Articles
Relevant SABICS publications
- Development of a novel coding scheme (SABICS) to record nurse-child interactive behaviours in a community dental preventive intervention
Zhou, Y., Cameron, E., Forbes, G. & Humphris, G. (2012). Development of a novel coding scheme (SABICS) to record nurse-child interactive behaviours in a community dental preventive intervention. Patient Education and Counseling, doi:10.1016/j.pec.2012.01.001. (Abstract)
Objective
To develop and validate the St Andrews Behavioural Interaction Coding Scheme (SABICS): a tool to record nurse-child interactive behaviours.
Methods
The SABICS was developed primarily from observation of video recorded interactions; and refined through an iterative process of applying the scheme to new data sets. Its practical applicability was assessed via implementation of the scheme on specialised behavioural coding software. Reliability was calculated using Cohen's Kappa. Discriminant validity was assessed using logistic regression.
Results
The SABICS contains 48 codes. Fifty-five nurse-child interactions were successfully coded through administering the scheme on The Observer XT8.0 system. Two visualization results of interaction patterns demonstrated the scheme's capability of capturing complex interaction processes. Cohen's Kappa was 0.66 (inter-coder) and 0.88 and 0.78 (two intra-coders). The frequency of nurse behaviours, such as "instruction" (OR=1.32, p=0.027) and "praise" (OR=2.04, p=0.027), predicted a child receiving the intervention.
Conclusions
The SABICS is a unique system to record interactions between dental nurses and 3-5 years old children. It records and displays complex nurse-child interactive behaviours. It is easily administered and demonstrates reasonable psychometric properties.
Practice implications
The SABICS has potential for other paediatric settings. Its development procedure may be helpful for other similar coding scheme development.
- Systematic review of the effect of dental staff behaviour on child dental patient anxiety and behaviour
Zhou, Y., Cameron, E., Forbes, G. & Humphris, G. (2010). Systematic review of the effect of dental staff behaviour on child dental patient anxiety and behaviour. Patient Education and Counseling, 85, 4-13. (Abstract)
Objectives
To review the literature, of the past 30 years, on the effects of dental staff behaviour on the anxiety and behaviour of child dental patients; especially to determine staff behaviours that reduce anxiety and encourage cooperation of children.
Methods
A systematic literature review was conducted using PubMed, Web of Science, The Cochrane Library, PsycINFO, Embase and CINAHL.
Results
Initial search returned 31 publications of which 11 fulfilled the criteria for review. Among seven studies that measured anxiety, four used validated measures. Five observational studies coded behaviour using Weinstein et al.'s (1982) coding scheme [1]. An empathic working style and appropriate level of physical contact accompanied by verbal reassurance was found to reduce fear-related behaviours in children. Findings regarding positive reinforcement and dentists' experience increasing cooperative behaviour were inconsistent.
Conclusions
Measures for anxiety and behaviour varied across studies. Relationships between certain dental staff behaviours and child anxiety/behaviour were reported. However, limited work was identified and research using improved sampling, measurement and statistical approach is required.
Practice implications
Understanding what routine clinical behaviour of dental staff affects children's dental anxiety/behaviour will inform investigators of how children comply and help staff be aware the significance of their daily behaviour on treatment success.
- Camera-related behaviours of female dental nurses and nursery school children during fluoride application interactions in nursery school settings.
Zhou, Y., Forbes, G. & Humphris, G. M. (2010). Camera-related behaviours of female dental nurses and nursery school children during fluoride application interactions in nursery school settings. International Journal of Paediatric Dentistry, 20 (5), 374-381. (Abstract)
Objectives
To investigate camera awareness of female dental nurses and nursery school children as camera-related behaviours in a community based health programme.
Methods
Fifty-one nurse-child interactions (3 nurse pairs and 51 children) were video recorded when Childsmile nurses were applying fluoride varnish onto the teeth of children in nursery school settings. Using a pre-developed coding scheme, nurse and child verbal and non-verbal behaviours were coded for camera-related behaviours.
Results
On 15 out of 51 interactions (29.4%), a total of 31 camera-related behaviours were observed for dental nurses (14 instances over 9 interactions) and children (17 instances over 6 interactions). Camera-related behaviours occurred infrequently, occupied 0.3% of the total interaction time and displayed at all stages of the dental procedure, though tended to peak at initials stages.
Conclusions
Certain camera-related behaviours of female dental nurses and nursery school children were observed in their interactions when introducing a dental health preventive intervention. It suggested that participants might be aware of the presence of a camera.
- The effects of dentists' behaviours on fear-related behaviours in children
Weinstein, P., Getz, T., Ratener, P. & Domoto, P. (1982). The effects of dentists’ behaviours on fear-related behaviours in children. Journal of American Dental Association, 104, 32-38. (Abstract)
This study examined the relationship between the dentist’s behaviours and the child’s responses. Study findings suggested that providing immediate direction and specific reinforcement were most consistently followed by a reduction in the child’s fear-related behaviours. Patting and stroking behaviours also tended to be followed by lessening of fear behaviours. Questioning feelings was a useful technique, whereas ignoring or denying the child’s feelings did not reduce fear-related behaviours during the six lags that were studied. Reassurances were surprisingly ineffectual. Coercion, coaxing and putdowns tended to be followed by a substantial increase in fear-related responses by the child. Explanations did not significantly reduce fear-related responses. Moreover, stopping treatment to manage the child resulted in more fear-related behaviours.
- The Roter interaction analysis system (RIAS): utility and flexibility for analysis of medical interactions.
Roter, D. & Larson, S. (2002). The Roter interaction analysis system (RIAS): utility and flexibility for analysis of medical interactions. Patient Education and Counseling, 46, 243-251. (Abstract)
The Roter interaction analysis system (RIAS), a method for coding medical dialogue, is widely used in the US and Europe and has been applied to medical exchanges in Asia, Africa, and Latin America. Contributing to its rapid dissemination and adoption is the system's ability to provide reasonable depth, sensitivity, and breadth while maintaining practicality, functional specificity, flexibility, reliability, and predictive validity to a variety of patient and provider outcomes. The purpose of this essay is two-fold. First, to broadly overview the RIAS and to present key capabilities and coding conventions, and secondly to address the extent to which the RIAS is consistent with, or complementary to, linguistic-based techniques of communication analysis.
- Analysing medical dialogues: strength and weakness of Roter's interaction analysis system (RIAS)
- Sandvik, M., Eide, H., Lind, M., Graugaard, P.K., Torper, J. & Finset, A. (2002). Analysing medical dialogues: strength and weakness of Roter’s interaction analysis system (RIAS). Patient Education and Counseling, 46, 235-241. (Abstract)
Roter's interaction analysis system (RIAS) is analyzed in this article. Ground rules of linguistic interaction analysis, emphasizing meaning as a product of interaction and turn taking as a basic principle for the understanding of interaction are briefly introduced. Specific aspects of the application of RIAS are discussed and a number of adjustments and/or specifications suggested: (1) utterances should be defined in terms of content and turn taking criteria; (2) the recording system should allow for registering interruptions; (3) pauses or silences should be scored on the basis of functional criteria and not as demarcation in the communication; (4) clear distinctions should be made between the categories of "backchannel" and "agree"; (5) questions should be coded according to function rather than linguistic form; (6) some of the socio-emotional categories may appear too narrow, others too wide; (7) crying should be included in the coding scheme as a separate category.