Masako Yoshioka

In the present session, 2 reports were presented from the field of nursing care. The first report was about support for an elderly woman with dementia living in a nursing home; the second, about support for organizational development in a company providing visiting care. Both reports focused on the application of single-case designs for enhancing evidence-based collaboration among service providers. The strengths and the difficulties involved in introducing single-case designs in the nursing care field were examined. The discussion dealt with tasks and implications for more widespread use of single-case designs in human services settings.

Study objectives: The present study investigated the effects of self-recording versus feedback in the acquisition of basic skills needed for note-taking on behalf of students with hearing impairments. Design: The 2-way ABC design consisted of 3 phases: baseline, self-recording or feedback, and self-recording and feedback. Settings: The present study was conducted in a simulated university lecture setting. Participants: 10 university students with no previous experience with note-taking. Independent variables: Self-recording using a score sheet and/or graphic feedback on accuracy. Measures: (1) Accuracy: percentage of the total points on the score sheet, (2) speed: letters typed per minute, and (3) evaluation of subjective quality. Results: Feedback improved note-taking speed, but accuracy did not increase. After self-recording was introduced, accuracy gradually increased, and the results for all participants met the criterion. Conclusion: The present results suggested that self-recording was effective in improving note-taking skill, whereas feedback on accuracy alone had only a limited effect.

The present study evaluated a procedure to improve notetaking for Deaf students by focusing on the interactions among notetakers, Deaf students, and teachers. One Deaf student, 3 notetakers, and 2 teachers participated in this study. Communication sheets were developed to facilitate appropriate evaluation and communication among the participants. The sheets were implemented after each class as an intervention. Participants' answers to questions on the sheets, as well as the in-class behavior of the notetakers and the teachers, improved as a result of the intervention. The results indicate that the support procedure was effective in facilitating interaction among the participants, which, in turn, affected notetaking positively.