scholarly journals Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism

2021 ◽  
Vol 10 (7) ◽  
pp. 247
Author(s):  
Elizabeth McGhee Hassrick ◽  
Wendy Shih ◽  
Heather Nuske ◽  
Sarah Fulton Vejnoska ◽  
Samantha Hochheimer ◽  
...  
Keyword(s):  
Problem Solving ◽  
Social Relationships ◽  
Children With Autism ◽  
Educational Interventions ◽  
Collaborative Problem Solving ◽  
School Transitions ◽  
Lower Income ◽  
Financial Barriers ◽  
Team Members ◽  
Collaborative Problem

Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative problem solving, can be measured using social network analysis. This study investigates if two different types of TAC relationships, defined as (1) the level of trust among team members and (2) the degree of collaborative problem solving among team members, are associated with perceived successful transitions for children with autism from lower income families. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition.

scholarly journals Collaborating With Style: Using an Agent-Based Model to Simulate Cognitive Style Diversity in Problem Solving Teams

2019 ◽  
Author(s):  
Samuel Lapp ◽  
Kathryn Jablokow ◽  
Christopher McComb
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Design Problems ◽  
Team Members ◽  
Agent Based ◽  
Collaborative Problem ◽  
Problem Solving Teams ◽  
Problem Solving Behavior

Abstract Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members’ abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents’ cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.

Incorporating “Soft Skills” Into the Collaborative Problem-Solving Equation

2015 ◽  
Vol 8 (2) ◽  
pp. 281-284 ◽  
Author(s):  
Ronald E. Riggio ◽  
Karan Saggi
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
21St Century ◽  
Soft Skills ◽  
Critical Role ◽  
Collaborative Problem Solving ◽  
Team Members ◽  
Collaborative Problem ◽  
Communication And Coordination

In only a very few places, Neubert, Mainert, Kretzschmar, & Greiff (2015) mention the role of communication and coordination among team members in collaborative problem solving. Although complex and collaborative problem solving is indeed an imperative for team and organizational success in the 21st century, it is easier said than done. Collaborative problem solving is critically dependent on the communication and interaction skills of the team members and of the team leader. The intent of this commentary is to shine a light on the critical role of interpersonal and communication skills in complex and collaborative problem solving.

scholarly journals Collaborating with Style: Using an Agent-Based Model to Simulate Cognitive Style Diversity in Problem Solving Teams

2019 ◽  
Author(s):  
Christopher McComb ◽  
Kathryn Jablokow ◽  
Samuel Lapp
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Design Problems ◽  
Team Members ◽  
Agent Based ◽  
Collaborative Problem ◽  
Problem Solving Teams ◽  
Problem Solving Behavior

Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members' abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents' cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.

Rural Preassessment Team Members' Perceptions of Effectiveness

2000 ◽  
Vol 19 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Christine K. Ormsbee ◽  
Kathryn A. Haring
Keyword(s):  
Problem Solving ◽  
Support System ◽  
Behavioral Problems ◽  
Rural School ◽  
Professional Support ◽  
Collaborative Problem Solving ◽  
Team Members ◽  
External Consultants ◽  
Collaborative Problem ◽  
Research Activities

Preassessment teams are now perceived as a collaborative resource for teachers who have students experiencing learning and behavioral problems. These teams are responsible for providing professional support, identifying and clarifying student problems, designing appropriate interventions, and monitoring student progress. In rural schools, where access to external consultants and research activities is limited and often rare, preassessment teams may be the only opportunity for educators to engage in collaborative problem solving. The purpose of this study was to determine rural preassessment team members' perceptions of effectiveness, identify how they viewed their roles on teams, and delineate how preassessment teams were formulated. Results of a survey of rural school district's preassessment team members indicate they perceive themselves as a very effective support system for their colleagues.

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