syndrom kring frågan hur en bra skola ser ut för dem. Jag är också intresserad av uppfattningarna hos personalen. För att nå mitt syfte har jag gjort en kvalitativ intervjuundersökning, där jag har intervjuat tre elever med Aspergers syndrom, en lärare och en elevassistent. För att läsaren ska få en bakgrundsinformation har jag tagit upp vad forskarna säger om hur det är att ha Aspergers syndrom. I litteraturgenomgången finns information om hur personer med Aspergers syndrom själva upplever sitt funktionshinder. Eleverna går på högstadiet och den intervjuade personalen är deras stödpersonal. Alla elever i den här undersökningen är inkluderade i ”sin” klass. De går ifrån till en stödgrupp, antingen för att få hjälp i ett speciellt ämne, som är schemalagt, eller för att de själva bestämmer att nu behöver jag hjälp eller lugn och ro. Mitt resultat visar att de intervjuade eleverna har det ganska bra i sin skola, förutom när det gäller kamratrelationer. Relationen till skolpersonalen är mycket viktig, enligt både elever och personal. För att få en ännu bättre skola vill eleverna att lärarna i klassen ska vara mer vaksamma på vad som sägs mellan eleverna.

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Goldblum, Glenn. "Sales assistants serving customers with traumatic brain injury". Thesis, 2006. http://hdl.handle.net/2263/28813.

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General lack of awareness regarding neurogenic communication disorders generally, and cognitive-communicative disorders following a traumatic brain injury (TBI) specifically has resulted in pervasive environmental and attitudinal barriers for these individuals. Paradigm shifts within the rehabilitation context have been highlighted which aim to remove barriers, provide social supports, and thereby enhance their participation in all aspects of life. While collaborative communication partner training programs have been advocated as a means to achieve this, a dearth of published programs is evident within the field of TBI, leading to the need for such programs to enhance the awareness and skill of the communication partner, and reduce barriers for the individual. Transformations are likewise apparent in the corporate context, where in spite of legislative changes encouraging diversity awareness programs for employees, few training programs exist worldwide, and in South Africa particularly, which remove barriers between employees and customers with a communication disability, and a TBI specifically. The current research targeted the retail supermarket environment as a context in which a significant number of everyday communicative exchanges take place. The study investigated the ability of a group of sales assistants to identify barriers to, and facilitators of interaction involving customers with a cognitive-communication disorder, using a control group design. This was achieved by the development and administration of 2 questionnaires on 2 different occasions to determine the confidence and skill with which they identified barriers and facilitators during videotaped sales interactions. A once-off training session was developed and conducted with the experimental group participants, in order to increase their confidence and skill in identifying barriers and facilitators of such interactions. The training session employed a number of customized components considered to be powerful contributors to the positive outcome of the study. These included: extensive use of customized video material professionally produced and comprising real interactions involving individuals with a TBI as “customers” in various stores of the participating national supermarket chain during operating hours. Collaboration with an individual with a TBI in the training, together with use of adult learning and diversity awareness principles were considered effective in shifting previous attitudes and fostering new learning. Inter-and-intra-group results on the confidence and skill constructs of the pre-and-post questionnaires were examined. All pointed consistently to the impact of the training session on the improvement demonstrated in the experimental group as compared to the control group on the post-questionnaires as compared with the pre-questionnaires. In addition all subjective training session evaluations by the experimental group participants were consistently highly rated, reflecting the active participation observed during training. The need for companies to expand their concept of customer service to include an acknowledgement of the customer with a disability is emphasized. Training programs empowering their employees to interact with greater awareness and confidence with customers with a TBI specifically will potentially facilitate deeper participation for both. The current research lays the groundwork for more in-depth research that can be generalized beyond this specific population of individuals with a communication disorder.
Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007.
Centre for Augmentative and Alternative Communication
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Ridley, Gillian Mary. "The underlying basis of the communication difficulties of high functioning pervasive developmental disorder". Thesis, 2008. http://hdl.handle.net/10539/5781.

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This study aimed to explore the underlying basis of the communication difficulties in children (between 5.0 and 7.11 years) with high functioning pervasive developmental disorder (HFPDD) (n=26), compared to children with specific language impairment (SLI) (n=26), and children with no history of developmental difficulty (NDD) (n=26). The study looked at: whether different profiles could be obtained for the groups on comprehensive batteries of communication, cognitive processing and theory of mind; which areas measured were best correlated; and which measures best differentiated the groups. Comprehensive communication and theory of mind batteries were devised and conducted. Cognitive processing was measured using the Cognitive Assessment System (CAS) (Naglieri and Das, 1997). Data was analysed using descriptive statistics, analysis of variance, the Kruskal-Wallis test, Bonferroni t tests, frequency distributions, Pearson correlation coefficients and discriminant function analyses. Kappa coefficients and analysis of variance measures were carried out on 23% of the rated data in order to establish inter-rater agreement and acceptable levels of agreement were reached. On the communication assessment, the HFPDD group experienced the most difficulty on the measures of understanding abstract vocabulary, understanding conversation, pronoun alternation, higher level semantics, narrative ability and pragmatic ability. In contrast, the SLI group experienced the most difficulty on the measures of expressive grammar and narrative clarity. On the cognitive processing assessment, the HFPDD group experienced marked difficulty in the areas of planning and attention, while the SLI group experienced significant difficulty in the areas of successive processing and less marked but still significant difficulty in the area of planning. Within the HFPDD group, a group with simultaneous processing markedly stronger than successive processing, a group with successive processing markedly stronger than simultaneous processing, and a group with simultaneous and successive processing occurring at a similar level, were identified. The HFPDD group experienced significant difficulty on all the measures of theory of mind, although a limited number of HFPDD subjects did not experience difficulty. The SLI group experienced significant difficulty on the two theory of mind measures that were more verbally loaded. Strong correlations were found between receptive language, expressive semantics, narrative ability, pragmatic ability, planning, attention and theory of mind; and between expressive grammar and successive processing. Pragmatic ability, narrative ability, planning, and certain of the theory of mind measures best appeared to discriminate the groups. A combined model of language, cognitive and theory of mind processing is proposed to explain the differences between the HFPDD and SLI groups.

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Chriqui, Estefania. "Évaluation de l'acuité visuelle chez la personne âgée atteinte de troubles de la cognition". Thèse, 2012. http://hdl.handle.net/1866/8590.

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Objectif : L'évaluation de l'acuité visuelle (AV) chez la personne âgée atteinte de troubles cognitifs peut être limitée par le manque de collaboration ou les difficultés de communication du patient. Très peu d'études ont examiné l'AV chez les patients atteints de déficits sévères de la cognition. L’objectif de cette étude était d’évaluer l'AV chez la personne âgée vulnérable ayant des troubles cognitifs à l'aide d'échelles variées afin de vérifier leur capacité à répondre à ces échelles. Méthodes: Trois groupes de 30 sujets chacun ont été recrutés. Le premier groupe était constitué de sujets jeunes (Moy.±ET: 24.9±3.5ans) et le second, de sujets âgés (70.0±4.5ans), ne présentant aucun trouble de la cognition ou de la communication. Le troisième groupe, composé de sujets atteints de démence faible à sévère (85.6±6.9ans), a été recruté au sein des unités de soins de longue durée de l’Institut Universitaire de Gériatrie de Montréal. Le test du Mini-Mental State Examination (MMSE) a été réalisé pour chaque sujet afin de déterminer leur niveau cognitif. L’AV de chaque participant a été mesurée à l’aide de six échelles validées (Snellen, cartes de Teller, ETDRS-lettres,-chiffres,-Patty Pics,-E directionnel) et présentées selon un ordre aléatoire. Des tests non paramétriques ont été utilisés afin de comparer les scores d’AV entre les différentes échelles, après une correction de Bonferroni-Holm pour comparaisons multiples. Résultats: Le score moyen au MMSE chez les sujets atteints de démence était de 9.8±7.5, alors qu’il était de 17.8±3.7 et 5.2±4.6 respectivement, chez les sujets atteints de démence faible à modérée (MMSE supérieur ou égal à 13; n=11) et sévère (MMSE inférieur à 13; n=19). Tous les sujets des groupes 1 et 2 ont répondu à chacune des échelles. Une grande majorité de sujets avec démence ont répondu à toutes les échelles (n=19) alors qu’un seul sujet n’a répondu à aucune échelle d’AV. Au sein du groupe 3, les échelles d’AV fournissant les scores les plus faibles ont été les cartes de Teller (20/65) et les Patty Pics (20/62), quelque soit le niveau cognitif du sujet, alors que les meilleurs scores d’AV ont été obtenus avec les échelles de Snellen (20/35) et les lettres ETDRS (20/36). Une grande proportion de sujets avec démence sévère ont répondu aux cartes de Teller (n=18) mais le score d’AV obtenu était le plus faible (20/73). Au sein des trois groupes, l’échelle de lettres-ETDRS était la seule dont les scores d’AV ne différaient pas de ceux obtenus avec l’échelle de Snellen traditionnelle. Conclusions: L’acuité visuelle peut être mesurée chez la personne âgée atteinte de troubles cognitifs ou de la communication. Nos résultats indiquent que les échelles les plus universelles, utilisant des lettres comme optotypes, peuvent être utilisées avec de bons résultats chez les personnes âgées atteintes de démence sévère. Nos résultats suggèrent de plus que la mesure d’acuité visuelle doit être tentée chez toutes les personnes, peu importe leur niveau cognitif.
Purpose: The evaluation of visual acuity (VA) in cognitively impaired older individuals may be limited by a reduced ability to cooperate or communicate. To date, no study has been performed to guide the clinician as to which VA chart to use in older individuals with moderate to severe dementia. This is important knowing that dementia affects more than 30% of seniors above 85 yrs of age, many of whom will be affected by the most severe stages of the disease. The objective of this research was to assess VA in older institutionalized individuals with moderate to severe dementia, using various acuity charts, and to verify their ability to respond to each of these charts. Methods: Three groups of 30 subjects each were recruited. The first group consisted of young subjects (Avg ± SD: 24.9 ± 3.5 yrs) and the second one, older subjects (70.0 ± 4.5 yrs) with no history of cognitive or communication disorders. The third group (85.6 ± 6.9 yrs) included subjects with mild to severe dementia residing in long-term care units. The Mini Mental-State Examination (MMSE) was performed for each institutionalized subject to verify their cognitive level. The VA of each participant was measured using six validated VA charts (Snellen, Teller cards, ETDRS-letters, -numbers, -Patty Pics, -Tumbling E's) presented in random order. Non parametric tests were used to compare VA scores obtained between the various charts, after Bonferroni-Holm corrections for multiple comparisons Results: The average MMSE scores of subjects with dementia was 9.8 ± 7.5, while it was 17.8 ± 3.7 and 5.2 ± 4.6, for those with mild to moderate (MMSE ≥ 13; n=11) and severe (MMSE < 13; n= 19) dementia. All subjects in groups 1 and 2 responded to each of the charts. A large proportion of subjects with dementia responded to all charts (n= 19) while only one did not respond to any chart. In group 3, VA charts with the lowest scores were the Teller cards (20/65) and Patty Pics (20/62), regardless of the level of dementia, while the best VA scores were obtained with the Snellen (20/35) and ETDRS-letter (20/36) charts. More subjects with severe dementia responded to the Teller cards (n= 18) but the VA obtained was the lowest (20/73). Across all groups, the ETDRS-letter chart was the only one whose scores did not differ from those obtained with the standard Snellen chart. Time to read the letter charts was faster than for the other optotypes. Conclusions: Visual acuity can be measured, and should at least be attempted, in older cognitively impaired individuals having a reduced ability to communicate. Our results indicate that the most universal scales, using letters as optotypes, can be used with good results in people with more severe dementia. Testing requires, however, more time and encouragement in individuals with more severe cognitive deficits in order to obtain and maintain their collaboration.

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Libri sul tema "Customer with a cognitive-communication disorder"

Griffiths, Helen L. Communication disorder in dementia due to frontotemporal cerebral atrophy: A linguistic and cognitive analysis : a comparative study with Alzheimer's disease. Manchester: University of Manchester, 1996.

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Dud, Iulia, Louise Brennan e Dene Robertson. Autism, Attention Deficit Hyperactivity Disorder, and Cognitive Enhancement. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0012.

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Attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are common neurodevelopmental disorders. Impairments in attention and executive functions are core characteristics of ADHD. ASD is primarily characterized by severe deficits in social communication, but cognitive impairments are common, including in attention and executive functions. Currently, there is only limited evidence for efficacy of either pharmacological or behavioral interventions for the treatment of the cognitive deficits associated with the disorders. This chapter presents the current evidence base for cognitive enhancements for ADHD and ASD. It summarizes evidence from available and experimental pharmacological interventions, as well as behavioral, cognitive, and psychosocial interventions. The chapter also discusses the limitations of current tools and future directions.

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Butcher, Peter, Annie Elias e Lesley Cavalli. Understanding and Treating Psychogenic Voice Disorder: A CBT Framework (Wiley Series on Human Communication). Wiley, 2007.

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Bölte, Sven, Luise Poustka e Hilde M. Geurts. Autism spectrum disorder. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0024.

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Autism spectrum disorder (ASD) is an early onset and persistent condition defined by alterations in social communication and social interation alongside repetitive, restricted stereotypic behaviours and interests causing disabilities. Until recently, research on the co-occurrence of ADHD with ASD has been limited by DSM-IV criteria, allowing no dual diagnosis of these two neurodevelopmental disorders. Since the DSM-5 permits a double diagnosis of ADHD plus ASD, research on their comorbidity has substantially increased. In addition to shared and distinct aetiological factors, studies have revealed a high clinical impact of the combined symptomatology on individual outcomes. This chapter provides a selective overview of behavioural, cognitive, and biological findings as well as intervention strategies in combined ADHD/ASD phenotypes.

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Costales, Jesse, Silvia De Rubeis, Jennifer Foss-Feig, Patrick R. Hof, Joseph D. Buxbaum e Alexander Kolezvon. Neurobiology of Autism Spectrum Disorder and Intellectual Disability. A cura di Dennis S. Charney, Eric J. Nestler, Pamela Sklar e Joseph D. Buxbaum. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190681425.003.0063.

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Autism spectrum disorder (ASD) is defined by impairments in social communication, along with the presence of restricted and repetitive behaviors. Approximately half of affected children also suffer from intellectual disability (ID), which is defined by cognitive and adaptive functioning at least two standard deviations below the mean (e.g., standard scores <70). It is now well established that genetic factors are major contributors to both ASD and ID. The following chapter will outline emerging themes and integrate data from human and animal studies using genetic, imaging, and histopathological methods. Emerging findings from studies of the immune system and the microbiome will also be briefly reviewed.

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Ekas, Naomi V., Abdallah M. Badahdah e Azza O. Abdelmoneium. The Well-Being of Families living with Autism Spectrum Disorder in Qatar. 2^a ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137969.

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Autism is a lifelong neurodevelopmental disorder that affects approximately 1% of children worldwide. Children with autism have difficulties in social interactions and communication and often engage in repetitive behaviors or have restricted interests (American Psychiatric Association, 2013). As a result of their child’s autism diagnosis, parents of children with autism often experience increased stress and poorer psychological well-being. Moreover, relationships within the family (e.g., marital relationship) may be negatively impacted. Addressing the needs of family members, particularly parents, is critical, as decades of research have shown that parents’ psychological well-being can affect the way that parents interact with their children. These interactional patterns can, in turn, impact children’s development in many of the areas that are affected by autism, including the social and emotional, language, and cognitive domains. The government of Qatar has recently taken steps to address the needs of children with autism and their families. The overarching aim of the Qatar National Autism Plan is to improve the lives of individuals with autism and their families. The six pillars of the National Autism Plan are designed to address the needs of individuals with autism and their families in areas such as raising awareness about autism, receiving early diagnosis, and accessing treatment and education. Once these needs are met, it is likely that the families of children with autism in Qatar can flourish. However, there are likely to be other challenges and unmet needs that the National Autism Plan does not address, and it was with this in mind that this first comprehensive study of families of children with autism in Qatar was undertaken.

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Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins e Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social interaction, a restricted repertoire of behaviors and interests, and abnormal cognitive functioning. Children with disruptive mood dysregulation disorder experience chronic and severe irritability and frequent temper outbursts. Attention deficit hyperactivity disorder is characterized by hyperactivity, impulsivity, and inattention before 12 years of age. Behavior therapy has been effectively used to treat children and adolescents with neurodevelopmental disorders, attention deficit hyperactivity disorder, tic disorders, feeding and elimination disorders, and externalizing disorders. Fluoxetine is approved for treatment of depression in children and escitalopram, for adolescents. Methylphenidate and amphetamine preparations are first-line treatment for children with attention deficit hyperactivity disorder.

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Koh, J., e I. Aliason. Anesthetic Management for Patients with Cerebral Palsy. A cura di Kirk Lalwani, Ira Todd Cohen, Ellen Y. Choi e Vidya T. Raman. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190685157.003.0036.

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Cerebral palsy is a disorder of muscle tone and often of movement, most commonly due to prenatal damage of the immature brain. It is a diagnosis that encompasses a wide range of symptoms, many of which require surgical intervention. Anesthesiologists regularly care for patients with cerebral palsy as they undergo a variety of orthopedic, dental, neuro, and general surgeries. To provide the best possible care for patients with cerebral palsy, anesthesiologists need to understand the commonly associated comorbidities, be able to assess each individual patient’s cognitive and communication abilities, and understand the challenges of perioperative care in this special population

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Leon, Susan A., Amy D. Rodriguez e John C. Rosenbek. Right Hemisphere Damage and Prosody. A cura di Anastasia M. Raymer e Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.15.

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Communication requires interdependent functioning of large portions of the brain, and damage to any of these systems can disrupt effective and appropriate communication. Damage to the right hemisphere or basal ganglia can result in difficulty using or understanding prosodic contours in speech. Prosody includes pitch, loudness, rate, and voice quality, and is used to convey emotional connotation or linguistic intent. A disorder in the comprehension or production of prosody is known as aprosodia; affective aprosodia is a specific deficit affecting emotional or affective prosodic contours. The right hemisphere has been shown to play a critical role in processing emotional prosody and aprosodia syndromes resulting from damage to right hemisphere areas have been proposed. These include an expressive aprosodia resulting from anterior damage and a receptive aprosodia resulting from more posterior damage. Assessment and diagnosis of aprosodia in clinical settings are often perceptually based; however, acoustic analyses of means and ranges of frequency, intensity, and rate provide an instrumented analysis of prosody production. The treatment of aprosodia following stroke has received scant attention in comparison to other disorders of communication, although a few studies investigating cognitive–linguistic and imitative treatments have reported some positive results.

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Weisman de Mamani, Amy, Merranda McLaughlin, Olivia Altamirano, Daisy Lopez e Salman Shaheen Ahmad. Culturally Informed Therapy for Schizophrenia. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780197500644.001.0001.

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This book is primarily designed for clinicians and researchers interested in learning how to conduct an empirically supported culturally informed therapy for schizophrenia (CIT-S) that integrates core components of evidenced-based family therapy. It is estimated that approximately 1% of adults in the United States will be diagnosed with schizophrenia or a related schizophrenia spectrum disorder. Without treatment, prognosis is generally poor. Fortunately, traditional family therapies have shown increasing promise in reducing relapse rates and improving mental health for this population. As more and more societies become multicultural, however, there is an increasing expectation that mental health providers will also be prepared to meet the needs of unique and culturally diverse clients in an efficient, skillful, and culturally relevant manner. CIT-S is a 15-week, family-focused, cognitive behavioral approach for managing schizophrenia spectrum disorders. The intervention draws upon clients’ cultural beliefs, practices, and traditions to help them conceptualize and manage mental illness. It aims to improve the quality of clients’ lives in a manner that is in line with their values and takes into account their cultural norms when discussing important issues and addressing challenges (such as mental illness) within the family. CIT-S contains five distinct modules: (a) family collectivism, (b) psychoeducation, (c) spirituality, (d) communication training, and (e) problem-solving. For each module, a detailed rationale, background information, therapy instructions, suggested homework assignments, and a sample case vignette are provided in an accessible, easy-to-use manner.

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Capitoli di libri sul tema "Customer with a cognitive-communication disorder"

Christman Buckingham, Sarah S., e Kayle E. Sneed. "Cognitive-Communication Disorder". In Encyclopedia of Clinical Neuropsychology, 868–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_872.

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Buckingham, Sarah S. Christman. "Cognitive-Communication Disorder". In Encyclopedia of Clinical Neuropsychology, 634–38. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_872.

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Christman Buckingham, Sarah S., e Kayle E. Sneed. "Cognitive-Communication Disorder". In Encyclopedia of Clinical Neuropsychology, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_872-3.

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Roldán-Palacios, Marisol, e Aurelio López-López. "Disfluency as an Indicator of Cognitive-Communication Disorder Through Learning Methods". In Brain Informatics, 46–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86993-9_5.

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Kovar, Ivan. "Virtual Reality as Support of Cognitive Behavioral Therapy of Adults with Post-Traumatic Stress Disorder". In Advances in Computer, Communication and Computational Sciences, 929–40. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4409-5_82.

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"Cognitive-Communication Disorder". In Encyclopedia of Trauma Care, 330. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-29613-0_100360.

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Seng, Kah Phooi, Li-Minn Ang e Ooi Chien Shing. "Customer Satisfaction through Technological Integration". In Cognitive Analytics, 1824–58. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2460-2.ch094.

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This paper presents a review of automated technology integrations for organizations to assess their customer satisfaction levels. The paper also includes a comparison of the common resources that are used to measure customer satisfaction. The main part of the paper subsequently describes the related concerns and challenges that are faced by the business company to realize customer satisfactions. This paper presents a review of automated technology integrations for organizations to assess their customer satisfaction. These components can be integrated into communication tools to solve the existing problems efficiently, and improve the way of assessing customer satisfaction. The limitations or challenges of current approaches in technology related ways to realize the satisfactions are also discussed. The end of the paper gives recommendations and solutions to show the possible ways in solving the existing problems and improving the way of assessing customer satisfaction by integrating the appropriate technology.

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Foerster, Katharina, Silke Joergens e Bernhard T. Baune. "Clinical Characteristics of Social Cognitive Processes in Major Depressive Disorder". In Cognitive Dimensions of Major Depressive Disorder, 183–96. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198810940.003.0015.

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Dysfunctional social cognition describes an important symptom of major depressive disorder (MDD). This dysfunction relates to various aspects of perception of emotional states in oneself and in others, but also applies to complex situations such as social communication. The majority of evidence supports a theory that patients with MDD show a negative bias towards ambiguous emotional information in all domains of social perception. It appears that social cognitive function varies in the course of MDD due to treatment and symptom severity. Therefore, social cognitive dysfunction often presents as a subtle phenomenon vulnerable to further disturbing influences by confounding variables. Analyses often do not consider important confounders such as symptom severity and type of treatment. Social cognitive research uses a broad spectrum of measurements with varying quality of standard psychometric criteria. Future investigations should use standardized measures with large normative samples to avoid distortions of results.

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Vásquez-Párraga, Arturo Z., Miguel Ángel Sahagún e Pablo José Escobedo. "Customer Store Loyalty". In Handbook of Research on Retailer-Consumer Relationship Development, 70–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6074-8.ch005.

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This chapter examines the process of how store customers become loyal to their stores. The authors pursue a theoretical and empirical research approach designed to identify and test a parsimonious model. The result is an explanation chain that incorporates relational variables, trust and commitment, satisfaction, and the moderating factors of the relational variables. The findings reveal that customer commitment is the major contributing explanation for true customer loyalty, significantly more than the contributed explanation of customer satisfaction. The cognitive moderating factors (store familiarity, store choice, customer perceived risk, and communication) and the affective moderating factors (customer opportunistic tendencies, consumer involvement, shared personal values, and shared management values) are significantly related to the core variables and thus contribute some explanation, yet their contribution is very small compared to the contribution of the core variables, thereby suggesting the significance of the core variables in the explanation of customer store loyalty.

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Ouldred, Emma, e Catherine Bryant. "Managing Delirium and Confusion". In Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.003.0028.

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This chapter focuses on the assessment, management, and diagnosis of delirium, one form of confusion that commonly presents in healthcare settings. It will equip you with the skills required to differentiate between dementia, delirium, and depression through comprehensive assessment, and will improve the confidence of practising nurses in the management of this debilitating condition. This chapter will help you to select and implement evidence-based strategies to manage patients presenting with confusion regardless of the cause of confusion, such as dementia (see Chapter 7 Understanding Dementia). Confusion is derived from the Latin verb confundere, meaning ‘to mingle’. It is a descriptive term that has a variety of different definitions. It has been defined as a disturbance of consciousness characterized by impaired capacity to think clearly and with customary rapidity, and to perceive, respond, to, and remember current stimuli, and some degree of disorientation (Faber and Faber, 1953). Disorders causing confusion can be categorized into three groups:…● acute disorders usually associated with acute illness, drugs, and environmental factors; ● more slowly progressive impairment of cognitive function, such as that seen in dementia syndromes; ● impaired cognitive function associated with affective disorders and psychoses such as depression….Regardless of aetiology, confusion can be very distressing for the person exhibiting these symptoms, his or her relatives and carers, and for health and social care practitioners. It is important to differentiate between different causes of confusion for appropriate treatment plans to be developed. The word delirium is derived from Latin, meaning ‘off the track’, and is often referred to as acute confusional state. Delirium is a common and distressing disorder associated with increases in physical morbidity, length of hospital stay, and entry to long-term care, and therefore increases in cost to health services. However, it can be prevented and treated if dealt with urgently (National Institute for Health and Clinical Excellence (NICE), 2010a). The Diagnostic and Statistical Manual of Mental Disorders, 4th edition text revision (DSM-IV TR), is used by clinicians and psychiatrists to diagnose psychiatric illnesses.

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Atti di convegni sul tema "Customer with a cognitive-communication disorder"

Wolniak, Radoslaw. "THE PERCEPTION OF ARCHITECTURAL BARRIERS IN SOSNOWIEC MUNICIPIAL OFFICE FROM DISABLE PERSON POINT OF VIEW". In GEOLINKS International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/geolinks2020/b2/v2/37.

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The paper concentrate on problems connected with problems of peoples with disability. The main aims of the paper is to measure the level of quality of service in the case of architectural barriers in municipal offices by peoples in disability. We made following hypothesis: the types of disability significantly affects the perception of quality of services in municipal office regarding architectural barrier. The problem of satisfaction of people with disability in the case of architectural barriers in municipal office in Sosnowiec was analyzed from type of disability point of view. We distinguished five main types of disability in the paper: sensory impairment – a lack, damage or disorder of sensory analysers’ function (this category includes the blind, the visually impaired, the deaf, hard of hearing persons and people with visual and auditory perception disorders); intellectual impairment – mental retardation; social functioning impairment – disorders of neural and emotional balance; communication impairment – hindered verbal contact (speech impediments, autism, stammering); motor impairment – people with motor organ dysfunction. On the basis of that are discussed in this publication the research, we can conclude that the overall assessment of architectural barriers for people with disabilities is as in the case of the Municipal Office in Sosnowiec at an average level. The problems focus mainly on matters of specialized service selected groups of customers with disabilities who require further elaboration. Another type of problem is to issue a limited number of parking spaces for the disabled, but for objective reasons, it will be difficult to solve. Also we can say that the assessment of the architectural barriers by peoples with various types of disability vary significantly. The architectural barriers are the problem especially for people with motor disabilities – those persons are going to municipal office often and because of type of their disability barriers within the office and near the office is the big problem for them. The results are supporting the hypothesis that the type of disability affects perception of architectural barriers by peoples with disabilities.

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Vijayan, Akshay, S. Janmasree, C. Keerthana e L. Baby Syla. "A Framework for Intelligent Learning Assistant Platform Based on Cognitive Computing for Children with Autism Spectrum Disorder". In 2018 International CET Conference on Control, Communication, and Computing (IC4). IEEE, 2018. http://dx.doi.org/10.1109/cetic4.2018.8530940.

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McColl, Derek, e Goldie Nejat. "A Socially Assistive Robot That Can Interpret Body Language". In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48031.

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Socially assistive robots can engage in assistive human-robot interactions (HRI) by providing rehabilitation of cognitive, social, and physical abilities after a stroke, accident or diagnosis of a social, developmental or cognitive disorder. However, there are a number of research issues that need to be addressed in order to design such robots. In this paper, we address one main challenge in the development of intelligent socially assistive robots: A robot’s ability to identify human non-verbal communication during assistive interactions. In this paper, we present a unique non-contact automated sensory-based approach for identification and categorization of human upper body language in determining how accessible a person is to a robot during natural real-time HRI. This classification will allow a robot to effectively determine its own reactive task-driven behavior during assistive interactions. The types of interactions envisioned include providing reminders, health monitoring, and social and cognitive therapies. Preliminary experiments show the potential of integrating the proposed body language recognition and classification technique into socially assistive robotic systems partaking in HRI scenarios.

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