bluuebunny/crossref_metadata_2025 huggingface dataset:
Serial Montreal Cognitive Assessments Demonstrate Reversible Cognitive Impairment in Patients With Acute Transient Ischemic Attack and Minor Stroke
Authors: Sivakumar Leka , Kate Mahesh , Jeerakathil Thomas , Camicioli Richard , Buck Brian , Butcher Ken
Published: April 2014

Background and Purpose—

Cognitive changes after ischemic stroke are often overlooked, particularly acutely and in patients with mild or transient deficits. We assessed patients with transient ischemic attack (TIA)/minor stroke with serial cognitive screening tests. We tested the hypothesis that mild acute deficits are transient and improve after TIA/minor stroke.

Methods—

Patients with acute TIA/minor ischemic stroke, without a history of cognitive impairment, presenting with a National Institute of Health Stroke Scale score ≤3 were assessed <72 hours of onset. Patients were administered the Mini-Mental State Examination (MMSE) and the Montreal Cognitive Assessment (MoCA) at days 1, 7, 30, and 90. Cognitive impairment was defined as MoCA <26 and MMSE ≤26.

Results—

One hundred patients with a median (interquartile range) National Institute of Health Stroke Scale score of 1 (2) and median age of 68 (20) years were included. Baseline median MoCA score (26 [4]) was lower than the MMSE (29 [2];
P
<0.0001). Cognitive impairment was detected in 54 of 100 patients (54%) with MoCA and 16 of 100 (16%;
P
=0.001) with MMSE. MoCA scores improved at day 7 (27 [5]), day 30 (28 [2]), and day 90 (28 [2];
P
<0.0001). Resolution of cognitive deficits was because of resolution of recall deficits.

Conclusions—

Acute temporary cognitive impairment after TIA/minor stroke is common. The MoCA is sensitive to these changes, but the MMSE is not. Routine cognitive assessment after TIA/minor stroke may be warranted and relevant to return to activities even when other neurological deficits are not evident.
Three new species of Evolvulus (Convolvulaceae) from Bahia, Brazil
Authors: DA SILVA CINTIA VIEIRA , SIMÃO-BIANCHINI ROSANGELA
Published: April 2014

The semi-arid region of Bahia is rich in species of Convolvulaceae, particularly in the genera Evolvulus, Ipomoea, and Jacquemontia. Field work in this region and taxonomic revision of Evolvulus section Phyllostachyi revealed the occurrence of three new species: Evolvulus altissimus, the tallest species of the genus, is a subshrub up to two metres tall; Evolvulus delicatus is a flexible branched species with small, stiff, and narrow pointed leaves; Evolvulus harleyi is a herb with glabrous or nearly glabrous leaves and a globose inflorescence. These three species are described and illustrated. Their similarities with allied taxa are discussed. A região do semi-árido da Bahia é rica em espécies de Convolvulaceae, particularmente os gêneros Evolvulus, Ipomoea e Jacquemontia. Diversos trabalhos de campo nesta região para a revisão taxonômica de Evolvulus seção Phyllostachyi revelaram a ocorrência de três novas espécies: Evolvulus altissimus, a mais alta dentre todas as espécies do gênero, é um subarbusto de até dois metros de altura; Evolvulus delicatus é uma espécie de ramos flexíveis com folhas pequenas, estreitas, duras e pontiagudas; Evolvulus harleyi é uma erva com folhas glabras ou quase glabras e inflorescência globosa. Estas três espécies são descritas e ilustradas. As relações com espécies próximas são discutidas.
Nomenclatural notes on Euphrasia coerulea Tausch (Orobanchaceae)
Authors: SZELĄG ZBIGNIEW
Published: April 2014

Euphrasia coerulea Tausch (1834a: 445) was described based on specimens from the Isergebirge (now Jizerské hory Mountains in the Czech Republic) in the Western Sudetes. The species occurs in Central Europe, in the Hercynian and Carpathian provinces (Smejkal 1963: distribution map). The name E. coerulea was validated by Tausch (1834a: 445) by means of the shortest possible diagnosis: ‘ganz blaue Blumen’ as opposed to the white flowers characterizing E. officinalis var. alpestris Günther et al. (1824: 164) with which Tausch compared his new species. Junger and Engler (Junger 1867), followed by Kerner (1881: 44), Wettstein (1894: 95, 1896: 115), and Smejkal (1963: 28), considered E. coerulea as a nomen nudum, but acknowledged that it was published in Synopsis Florae Germanicae et Helveticae (Koch 1837: 546). They illegitimately renamed the species E. uechtritziana Junger & Engler (Junger 1867: 141), with “E. coerulea Tausch (pl. sel. Boh.) Koch’s Syn. etc. (1837)” cited in synonymy.
The Effect of Greenhouse Gas–Induced Changes in SST on the Annual Cycle of Zonal Mean Tropical Precipitation
Authors: Dwyer John G. , Biasutti Michela , Sobel Adam H.
Published: April 2014

Models from phase 5 of the Coupled Model Intercomparison Project (CMIP5) project changes to the seasonality of both tropical sea surface temperature (SST) and precipitation when forced by an increase in greenhouse gases. Nearly all models project an amplification and a phase delay of the annual cycle for both quantities, indicating a greater annual range and extrema reached later in the year. The authors investigate the nature of the seasonal precipitation changes in AGCM experiments forced by SST perturbations, which represent idealizations of the changes in annual mean, amplitude, and phase as simulated by CMIP5 models. A uniform SST warming is sufficient to force both amplification and a delay of the annual cycle of precipitation. The amplification is due to an increase in the annual mean vertical water vapor gradient, while the delay is affected by changes in the seasonality of the circulation. A budget analysis of this simulation reveals a large degree of similarity with the CMIP5 results. In the second experiment, only the seasonal characteristics of SST are changed. In response to an amplified annual cycle of SST, the annual cycle of precipitation is amplified, while for a delayed SST, the annual cycle of precipitation is delayed. Assuming that SST changes can entirely explain the seasonal precipitation changes, the AGCM simulations herein suggest that the annual mean warming explains most of the amplitude increase and much of the phase delay in the CMIP5 models. However, imperfect agreement between the changes in the SST-forced AGCM simulations and the CMIP5 coupled simulations suggests that coupled effects may play a significant role.
Intraseasonal Modulation of Synoptic-Scale Disturbances and Tropical Cyclone Genesis in the Eastern North Pacific
Authors: Crosbie Ewan , Serra Yolande
Published: April 2014

The influence of the Madden–Julian oscillation (MJO) on synoptic-scale waves, important precursors to tropical cyclones and tropical cyclogenesis, is investigated using a regional model of the eastern North Pacific basin. Cyclogenesis frequency is evaluated with respect to the MJO using a combination of the regional model and the archive best-track data. The statistics of the regional model compare well to the data and suggest that the MJO predominantly deters cyclogenesis during the suppressed phase rather than enhances it during the active phase when compared to neutral conditions. Synoptic-scale variability of cloudiness and eddy kinetic energy and analysis of vortex track statistics show a consistent enhancement of wave strength during the active phases of the MJO supported by both barotropic energetics and tropospheric moisture availability. Vertical wind shear, of critical importance to cyclone development, also exhibits strong variability associated with the phase of the MJO but, contrary to synoptic activity and moisture, results in unfavorable conditions for cyclogenesis during the active phase of the MJO in the region. The result is for the MJO to enhance cyclogenesis frequency relative to neutral conditions during the early active phase but otherwise to result in suppressed activity. In addition to the basinwide longitudinal structure, the local MJO exhibits a distinct north–south structure not apparent in the global pattern but in agreement with recent studies of tropical eastern North Pacific subseasonal variability.
Northern Hemisphere Climatology and Trends of Statistical Moments Documented from GHCN-Daily Surface Air Temperature Station Data from 1950 to 2010
Authors: Cavanaugh Nicholas R. , Shen Samuel S. P.
Published: April 2014

The first four statistical moments and their trends are calculated for the average daily surface air temperature (SAT) from 1950 to 2010 using the Global Historical Climatology Network–Daily station data for each season relative to the 1961–90 climatology over the Northern Hemisphere. Temporal variation of daily SAT probability distributions are represented as generalized linear regression coefficients on the mean, standard deviation, skewness, and kurtosis calculated for each 10-yr moving time window from 1950–59 to 2001–10. The climatology and trends of these statistical moments suggest that daily SAT probability distributions are non-Gaussian and are changing in time. The climatology of the first four statistical moments has distinct spatial patterns with large coherent structure for mean and standard deviation and relatively smaller and more regionalized patterns for skewness and kurtosis. The linear temporal trends from 1950 to 2010 of the first four moments also have coherent spatial patterns. The linear temporal trends in the characterizing statistical moments are statistically significant at most locations and have differing spatial patterns for different moments. The regionalized variations specific to higher moments may be related to the climate dynamics that contribute to extremes. The nonzero skewness and kurtosis makes this detailed documentation on the higher statistical moments useful for quantifying climate changes and assessing climate model uncertainties.
A Low-Cost System for Measuring Horizontal Winds from Single-Engine Aircraft
Authors: Conley Stephen A. , Faloona Ian C. , Lenschow Donald H. , Karion Anna , Sweeney Colm
Published: April 2014

The implementation and accuracy of a low-rate (~1 Hz) horizontal wind measurement system is described for a fixed-wing aircraft without modification to the airframe. The system is based on a global positioning system (GPS) compass that provides aircraft heading and a ground-referenced velocity, which, when subtracted from the standard true airspeed, provides estimates of the horizontal wind velocity. A series of tests was performed flying “L”-shaped patterns above the boundary layer, where the winds were assumed to be horizontally homogeneous over the area bounded by the flight (approximately 25 km2). Four headings were flown at each altitude at a constant airspeed. Scaling corrections for both heading and airspeed were found by minimizing the variance in the 1-s wind measurements; an upper limit to the error was then computed by calculating the variance of the corrected wind measurements on each of the four headings. A typical uncertainty found in this manner tends to be less than 0.2 m s−1. The measurement system described herein is inexpensive and relatively easy to implement on single-engine aircraft.
Influence of Tea Consumption on Acute Myocardial Infarction in China Population
Authors: Hao Guang , Li Wei , Teo Koon , Wang Xingyu , Yang Jingang , Wang Yang , Liu Lisheng , Yusuf Salim
Published: April 2014

We assessed the association between tea consumption and acute myocardial infarction (AMI) using INTERHEART China data. Cases (n = 2909) and controls (n = 2947) were randomly selected and frequency matched by age and sex. Participants who drank tea ≥4 cups/d had a significantly higher risk of AMI than tea nondrinkers; odds ratio (OR) was 1.29 (95% confidence interval [CI]: 1.03-1.61) compared with tea nondrinkers. A similar trend was found in green tea drinkers; OR was 1.52 (95% CI: 1.13-2.05) in the participants who drank 3 cups/d and 1.73 (95% CI: 1.35-2.22) in the participants who drank ≥4 cups/d compared with tea nondrinkers. We also found that green tea consumption had a greater effect on females; OR was 2.80 (95% CI: 1.43-5.50) in females. In conclusion, we found that the risk of AMI increases as tea consumption increases. Further studies are needed to confirm this association.
Comparison of cardiac TnI outliers using a contemporary and a high-sensitivity assay on the Abbott Architect platform
Authors: Ryan JB , Southby SJ , Stuart LA , Mackay R , Florkowski CM , George PM
Published: April 2014

Background

Assays for cardiac troponin (cTn) have undergone improvements in sensitivity and precision in recent years. Increased rates of outliers, however, have been reported on various cTn platforms, typically giving irreproducible, falsely higher results. We aimed to evaluate the outlier rate occurring in patients with elevated cTnI using a contemporary and high-sensitivity assay.

Methods

All patients with elevated cTnI (up to 300 ng/L) performed over a 21-month period were assayed in duplicate. A contemporary assay (Abbott STAT Troponin-I) was used for the first part of the study and subsequently a high-sensitivity assay (Abbott STAT High-Sensitive Troponin-I) was used. Outliers exceeded a calculated critical difference (CD) (CD = z × √2 × SDAnalytical) where z = 3.5 (for probability of 0.0005) and critical outliers also were on a different side of the decision level.

Results

The respective outlier and critical outlier rates were 0.22% and 0.10% for the contemporary assay ( n = 4009) and 0.18% and 0.13% for the high-sensitivity assay ( n = 3878). There was no significant reduction in outlier rate between the two assays ( χ2 = 0.034, P = 0.854). Fifty-six percent of outliers occurred in samples where cTn was an ‘add-on’ test (and was stored and refrigerated prior to assay).

Conclusion

Despite recent improvements in cTn methods, outliers (including critical outliers) still occur at a low rate in both a contemporary and high-sensitivity cTnI assay. Laboratory and clinical staff should be aware of this potential analytical error, particularly in samples with suboptimal sample handling such as add-on tests.
Anchor Selection Strategies for DIF Analysis
Authors: Kopf Julia , Zeileis Achim , Strobl Carolin
Published: April 2014

Differential item functioning (DIF) indicates the violation of the invariance assumption, for instance, in models based on item response theory (IRT). For item-wise DIF analysis using IRT, a common metric for the item parameters of the groups that are to be compared (e.g., for the reference and the focal group) is necessary. In the Rasch model, therefore, the same linear restriction is imposed in both groups. Items in the restriction are termed the ``anchor items''. Ideally, these items are DIF-free to avoid artificially augmented false alarm rates. However, the question how DIF-free anchor items are selected appropriately is still a major challenge. Furthermore, various authors point out the lack of new anchor selection strategies and the lack of a comprehensive study especially for dichotomous IRT models. This article reviews existing anchor selection strategies that do not require any knowledge prior to DIF analysis, offers a straightforward notation, and proposes three new anchor selection strategies. An extensive simulation study is conducted to compare the performance of the anchor selection strategies. The results show that an appropriate anchor selection is crucial for suitable item-wise DIF analysis. The newly suggested anchor selection strategies outperform the existing strategies and can reliably locate a suitable anchor when the sample sizes are large enough.
An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests
Authors: Helwig Robert , Tindal Gerald
Published: April 2014

This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.
Adherence to Mathematics Professional Standards and Instructional Design Criteria for Problem-Solving in Mathematics
Authors: Jitendra Asha K. , Griffin Cynthia , Deatline-Buchman Andria , Dipipi-Hoy Caroline , Sczesniak Edward , Sokol Natalie G. , Xin Yan Ping
Published: April 2014

This study investigated the extent to which teaching the recommended methods for problem-solving presented in third-grade mathematics textbooks adhered to the National Council of Teachers of Mathematics Standards and instructional design criteria. Results indicated that there were more variations than similarities within and across textbooks in meeting the Standards. In terms of the instructional design criteria, most were satisfied in only two textbooks and few discrepancies were evident across the textbooks that were evaluated. For example, instructional design criteria of clarity of objectives, sufficient teaching examples, and nonexamples were met in less than half of the textbooks. Additional findings and implications for practitioners meeting the diverse needs of students with learning problems are discussed.
Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice
Authors: Martin James E. , Van Dycke Jamie L. , Christensen W. Robert , Greene Barbara A. , Gardner J. Emmett , Lovett David L.
Published: April 2014

This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary students were randomly assigned to the treatment or control group. Observations of 130 meetings and 764 IEP team members were performed using 10-s momentary time sampling to determine the percentage of intervals team members talked and the percentage of time they discussed transition. Special education teachers completed a pre/post ChoiceMaker self-determination student skill and opportunity assessment, and meeting participants answered postmeeting surveys. The Self-Directed IEP had a strong effect on increasing the percentage of time students talked, started, and led the meetings. This was verified by survey results. These findings add to the growing literature demonstrating the effectiveness of the Self-Directed IEP.
Developing a New Paradigm for Conducting Research on Accommodations in Mathematics Testing
Authors: Ketterlin-Geller Leanne R. , Yovanoff Paul , Tindal Gerald
Published: April 2014

Accommodations influence the measurement of student proficiency. However, with discrepant research findings, it is difficult to evaluate the effects of these practices on the measurement of performance of students with special needs. In this article, we present results from an experimental study investigating the effects of item characteristics on lower and higher readers' differential benefit for two reading-based accommodations on a third-grade mathematics test. Students with lower reading skills differentially benefited from the read-aloud accommodation on items with high mathematics difficulty and high linguistic complexity but did not benefit from a simplified-language accommodation. This study illustrates the need to consider the interaction between item features and student characteristics in accommodations research. Implications for accommodations research as well as practice are discussed.
Predictors of Change in Eligibility Status among Preschoolers in Special Education
Authors: Daley Tamara C. , Carlson Elaine
Published: April 2014

Relatively little is known about the incidence of declassification among young children who receive preschool special education services or about factors associated with declassification. The Pre-Elementary Education Longitudinal Study (PEELS) follows a nationally representative sample of children who were receiving preschool special education services in 2003–2004. Data from PEELS show that approximately 16% of preschoolers who received special education services stopped receiving those services, or were “declassified,” each year over a 2-year period. In a multivariate logistic regression, significant variables predicting declassification included child gender, size of the district's preschool special education program, district wealth, disability category, ratings of problem behaviors, severity of impairment, and scores on the Peabody Picture Vocabulary Test.
A Framework for Remediating Number Combination Deficits
Authors: Fuchs Lynn S. , Powell Sarah R. , Seethaler Pamela M. , Fuchs Douglas , Hamlett Carol L. , Cirino Paul T. , Fletcher Jack M.
Published: April 2014

This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3 intervention approaches hypothesized to be most productive for a student uses a validated protocol while monitoring student response. The more intensive stage, which is reserved for nonresponders, involves integrating the 3 intervention approaches within a skills-based diagnostic-prescriptive scheme for individualizing intervention.
Improving the Persuasive Essay Writing of High School Students with ADHD
Authors: Jacobson Laura Thompson , Reid Robert
Published: April 2014

Students with attention deficit hyperactivity disorder (ADHD) often experience serious academic deficits. One area that is particularly problematic is written expression. This study assesses the effectiveness of a persuasive essay-writing strategy taught by using the self-regulated strategy development model on the writing skills of 3 high school students with ADHD. Results indicate a marked improvement in the number of essay elements, length, and holistic quality of students' essays. Planning time also increased. The students maintained gains at 3-week follow-up. The article also discusses implications for future research and practice.
Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities
Authors: Lee Suk-Hyang , Wehmeyer Michael L. , Soukup Jane H. , Palmer Susan B.
Published: April 2014

This study investigated whether curriculum modifications predicted student and teacher behaviors related to the general education curriculum and if there were differences in ecological, student, and teacher variables depending on the presence of such curriculum modifications. The study observed 45 high school students with disabilities during instruction in core content areas. Findings indicated that there were significant differences in student and teacher variables depending on the presence of curriculum modifications. When curriculum modifications were provided, students were engaged in more academic-related responses and fewer competing behaviors and teachers were engaged in fewer classroom management activities. Implications and recommendations from these findings are provided pertaining to the importance and implementation of curriculum modifications for students with disabilities in general education settings.
TANF's Impact on Low-Income Mothers Raising Children with Disabilities
Authors: Parish Susan L. , Rose Roderick A. , Andrews Megan E.
Published: April 2014

Using data from the National Survey of America's Families, this study assesses the success of Temporary Assistance for Needy Families (TANF) goals to increase employment, enhance family stability through marriage promotion, and reduce welfare reliance. In the period prior to TANF implementation, during implementation, and from 1 to 4 years after implementation, employment rates increased for some mother categories. Among categories of poor and near-poor mothers of children with disabilities, marriage rates did not change. Although TANF appears to have mixed results for these families, it is not leading to an overall reduction in welfare reliance among low-income women raising children with disabilities. The authors discuss recommendations and policy implications for the successful promotion of employment among mothers raising children with disabilities.
Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture
Authors: Artiles Alfredo J. , Kozleski Elizabeth B. , Trent Stanley C. , Osher David , Ortiz Alba
Published: April 2014

Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond to these emerging concerns through an analysis of arguments that justify disproportionality. We also identify explanations of the problem and critique the views of culture that underlie these explanations. We conclude with a brief discussion of implications and future directions.
The “Blurring” of Special Education in a New Continuum of General Education Placements and Services
Authors: Fuchs Douglas , Fuchs Lynn S. , Stecker Pamela M.
Published: April 2014

For nearly 10 years, the response-to-intervention (RTI) policy initiative has engendered enthusiasm at federal, state, and local levels and among various stakeholders. Nevertheless, there are basic and important disagreements about its nature and purpose. The authors describe two groups with contrasting perspectives on RTI in an effort to examine its multiple meanings, to argue that neither group has a credible plan to educate children and youth with severe learning needs, and to encourage all interested parties to think productively about what they want to accomplish in the name of RTI.
Early Childhood Intervention: A Promise to Children and Families for Their Future
Authors: Bruder Mary Beth
Published: April 2014

The field of early childhood intervention for infants and young children with disabilities or delays has a rich history that spans many disciplines of practice. Both legislation and research has provided a foundation for how services are delivered to this population, and there are several recommended practices that govern service delivery to this group, the most prominent being family-centered care, team process, and natural and inclusive environments. Unfortunately, the field is facing many challenges because of the growing heterogeneity of children's and families' needs, the increasing complexity and variability of service systems, and dwindling resources available to support an infrastructure. Recommendations to address the future of early childhood intervention include adopting a culture of accountability across all dimensions of service provision, developing and instituting evidence-based practice, implementing comprehensive systems of professional development, and collaborating and merging with the early care and education movement that is growing rapidly across the country.
Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments
Authors: Bottge Brian A. , Rueda Enrique , Grant Timothy S. , Stephens Ana C. , Laroque Perry T.
Published: April 2014

Middle school students with learning disabilities in math (MLD) used two versions of Enhanced Anchored Instruction (EAI). In one condition, students learned how to compute with fractions on an as-needed basis while they worked to solve the EAI problems. In the other condition, teachers used a computer-based instructional module in place of one of the EAI problems to deliver formal fraction instruction. The results indicated that students in both instructional formats improved their fraction computational skills and that formal instruction provided an added benefit. Both instructional conditions improved students' problem-solving skills by about the same amount. The findings suggest that combining formal fraction instruction with EAI is a viable way to improve the problem-solving and computational skills of students with MLD.
Instruction in a Strategy for Compare–Contrast Writing
Authors: MacArthur Charles A. , Philippakos Zoi
Published: April 2014

Students learned a strategy for planning, writing, and evaluating compare–contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3 average writers, were taught in pairs in a multiple baseline design. All students made substantial gains in text structure elements (percentage of non-overlapping data [PND] = 100%) and in overall writing quality (PND = 85%). Gains in mean quality scores for individual students ranged from 1.2 to 3.2 on a 6-point scale. Gains in text structure elements were maintained for the 4 students who could be assessed; gains in quality were maintained for 2 students. Self-efficacy increased for all students.
What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait—Multimethod Analysis
Authors: Kettler Ryan J. , Elliott Stephen N. , Beddow Peter A. , Compton Elizabeth , McGrath Dawn , Kaase Kristopher J. , Bruen Charles , Ford Lisa , Hinton Kent
Published: April 2014

This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were not eligible for an AA-AAS by using the same measures, as well as by using general achievement tests. The main findings included that AA-AAS reading and math scores may reflect a unitary construct, that AA-AAS scores are highly related to adaptive behavior but also relate to academic competence and achievement, and that all these scores represent unique but overlapping constructs. These results have implications for AA-AAS developers and teachers working with students with significant cognitive disabilities.
Effects of Using Modified Items to Test Students with Persistent Academic Difficulties
Authors: Elliott Stephen N. , Kettler Ryan J. , Beddow Peter A. , Kurz Alexander , Compton Elizabeth , McGrath Dawn , Bruen Charles , Hinton Kent , Palmer Porter , Rodriguez Michael C. , Bolt Daniel , Roach Andrew T.
Published: April 2014

This study investigated the effects of using modified items in achievement tests to enhance accessibility. An experiment determined whether tests composed of modified items would reduce the performance gap between students eligible for an alternate assessment based on modified achievement standards (AA-MAS) and students not eligible, and the impact on student proficiency levels. Three groups of eighth-grade students ( N = 755) from four states took original and modified versions of reading and mathematics tests. Findings indicate modified item conditions were significantly easier for all students and modifications would result in more AA-MAS eligible students meeting proficiency status. Study limitations and follow-up research on item modifications and the performance of students with disabilities are discussed.
Measuring Family Outcomes in Early Intervention: Findings from a Large-Scale Assessment
Authors: Raspa Melissa , Bailey Donald B. , Olmsted Murrey G. , Nelson Robin , Robinson Nyle , Simpson Mary Ellen , Guillen Chelsea , Houts Renate
Published: April 2014

This article reports data from a large-scale assessment using the Family Outcomes Survey with families participating in early intervention. The study was designed to determine how families describe themselves with regard to outcomes achieved, the extent to which outcomes are interrelated, and the extent to which child, family, and program factors are associated with outcomes. Families reported positive outcomes, but there was variability in their responses. Factor analysis revealed that outcomes clustered in two areas: (a) family knowledge and ability, and (b) family support and community services. Hierarchical linear models indicated race/ethnicity, income, time in early intervention, perception of early intervention, and family-centered services were related to family outcomes. Recommendations for how to best use survey data are discussed.
Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence
Authors: Jitendra Asha K. , Burgess Clare , Gajria Meenakshi
Published: April 2014

Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the quality of published group and single-subject design studies that support cognitive strategy instruction. The authors analyzed 18 group studies and 7 single-subject design studies and calculated average weighted effect sizes and percentage of nonoverlapping data (PND). Only group design studies met the criteria for cognitive strategy instruction as an evidence-based practice. The authors also discuss implications for future research and practice.
Special Education Preservice Teachers' Appropriation of Pedagogical Tools for Teaching Reading
Authors: Leko Melinda M. , Brownell Mary T.
Published: April 2014

This study examined various influences on special education preservice teachers' appropriation of pedagogical tools for teaching reading to students with high-incidence disabilities using an activity theory framework. Interview, observation, and artifact data were collected on 6 preservice teachers, their reading methods course instructors, field supervisors, and practicum cooperating teachers. Using grounded theory methods, 4 concepts emerged as chief influences on participants' appropriation of conceptual and practical reading tools: (a) opportunities to appropriate knowledge in practice, (b) personal qualities, (c) motivation for knowledge assimilation, and (d) access to knowledge. Specific information related to these 4 concepts and their relationships are reported with implications for future research and practice in special education teacher education.
Academic and Language Outcomes in Children after Traumatic Brain Injury: A Meta-Analysis
Authors: Vu Jennifer A. , Babikian Talin , Asarnow Robert F.
Published: April 2014

Expanding on Babikian and Asarnow's (2009) meta-analytic study examining neurocognitive domains, this current meta-analysis examined academic and language outcomes at different time points post-traumatic brain injury (TBI) in children and adolescents. Although children with mild TBI exhibited no significant deficits, studies indicate that children with moderate and severe TBI exhibit persistent deficits. In children with moderate TBI, academic skills were impaired both postacutely and chronically, although there were no deficits in language skills at any time point. Children with severe TBI showed the most impairment, with deficits in all measured areas, and partial recovery in some domains over time. The results of this meta-analysis may have important implications for school reentry, academic placement, and identifying children who require special services in school.
Adolescents with Disabilities in the Juvenile Justice System: Patterns of Recidivism
Authors: Zhang Dalun , Hsu Hsien-Yuan , Katsiyannis Antonis , Barrett David E. , Ju Song
Published: April 2014

Juvenile delinquency is a persistent problem in the United States, and students with disabilities are particularly vulnerable to become recidivists. This study examined patterns of and factors associated with recidivism. The sample included 5,435 juveniles with disabilities. Findings indicated intragroup variability regarding the number of referrals and the percentages of adolescents who were adjudicated, had a record of determinate commitment, and had a record of probation. African American males who were from delinquent families tended to have more referrals than adolescents from poorer families with fewer family problems. There is a need to examine further the reasons why certain groups of adolescents with disabilities are more likely to become recidivists and a need to develop intervention strategies that are effective in reducing juvenile offenses committed by these groups. A promising intervention that may ameliorate the effects of family criminal history involves the implementation of wraparound and family empowerment services.
The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities
Authors: Rafdal Brooke H. , Mcmaster Kristen L. , Mcconnell Scott R. , Fuchs Douglas , Fuchs Lynn S.
Published: April 2014

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2 ( teachers received workshop plus booster sessions; n = 19). Multivariate analysis of covariance on posttest measures of beginning reading skills indicated that K-PALS students outperformed controls on alphabetic and oral reading measures, but that no reliable between-group differences were attributable to level of support. The researchers also discuss directions for further research and implications for implementing classroom-based reading interventions for students with disabilities.
Technical Adequacy of Response to Intervention Decisions
Authors: Vanderheyden Amanda M.
Published: April 2014

Perhaps the greatest value of response to intervention (RTI) as a decision framework is that it brings attention to variables (e.g., mastery of prerequisite skills, frequency of instructional corrective feedback, reinforcement schedules for correct responding) that if changed might make a meaningful difference for students (e.g., child rate of learning is accelerated and child learns to read). Yet, RTI is also a model that has diagnostic implications. Classification agreement analyses can quantify accuracy and efficiency of decisions within RTI systems and can indicate which procedures and decision rules lead to the best decisions. Because RTI systems are dynamic and procedures vary between schools and implementers, classification agreement analyses, when not misapplied or misinterpreted, are ideal for quantifying utility of various decision models. This article offers a critical analysis of sensitivity, specificity, positive predictive power, and negative predictive power estimates and discusses the development of sophisticated models of decision making.
A Social Constructionist Approach to Disability: Implications for Special Education
Authors: Anastasiou Dimitris , Kauffman James M.
Published: April 2014

Proponents of a social model of disability derive their arguments from social constructionism. They combine different disabling conditions under one term: disability. Subsequently, they apply the specific viewpoint of the disability rights social movement of people with physical disabilities to other conditions such as intellectual disabilities, autism, sensory disabilities, and emotional and behavioral disorders. Based on flawed premises and a romantic concept of social inclusion, special education is condemned as segregationist. The result is an unjust and uniform educational policy toward people whose disabilities are not physical.
Mathematics Difficulty with and without Reading Difficulty: Findings and Implications from a Four-Year Longitudinal Study
Authors: Vukovic Rose K.
Published: April 2014

An overarching question guided this study: What is mathematics difficulty (MD) independent of reading difficulty (RD)? The sample included 203 children whom the researchers followed from kindergarten to third grade. The researchers used latent growth modeling to investigate the relationship between MD and measures of working memory, short-term memory, cognitive processing speed, early numerical skills, and phonological processing, independent of reading. Two main findings emerged: (a) deficits in early numerical skills were a defining feature of MD with or without RD, and (b) early numerical skills and phonological processing influenced growth in mathematics from kindergarten to third grade. These results indicate that future MD research should focus on numerical and language-based skills, including whether the mathematics disorder in MD—specific or otherwise—reflects underlying language and/or numerical deficits.
Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability
Authors: Jimenez Bree A. , Browder Diane M. , Spooner Fred , Dibiase Warren
Published: April 2014

There has been limited research on the acquisition of grade-aligned science skills for students with moderate intellectual disability, with even more restriction on academic skills in inclusive settings. This study examined the effects of peer-mediated time-delay instruction to teach inquiry science and use of a knowledge chart to students with moderate intellectual disability in an inclusive setting. Six general education peers implemented an embedded constant time-delay procedure during three science units with 5 students with moderate intellectual disability. All 5 students increased the number of correct science responses across all science units. Three students required additional support by the special education teacher to reach mastery. In addition, all 6 peers were able to implement the intervention with high fidelity, while maintaining science grades at preintervention levels. High levels of social validity were reported.
Curriculum-Based Measurement of Oral Reading: Quality of Progress Monitoring Outcomes
Authors: Christ Theodore J. , Zopluoglu Cengiz , Long Jeffery D. , Monaghen Barbara D.
Published: April 2014

Curriculum-based measurement of oral reading (CBM-R) is frequently used to set student goals and monitor student progress. This study examined the quality of growth estimates derived from CBM-R progress monitoring data. The authors used a linear mixed effects regression (LMER) model to simulate progress monitoring data for multiple levels of progress monitoring duration (i.e., 6, 8, 10 … 20 weeks) and data set quality which was operationalized as residual/error in the model (σε = 5, 10, 15, and 20). The number of data points, quality of data, and method used to estimate growth all influenced the reliability and precision of estimated growth rates. Results indicated that progress monitoring outcomes are sufficient to guide educational decisions if (a) ordinary least-squares regression is used to derive trend lines estimates, (b) a very good progress monitoring data set is used, and (c) the data set comprises a minimum of 14 CBMs-R. The article discusses implications and future directions.
Judicial Appeals for Hearing/Review Officer Decisions under IDEA: An Empirical Analysis
Authors: Zirkel Perry A.
Published: April 2014

This study analyzed the 65 hearing officer decisions in Illinois between 1982 and 2010 that were subject to a court appeal available in the Westlaw or Individuals With Disabilities Education Law Report (IDELR) databases. These 65 cases yielded 86 issue rulings. Based on refined measures of outcomes and deference, or standard of judicial review, for issue rulings as the unit of analysis, the principal findings were that (a) outcomes were skewed in favor of districts at both the hearing/review officer and court levels; (b) the outcome upon judicial appeal was the same or largely unchanged for the vast majority of the issue rulings; and (c) the standard of judicial review did not appear to be a major factor in relation to the final court outcome.
Meta-Analysis of the Effects of Puppet Shows on Attitudes toward and Knowledge of Individuals with Disabilities
Authors: Dunst Carl J.
Published: April 2014

Findings from a meta-analysis of 26 studies investigating the effects of either the Kids on the Block or Count Me In puppet shows on changes in elementary students' attitudes toward and knowledge of individuals with disabilities are reported. The studies included 5,302 intervention group participants and 2,642 comparison group participants. Results indicated that the puppet shows had small to medium effects on changes in the participants' attitudes and knowledge, and that the sizes of effect were moderated by a number of intervention- and nonintervention-related variables. Both the strengths and limitations of the meta-analysis are described as well as are the implications for practice.
Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2
Authors: Shogren Karrie A. , Kennedy William , Dowsett Chantelle , Little Todd D.
Published: April 2014

The authors used data from the National Longitudinal Transition Study-2 (NLTS2; SRI International, 2000) to examine the aspects of self-determination assessed in NLTS2 and measurement equivalence and latent differences across the 12 disability categories recognized in the Individuals With Disabilities Education Act (IDEA; 2004). NLTS2 included a direct assessment with items representing 3 of the 4 essential characteristics of self-determination—autonomy, self-realization, and psychological empowerment. The authors established measurement equivalence, but significant latent differences occurred across specific disability groups. Students with high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments) showed similar latent means and variances, as did students with sensory disabilities (visual and hearing impairments) and cognitive disabilities (autism, multiple disabilities, and deaf-blindness). Students with intellectual disability, traumatic brain injury, and orthopedic impairments could not be collapsed with any other group. Across the 6 collapsed disability groups, significant differences existed in the latent variances and limited mean level differences.
Do Interruptions Affect Quality of Work?
Authors: Foroughi Cyrus K. , Werner Nicole E. , Nelson Erik T. , Boehm-Davis Deborah A.
Published: April 2014

Objective:

The aim of this study was to determine if interruptions affect the quality of work.

Background:

Interruptions are commonplace at home and in the office. Previous research in this area has traditionally involved time and errors as the primary measures of disruption. Little is known about the effect interruptions have on quality of work.

Method:

Fifty-four students outlined and wrote three essays using a within-subjects design. During Condition 1, interruptions occurred while participants were outlining. During Condition 2, interruptions occurred while they were writing. No interruptions occurred in Condition 3.

Results:

Quality of work was significantly reduced in both interruption conditions when compared to the non-interruption condition. The number of words produced was significantly reduced when participants were interrupted while writing the essay but not when outlining the essay.

Conclusion:

This research represents a crucial first step in understanding the effect interruptions have on quality of work. Our research suggests that interruptions negatively impact quality of work during a complex, creative writing task. Since interruptions are such a prevalent part of daily life, more research needs to be conducted to determine what other tasks are negatively impacted. Moreover, the underlying mechanism(s) causing these decrements needs to be identified. Finally, strategies and systems need to be designed and put in place to help counteract the decline in quality of work caused by interruptions.