bluuebunny/crossref_metadata_2025 huggingface dataset:
Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators
Authors: Maccini Paula , Gagnon Joseph Calvin
Published: April 2014

A nationwide random sample of 179 secondary general education math and special education teachers completed a survey asking them about their use of specific instructional practices to help teach math to students with learning disabilities (LD) and emotional/behavioral disorders (EB/D) and their use of specific assessment accommodations with these students. Although general education teachers were generally more knowledgeable about higher level mathematics content (e.g., algebra) than special education teachers, they were less likely to report that they used specific instructional practices and testing accommodations. The number of methods courses taken by teachers and knowledge of course topics both contributed to the number of instructional practices and accommodations used by teachers.
Explaining Physical Activity in Children with Visual Impairments: A Family Systems Approach
Authors: Ayvazoglu Nalan R. , Oh Hyun-Kyoung , Kozub Francis M.
Published: April 2014

Using a mixed design this study explored physical activity in children with visual impairments from a family perspective. Quantitative findings revealed varied amounts of physical activity; younger children were more active than older participants. Further, parents were involved in moderate to vigorous physical activity 0% to 21% of the time when their child with a visual impairment was active at this level. Sibling physical activity at moderate to vigorous levels occurred 11% to 53% of the time when the child with a visual impairment was active. Themes from qualitative interviews of caregivers and children that explained physical activity included transportation, family member involvement, safety, and time.
The Sustainability of Inclusive School Reform
Authors: Sindelar Paul T. , Shearer Deirdre K. , Yendol-Hoppey Diane , Liebert Todd W.
Published: April 2014

For over a decade, University of Florida researchers worked with middle schools in a large urban and suburban south Florida district, as they developed and then worked to sustain inclusive reform. One middle school, Socrates, was notably successful, having built its inclusion model on a foundation of previous reform and a school culture characterized by shared decision making, collaboration, and teaming. For 4 years, we studied Socrates and the sustainability of its program. Inclusion was not sustained; our analysis of teacher and administrator interviews revealed three primary factors that help explain why: leadership change, teacher turnover, and state and district assessment policy change. Reduced support for the program, a by-product of the primary factors, also contributed to the lack of sustainability.
Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities
Authors: Carter Erik W. , Lane Kathleen L. , Pierson Melinda R. , Glaeser Barbara
Published: April 2014

This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent. Specifically, adolescents with ED were found to have lower ratings of self-determination than students with LD, with the most pronounced differences evident from the teacher perspective. Furthermore, students with ED identified infrequent opportunities at school and home for engaging in self-determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed.
Educating Students with Mental Retardation in General Education Classrooms
Authors: Williamson Pamela , Mcleskey James , Hoppey David , Rentz Tarcha
Published: April 2014

Empirical evidence and federal mandates support the notion that students with mental retardation (MR) should spend some or much of the school day in general education classrooms. This study investigated trends in state-level rates for placing students in different educational settings between 1989–90 and 1999–2000. The research utilized state-reported data published in the Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Results indicate that during the 1990s (a) identification rates remained stable, (b) the proportion of students labeled with MR placed in general education classrooms for some or much of the school day increased from 27.3% to 44.7%, (c) placement in separate settings decreased from 72.7% to 55.3%, and (d) the proportion of students with MR placed in separate facilities decreased by 46%. Evidence also suggests that the U.S. has reached a plateau in educating students with MR in general education classrooms. Implications and suggestions for future research are provided.
Classroom Quality, Concentration of Children with Special Needs, and Child Outcomes in Head Start
Authors: Gallagher Peggy A. , Lambert Richard G.
Published: April 2014

The associations among classroom quality, classroom percentage of children with special needs, and child outcome measures were tested in low- and high-quality classrooms using hierarchical linear modeling (HLM). No main effect on child outcomes for the classroom concentration of children with special needs was observed. However, an interaction between classroom quality and the percentage of children in the classroom who had special needs was found. A high-quality classroom environment serving no children with special needs was associated with more favorable classroom mean scores on social behaviors for typically developing children. Inversely, the combination of high-quality classroom environment and more than 20% children with special needs was associated with more problem behaviors and lower scores in print concepts for typical children.
Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder
Authors: Reid Robert , Lienemann Torri Ortiz
Published: April 2014

Children with attention deficit/hyperactivity disorder (ADHD) are at increased risk of academic difficulties and special education placement (Barkley, 1998). One academic area, written expression, has received little research attention. This study assessed the effectiveness of a validated strategy instruction model—Self-Regulated Strategy Development (SRSD)—on the length, completeness, and holistic quality of narratives of 3 children teacher-identified as struggling young writers, and physician-identified as having ADHD. Results showed marked improvement on all three measures. Implications for future research and practice are discussed.
TWA + PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students
Authors: Mason Linda H. , Snyder Katie Hickey , Sukhram Diana P. , Kedem Yore
Published: April 2014

Understanding and writing about expository material is difficult for many students. Content classroom activities and assessment tasks, however, are often structured within a framework of student reading followed by extended written response. This multiple probe design across subjects study examined the expository comprehension and informative writing performance of 9 fourth-grade low-achieving students, 4 with disabilities and 5 without disabilities, following Self-Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet goals, And, make Notes and Sequence notes). Student performance, as measured by oral and written retells, improved and was maintained following instruction. Students also liked the strategies as well as instruction, and believed that TWA + PLANS improved their reading and writing.
Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?
Authors: Olinghouse Natalie G. , Lambert Warren , Compton Donald L.
Published: April 2014

This study investigated whether 2 different progress monitoring assessments differentially predicted growth in reading skills associated with systematic phonics instruction. Oral reading fluency (ORF) was compared with an intervention aligned word list (IAWL) as predictors of growth in untimed and timed decoding and word identification and text reading accuracy, fluency, and comprehension. Results from 40 children with reading disabilities, Grades 2–5, indicated that the IAWL accounted for unique variance in change on measures of decoding and word identification, whereas the ORF measure accounted for unique variance on passage reading fluency gains. Evaluation of the IAWL psychometric properties revealed adequate reliability and construct validity; however, additional analysis indicated that the hierarchical coding scheme used to determine each word's rank difficulty ordering was not as effective.
Alternate Achievement Standards and Assessments: A Descriptive Investigation of 16 States
Authors: Kohl Frances L. , McLaughlin Margaret J. , Nagle Katherine
Published: April 2014

Since the implementation of the No Child Left Behind Act of 2001 states have experienced continual change in how they define and implement alternate assessments. A subset of 16 states was randomly selected to determine how each state is implementing alternate assessments and achievement standards for students with the most significant cognitive disabilities. Telephone interviews were conducted from January to August 2005, and a 32-item questionnaire was used to collect information on alternate assessment procedures. This article focuses on the ways states are interpreting how students with the most significant cognitive disabilities are held to the same content standards as their peers without disabilities, whether states exert quality control over the administration of the alternate assessments, and the costs of implementing alternate assessments.
Constraints in the Production of Written Text in Children with Specific Language Impairments
Authors: Dockrell Julie E. , Lindsay Geoff , Connelly Vincent , Mackie Clare
Published: April 2014

The writing performance of 64 elementary school children with a history of specific language impairment was examined to evaluate both the nature of the children's difficulties with writing and the relationship between oral language, reading, and writing. Children were assessed at age 8 on a range of language, literacy, and cognitive measures and reassessed at age 10 when they completed a standardized writing measure. At age 10 the children continued to experience problems with oral language and language levels were significantly poorer than nonverbal skills. Writing was characterized by short texts with poor sentence structure and little evidence of ideas and organization. Both concurrent measures of receptive vocabulary and reading skill were significant factors in explaining levels of written language.
Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?
Authors: Morgan Paul L. , Fuchs Douglas
Published: April 2014

Young children who enjoy reading do it more often and they tend to become skilled at it. Poor readers, by contrast, often display low motivation to read. One possible explanation of this is that reading skill and reading motivation influence each other. 15 studies were reviewed addressing the relationship between young children's reading and competency beliefs or goal orientations. Results indicate that reading skills and motivation correlate (albeit moderately), and support the possibility of a bidirectional relationship between the two. Researchers, practitioners, and parents may need to target both reading skill and motivation to best help poor readers become proficient.
Effectiveness of a Highly Rated Science Curriculum Unit for Students with Disabilities in General Education Classrooms
Authors: Lynch Sharon , Taymans Juliana , Watson William A. , Ochsendorf Robert J. , Pyke Curtis , Szesze Michael J.
Published: April 2014

This research is part of a study on scaling-up middle school science curriculum units in a large, diverse public school system. Chemistry That Applies (CTA), a guided inquiry unit based on conceptual change theory and highly rated according to the Project 2061 Curriculum Analysis, was implemented in five middle schools matched demographically with five comparison schools ( N = 2,282 students). Eighth grade CTA students outscored their peers overall and when data were disaggregated, with small to medium effect sizes. Of particular interest are students with disabilities in general education science classrooms ( n = 202 students with complete assessment records). Those who used CTA significantly outscored their comparison peers on the posttest, with a small to medium effect size.
Elementary and Middle Schools Technical Assistance Center: An Approach to Support the Effective Implementation of Scientifically Based Practices in Special Education
Authors: McInerney Maurice , Hamilton James L.
Published: April 2014

The Elementary and Middle Schools Technical Assistance Center (EMSTAC) tested an insider-outsider approach to assist local school districts in effectively identifying and implementing scientifically based practices. Methods used to measure EMSTAC's effectiveness in supporting successful practice adoption are presented. The overarching finding is that EMSTAC-assisted districts learned to work through a systematic process for changing and improving their instructional programs over time. Further, although differences in EMSTAC financial support for districts were substantial, only nonfinancial factors, such as district leadership, were found to significantly influence the change process. Also discussed are the implications and limitations of these findings for improving instructional practices in special education.
A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders
Authors: Bellini Scott , Akullian Jennifer
Published: April 2014

This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders (ASD). Twenty-three single-subject design studies were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Results suggest that video modeling and VSM are effective intervention strategies for addressing social-communication skills, functional skills, and behavioral functioning in children and adolescents with ASD. Results also indicate that these procedures promote skill acquisition and that skills acquired via video modeling and VSM are maintained over time and transferred across persons and settings. The results suggest that video modeling and VSM intervention strategies meet criteria for designation as an evidence-based practice.
Response to Intervention: Examining Classroom Behavior Support in Second Grade
Authors: Fairbanks Sarah , Sugai George , Guardino David , Lathrop Margaret
Published: April 2014

This article reports on 2 studies investigating a response-to-intervention (RTI) approach to behavior support in 2 second-grade classrooms. The results suggest that a slightly more intensive but efficient targeted intervention (“check in and check out”) was effective in supporting the social behavior success of 4 students whose problem behaviors were unresponsive to general classroom management practices. For 4 other students whose problem behaviors continued to be unresponsive to the “check-in and check-out” intervention, more individualized and function-based interventions were indicated and proved to be effective. The results from this research suggest that RTI logic can be applied to the social behavior support of students who present interfering problem behaviors in the classroom. Implications and recommendations for research and practice are discussed.
Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention
Authors: Fuchs Lynn S. , Fuchs Douglas , Compton Donald L. , Bryant Joan D. , Hamlett Carol L. , Seethaler Pamela M.
Published: April 2014

The predictive utility of screening measures for forecasting math disability (MD) at the end of 2nd grade and the predictive and discriminant validity of math progress-monitoring tools were assessed. Participants were 225 students who entered the study in 1st grade and completed data collection at the end of 2nd grade. Screening measures were Number Identification/Counting, Fact Retrieval, Curriculum-Based Measurement (CBM) Computation, and CBM Concepts/Applications. For Number Identification/Counting and CBM Computation, 27 weekly assessments were also collected. MD was defined as below the 10th percentile at the end of 2nd grade on calculations and word problems. Logistic regression showed that the 4-variable screening model produced good and similar fits in accounting for MD—calculation and MD—word problems. Classification accuracy was driven primarily by CBM Concepts/Applications and CBM Computation; CBM Concepts/Applications was the better of these predictors. CBM Computation, but not Number Identification/Counting, demonstrated validity for progress monitoring.
Transition to Employment: Role of the Family in Career Development
Authors: Lindstrom Lauren , Doren Bonnie , Metheny Jennifer , Johnson Pam , Zane Claire
Published: April 2014

This study investigated the role of the family in career development and postschool employment outcomes for young adults with learning disabilities. Using a multiple-case study design, the authors examined a set of family structural and process variables. Fifty-nine in-depth interviews were conducted with young adults, parents, and school staff. Family structure was not directly linked to employment outcomes, but family socioeconomic status was related to initial career decision making and vocational identity development. Family process variables, including family relationships, involvement, support and advocacy, career aspirations, and intentional career-related activities worked in combination to form 3 patterns of family interaction labeled (a) advocates, (b) protectors, and (c) removed. Implications for practice and future research are discussed.
Risk Factors Predictive of the Problem Behavior of Children at Risk for Emotional and Behavioral Disorders
Authors: Nelson J. Ron , Stage Scott , Duppong-Hurley Kristin , Synhorst Lori , Epstein Michael H.
Published: April 2014

Logistic regression analyses were used to establish the most robust set of risk factors that would best predict borderline/clinical levels of problem behavior (i.e., a t score at or above 60 on the Child Behavior Checklist Total Problem scale) of kindergarten and first-grade children at risk for emotional and behavioral disorders. Results showed that among the 11 risk factor domains considered, 5 were most predictive of borderline/clinical levels of problem behavior: externalizing behavior pattern, internalizing behavior pattern, early childhood child maladjustment, family functioning, and maternal depression. Within these 5 domains, the most robust set of individual risk factors were difficult child (i.e., temperament, parent management skills, interaction between temperament and parent management skills), destroys own toys, and maternal depression. Results, limitations, future research, and implications are discussed.
The Real-World Effectiveness of Early Teaching Interventions for Children with Autism Spectrum Disorder
Authors: Reed Phil , Osborne Lisa A. , Corness Mark
Published: April 2014

The effectiveness of 3 early teaching interventions (applied behavior analysis [ABA], special nursery placement, and portage) for children with autism spectrum disorder was studied in a community-based sample over 10 months. Measures of autism severity as well as intellectual, educational, and adaptive behavioral function were administered. In contrast to reports in some previous research (Lovaas, 1987), there was no evidence of recovery from autism. Children in the ABA condition made greater intellectual and educational gains than children in the portage program. They also made greater educational gains than students in the nursery program. Furthermore, the nursery program produced larger gains than the portage program in adaptive functioning.
A National Study of Youth Attitudes toward the Inclusion of Students with Intellectual Disabilities
Authors: Siperstein Gary N. , Parker Robin C. , Bardon Jennifer Norins , Widaman Keith F.
Published: April 2014

The authors surveyed a national random sample of 5,837 middle school students on their attitudes toward the inclusion of peers with intellectual disabilities (ID). The national sample provided results that were accurate, with a margin of error of ± 1.4%. Findings indicated that youth (a) have limited contact with students with ID in their classrooms and school; (b) perceive students with ID as moderately impaired rather than mildly impaired; (c) believe that students with ID can participate in nonacademic classes, but not in academic classes; (d) view inclusion as having both positive and negative effects; and (e) do not want to interact socially with a peer with ID, particularly outside school. Structural equation modeling showed that youths' perceptions of the competence of students with ID significantly influence their willingness to interact with these students and their support of inclusion.
Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders
Authors: Lane Kathleen Lynne , Little M. Annette , Redding-Rhodes Jenny , Phillips Andrea , Welsh Megan T.
Published: April 2014

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.
Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties
Authors: Fuchs Lynn S. , Seethaler Pamela M. , Powell Sarah R. , Fuchs Douglas , Hamlett Carol L. , Fletcher Jack M.
Published: April 2014

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students ( n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.
Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests
Authors: Espin Christine , Wallace Teri , Campbell Heather , Lembke Erica S. , Long Jeffrey D. , Ticha Renata
Published: April 2014

We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus incorrect word sequences written in 7 and 10 min yielded the highest reliability and validity coefficients. Tables of Probable Success were created to illustrate the relation between scores on the progress measures and the state tests. Exploratory analyses of differences in correlations between English Language Learners (ELL) and non-ELL students revealed a similar pattern of results for the 2 groups, but correlations were stronger for ELL students than for non-ELL students.
Transition Goals and Experiences of Females with Disabilities: Youth, Parents, and Professionals
Authors: Hogansen Jennifer M. , Powers Kristin , Geenen Sarah , Gil-Kashiwabara Eleanor , Powers Laurie
Published: April 2014

This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n = 67), parents of young women with disabilities (n = 34), and professionals who work with them (n = 45). Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual issues, such as cultural and linguistic diversity. Practice and future research implications are discussed.
Effects of a Bundled Accommodations Package on High-Stakes Testing for Middle School Students with Reading Disabilities
Authors: Fletcher Jack M. , Francis David J. , O'Malley Kimberly , Copeland Kim , Mehta Paras , Caldwell Cathy J. , Kalinowski Sharon , Young Victoria , Vaughn Sharon
Published: April 2014

This study investigated the efficacy of a package of accommodations for poor readers in Grade 7. Students with and without word reading disabilities were randomly assigned to take an experimental version of a high-stakes reading comprehension test in 1 of 3 formats: (a) standard administration, (b) read aloud accommodations with 1-day administration, or (c) read aloud accommodations with 2-day administration. The significant condition effect and nonsignificant group by condition interaction suggested that accommodations helped both poor and average readers. However, the accommodation effect in average readers stemmed from low performance in the nonaccommodated experimental condition that was not apparent when the same students previously took the state-administered test. The 2-day administration was more effective than the 1-day administration.
Motor Skill Performance of Children and Adolescents with Visual Impairments: A Review
Authors: Houwen Suzanne , Visscher Chris , Lemmink Koen A. P. M. , Hartman Esther
Published: April 2014

This article reviews studies on variables that are related to the motor skill performance of children and adolescents with visual impairments (VI). Three major groups of variables are considered (child, environmental, and task). Thirty-nine studies are included in this review, 26 of which examined the effects of child, environmental, and/or task variable(s) on motor skill performance and 13 of which reported suggestions by experts about variables related to performance. Weak evidence was found for three relationships: (a) between the degree of VI and dynamic balance and manual dexterity, (b) between amblyopia/strabismus and fine motor skills, and (c) between movement interventions and motor skill performance. In addition, weak evidence was found to refute a relationship between gender and static balance. Further research with reliable and valid measurement instruments and theoretically funded research emphasizing the interaction between a wide range of variables is needed, with specific attention to environmental and task variables.
The Generation Effect
Authors: Gardiner Sarah , Grace Debra , King Ceridwyn
Published: April 2014

An understanding of generational shifts in tourist behavior facilitates the effective prediction and accommodation of future tourism trends. Such predictions are important if the Asia-Pacific region is to reach its tourism potential. This study investigates the domestic travel motivations of 632 Australian Baby Boomer, Generation X, and Generation Y travelers to uncover each generational cohort’s travel mindset. Specifically, it considers how the sociohistorical environment when its members “came of age” during adolescence (i.e., thus creating a generation), create a unique lifelong perspective that influences both current and future tourist behavior. Although the survey results show that the travel decision-making process is similar across cohorts, model comparisons reveal generational differences. This study advances the theoretical understanding of the implications of generational perspectives on future travel behavior and provides foresight into demand factors that will drive future travel growth in the Asia-Pacific region and particularly growth in domestic leisure travel by Australians.
Justice and Its Margins
Authors: Castro Neira Yerko
Published: April 2014

Analysis of two court cases involving indigenous migrants, one in Oaxaca and one in California, shows what justice means for these people, how the effects of the state are constructed, and what kind of relationships people establish with what we call the state and the justice system. Despite the differences between the two cases, the indigenous subjects involved ended up experiencing these situations in similar ways. They live on the margins of the state and are largely removed from the law as a procedure and justice as an ideal.

El análisis de dos casos judiciales que involucran a los migrantes indígenas, uno en Oaxaca y otro en California, muestra qué significa la justicia para estas personas, cómo se construyen los efectos del estado, y qué tipo de relaciones establecen las personas con lo que llamamos el estado y el sistema de justicia. A pesar de las diferencias entre los dos casos, los sujetos indígenas implicados terminaron sufriendo estas situaciones de manera similar. Viven en los márgenes del estado y lejos de la ley como procedimiento y la justicia como ideal.
Person Proficiency Estimates in the Dichotomous Rasch Model When Random Guessing Is Removed From Difficulty Estimates of Multiple Choice Items
Authors: Andrich David , Marais Ida
Published: April 2014

Andrich, Marais, and Humphry showed formally that Waller’s procedure that removes responses to multiple choice (MC) items that are likely to be guessed eliminates the bias in the Rasch model (RM) estimates of difficult items and makes them more difficult. The former did not study any consequences on the person proficiency estimates. This article shows that when the procedure is applied, the more proficient persons who are least likely to guess benefit by a greater amount than the less proficient, who are most likely to guess. This surprising result is explained by appreciating that the more proficient persons answer difficult items correctly at a greater rate than do the less proficient, even when the latter guess some items correctly. As a consequence, increasing the difficulty of the difficult items benefits them more than the less proficient persons. Analyses of a simulated and real example are shown illustratively. To not disadvantage the more proficient persons, it is suggested that Waller’s procedure be used when the RM is used to analyze MC items.
Japanese society: Inside out and outside in
Authors: Sugimoto Yoshio
Published: April 2014

This article provides a broad overview of the changing models of Japanese society in postwar years, focusing on how the social science paradigm and popular representations of Japan have shifted with the transformation of the nation’s mega-social structures. The analysis identifies three major periods and concentrates on the dramatic switch of academic orientation from the monocultural to the multicultural model. The discussion also shows how the dominant popular images of Japan around the world have changed from work culture to pop culture, coinciding with the shift in the nation’s socioeconomic structure from industrial to cultural capitalism. Finally, the article demonstrates the ways in which Japan’s social scientists are located on the periphery of the world system of social science knowledge and the dilemmas they face in their attempts to produce multicultural social sciences.
School Bonding in Early Adolescence
Authors: Whiteside-Mansell Leanne , Weber Judith L. , Moore Page C. , Johnson Danya , Williams Ed R. , Ward Wendy L. , Robbins James M. , Phillips B. Allyson
Published: April 2014

The comprehensive assessment of middle school student bonding is important for basic research and to evaluate interventions. In this study, the psychometric properties of three assessment tools found in the literature were examined individually and then combined to create a shorter survey. With minor modifications, the tools were found to be psychometrically sound; however, they were burdensome in length and contained redundancy. This motivated the development of a shorter tool that was included in a cyclical process of multiple samples of students ( n = 53, 1,911, 2,050) in three phases. The cyclical process involved combining the three surveys, eliminating redundancy, and then examining the psychometric properties of the reduced survey. A final forth phase of the study resulted in a brief but comprehensive survey, Brief Survey of School Bonding. It was found to be psychometrically sound and appropriate for use with children 10 to 15 years of age.
Risky or Needy? Dynamic Risk Factors and Delinquent Behavior of Adolescents in Secure Residential Youth Care
Authors: Harder Annemiek T. , Knorth Erik J. , Kalverboer Margrite E.
Published: April 2014

Although it is known that adolescents in secure residential care often show multiple behavior problems, it is largely unknown which dynamic risk factors are associated with their problems. The aim of the present study is to examine dynamic risk factors for 164 Dutch adolescents in secure residential care. Results show that a majority reports multiple risk factors in both an individual and contextual domain but that about a fifth shows relatively few risk factors. Substance abuse and delinquent friends were among the five most prevalent risk factors and predicted the seriousness of the adolescents’ delinquent behavior prior to admission. The four groups that were found by cluster analysis could be distinguished by problem type and seriousness. The findings indicate that treatment for some adolescents should be mainly focused on their individual needs, while other adolescents need intensive, multimodal treatment focusing on both risks in the individual, family, and peer domains.
“If I Don’t Like the Way I Feel With a Certain Drug, I’ll Tell Them.”
Authors: Ruggiano Nicole , Whiteman Karen , Shtompel Natalia
Published: April 2014

Health self-advocacy is associated with positive health outcomes, though existing research indicates that older adults may be at a disadvantage when self-advocating within the health care and disability support systems. This study examined perceptions of older adults’ health self-advocacy behaviors and the context under which they self-advocate for their chronic conditions. The study involved in-depth interviews with 37 older adults with chronic illnesses and disabilities and 9 geriatric case managers in South and Central Florida. Data were systematically analyzed for themes. Thematic findings revealed that concerns over quality of life is the most common motivator for older adults to engage in health self-advocacy and that self-advocacy involves gathering information to prepare for decision-making and confronting providers about the information gathered. The findings suggest that providers may help facilitate self-determination by framing health communication within the context of quality of life.
Organ Donation in the 50+ Age Demographic
Authors: Tartaglia Alexander , Dodd-McCue Diane , Myer Kevin A. , Mullins Andrew
Published: April 2014

The rate of organ donation by older potential donors is significantly declining even though recent studies show positive clinical outcomes with organs transplanted from older donors. This study examined the 50+ age demographic to identify the rationale for donation decisions, preferred media methods of donation information delivery, and responsiveness to an age-tailored donation message. Results from 579 surveys, 87% from the 50+ age demographic, found respondents prone to self-select themselves as medically ineligible based on current medication and health status, even though they might be medically suitable donors. Their incentive to pursue additional information on donation is limited except when motivated by personal accounts within their families and communities. In addition, even when computer literate, they continue to favor the printed or spoken word for donation information delivery. The results suggest an opportunity for those working with older adults to develop more personalized, localized donation education programs targeting this age demographic.
Assessing Survey-Based Measurement of Personnel Red Tape With Anchoring Vignettes
Authors: Pandey Sanjay K. , Marlowe Justin
Published: April 2014

Despite an upsurge of red tape research, a central issue remains unresolved. The most widely used red tape measures draw on key informant reports about red tape. The starkest objection to such measures is that key informant reports are mere perceptions—perceptions that are subject to distortion. We assess the validity of key informant perception-based measures of personnel red tape by using “anchoring vignettes.” Findings suggest that anchoring vignettes can be used to improve the accuracy of survey measures of red tape. Implications of findings for red tape scholarship and survey measurement in public management are discussed.
Finite element modeling and validation of the fastening systems and concrete sleepers used in North America
Authors: Chen Zhe , Shin Moochul , Wei Sihang , Andrawes Bassem , Kuchma Daniel A
Published: April 2014

Significant increases in rail loads, as well as growing interest in providing higher-speed passenger rail services, is placing new and increasing existing demands on fastening systems and concrete sleepers. Consequently, there is a strong need to better understand the response of fastening systems and concrete sleepers to these significantly increased demands. This paper presents an experimentally validated three-dimensional (3D) finite element (FE) model of a fastening system and concrete sleeper that can be used to study and improve the design and performance of these systems. In this 3D FE model, the following mechanisms that are critical to the performance of fastening systems and concrete sleepers are included: frictional interaction between components of the fastening system; interaction between shoulders and concrete; and the plastic behavior of each component in the system. The FE model is validated using laboratory experimental tests, in which a lateral load is applied to a single concrete sleeper with two sets of fastening systems. The validated FE model is used to analyze the sleeper/fastening system under different loading scenarios involving various vertical and lateral load combinations. Both component stress and system deflection of the model are analyzed to investigate the system performance at the component and system levels. The results of the study show that FE modeling can be used to investigate the complex behavior of fastening systems and concrete sleepers.
Investigation of the mechanics of rail seat deterioration and methods to improve the abrasion resistance of concrete sleeper rail seats
Authors: Kernes Ryan G , Shurpali Amogh A , Edwards J Riley , Dersch Marcus S , Lange David A , Barkan Christopher P L
Published: April 2014

A sustained increase in gross rail loads and cumulative freight tonnages on heavy haul railways, as well as increased interest in high- and higher-speed passenger rail development, is placing an increasing demand on railway infrastructure and its components. Rail seat deterioration (RSD) refers to the degradation of the material at the contact interface between the sleeper’s rail seat and the pad that protects the bearing area of the sleeper.

RSD continues to be identified as one of the primary factors limiting concrete sleeper service life, particularly in heavy haul operations. This paper includes results from two laboratory experiments that used test setups and protocols and were designed to isolate the abrasion mechanism. The first experiment was used to acquire quantitative and qualitative data related to the frictional properties of rail pad materials sliding on a concrete surface under various normal loads. The second experiment quantified the abrasion resistance of rail seat materials. Results confirmed that abrasion is a feasible RSD mechanism and that the frictional characteristics at the contact interface between the rail pad and concrete rail seat appear to have an impact on the transfer of forces and relative movement, and thus the abrasion mechanism. Also, the abrasion resistance of the rail seat’s surface can be improved by grinding off the top cement paste layer to expose a hard aggregate surface and also by applying an epoxy coating to the surface. Increasing the service life of railway track components will facilitate capacity building on heavy haul, mixed-traffic and passenger railways around the world by reducing maintenance costs and decreasing the demand for maintenance windows.
Multinational corporations as political players
Authors: Léonard Evelyne , Pulignano Valeria , Lamare Ryan , Edwards Tony
Published: April 2014

This introductory article to the special issue insists on the need to examine the specific processes and means by which transnational corporations are currently establishing and increasing their power in society. Understanding power and politics in and around multinational corporations requires conceptual and empirical approaches able to address their transnational character, with their action embedded in multiple institutional environments, with hierarchies linking distant headquarters and subsidiaries and involving numerous actors with diverse interests, and with differing industrial relations contexts. Articles in this issue address three key questions: how do transnational corporations leverage their characteristics and organization in support of their own power? How do they interact with the different institutional environments in which they operate, and what power relations do these interactions imply? To what extent do they have the capacity to determine and apply their own rules, independently of established institutional regulations?
Decision-making in multinational corporations: key issues in international business strategy
Authors: Drahokoupil Jan
Published: April 2014

The article discusses key issues in international business strategy from a workers’ perspective and relates these to existing frameworks for understanding decision-making in multinational corporations (MNCs). It begins by identifying key decisions in international business, discussing their interrelationships, and highlighting key empirical trends. Academic research in international business strategy can, it is pointed out, helpfully inform worker representatives and trade unions in the context of their work within MNCs in Europe. The article goes on to review existing frameworks for understanding how MNCs make decisions about the major strategic issues. Its focus is on five types of approaches: the resource-based perspective on the firm; transaction cost economics; institutionalism; the network approach; and the actor-centred perspectives. It is argued that research on MNC strategies, insofar as it is aimed at informing trade unions and worker representatives and at evaluating the impact of their activities, should be based on frameworks that bring together these disparate paradigms.
It takes two to tango. Management and European company agreements
Authors: Platzer Hans-Wolfgang , Rüb Stefan
Published: April 2014

European negotiations are a relatively new and dynamic phenomenon of company-level industrial relations. Research thus far has mainly focused on the employee and trade union side. This contribution deals with the role of management. Based on case study research, it analyses management’s motivations and negotiation strategies in initiating and implementing European company-level agreements. The research shows that only in very few cases is the employee side able to force central management to the European negotiation table by organizing effective transnationally coordinated collective action or protests. As a rule, negotiations at European company level are only possible if management itself has a manifest interest in regulating certain issues at European level. In these cases, management’s interest in negotiations opens up room for manoeuvre for the employee side as regards not only the content of the agreement, but also the negotiation process itself and its participants.
Interventions for Secondary Traumatic Stress With Mental Health Workers
Authors: Bercier Melissa L. , Maynard Brandy R.
Published: April 2014

Objective

A systematic review was conducted to examine effects of indicated interventions to reduce symptoms of secondary traumatic stress (STS) experienced by mental health workers.

Method

Systematic review methods were employed to search, retrieve, select, and analyze studies that met study inclusion criteria.

Results

Over 4,000 citations were reviewed, 159 full-text reports were screened, and two studies were fully coded and determined to be ineligible. No studies met criteria for inclusion in this review.

Discussion

There is compelling evidence of psychological effects of working with trauma victims; however, no rigorous evidence meeting eligibility criteria was found to inform how to intervene most effectively with mental health workers who experience symptoms of STS. While it is important to provide effective interventions to helpers who may be experiencing symptoms related to secondary trauma, it seems apparent that there is yet more we need to do in order to advance efforts in evaluating the outcomes of practices currently being used and under development.