Caregivers' Experiences of Infant Feeding Problems: The Role of Self-Compassion and Stress Management.

Introduction Infant feeding problems are strongly associated with caregiver stress, which in turn is linked to poorer outcomes for children. Self-compassion is a modifiable trait strongly associated with improved mental health and greater resilience. The purpose of this study was to investigate the relationships among self-compassion, stress management practices, and caregiver stress in a sample of parents who identified feeding problems in their infants.

Effectiveness of a Method for Teaching Self-Compassion to Communication Sciences and Disorders Graduate Students.

Purpose: The purpose of this study is to explore the effects of a daily mindfulness practice and 2 types of journaling on participants' development of self-compassion.

Method: This was a between-groups design. All participants in a graduate counseling course engaged in a short daily mindfulness practice at the beginning of every class.

A Mindfulness Practice for Communication Sciences and Disorders Undergraduate and Speech-Language Pathology Graduate Students: Effects on Stress, Self-Compassion, and Perfectionism.

Purpose: The purpose of the present study was to explore the effects of a mindfulness practice on participants' levels of self-compassion, perfectionism, attention, and perceived and biological stress.

Method: This was a between-groups design. Experimental participants engaged in a short mindfulness practice weekly for one academic semester; control participants did not.

Use of ionic dialysance to calculate Kt/V in pediatric hemodialysis.

Online clearance (OLC) monitor measures conductivity difference between dialysate entering and leaving the dialyser. Derived ionic dialysance (ID) represents effective urea clearance from which Kt/V is calculated, allowing Kt/V monitoring at every treatment without blood sampling. We tested ID accuracy in children and provide recommendations for its use.

The development and utilization of a scale to measure adolescents' attitudes toward peers who use augmentative and alternative communication (AAC) devices.

Purpose: Study 1 developed the Assessment of Attitudes Toward Augmentative and Alternative Communication-2 (AATAAC-2) to assess adolescents' attitudes toward peers who use AAC. Study 2 used the AATAAC-2 to examine influences of familiarity with people with disabilities; type of AAC device; and various combinations of gender of rater, AAC user, and communication partner on adolescents' attitudes.

Method: In Study 1, 194 adolescents viewed videotapes depicting adolescents using AAC, then completed AATAAC-2.

An investigation of aided language stimulation: does it increase AAC use with adults with developmental disabilities and complex communication needs?

A single subject ABAB design was used to determine the efficacy of aided language stimulation to teach the use of AAC techniques to adults with developmental disabilities. Sixteen participants were divided into two equal groups. In each group, half of the participants were able to communicate functionally using spoken language and half had complex communication needs and did not have functional, symbolic communication systems.

Is awesome really awesome? How the inclusion of informal terms on an AAC device influences children's attitudes toward peers who use AAC.

Two videotapes were created of a child communicating with a voice output augmentative and alternative communication (AAC) device. In one the child communicated using formal English only and in the other the child communicated using formal English and age appropriate informal terms. Children in grades 4 and 5 viewed either the formal English only or the formal and informal English videotape.

The influence of information and role-playing experiences on children's attitudes toward peers who use AAC.

A school-based intervention designed to increase the positive nature of children's attitudes toward peers who use AAC is described. Small groups of children were given only information about AAC or they were given information about AAC and the opportunity to role-play being nonspeaking. Results indicated a greater positive effect of the information plus role-play experience compared to the effects of being given information alone for older children and boys.