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• 31. [Article] Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports

  Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than monolinguals'. Research ...

  Citation × Citation Citation Abstract Copy Title: Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports Author: Powers, Brooke Leann Year: 2010 Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than monolinguals'. Research has also shown that, for monolingual English and Spanish speakers, parent reports can be a valid tool for identification and single-word assessments can effectively diagnose speech disorder, yet little, if any, normative data or information about the validity of parent reports as an identification tool exists for bilingual Spanish-English speakers. The purpose of the present study was to create bilingual speech normative data for English single-word assessment scores for percent consonants correct (PCC), percent vowels correct (PVC), and the index of phonetic complexity (IPC). It also sought to determine correlations of speech scores and parent reports, which was done as an extension of Stertzbach's 2005 study with monolingual Spanish speakers. Fifty-six bilingual Spanish-English 4-year-olds were administered a single-word assessment in English and normative data was generated from the PCC, PVC, and IPC scores. That normative data was correlated with Likert values from the parent surveys to establish the validity of the report as an identification tool, and finally, the disordered scores (as determined by the normative data) were explored in relation to previous suspicion or diagnosis of disorder. The normative data showed 89% of speech scores falling within the typical range for both PCC and PVC and 93% for IPC. Pearson coefficients were computed by regression analysis and parent reports were deemed a valid tool for identification based on statistically significant correlations (at the .05 level) for 6 of 10 questions. Previous suspicions of disorder, based on parent report or examiner questionnaire, were 87.5% and 91% accurate, respectively, while current diagnosis, based on the presence of an existing Individualized Family Service Plan (IFSP), was 93% accurate. The results were consistent with previous research showing the prevalence of speech disorder as well as the validity of the parent report. Title: Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports Author: Powers, Brooke Leann Year: 2010 Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than monolinguals'. Research has also shown that, for monolingual English and Spanish speakers, parent reports can be a valid tool for identification and single-word assessments can effectively diagnose speech disorder, yet little, if any, normative data or information about the validity of parent reports as an identification tool exists for bilingual Spanish-English speakers. The purpose of the present study was to create bilingual speech normative data for English single-word assessment scores for percent consonants correct (PCC), percent vowels correct (PVC), and the index of phonetic complexity (IPC). It also sought to determine correlations of speech scores and parent reports, which was done as an extension of Stertzbach's 2005 study with monolingual Spanish speakers. Fifty-six bilingual Spanish-English 4-year-olds were administered a single-word assessment in English and normative data was generated from the PCC, PVC, and IPC scores. That normative data was correlated with Likert values from the parent surveys to establish the validity of the report as an identification tool, and finally, the disordered scores (as determined by the normative data) were explored in relation to previous suspicion or diagnosis of disorder. The normative data showed 89% of speech scores falling within the typical range for both PCC and PVC and 93% for IPC. Pearson coefficients were computed by regression analysis and parent reports were deemed a valid tool for identification based on statistically significant correlations (at the .05 level) for 6 of 10 questions. Previous suspicions of disorder, based on parent report or examiner questionnaire, were 87.5% and 91% accurate, respectively, while current diagnosis, based on the presence of an existing Individualized Family Service Plan (IFSP), was 93% accurate. The results were consistent with previous research showing the prevalence of speech disorder as well as the validity of the parent report. Close

• 32. [Article] Diagnostic congruence: a study on presentation of clinical information to parents and recall

  The present study was an investigation of recall following presentation of diagnostic information. The setting was the Crippled Children's Division of the University of Oregon Medical School. The purpose ...

  Citation × Citation Citation Abstract Copy Title: Diagnostic congruence: a study on presentation of clinical information to parents and recall Author: Maier, Miriam Rae Year: 1972 The present study was an investigation of recall following presentation of diagnostic information. The setting was the Crippled Children's Division of the University of Oregon Medical School. The purpose of the study was to test the hypothesis that one session conferencing imparting diagnostic information to parents of handicapped children reduces recall. Additionally, it was hypothesized that multi-discipline conferencing is related to greater diagnostic recall than single discipline conferencing. The sample was made up of 20 parent units whose children were evaluated at the Crippled Children's Division for suspected Cerebral Palsy and/or Mental Retardation. There were ten families from the Cerebral Palsy Clinic and ten from the Mental Retardation Clinic. Three comparisons were made: (1) The amount of information presented at the staffing session was the baseline against which the amount of information imparted at the parent conference was compared. (2) The amount of information imparted at the parent conference was compared with the amount of information that was recalled six weeks later at the follow up interview. (3) The amount of information recalled at the time of the follow up interview was compared with the staffing information in order to determine the loss of diagnostic information. The results supported the hypotheses. Diagnostic congruence was by far, more the exception than the rule Implications suggest that additional follow up services are necessary. Title: Diagnostic congruence: a study on presentation of clinical information to parents and recall Author: Maier, Miriam Rae Year: 1972 The present study was an investigation of recall following presentation of diagnostic information. The setting was the Crippled Children's Division of the University of Oregon Medical School. The purpose of the study was to test the hypothesis that one session conferencing imparting diagnostic information to parents of handicapped children reduces recall. Additionally, it was hypothesized that multi-discipline conferencing is related to greater diagnostic recall than single discipline conferencing. The sample was made up of 20 parent units whose children were evaluated at the Crippled Children's Division for suspected Cerebral Palsy and/or Mental Retardation. There were ten families from the Cerebral Palsy Clinic and ten from the Mental Retardation Clinic. Three comparisons were made: (1) The amount of information presented at the staffing session was the baseline against which the amount of information imparted at the parent conference was compared. (2) The amount of information imparted at the parent conference was compared with the amount of information that was recalled six weeks later at the follow up interview. (3) The amount of information recalled at the time of the follow up interview was compared with the staffing information in order to determine the loss of diagnostic information. The results supported the hypotheses. Diagnostic congruence was by far, more the exception than the rule Implications suggest that additional follow up services are necessary. Close

• 33. [Article] Simplified Reversed Chloroquines to Overcome Malaria Resistance to Quinoline-based Drugs

  Malaria is a major health problem, mainly in developing countries, and causes an estimated 1 million deaths per year. Plasmodium falciparum is the major type of human malaria parasite, and causes the most ...

  Citation × Citation Citation Abstract Copy Title: Simplified Reversed Chloroquines to Overcome Malaria Resistance to Quinoline-based Drugs Author: Gunsaru, Bornface Year: 2010 Malaria is a major health problem, mainly in developing countries, and causes an estimated 1 million deaths per year. Plasmodium falciparum is the major type of human malaria parasite, and causes the most infections and deaths. Malaria drugs, like any other drugs, suffer from possible side effects and the potential for emergence of resistance. Chloroquine, which was a very effective drug, has been used since about 1945, but its use is severely limited by resistance, even though it has mild side effects, and is otherwise very efficacious. Research has shown that there are chloroquine reversal agents, molecules that can reinstate antimalarial activity of chloroquine and chloroquine-like drugs; many such reversal agents are composed of two aromatic groups linked to a hydrogen bond acceptor several bonds away. By linking a chloroquine-like molecule to a reversal agent-like molecule, it was hoped that a hybrid molecule could be made with both antimalarial and reversal agent properties. In the Peyton Lab, such hybrid "Reversed Chloroquine" molecules have been synthesized and shown to have better antimalarial activity than chloroquine against the P. falciparum chloroquine-sensitive strain D6, as well as the P. falciparum chloroquine-resistant strains Dd2 and 7G8. The work reported in this manuscript involves simplifying the reversal agent head group of the Reversed Chloroquine molecules, to a single aromatic ring instead of the two rings groups described by others; this modification retained, or even enhanced, the antimalarial activity of the parent Reversed Chloroquine molecules. Of note was compound PL154, which had IC50 values of 0.3 nM and 0.5 nM against chloroquine-sensitive D6 and chloroquine-resistant Dd2. Compound PL106 was made to increase water solubility (a requirement for bioavailability) of the simplified Reversed Chloroquine molecules. Molecular modifications inherent to PL106 were not very detrimental to the antimalarial activity, and PL106 was found to be orally available in mice infected with P. yoelli, with an ED50 value of about 5.5 mg/kg/d. Varying the linker length between the quinoline ring and the protonatable nitrogen, or between the head group and the protonatable nitrogen, did not have adverse effects on the antimalarial activities of the simplified Reversed Chloroquine molecules, in accord with the trends observed for the original design of Reversed Chloroquine molecules as found from previous studies in the Peyton Lab. The simplified Reversed Chloroquine molecules even tolerated aliphatic head groups (rather than the original design which specified aromatic rings), showing that major modifications could be made on the Reversed Chloroquine molecules without major loss in activity. A bisquinoline compound, PL192, was made that contained secondary nitrogens at position 4 of the quinoline ring (PL192 is a modification of piperaquine, a known antimalarial drug that contains tertiary nitrogens at position 4 of the quinoline ring); this compound was more potent than piperaquine which had an IC50 value of 0.7 nM against CQS D6 and an IC50 of 1.5 nM against CQR Dd2, PL192 had IC50 values of 0.63 nM against chloroquine sensitive D6 and 0.02 nM against chloroquine resistant Dd2. Finally, the mechanism of action of these simplified "Reversed Chloroquines" was evaluated; it was found that the simplified "Reversed Chloroquines" behaved like chloroquine in inhibiting β-hematin formation and in heme binding. However, the simplified "Reversed Chloroquines" were found to inhibit chloroquine transport for chloroquine resistant P. falciparum chloroquine resistance transporter expressed in Xenopus oocytes to a lesser extant than the classical reversal agent verapamil. From these studies it was noted that the simplified "Reversed Chloroquines" may not behave as well as classical reversal agents would in restoring chloroquine efficacy, but they are very potent, and so could be a major step in developing drug candidates against malaria. Title: Simplified Reversed Chloroquines to Overcome Malaria Resistance to Quinoline-based Drugs Author: Gunsaru, Bornface Year: 2010 Malaria is a major health problem, mainly in developing countries, and causes an estimated 1 million deaths per year. Plasmodium falciparum is the major type of human malaria parasite, and causes the most infections and deaths. Malaria drugs, like any other drugs, suffer from possible side effects and the potential for emergence of resistance. Chloroquine, which was a very effective drug, has been used since about 1945, but its use is severely limited by resistance, even though it has mild side effects, and is otherwise very efficacious. Research has shown that there are chloroquine reversal agents, molecules that can reinstate antimalarial activity of chloroquine and chloroquine-like drugs; many such reversal agents are composed of two aromatic groups linked to a hydrogen bond acceptor several bonds away. By linking a chloroquine-like molecule to a reversal agent-like molecule, it was hoped that a hybrid molecule could be made with both antimalarial and reversal agent properties. In the Peyton Lab, such hybrid "Reversed Chloroquine" molecules have been synthesized and shown to have better antimalarial activity than chloroquine against the P. falciparum chloroquine-sensitive strain D6, as well as the P. falciparum chloroquine-resistant strains Dd2 and 7G8. The work reported in this manuscript involves simplifying the reversal agent head group of the Reversed Chloroquine molecules, to a single aromatic ring instead of the two rings groups described by others; this modification retained, or even enhanced, the antimalarial activity of the parent Reversed Chloroquine molecules. Of note was compound PL154, which had IC50 values of 0.3 nM and 0.5 nM against chloroquine-sensitive D6 and chloroquine-resistant Dd2. Compound PL106 was made to increase water solubility (a requirement for bioavailability) of the simplified Reversed Chloroquine molecules. Molecular modifications inherent to PL106 were not very detrimental to the antimalarial activity, and PL106 was found to be orally available in mice infected with P. yoelli, with an ED50 value of about 5.5 mg/kg/d. Varying the linker length between the quinoline ring and the protonatable nitrogen, or between the head group and the protonatable nitrogen, did not have adverse effects on the antimalarial activities of the simplified Reversed Chloroquine molecules, in accord with the trends observed for the original design of Reversed Chloroquine molecules as found from previous studies in the Peyton Lab. The simplified Reversed Chloroquine molecules even tolerated aliphatic head groups (rather than the original design which specified aromatic rings), showing that major modifications could be made on the Reversed Chloroquine molecules without major loss in activity. A bisquinoline compound, PL192, was made that contained secondary nitrogens at position 4 of the quinoline ring (PL192 is a modification of piperaquine, a known antimalarial drug that contains tertiary nitrogens at position 4 of the quinoline ring); this compound was more potent than piperaquine which had an IC50 value of 0.7 nM against CQS D6 and an IC50 of 1.5 nM against CQR Dd2, PL192 had IC50 values of 0.63 nM against chloroquine sensitive D6 and 0.02 nM against chloroquine resistant Dd2. Finally, the mechanism of action of these simplified "Reversed Chloroquines" was evaluated; it was found that the simplified "Reversed Chloroquines" behaved like chloroquine in inhibiting β-hematin formation and in heme binding. However, the simplified "Reversed Chloroquines" were found to inhibit chloroquine transport for chloroquine resistant P. falciparum chloroquine resistance transporter expressed in Xenopus oocytes to a lesser extant than the classical reversal agent verapamil. From these studies it was noted that the simplified "Reversed Chloroquines" may not behave as well as classical reversal agents would in restoring chloroquine efficacy, but they are very potent, and so could be a major step in developing drug candidates against malaria. Close

• 34. [Article] Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables

  The purpose of this study was to determine if data routinely collected during the kindergarten year and at entry into first grade could be used to predict whether a child would be perceived as successful ...

  Citation × Citation Citation Abstract Copy Title: Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables Author: Wilde, Richard Wayne Year: 1991 The purpose of this study was to determine if data routinely collected during the kindergarten year and at entry into first grade could be used to predict whether a child would be perceived as successful or not successful by the end of first grade. The need for immediate continued research on this topic was established through the review of literature, which highlighted the extent of the at-risk problem both locally and nationally. The growing number of at-risk students combined with the minimal impact of the educational programs mandates the need to identify these students in time to prevent school failure. However, clear identification procedures are not currently available and previous studies have raised substantial questions regarding the accuracy of early identification procedures. The presenting problem of this study was to determine the sensitivity and specificity of a set of predictor variables, and then to analyze these findings as to whether or not they were accurate enough for use as an initial identification process for subsequent classes. The primary research approach of this study was a longitudinal data collection and correlational analysis, with discriminant analysis techniques used to determine predictive accuracy. The study was limited to data on the class of 2001 from two elementary schools within the Washougal School District. The data collected and the subsequent analysis were used to answer six exploratory research questions. No hypothesis was proposed. This study used ratings and scores obtained from the administration of the Preschool Screening system, kindergarten teacher ratings, the School Success Rating Scale, and the Gates-MacGinitie Reading Readiness Tests as predictor variables. Criterion measures of school success/failure were: placement into special programs or grade retention, and end-of-first-grade evaluations of individual student success (report cards, teacher ratings, Gates-MacGinitie Reading Achievement, and the School Success Ratings Scale). The demographic variables of gender, age, parent marital status, and eligibility for free or reduced lunch were analyzed for their potential to exceed or enhance the accuracy of the predictor variables. Three types of measurement were defined and required in order for a predictor or predictor combination to be considered adequate for use in an identification process. These were overall accuracy, criterion sensitivity and specificity accuracy, and prediction sensitivity and specificity accuracy. An 80 percent accuracy level was desired on all three types of measurement. Findings of this study indicated that no single or combination of predictor, and/or demographic variables produced all three desired levels of accuracy. Various combinations of the predictor and demographic variables produced overall accuracy rates exceeding 80 percent for each of the criterion variables. Criterion measured sensitivity and specificity were found to be adequate for use in the prediction of at-risk students. Prediction measured specificity was also found to be highly accurate. Prediction sensitivity, however, was below the desired 80 percent level, indicating that the predictor variables over identify at-risk students. It was concluded that the predictor variables could be used in an identification process if mild over-identification of at-risk students was acceptable to the district. Any use of these identification procedures is assumed to be in connection with ethical intervention practices. Recommendations from this study included cross validation of the results and continuation of the study regarding the predictive accuracy of the identified variables as the students move through higher grade levels. The study also encouraged the Washougal School District to develop a formal collection and processing procedure for their routinely collected data. Title: Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables Author: Wilde, Richard Wayne Year: 1991 The purpose of this study was to determine if data routinely collected during the kindergarten year and at entry into first grade could be used to predict whether a child would be perceived as successful or not successful by the end of first grade. The need for immediate continued research on this topic was established through the review of literature, which highlighted the extent of the at-risk problem both locally and nationally. The growing number of at-risk students combined with the minimal impact of the educational programs mandates the need to identify these students in time to prevent school failure. However, clear identification procedures are not currently available and previous studies have raised substantial questions regarding the accuracy of early identification procedures. The presenting problem of this study was to determine the sensitivity and specificity of a set of predictor variables, and then to analyze these findings as to whether or not they were accurate enough for use as an initial identification process for subsequent classes. The primary research approach of this study was a longitudinal data collection and correlational analysis, with discriminant analysis techniques used to determine predictive accuracy. The study was limited to data on the class of 2001 from two elementary schools within the Washougal School District. The data collected and the subsequent analysis were used to answer six exploratory research questions. No hypothesis was proposed. This study used ratings and scores obtained from the administration of the Preschool Screening system, kindergarten teacher ratings, the School Success Rating Scale, and the Gates-MacGinitie Reading Readiness Tests as predictor variables. Criterion measures of school success/failure were: placement into special programs or grade retention, and end-of-first-grade evaluations of individual student success (report cards, teacher ratings, Gates-MacGinitie Reading Achievement, and the School Success Ratings Scale). The demographic variables of gender, age, parent marital status, and eligibility for free or reduced lunch were analyzed for their potential to exceed or enhance the accuracy of the predictor variables. Three types of measurement were defined and required in order for a predictor or predictor combination to be considered adequate for use in an identification process. These were overall accuracy, criterion sensitivity and specificity accuracy, and prediction sensitivity and specificity accuracy. An 80 percent accuracy level was desired on all three types of measurement. Findings of this study indicated that no single or combination of predictor, and/or demographic variables produced all three desired levels of accuracy. Various combinations of the predictor and demographic variables produced overall accuracy rates exceeding 80 percent for each of the criterion variables. Criterion measured sensitivity and specificity were found to be adequate for use in the prediction of at-risk students. Prediction measured specificity was also found to be highly accurate. Prediction sensitivity, however, was below the desired 80 percent level, indicating that the predictor variables over identify at-risk students. It was concluded that the predictor variables could be used in an identification process if mild over-identification of at-risk students was acceptable to the district. Any use of these identification procedures is assumed to be in connection with ethical intervention practices. Recommendations from this study included cross validation of the results and continuation of the study regarding the predictive accuracy of the identified variables as the students move through higher grade levels. The study also encouraged the Washougal School District to develop a formal collection and processing procedure for their routinely collected data. Close

• 35. [Article] An Experimental Study of Scotopic Sensitivity Irlen Syndrome in Learning Disabled Students

  This study examined the effect on reading performance of a controversial treatment for a dysfunction of visual perception known as Scotopic sensitivity/lrlen Syndrome. The treatment, referred to as spectral ...

  Citation × Citation Citation Abstract Copy Title: An Experimental Study of Scotopic Sensitivity Irlen Syndrome in Learning Disabled Students Author: Farber, Kathleen Hickam Year: 1994 This study examined the effect on reading performance of a controversial treatment for a dysfunction of visual perception known as Scotopic sensitivity/lrlen Syndrome. The treatment, referred to as spectral modification, involved the use of colored transparent overlays for reading by four elementary school children in their actual school environments. The diagnostic, prescriptive and remediation procedures used in this study were originally developed by Helen Irlen, a California psychologist and researcher. Irlen conceptualized Scotopic Sensitivity Syndrome as a difficulty in visual processing of the printed page when perceived through full spectrum light. Spectral modification techniques were considered controversial in that they were employed prior to scientific validation of the syndrome. Previous research used pre-test/post-test experimental designs to test the effect of spectral modification on reading performance. The research problem addressed here was that the technique had not been systematically examined over time in the school setting, and from the practitioner's point of view. Sample selection involved pre-screening and screening phases. The pre-screening procedures of teacher recommendation and file review resulted in a pool of 26 children who were screened with the Irlen Differential Perceptual Interview Survey. Four subjects were selected who were in separate school settings, who demonstrated Irlen Syndrome to a significant extent, and whose profiles did not present variables which would compromise their participation. These four underwent comprehensive vision evaluations as a preliminary assessment procedure. A four-strand single-subject experimental design was used to generate data on subjects' rate and accuracy of oral reading, and comprehension of silent reading. Performance changes during experimental reading trials varied between the four, although three subjects exhibited positive performance change on one indicator. A supporting procedure was that subjects were pre and post-tested on the three performance indicators. Post-test results corroborated the changes demonstrated by three subjects Interview formats were employed to obtain qualitative data from teachers, parents, and the subjects themselves. Recommendations for practitioners intending to implement spectral modification techniques were generated from this data. Title: An Experimental Study of Scotopic Sensitivity Irlen Syndrome in Learning Disabled Students Author: Farber, Kathleen Hickam Year: 1994 This study examined the effect on reading performance of a controversial treatment for a dysfunction of visual perception known as Scotopic sensitivity/lrlen Syndrome. The treatment, referred to as spectral modification, involved the use of colored transparent overlays for reading by four elementary school children in their actual school environments. The diagnostic, prescriptive and remediation procedures used in this study were originally developed by Helen Irlen, a California psychologist and researcher. Irlen conceptualized Scotopic Sensitivity Syndrome as a difficulty in visual processing of the printed page when perceived through full spectrum light. Spectral modification techniques were considered controversial in that they were employed prior to scientific validation of the syndrome. Previous research used pre-test/post-test experimental designs to test the effect of spectral modification on reading performance. The research problem addressed here was that the technique had not been systematically examined over time in the school setting, and from the practitioner's point of view. Sample selection involved pre-screening and screening phases. The pre-screening procedures of teacher recommendation and file review resulted in a pool of 26 children who were screened with the Irlen Differential Perceptual Interview Survey. Four subjects were selected who were in separate school settings, who demonstrated Irlen Syndrome to a significant extent, and whose profiles did not present variables which would compromise their participation. These four underwent comprehensive vision evaluations as a preliminary assessment procedure. A four-strand single-subject experimental design was used to generate data on subjects' rate and accuracy of oral reading, and comprehension of silent reading. Performance changes during experimental reading trials varied between the four, although three subjects exhibited positive performance change on one indicator. A supporting procedure was that subjects were pre and post-tested on the three performance indicators. Post-test results corroborated the changes demonstrated by three subjects Interview formats were employed to obtain qualitative data from teachers, parents, and the subjects themselves. Recommendations for practitioners intending to implement spectral modification techniques were generated from this data. Close

• 36. [Article] An Examination of the Interrelationship Between Caregiver Behaviors, Infant Temperament and Perceptual-Cognitive Development

  The present study extended the Lewis and Goldberg (1968) study and included the parameter of infant temperament as defined by Thomas, Chess, Birch, Hertzig and Korn (1963). As in the Goldberg study, the ...

  Citation × Citation Citation Abstract Copy Title: An Examination of the Interrelationship Between Caregiver Behaviors, Infant Temperament and Perceptual-Cognitive Development Author: Stauffer, Anita E. Year: 1976 The present study extended the Lewis and Goldberg (1968) study and included the parameter of infant temperament as defined by Thomas, Chess, Birch, Hertzig and Korn (1963). As in the Goldberg study, the index of response decrement was used as a measure of the infant’s development. It was hypothesized that response decrement would be positively correlated with high frequency of caregiver stimulation and negatively correlated with high infant intensity and activity ratings. Response decrement is the measured decrease in the amount of time an infant looks at a novel stimulus after several trials. It was computed by observing the infant’s fixation to a single blinking light over four trials, and subtracting the total amount of time looking on trial from trial one. Title: An Examination of the Interrelationship Between Caregiver Behaviors, Infant Temperament and Perceptual-Cognitive Development Author: Stauffer, Anita E. Year: 1976 The present study extended the Lewis and Goldberg (1968) study and included the parameter of infant temperament as defined by Thomas, Chess, Birch, Hertzig and Korn (1963). As in the Goldberg study, the index of response decrement was used as a measure of the infant’s development. It was hypothesized that response decrement would be positively correlated with high frequency of caregiver stimulation and negatively correlated with high infant intensity and activity ratings. Response decrement is the measured decrease in the amount of time an infant looks at a novel stimulus after several trials. It was computed by observing the infant’s fixation to a single blinking light over four trials, and subtracting the total amount of time looking on trial from trial one. Close

• 37. [Article] Perceived Administrative Support for Teachers of Urban At-risk Students

  The purpose of this study was to investigate effective administrative support for successful teachers of urban at-risk students. The main difficulty in studying administrative support is that it comes ...

  Citation × Citation Citation Abstract Copy Title: Perceived Administrative Support for Teachers of Urban At-risk Students Author: Bennet-Costi, Betsy Year: 1993 The purpose of this study was to investigate effective administrative support for successful teachers of urban at-risk students. The main difficulty in studying administrative support is that it comes in so many ways. Johnson’s (1990) theory of workplace variables and Butterworth's (1981) social exchange theory were the basis for this study. Failures of at-risk students threaten the well being of public schools and have become a generally recognized social problem of national priority. This study explores how principals act to influence the success of teachers as they work with at-risk students. It is grounded in the following four assumptions: 1. Administrators significantly influence workplace satisfaction (Butterworth, 1981; Sergiovani, 1991). 2. Workplace satisfaction directly affects quality of performance (Johnson, 1990; Lortie, 1975). 3. Teachers have a moral right to a satisfying workplace (Goodlad, 1984). 4. At-risk students are, in important ways, unique in their educational needs (Capuzzi & Gross, 1989; Chenoweth, 1993). Collection, analysis, and evaluation of data were guided by three research questions focusing on how uncommonly successful teachers of urban at-risk students perceive their administrative support, what these teachers recommend regarding administrative support and what these teachers recommend regarding preparation for teachers to teach at-risk students. The teachers were deemed successful by a combination of parental, student, teacher, and administrator evaluations (Peterson, Bennet, & Sherman, 1991). Thirty-nine teachers who had been recommended by their peers, parents, students, and building and central office administrators were sent letters inviting them to participate in this study. The first 18 who responded were interviewed using a 15 item protocol. Three were elementary teachers, 10 were middle school teachers, and 5 were high school teachers. Four of the 10 middle school teachers were from one middle school but the others were from a variety of schools. The elite interview technique proposed by Marshall and Rossman (1989) was used because it was felt that surveys do not elicit the depth of information desired and a single case study would not give enough breadth. The interview responses were analyzed both as individual documents and also an analysis by item was conducted. Twenty-two recommendations for aspiring and practicing administrators are listed and the eight main themes are listed. The results show specific kinds of support that can help teachers of at-risk students succeed: personal support, peer support, and training for both teachers and administrators. In general, the successful teachers felt that they did not receive adequate administrative support even though when asked the question “do you feel supported by your administrators?" some said "yes." The results also indicate that administrators need further training in both interpersonal skills and communication skills. Title: Perceived Administrative Support for Teachers of Urban At-risk Students Author: Bennet-Costi, Betsy Year: 1993 The purpose of this study was to investigate effective administrative support for successful teachers of urban at-risk students. The main difficulty in studying administrative support is that it comes in so many ways. Johnson’s (1990) theory of workplace variables and Butterworth's (1981) social exchange theory were the basis for this study. Failures of at-risk students threaten the well being of public schools and have become a generally recognized social problem of national priority. This study explores how principals act to influence the success of teachers as they work with at-risk students. It is grounded in the following four assumptions: 1. Administrators significantly influence workplace satisfaction (Butterworth, 1981; Sergiovani, 1991). 2. Workplace satisfaction directly affects quality of performance (Johnson, 1990; Lortie, 1975). 3. Teachers have a moral right to a satisfying workplace (Goodlad, 1984). 4. At-risk students are, in important ways, unique in their educational needs (Capuzzi & Gross, 1989; Chenoweth, 1993). Collection, analysis, and evaluation of data were guided by three research questions focusing on how uncommonly successful teachers of urban at-risk students perceive their administrative support, what these teachers recommend regarding administrative support and what these teachers recommend regarding preparation for teachers to teach at-risk students. The teachers were deemed successful by a combination of parental, student, teacher, and administrator evaluations (Peterson, Bennet, & Sherman, 1991). Thirty-nine teachers who had been recommended by their peers, parents, students, and building and central office administrators were sent letters inviting them to participate in this study. The first 18 who responded were interviewed using a 15 item protocol. Three were elementary teachers, 10 were middle school teachers, and 5 were high school teachers. Four of the 10 middle school teachers were from one middle school but the others were from a variety of schools. The elite interview technique proposed by Marshall and Rossman (1989) was used because it was felt that surveys do not elicit the depth of information desired and a single case study would not give enough breadth. The interview responses were analyzed both as individual documents and also an analysis by item was conducted. Twenty-two recommendations for aspiring and practicing administrators are listed and the eight main themes are listed. The results show specific kinds of support that can help teachers of at-risk students succeed: personal support, peer support, and training for both teachers and administrators. In general, the successful teachers felt that they did not receive adequate administrative support even though when asked the question “do you feel supported by your administrators?" some said "yes." The results also indicate that administrators need further training in both interpersonal skills and communication skills. Close

• 38. [Article] Family Psychoeducation in Clinical High Risk and First- Episode Psychosis

  Seventy percent of those who will have an episode of psychosis will have done so by age 25. Data from clinical trials of intervention during the clinical high risk period of psychosis have determined that ...

  Citation × Citation Citation Abstract Copy Title: Family Psychoeducation in Clinical High Risk and First- Episode Psychosis Author: McFarlane, William R., Lynch, Sarah, Melton, Ryan P. Year: 2012 Seventy percent of those who will have an episode of psychosis will have done so by age 25. Data from clinical trials of intervention during the clinical high risk period of psychosis have determined that the mean age is in mid-adolescence, 16-18 years of age. For those reasons, early intervention inherently involves adolescents, and by extension their parents and other family members and supports. Regarding the type of intervention, it is relevant that the current empirically-derived standard of treatment for schizophrenia, as concluded by the Agency for Health Care Policy and Research survey of the treatment outcome literature, includes family psychoeducation, supported employment, assertive community treatment and antipsychotic medication,; i.e., a combination of psychosocial and pharmacologic interventions. Combinations of all four of these treatments, as in Family-aided Assertive Community Treatment (FACT), achieve very low rates of relapse, substantial reductions of symptoms and remarkable functional outcomes, particularly in the domain of competitive employment. Furthermore, a large comparative study of outcomes in community settings found that psychoeducational multifamily groups were more effective than single-family psychoeducation specifically in the first episode and in high-risk-for relapse cases, suggesting that particular psychosocial treatments may be especially effective in early phases of illness. Title: Family Psychoeducation in Clinical High Risk and First- Episode Psychosis Author: McFarlane, William R., Lynch, Sarah, Melton, Ryan P. Year: 2012 Seventy percent of those who will have an episode of psychosis will have done so by age 25. Data from clinical trials of intervention during the clinical high risk period of psychosis have determined that the mean age is in mid-adolescence, 16-18 years of age. For those reasons, early intervention inherently involves adolescents, and by extension their parents and other family members and supports. Regarding the type of intervention, it is relevant that the current empirically-derived standard of treatment for schizophrenia, as concluded by the Agency for Health Care Policy and Research survey of the treatment outcome literature, includes family psychoeducation, supported employment, assertive community treatment and antipsychotic medication,; i.e., a combination of psychosocial and pharmacologic interventions. Combinations of all four of these treatments, as in Family-aided Assertive Community Treatment (FACT), achieve very low rates of relapse, substantial reductions of symptoms and remarkable functional outcomes, particularly in the domain of competitive employment. Furthermore, a large comparative study of outcomes in community settings found that psychoeducational multifamily groups were more effective than single-family psychoeducation specifically in the first episode and in high-risk-for relapse cases, suggesting that particular psychosocial treatments may be especially effective in early phases of illness. Close

• 39. [Article] Right Directions, Wrong Maps: Understanding the Involvement of Low-SES African American Parents to Enlist Them as Partners in College Choice

  While research extols the benefits of parent involvement in college choice, low SES African American parents are increasingly less able to match the efforts of wealthier parents. A qualitative methodology ...

  Citation × Citation Citation Abstract Copy Title: Right Directions, Wrong Maps: Understanding the Involvement of Low-SES African American Parents to Enlist Them as Partners in College Choice Author: Smith, Michael J. Year: 2009 While research extols the benefits of parent involvement in college choice, low SES African American parents are increasingly less able to match the efforts of wealthier parents. A qualitative methodology is used to explore the lives 5 urban African American single parents whose low-SES parents encouraged education for postsecondary advancement. The study found that the high school diploma was the normative credential for upward mobility in their communities. Their parents used narratives of struggle to encourage their children while utilizing maps that helped navigate the road towards a high school diploma. It concludes that a high level of involvement already exists in these families albeit for different goals than those of mainstream America. It suggests that in order to convert postsecondary planning into college choice participation the Academy must assume that these parents want their children to use education to succeed, must bring them into college choice long before their children enter high school, and must simultaneously deliver critical college knowledge by co-constructing maps of all the necessary college preparatory protocols, college benefits, and a description of financial aid. Title: Right Directions, Wrong Maps: Understanding the Involvement of Low-SES African American Parents to Enlist Them as Partners in College Choice Author: Smith, Michael J. Year: 2009 While research extols the benefits of parent involvement in college choice, low SES African American parents are increasingly less able to match the efforts of wealthier parents. A qualitative methodology is used to explore the lives 5 urban African American single parents whose low-SES parents encouraged education for postsecondary advancement. The study found that the high school diploma was the normative credential for upward mobility in their communities. Their parents used narratives of struggle to encourage their children while utilizing maps that helped navigate the road towards a high school diploma. It concludes that a high level of involvement already exists in these families albeit for different goals than those of mainstream America. It suggests that in order to convert postsecondary planning into college choice participation the Academy must assume that these parents want their children to use education to succeed, must bring them into college choice long before their children enter high school, and must simultaneously deliver critical college knowledge by co-constructing maps of all the necessary college preparatory protocols, college benefits, and a description of financial aid. Close

• 40. [Article] Foliar Nutrient Concentrations Related to Soil Sources Across a Range of Sites in the Northeastern United States

  Understanding the supply of nutrients from various soil sources and the sensitivity of tree species to soil nutrient availability is critical for predicting the effects of declines in base cations due ...

  Citation × Citation Citation Abstract Copy Title: Foliar Nutrient Concentrations Related to Soil Sources Across a Range of Sites in the Northeastern United States Author: Lucash, Melissa S., Yanai, Ruth D., Blum, Joel D., Park, B. B. Year: 2011 Understanding the supply of nutrients from various soil sources and the sensitivity of tree species to soil nutrient availability is critical for predicting the effects of declines in base cations due to acid rain and forest harvesting on forest health and productivity. We collected soil samples from 19 sites in the northeastern United States, chemically analyzed them using a sequential extraction procedure, and compared them to the chemical composition of foliage of the dominant tree species. Concentrations of Ca and Mg in foliage were correlated with exchangeable Ca and Mg concentrations in the upper mineral soil; for most tree species they were also correlated to acid-extractable Ca and Mg in the parent material (C horizon). Foliar P was better correlated with soil P in the upper mineral soil than in the C horizon, while foliar AI was insensitive to soil AI concentrations. In five sites in New Hampshire, the Ca/Sr of foliage was consistent with that of the Oie horizon, after taking the reported discrimination of Ca over Sr into account. In sites in New York, without an Oie horizon, the Ca/Sr of foliage was too high to be explained by any of the soil pools. A comparison of Ca/Sr ratios of foliage among species at common sites showed oak (Quercus spp.) to have higher Ca/Sr ratios than sugar maple (Acer saccharum Marsh.), birch (Betula spp.), red maple (A. rubrum L.) and beech (Fagus spp.). The interpretation of soil Ca sources from Ca/Sr ratios is complicated at sites where a single horizon does not dominate the source. Title: Foliar Nutrient Concentrations Related to Soil Sources Across a Range of Sites in the Northeastern United States Author: Lucash, Melissa S., Yanai, Ruth D., Blum, Joel D., Park, B. B. Year: 2011 Understanding the supply of nutrients from various soil sources and the sensitivity of tree species to soil nutrient availability is critical for predicting the effects of declines in base cations due to acid rain and forest harvesting on forest health and productivity. We collected soil samples from 19 sites in the northeastern United States, chemically analyzed them using a sequential extraction procedure, and compared them to the chemical composition of foliage of the dominant tree species. Concentrations of Ca and Mg in foliage were correlated with exchangeable Ca and Mg concentrations in the upper mineral soil; for most tree species they were also correlated to acid-extractable Ca and Mg in the parent material (C horizon). Foliar P was better correlated with soil P in the upper mineral soil than in the C horizon, while foliar AI was insensitive to soil AI concentrations. In five sites in New Hampshire, the Ca/Sr of foliage was consistent with that of the Oie horizon, after taking the reported discrimination of Ca over Sr into account. In sites in New York, without an Oie horizon, the Ca/Sr of foliage was too high to be explained by any of the soil pools. A comparison of Ca/Sr ratios of foliage among species at common sites showed oak (Quercus spp.) to have higher Ca/Sr ratios than sugar maple (Acer saccharum Marsh.), birch (Betula spp.), red maple (A. rubrum L.) and beech (Fagus spp.). The interpretation of soil Ca sources from Ca/Sr ratios is complicated at sites where a single horizon does not dominate the source. Close