bluuebunny/crossref_metadata_2025 huggingface dataset:
Effect of IV Amino Acids on Satiety in Humans
Authors: Gielkens Hugo A. J. , Penning Corine , van dan Biggelaar Anita , Onkenhout Willem , Lamers Cornelis B. H. W. , Masclee Ad A. M.
Published: May 2008

Background: Parenteral nutrients suppress oral food intake. Separate IV infusion of amino acids (IVAA) at high doses affects gastrointestinal motility and secretion. However, little is known on the effects of separate IV infusion of amino acids at these high doses on satiety. Therefore, we have studied the effect of two different doses of a commercially available mixed amino acids solution on satiety and food intake. Methods: Six healthy volunteers (ages 20 to 34 years) were studied on three separate occasions in random order during (a) IV saline (control), (b) low‐dose IVAA ([LDA] 125 mg protein/kg/h, Vamin 18EF; Kabi Pharmacia BV, Woerden, The Netherlands), or (c) high‐dose IVAA ([HDA] 250 mg protein/kg/h) for 360 minutes. Subjective criteria such as wish to eat, prospective feeding intentions, and feelings of hunger and fullness were scored on 100‐mm visual analog scales at 30‐minute intervals. Food preference also was measured every 60 minutes with food selection lists. At the end of the experiment a meal was presented. Results: Feelings of fullness were significantly (p <.05) increased during both LDA and HDA. The wish to eat was significantly (p <.05) decreased during HDA compared with control and LDA. Prospective feeding intentions also tended to be reduced during HDA (not significant). Feelings of hunger were not significantly different between the three experiments. Total food selection was significantly (p <.05) decreased during LDA and HDA, mainly because of a significantly (p <.05) decreased preference for fat‐rich items. However, the total amount of food consumed at the end of the experiment was not significantly different between the three experiments. Conclusions: The present study shows that in healthy volunteers, IVAA (1) increase satiety ratings, (2) increase feelings of fullness, (3) decrease preprandial food selection, and (4) have no effect on subsequent oral food intake. (Journal of Parenteral and Enteral Nutrition 23:56–60, 1999)
Extracellular Water: Sodium Bromide Dilution Estimates Compared With Other Markers in Patients With Acquired Immunodeficiency Syndrome
Authors: Kim Jaehee , Wang ZiMian , Gallagher Dympna , Kotler Donald P. , Ma Kaizong , Heymsfield Steven B.
Published: May 2008

Extracellular fluid and closely related extracellular water (ECW) provide information on nutritional status in health and disease. Although various methods exist for ECW determination, little is known about their comparability in patients with wasting diseases such as acquired immunodeficiency syndrome (AIDS). One practical method, the dilution of sodium bromide (NaBr), is used widely in clinical research, although its relationship to other ECW markers has not been well characterized. The present study sought to compare ECW estimates as determined by NaBr and three other methods in 11 male patients with AIDS (mean ± SD; age, 44 ± 12 years; body weight, 64.5 ± 8.8 kg; and height, 172 ± 4 cm). ECW volumes were determined from NaBr dilution, total body chlorine (TBC1) by delayed γ‐neutron activation analysis, total body water (TBW) by tritium dilution combined with total body potassium (TBK) by whole body 40K counting, and radioactive sulfate dilution (35SO4). All correlations between the NaBr method and other methods were statistically significant (NaBr vs TBC1 [r =.91; p <.001]; vs TBW/TBK [r =.76; p <.01]; and vs 35SO4 [r =.89; p <.001]). As expected from previous studies, ECW (L) derived by NaBr provided a group mean (15.1 ± 2.2 L) similar to the TBC1 method (15.4 ± 1.7 L; p =.32), a significantly smaller ECW than by the TBW/TBK method (18.6 ± 3.4 L; p =.0004), and a significantly larger ECW than by 35SO4 method (13.3 ± 3.0 L; p =.002). Estimating ECW by NaBr dilution was comparable with other research‐based ECW methods and, thus, offers a practical alternative for evaluating ECW in patients with AIDS. (Journal of Parenteral and Enteral Nutrition 23:61–66, 1999)
Intradialytic Parenteral Nutrition in Malnourished Hemodialysis Patients: A Prospective Long‐Term Study
Authors: Mortelmans Anna Katharina , Duym Philippe , Vandenbroucke Johan , De Smet Rita , Dhondt Annemieke , Lesaffer Gerrit , Verwimp Hans , Vanholder Raymond
Published: May 2008

Background:Malnutrition is a frequent problem of patients on intermittent hemodialysis and substantially contributes to their morbidity and mortality. Methods: In 26 hemodialysis patients who, despite dietary advice and oral nutritional supplements, still had malnutrition, the feasibility and effects of a specific intradialytic parenteral nutritional (IPN) regimen were evaluated during a 9‐month study period. An IPN solution consisting of 250 mL glucose 50%, 250 mL lipids 20%, and 250 mL amino acids 7% was infused IV three times a week during the dialysis session. At the end of each dialysis session an additional volume of 250 mL amino acids was infused as a rinsing fluid. Insulin was administered IV before dialysis. Results: Of the 26 enrolled patients, 16 completed the study. The remaining 10 patients withdrew mainly because of muscle cramps and nausea during the initiation phase of the treatment, when sodium was not present in the IPN fluid but was supplemented intermittently. In the 16 treated patients, body weight, which had decreased in the pretreatment period from 58.2 ± 1.3 kg (‐6 months) to 54.8 ± 10.1 kg at the start of the study, increased again up to 57.1 ± 10.7 kg after 9 months IPN (p <.05). Serum transferrin and prealbumin rose from 1.7 ± 0.4 to 2.0 ± 0.4 g/L and from 0.23 ± 0.05 to 0.27 ± 0.10 g/L, respectively. Bone densitometry showed an increase of tissue mass, mostly related to a rise in fat tissue. Triceps skinfold (p <.05) and arm muscle compartment of the midarm (p =.07) increased as well. No such changes were observed in the patients who withdrew from treatment. Conclusions: An IV hyperalimentation regimen applied to malnourished hemodialysis patients results in a rise of body weight and in a limited, but significant, change of some parameters of nutritional status. The rise in body weight is at least in part attributable to an increase of body fat, without changes in plasma lipid levels.(Journal of Parenteral and Enteral Nutrition23:90–95, 1999)
Nutritional, Respiratory, and Psychological Effects of Recombinant Human Growth Hormone in Patients Undergoing Abdominal Aortic Aneurysm Repair
Authors: Barry Mary C. , Mealy Ken , O'Neill Shane , Hughes Ann , McGee Hannah , Sheehan Stephen J. , Burke Paul E. , Bouchier‐Hayes David
Published: May 2008

Background: Recombinant human growth hormone (rhGH) has been shown to have powerful anabolic effects and to reduce or even prevent nitrogen catabolism in stressed patients. The effects of rhGH on functional parameters are less clearly defined. The aim of this study was to assess the effects of perioperative rhGH on nutritional markers, skeletal muscle function, and psychological well‐being in patients undergoing infrarenal, abdominal aortic aneurysm repair. Methods: Thirty‐three patients undergoing elective infrarenal abdominal aortic aneurysm repair were randomized to one of three groups: (1) control (n = 12): placebo for 6 days before and after surgery; (2) preop + postop (n = 10): rhGH (Genotropin; Pharmacia Ltd, Uppsala, Sweden) 0.3 IU/kg/d for 6 days before and after surgery; and (3) postop (n = 11): placebo for 6 days before and rhGH 0.3 IU/kg/d for 6 days after surgery. Patients were assessed on days ‐7 and ‐1 before surgery and days 7, 14, and 60 after surgery. Results: Administration of rhGH resulted in increased insulin‐like growth factor 1 levels, the increase being significantly more marked in the group given rhGH preoperatively. Preoperative and postoperative rhGH reduced the postoperative decrease in both serum transferrin and grip strength at day 7 by 30% and 70%, respectively. Postoperative respiratory function and arterial oxygenation also were improved, with significant differences in arterial oxygenation between rhGH‐treated and untreated groups. No difference in mood was seen between groups after surgery, nor was there any difference between subjective assessment of fatigue scores between groups. Conclusions: This pilot study indicates that rhGH administered preoperatively has beneficial effects on skeletal muscle and respiratory function and may be more useful than postoperative rhGH administration alone. (Journal of Parenteral and Enteral Nutrition 23:128–135, 1999)
Glutamine Synthetase: A Key Enzyme for Intestinal Epithelial Differentiation?
Authors: Weiss Michael D. , DeMarco Vincent , Strauss Daniel M. , Samuelson Donald A. , Lane Meredith E. , Neu Josef
Published: May 2008

Background: We have previously shown that glutamine synthetase protein and mRNA are concentrated in the crypt region of the rat small intestine and that the activity of this enzyme is highest around the time of weaning. This anatomical location and time of peak activity are sites and periods of active enterocyte differentiation. This led to our current hypothesis that glutamine synthetase is important in the differentiation of enterocytes. Methods: To test our hypothesis, we treated Caco‐2 cells with physiologic (0.6 mM) glutamine concentrations in cell culture medium. The experimental group was treated with methionine sulfoximine, an irreversible glutamine synthetase inhibitor, and the control group with phosphate buffered saline. Three standard and well‐defined markers of intestinal differentiation—sucrase‐isomaltase activity, microvillus formation, and electrical impedance in transwell plates—were compared between the two groups. Results: The methionine‐sulfoximine‐inhibited group was found to have lower sucrase‐isomaltase activity, a lower density of microvilli, and lower electrical impedance values over time compared with the control group. Conclusion: The experimental group was found to be less differentiated by all three markers of differentiation. Therefore, glutamine synthetase is important for Caco‐2 cell differentiation. (Journal of Parenteral and Enteral Nutrition 23:140–146, 1999)
Molybdenum Requirements in Low‐Birth‐Weight Infants Receiving Parenteral and Enteral Nutrition
Authors: Friel James K. , MacDonald Allison C. , Mercer Claude N. , Belkhode Suresh L. , Downton Geoff , Gin Kwa Poh , Aziz Khalid , Andrews Wayne L.
Published: May 2008

Background: Molybdenum (Mo) is an essential trace element required by three enzymatic systems, yet there are no reports of Mo deficiency in infants. Low‐birth‐weight infants (LBW) might be at risk for Mo deficiency because they are born before adequate stores for Mo can be acquired, they have rapid growth requiring increased intakes, and they frequently receive supplemental parenteral nutrition (SPN) and total parenteral nutrition (TPN) unsupplemented with molybdenum. Methods: To investigate Mo requirements of LBW infants (n = 16; birth weight, 1336 ± 351 g; gestational age, 29.8 ± 2.5 weeks; M ± SD), the authors collected all feeds, urine, and feces prior to TPN (baseline, n = 16, collections = 16), during TPN (n = 9, collections = 19), during SPN (n = 13, collections = 17), and after one week of full oral feeds (FOFs) of formula or human milk (FOF, n = 16, collections = 16). Results: Infant weights at collection times were: 1.3 ± 0.3 g, 1.27 ± 0.4 g, 1.4 ± 0.3 g, and 1.7 ± 0.5 g, respectively. Mo intake was 0.03 ± 0.1 μg/d, 0.34 ± 0.1 μg/d, 1.25 ± 1.7 μg/d, and 6.1 ± 2.5 μg/d. Mo output was 0.64 ± 0.6, 0.34 ± 0.5, 0.68 ± 0.8, and 4.1 ± 2.5 μg/d. Mo balance at these times was ‐0.60 ± 0.5, ‐0.001 ± 0.5, 0.57 ± 1.9, and 2.0 ± 2.9 μg/d. Mo balance increased with time, yet some infants were always in negative balance, even though Mo intakes exceeded recommendations. Conclusions: The authors speculate that an intravenous intake of 1 μg/kg/d (10 nmol/kg/d) and an oral intake of 4–6 μg/kg/d (40–60 nmol/kg/d) would be adequate for the LBW infant. (Journal of Parenteral and Enteral Nutrition 23:155–159, 1999)
Differences in Cholecystokinin Release and Gallbladder Contraction Between Emulsified and Nonemulsified Long‐Chain Triglycerides
Authors: Ledeboer M. , Masclee A.A.M. , Biemond I. , Lamers C.B.H.W.
Published: May 2008

Background: Fat is a potent stimulus of cholecystokinin (CCK) release. Apart from lipolysis, fatty acid chain length, and saturation, emulsification may also determine the magnitude of CCK release. Methods: We have studied the effect of emulsification of soybean oil on CCK and pancreatic polypeptide (PP) release (radioimmunoassay [RIA]) and gallbladder motility (ultrasonography). Six healthy subjects were studied on three separate occasions in random order during (1) intraduodenal administration of emulsified long‐chain triglycerides (LCT) (6 mmol/h for 120 minutes); (2) equimolar amounts of nonemulsified LCT with addition of emulsifier; and (3) saline with emulsifier (control). Results: Intraduodenal administration of both nonemulsified LCT and emulsified LCT induced significant (p <.05) increases in plasma CCK and PP levels and reductions in gallbladder volume. However, compared with nonemulsified LCT, emulsified LCT resulted in a readier and significantly stronger CCK release (212 = 62 pmol/L per 120 minutes us 36 ± 7 pmol/L per 120 minutes; p <.05); PP release (2034 ± 461 pmol/L per 120 minutes us 671 = 106 pmol/L per 120 minutes; p <.05); and gallbladder contraction (77% ± 2% us 41% ± 7%; p <.05). No significant alterations were observed in plasma CCK or PP levels and gallbladder volume during administration of saline with emulsifier. Conclusions: Intraduodenal administration of a low‐dose emulsified LCT more potently stimulates CCK and PP release and gallbladder contraction in comparison to equimolar amounts of nonemulsified LCT. These findings point to an important role for solubilization of LCT in determining the magnitude of CCK release from the intestine. (Journal of Parenteral and Enteral Nutrition 23:203–206, 1999)
Hepatic and Peripheral Glucose Metabolism in Intensive Care Patients Receiving Continuous High‐ or Low‐Carbohydrate Enteral Nutrition
Authors: Tappy Luc , Berger Mette , Schwarz Jean‐Marc , McCamish Mark , Revelly Jean‐Pierre , Schneiter Philippe , Jéquier Eric , Chioléro René
Published: May 2008

Background: The suppression of endogenous glucose production during parenteral nutrition is impaired in critically ill patients. It is, however, unknown whether enteral administration of carbohydrates, which normally promote hepatic glucose uptake, improves hepatic glucose metabolism in such patients. Methods: We studied two groups of 7 patients during a 3‐day continuous isocaloric enteral nutrition. A high‐carbohydrate, low‐lipid (EN‐C) or a high‐lipid, low‐carbohydrate (EN‐L) nutrient mixture was administered. Results: Endogenous glucose production assessed with [2H7]glucose was similarly increased in both groups, indicating absence of its suppression by carbohydrate feeding. Gluconeogenesis estimated from [13C]glucose synthesis during [13C]bicarbonate infusion also was not suppressed by EN‐C compared with EN‐L. Systemic appearance of exogenous glucose was monitored by enteral infusion of [6,6‐2H] glucose and was not different from the rate of glucose equivalent administered enterally, indicating no significant hepatic uptake of glucose in both groups. Plasma glucose and insulin concentrations were slightly higher with EN‐C, although not significantly, and plasma triglycerides were similar in both groups. Both nutrition formulas were well tolerated clinically. Conclusions: These results indicate that enteral carbohydrate administration, whatever its quantity, fails to suppress endogenous glucose production and to promote net splanchnic glucose uptake in critically ill patients. (Journal of Parenteral and Enteral Nutrition 23:260–268, 1999)
Wheat Bran Decreases Aberrant Crypt Foci, Preserves Normal Proliferation, and Increases Intraluminal Butyrate Levels in Experimental Colon Cancer
Authors: Compher Charlene W. , Frankel Wendy L. , Tazelaar John , Lawson John A. , McKinney Shortie , Segall Stanley , Kinosian Bruce P. , Williams Noel N. , Rombeau John L.
Published: May 2008

Background: Dietary wheat bran protects against colon cancer, but the mechanism(s) of this effect is not known. Butyrate, produced by colonic bacterial fermentation of dietary polysaccharides, such as wheat bran, induces apoptosis and decreases proliferation in colon cancer cell lines. Whether similar effects occur in vivo is not well defined. We hypothesized that wheat bran's antineoplastic effects in vivo may be mediated in part by butyrate's modulation of apoptosis and proliferation. Methods: Male F344 rats were fed wheat bran‐supplemented or an isocaloric, isonitrogenous fiber‐free diet. Rats were treated with one dose of the carcinogen azoxymethane or vehicle with sacrifice after 5 days (tumor initiation); or two doses (days 0 and 7) with sacrifice after 56 days (tumor promotion). Study variables included fecal butyrate levels and the intermediate biomarkers of colon carcinogenesis, aberrant crypt foci (ACF), and changes in crypt cell proliferation and apoptosis. Results: During tumor initiation, wheat bran produced greater apoptosis (p =.01), a trend toward less proliferation, and preserved the normal zone of proliferation (p =.01). At tumor promotion, wheat bran decreased the number of ACF (proximal colon, p =.005; distal colon, p =.047) and maintained the normal proliferative zone. The fiber‐free diet shifted the zone of proliferation into the premalignant pattern in both studies. Wheat bran produced significantly higher fecal butyrate (p =.01;.004,.00001) levels than the fiber‐free diet throughout the tumor promotion study. Conclusions: Wheat bran increased apoptosis and controlled proliferation during tumor initiation and resulted in decreased ACF. Wheat bran's antineoplastic effects occurred early after carcinogen exposure, and were associated with increased fecal butyrate levels. (Journal of Parenteral and Enteral Nutrition 23:269–278, 1999)
A Comparison of Air Displacement Plethysmography with Three Other Techniques to Determine Body Fat in Healthy Adults
Authors: Levenhagen Deanna K. , Borel Myfanwy J. , Welch Derek C. , Piasecki Justin H. , Piasecki Dana P. , Chen Kong Y. , Flakoll Paul J.
Published: May 2008

Background: This study compared air displacement plethysmography (ADP), which relies on measurements of body density to estimate body fat, with three other techniques that measure body composition: (1) hydrostatic weighing (HW), which also measures body density; (2) bioelectrical impedance (BIA), which determines electrical resistance and total body water to estimate fat‐free mass; and (3) dual‐energy x‐ray absorptiometry (DXA), which measures bone, fat, and fat‐free soft tissue masses. Methods: ADP, HW, BIA, and DXA were performed on 20 healthy volunteers (10 males and 10 females). The subjects were within 20% of ideal body weight, 31.1 ± 1.8 years of age, and 75.4 ± 2.7 kg with body mass index values of 25.2 ± 0.9 (kg/m2) and percent body fat by ADP ranging from 6.0% to 41.0%. Results: Percent body fat measurements by the four methods were highly correlated (r >.90, p <.0001). Mean body fat as determined by ADP, HW, BIA, and DXA were 23.4% ± 2.3%, 23.9% ± 1.8%, 23.1% ± 1.9%, and 26.4% ± 2.4%*, respectively (*p <.05 us ADP). There was a significantly positive slope (+0.23) for the individual differences us the average of ADP and HW percent body fat, demonstrating a slightly negative difference at lower body fat levels and a slightly positive difference at greater body fat levels. Although the average percent body fat determined by ADP was similar to that by HW for the entire population, there was a significant gender difference with the average body fat measured by ADP being 16% less in males and 7% greater in females than that determined by HW. Conclusions: Body fat measurements using ADP were highly correlated with those using HW, BIA, and DXA across a relatively wide range of body fat levels in healthy adults. These results support the utility of ADP as a relatively new technique in the estimation of percent body fat in healthy adults. However, the error associated with gender and the level of body fat is not negligible and requires further investigation. (Journal of Parenteral and Enteral Nutrition 23:293–299, 1999)
Energy Expenditure Measurements in Ventilated Critically III Children: Within‐ and Between‐Day Variability
Authors: White Melinda S. , Shepherd Ross W. , McEniery Julie A.
Published: May 2008

Background: Energy expenditure measurement (EEM) by indirect calorimetry is used as a research and clinical tool in pediatric intensive care units. The aims of the study were to determine if a 30‐minute EEM is representative of a 24‐hour EEM (within‐day variation); to determine if there is any diurnal variation during the 24‐hour period of EEM; and to determine if there is a clinically significant between day variation of EEMs. Methods: To determine within‐day variation, energy expenditure was measured for a period of 24 hours for each subject (n = 11). The 24‐hour period was then divided into 30‐minute periods. The 30‐minute means were compared with the 24‐hour means. To determine between‐day variation, EEMs were made daily for 30 minutes. Results: In the within‐day study, the overall mean percent coefficient of variation of the 30‐minute measurements was 7.2% ± 4.5%. There was no significant difference between the 30‐minute means and the 24‐hour means for each patient (p <.691). In 8 subjects the 30‐minute means did not differ from the 24‐hour mean by more than 20%. No diurnal variation was observed. The mean percent variation of between day EEM was 21% ± 16%; the range was 1% to 69%. Conclusion: In critically ill ventilated children, clinically relevant within‐day variations in EEM are uncommon and a single 30‐minute EEM gives an acceptable guide to the level of nutrition support required. Between‐day variations can, however, be large and daily EEMs are required. (Journal of Parenteral and Enteral Nutrition 23:300–304, 1999)
The Option Value of Delay in Health Technology Assessment
Authors: Eckermann Simon , Willan Andrew R.
Published: May 2008

Processes of health technology assessment (HTA) inform decisions under uncertainty about whether to invest in new technologies based on evidence of incremental effects, incremental cost, and incremental net benefit monetary (INMB). An option value to delaying such decisions to wait for further evidence is suggested in the usual case of interest, in which the prior distribution of INMB is positive but uncertain. Methods of estimating the option value of delaying decisions to invest have previously been developed when investments are irreversible with an uncertain payoff over time and information is assumed fixed. However, in HTA decision uncertainty relates to information (evidence) on the distribution of INMB. This article demonstrates that the option value of delaying decisions to allow collection of further evidence can be estimated as the expected value of sample of information (EVSI). For irreversible decisions, delay and trial (DT) is demonstrated to be preferred to adopt and no trial (AN) when the EVSI exceeds expected costs of information, including expected opportunity costs of not treating patients with the new therapy. For reversible decisions, adopt and trial (AT) becomes a potentially optimal strategy, but costs of reversal are shown to reduce the EVSI of this strategy due to both a lower probability of reversal being optimal and lower payoffs when reversal is optimal. Hence, decision makers are generally shown to face joint research and reimbursement decisions (AN, DT and AT), with the optimal choice dependent on costs of reversal as well as opportunity costs of delay and the distribution of prior INMB.
Factors Associated with Obstetrician-Gynecologists' Response to the Women's Health Initiative Trial of Combined Hormone Therapy
Authors: Power Michael L. , Baron Jonathan , Schulkin Jay
Published: May 2008

The Women's Health Initiative trial of combined estrogen and progestin (WHI E+P) ended prematurely after preliminary evidence indicated that harms exceeded benefits, with no cardiovascular benefit. There was controversy over the results and the decision to end the trial early, with many obstetrician-gynecologists expressing reservations about the evidence. The Research Department of the American College of Obstetricians and Gynecologists conducted a study regarding the WHI E+P, sending questionnaires to 2500 randomly selected Fellows; 703 Fellows returned usable surveys (28.1%). Despite almost universal awareness of the results of the WHI E+P (> 97%), almost half of the responding physicians did not find the results convincing and disagreed with the decision to stop the trial. In this further examination of the data, we identified characteristics of the respondents who were associated with either accepting or rejecting the WHI E+P. The year residency was completed, the relative importance a respondent attributed to randomized clinical trials (RCTs), concern about harms of action, and opinion of alternative therapies were significant factors. One of 5 respondents found the results convincing and agreed with the decision to end the trial (acceptors). One of 3 respondents did not find the results convincing and disagreed with the decision to end the trial (rejectors). Acceptors had completed residency more recently (1991 v. 1985, P = 0.001), rated evidence from RCTs as more important (P = 0.006), were more concerned with harms of action (22.4% v. 10.6%, P = 0.004), and were more likely to have a favorable opinion of alternative therapies to hormone therapy (64.1% v. 44.4%, P < 0.001).
Community-Referenced Learning and the Inclusive Classroom
Authors: Kluth Paula
Published: May 2008

In years past, students with and without disabilities have used the community as a classroom. Community-referenced instruction has been part of the educational history of both special and general education, and both groups have noted benefits from instruction provided beyond school walls. The emergence of community-referenced instruction as a general and special education phenomenon and as a tool for learning in the inclusive classroom is examined in this article. In addition, three specific types of instruction that can be implemented beyond school walls are presented: work experiences, research teams, and service learning.
Improving Early Numeracy of Young Children with Special Educational Needs
Authors: Van Luit Johannes E.H. , Schopman Esther A.M.
Published: May 2008

Difficulties with early numeracy can interfere with the acquisition of mathematics skills in later childhood. Early math intervention is therefore an important issue. Sixty-two 5- to 7-year-old pupils from kindergartens for children with special educational needs were given early mathematics intervention. The early numeracy program was specifically developed for young children with special educational needs and early numeracy difficulties by basing the instruction on perceptual gestalt theory. The results showed that the 62 children in the experimental group performed better at posttest than the 62 children in the comparison group. The children failed, however, to transfer their knowledge to novel math problems.
Student Preferences for Adaptations in Classroom Testing
Authors: Nelson Janet S. , Jayanthi Madhavi , Epstein Michael H. , Bursuck William D.
Published: May 2008

The purpose of the present study was to investigate student preferences for specific adaptations in general education classroom testing. Participants in the study were 158 middle school students, including students with high-incidence disabilities (HID) and general education students with low, average, high, and very high achievement. Students completed an instrument developed for the study, the Student Preferences for Testing Adaptations Questionnaire. Students rated each of 23 specific testing adaptations on a 4-point scale (1 = dislike to 4 = high preference). In two additional questions, students also stated reasons for a single most-liked and a single least-liked adaptation.

Most testing adaptations were at least moderately preferred by students. Open-notes and open-book tests were among the adaptations most preferred, and least-preferred adaptations included teacher reading of test questions to students and tests with fewer questions or covering less material. Students with HID and/or students with low achievement indicated significantly higher preference than did students with average or above-average achievement for several adaptations. Students' rationales for their choices of most-liked adaptations included improved test performance as well as the opportunity to work with peers and to receive assistance. On the other hand, students' descriptions of least-liked adaptations included concerns regarding fairness and interference with their own style of working.
Predicting Classroom Achievement From Active Responding on a Computer-Based Groupware System
Authors: Shin Jongho , Deno Stanley L. , Robinson Steven L. , Marston Douglas
Published: May 2008

The predictive validity of active responding on a computer-based groupware system was examined with 48 second graders. Students' achievement at the end of a school year (final performance) was predicted with two independent variables: (a) active responding during the school year and (b) achievement at the beginning of the school year (initial performance). The results showed that active responding correlated highly with initial and final performance measures and that active responding contributed significantly to predicting final performance when initial performance was controlled for. As expected, students with higher initial performance participated significantly more in classroom activities than did those with lower initial performance. We conclude that active responding on a computer-based groupware system can be used as a process variable indicative of later achievement and that classroom teachers can use students' active responding to formatively evaluate instruction.
The Least Restrictive Environment
Authors: Rueda Robert , Gallego Margaret A. , Moll Luis C.
Published: May 2008

One of the fundamental values built in to current special education practice is the notion of equity for students with disabilities. In a review regarding the least restrictive environment (LRE), Yell (1995) said, "LRE is a principle stating that students with disabilities are to be educated in settings as close to regular classes as appropriate for the child" (p. 193). Although almost all stakeholders agree with these goals in principle, there is significant and heated debate in the professional community about how to achieve these goals. Much of the discussion on LRE seems to reflect a specific place-a physical context such as the general education classroom. In this article, we draw on a sociocultural framework to propose an expanded view of LRE. Specifically, we argue that a focus on the physical setting is not the most appropriate unit of analysis. Rather, we suggest that the same placement or setting can be either facilitating or restrictive, depending on the social organization of specific activity settings that comprise a given context. A different view is provided by sociocultural theory, which proposes a unit of analysis that includes the individual in interaction with a specific activity setting.
Mexican American Mothers' Beliefs About Disabilities
Authors: García Shernaz B. , Méndez Pérez Anita , Ortiz Alba A.
Published: May 2008

The concept of family-centered, culturally responsive practices in early childhood intervention is based on principles of respect for and acceptance of each family's ethnicity, culture, language, and worldviews. Parental beliefs and expectations about children's development tend to reflect cultural perspectives of their community, and may differ from those espoused by professionals who serve them. In contrast to deficit-oriented interpretations often attributed by professionals to such disparities, sociocultural theory offers a framework for understanding beliefs in their cultural context. Using examples from a study of Mexican American mothers' beliefs about their children with language disabilities, this article interprets the mothers' views about language and disability from a sociocultural perspective and discusses implications for early childhood intervention.
Developing Scientific Literacy
Authors: Westby Carol , Torres-Velásquez Diane
Published: May 2008

Using a sociocultural framework, the authors describe scientific literacy and the importance of mediated activities for scientific learning. The difference between empirical and theoretical learning is introduced as an important aspect for teachers to understand as they work with students learning scientific concepts. Components of scientific literacy are described, and recommendations for teaching in the zone of proximal development are provided. A conceptual model adapted from ethnomathematics is introduced to demonstrate the effect of theoretical learning on cultural change, using an intergenerational study from Chiapas, Mexico, as an example.
Using Guided Notes to Improve the Academic Achievement of Incarcerated Adolescents with Learning and Behavior Problems
Authors: Hamilton Sheri L. , Seibert Marilyn A. , Gardner Ralph , Talbert-Johnson Carolyn
Published: May 2008

This investigation examined the effects of guided notes on the academic performance of seven students with learning and behavior problems, who were in a medium-security juvenile detention center. The findings of this study indicate that using guided notes could be an effective strategy for improving the academic performance of incarcerated youths with learning and behavior problems. The results of this study replicate earlier studies in which guided notes were used during whole-class instruction (i.e., Courson, 1989; Lazarus 1991, 1993; Pados, 1989).
Charter Schools and Students with Disabilities
Authors: Lange Cheryl M. , Lehr Camilla A.
Published: May 2008

Currently, charter school laws exist in 30 states, and more than 1,000 charter schools are now in operation (Center for Education Reform, 1998). The rapid increase in the number of charter schools suggests that this educational reform may have the potential to become a major factor in the education of U.S. children. Charter schools are serving a variety of students, and recent studies at the national level show that a sizable proportion of students being served in charter schools have disabilities. Yet few studies address the provision of special education services and whether the needs of students with disabilities are being met. The Enrollment Options Project at the University of Minnesota has been examining the impact of Minnesota's charter schools on students with disabilities. Parents of students with and without disabilities enrolled in Minnesota's charter schools were surveyed to answer questions about their experiences with charter schools. Results from more than 600 respondents who completed the survey are presented in this article. Parents answered questions about reasons for charter school enrollment, perceived changes in their child as a result of attending the charter school, level of satisfaction, level of parent involvement, and special education service availability. In addition, written comments provided by parents are qualitatively analyzed. The article concludes with a discussion of information gathered from parents and implications for further study, examining special education delivery and outcomes for students with disabilities attending charter schools.
Paraeducators in Inclusive Classrooms
Authors: Downing June E. , Ryndak Diane L. , Clark Denise
Published: May 2008

The perceptions of paraeducators regarding their roles and responsibilities in supporting students with moderate to severe disabilities in general education classrooms were the focus of this qualitative study. Sixteen paraeducators were interviewed using a semistructured interview guide to determine their understanding of their role, challenges they experienced, training needs, and relationships with other team members. Numerous roles and different types of responsibilities were described, such as teaching, adapting materials, facilitating interactions with peers, and implementing behavioral interventions. Paraeducators also reported a considerable degree of independence in decision making and implementation of programs. Although the critical importance of paraeducators in the support of students with severe disabilities is not in question, the independence while performing their role may not reflect desired practice, given their minimal training and lack of a teaching credential. Implications for the field concerning the use, training, and supervision of paraeducators are presented.
An Analysis of Factors That Contribute to Parent—School Conflict in Special Education
Authors: Lake Jeannie F. , Billingsley Bonnie S.
Published: May 2008

Understanding factors that escalate conflict, and understanding how conflicts are perceived, particularly by parents, is necessary in developing appropriate response strategies. The purpose of this study was to identify factors that escalate and deescalate parent-school conflict from the perspectives of parents of children with disabilities, school administrators, and mediators. Data from 44 telephone interviews were transcribed and then analyzed. A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: discrepant views of a child or a child's needs, knowledge, service delivery, reciprocal power, constraints, valuation, communication, and trust. Implications for preventing and handling conflict are discussed.
History, Rhetoric, and Reality
Authors: Kavale Kenneth A. , Forness Steven R.
Published: May 2008

Issues surrounding the integration of students with disabilities into general education classrooms are explored in this article. The history of this debate is examined first by tracing the movement from mainstreaming and the least restrictive environment in 1975, to the call for a more integrated system during the 1980s under the Regular Education Initiative, and to full inclusion of all students in age-appropriate general education classrooms, with no separate special education. Next, the research investigating perceptions and attitudes about inclusion, the tenor of the general education classroom, and the preparation and ability of general education teachers to deal effectively with special education students is summarized. Finally, the dissonance between rhetoric and reality is explored. By ignoring research evidence, the inclusion debate has elevated discussion to the ideological level, where competing conflicts of vision are difficult to resolve. It is concluded that a rational solution requires the consideration of all forms of evidence if the best possible education for all students with disabilities is to be achieved.
Fluency and Comprehension Interventions for Third-Grade Students
Authors: Vaughn Sharon , Chard David J. , Bryant Diane Pedrotty , Coleman Maggie , Tyler Brenda-Jean , Linan-Thompson Sylvia , Kouzekanani Kamiar
Published: May 2008

Eight third-grade teachers and their 111 students participated in this 12-week study that was conducted within regular classroom settings. Sixteen of the students demonstrated significant reading problems and qualified for special education or were identified by the school district as dyslexic. This study addressed the differential effects of fluency and comprehension instruction on fluency and comprehension outcomes in two groups of students: those with significant reading problems and those who are low- to average-achieving students. Eight classrooms of third graders and their teachers were assigned to one of two interventions : partner reading, designed to enhance fluency, or collaborative strategic reading, designed to enhance comprehension. Results indicated no statistically significant main effects or group-by-time interaction effects; however, over time (pre- to posttest), there were statistically significant effects for rate of reading and correct words read per minute (but not accuracy or comprehension) for both partner reading and collaborative strategic reading for both low- to average-achieving students and students with reading disabilities.
Concept Mapping Effects on Science Content Comprehension of Low-Achieving Inner-City Seventh Graders
Authors: Guastello E. Francine , Beasley T. Mark , Sinatra Richard C.
Published: May 2008

Low-achieving seventh-grade students from an urban parochial school were randomly assigned to two equally sized groups (n = 62, each group). One group was taught by a read-and-discuss, teacher-directed method, and the second group, given the same type of introductory lesson as the first, followed a model of concept mapping that connected major and minor concept ideas. A criterion-referenced test based on the content of a science chapter served as the dependent variable. Prior to any teaching, a pretest was administered. An analysis of covariance with pretest scores as the covariate showed a statistically significant difference in comprehension between the pretest and posttest for the experimental group. Effect size estimates revealed that concept mapping can be expected to improve comprehension scores of low-achieving seventh graders by approximately six standard deviations over a traditional instructional technique. When students lack background information on a topic to aid comprehension, the active participation in constructing semantic or concept maps may help students form a cognitive schema to assimilate and relate the new topic information.
Descriptive Analysis of Team Teaching in Two Elementary Classrooms: A Formative Experimental Approach
Authors: Welch Marshall
Published: May 2008

This article reports the results of a descriptive analysis of team teaching in two classrooms. The study employed a relatively new approach to field-based research, referred to as formative experiments, to conduct formative and summative evaluation procedures. Results of quantitative and qualitative analyses to assess student outcomes, teaching procedures, and teacher impressions are presented. Descriptive information regarding planning time, type of instructional format of team teaching, student groupings, and follow-up evaluation time was obtained through weekly teacher logs. Focus groups and written teacher comments provided information regarding teacher satisfaction of the team-teaching experience. Performance of typical students and students with learning disabilities on curriculum-based assessment measures given pre- and post team teaching suggest academic gains in reading and spelling for all students. The results of this study are discussed, and recommendations for further research are given.
Mt. Olivet After-School Program
Authors: Gardner Ralph , Cartledge Gwendolyn , Seidl Barbara , Woolsey M. Lynn , Schley Guy S. , Utley Cheryl A.
Published: May 2008

This article reports the results of peer-mediated instruction and Interventions on the academic performances of urban at-risk students in an after-school program. The students in this project were African-American males who attended an urban elementary school. The after-school program was a partnership between a large predominately African-American church, a public school, and The Ohio State University's (OSU's) College of Education. Students from the OSU's elementary education and special education programs worked along with the men of Mt. Olivet Church to provide educational opportunities for urban at-risk students. The improvement in academic performance of urban at-risk students in this study is consistent with the findings of other researchers (Poser & Vandell, 1994).
ClassWide Peer Tutoring Learning Management System
Authors: Greenwood Charles R. , Arreaga-Mayer Carmen , Utley Cheryl A. , Gavin Karen M. , Terry Barbara J.
Published: May 2008

For the past 18 years, we have engaged in a program of research designed to improve the literacy of poor culturally and linguistically diverse students and English language learners (ELL) in urban elementary schools. Intervention research has addressed the issue of what works best, how it can be applied and sustained schoolwide, and how computer and information management technology can improve quality and reduce teachers' work loads. The net product of this research is the ClassWide Peer Tutoring Learning Management System (CWPT-LMS). In this article, we report on use of the CWPT-LMS in the literacy instruction of elementary-level ELL. Five ELL teachers and 117 students in a multiracial/multiethnic urban elementary school, including students with disabilities, participated in the study. Results indicated that ELL made considerable progress in mastering the curriculum over periods ranging from 15 to 21 weeks of school across teachers, teachers implemented CWPT to high standards of fidelity, students' and teachers' satisfaction with the CWPT program was high, and consultation improved program implementation and student outcomes of all but one classroom. Implications of these findings are discussed.
Improving Fluency in At-Risk Readers and Students with Learning Disabilities
Authors: Allinder Rose M. , Dunse Lynette , Brunken Cynthia D. , Obermiller-Krolikowski Heidi J.
Published: May 2008

This study investigated attempts to improve the performance and progress of students with learning disabilities and reading difficulties. It focused on oral reading instruction and contrasted the effects of specific reading strategies with generic encouragement to do well. Results indicated that all students improved on a standardized norm-referenced test of comprehension, but students who used a specific oral reading strategy made significantly greater progress in reading, as measured by curriculum-based measurement maze procedures.
Collaborative Strategic Reading as a Means to Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning
Authors: Vaughn Sharon , Klingner Janette K. , Bryant Diane P.
Published: May 2008

This article reports on a series of studies designed to enhance reading comprehension and content-area reading for students with diverse learning needs in general education classrooms. Strategies were implemented through a peer-mediated instructional format (either small groups or pairs). Findings from professional development, students' academic progress, and discourse analysis revealed that many students made significant progress in both understanding text and learning content. However, carefully monitoring the progress of all students is necessary because gains for some students are minimal.
Adapting Self-Management Programs for Classwide Use
Authors: Mitchem Katherine J. , Young K. Richard
Published: May 2008

The time-saving features of self-management as well as its demonstrated effectiveness at improving behavior make it an appealing strategy to promote inclusion of students with disabilities. As such, it is surprising that relatively few studies have investigated the classwide use of self-management programs in general education settings. This article is divided into two parts. In Part 1, we review the literature on acceptability and feasibility studies of programs to improve behavior to identify criteria seen as critical when judging the practicality and acceptability of an intervention. Part 2 describes the implementation and evaluation of a classwide peer-assisted self-management (CWPASM) program based on its feasibility, acceptability, and effects on classroom behavior. Present findings indicate that (a) after training, the teacher and students were able to implement the procedures with a high degree of accuracy; (b) the teacher and students generally enjoyed CWPASM and found it acceptable and effective in improving behavior and classroom climate; (c) the teacher continued to use CWPASM procedures in subsequent school years; and (d) the teacher provided informal training to one additional teacher, who also expressed satisfaction with procedures and outcomes. In addition, data are reported on the time and resources required to train and implement CWPASM and the CWPASM effects on whole-group and targeted students' on-task behavior compared to those in a nontreatment classroom. Implications of these findings for practitioners and researchers are discussed.