bluuebunny/crossref_metadata_2025 huggingface dataset:
The Role of Y-Box Binding Protein 1 in Kidney Injury: Friend or Foe?
Authors: Ke Ben , Fan Chuqiao , Tu Weiping , Fang Xiangdong
Published: March 2018

Y-box-binding protein 1 (YB-1) is a multifunctional protein involved in various cellular processes via the transcriptional and translational regulation of target gene expression. YB-1 promotes acute or chronic kidney injury through multiple molecular pathways; however, accumulating evidence suggests that significantly increased YB-1 levels are of great importance in renoprotection. In addition, YB-1 may contribute to obesity-related kidney disease by promoting adipogenesis. Thus, the role of YB-1 in kidney injury is complicated, and no comprehensive review is currently available. In this review, we summarise recent progress in our understanding of the function of YB-1 in kidney injury and provide an overview of the dual role of YB-1 in kidney disease. Moreover, we propose that YB-1 is a potential therapeutic target to restrict kidney disease.
Protodioscin Induces Apoptosis Through ROS-Mediated Endoplasmic Reticulum Stress via the JNK/p38 Activation Pathways in Human Cervical Cancer Cells
Authors: Lin Chia-Liang , Lee Chien-Hsing , Chen Chien-Min , Cheng Chun-Wen , Chen Pei-Ni , Ying Tsung-Ho , Hsieh Yi-Hsien
Published: March 2018

Background/Aims: Protodioscin (PD) is a steroidal saponin with anti-cancer effects on a number of cancer cells, but the anti-tumor effects and mechanism of action of PD on human cervical cancer cells is unclear. Methods: We determined cell viability using the MTT assay. Cell death, mitochondrial membrane potential (MMP), intracellular reactive oxygen species (ROS) generation, and endoplasmic reticulum (ER) stress were measured on a flow cytometry. Caspase activation, ER stress, and MMP-dependent apoptosis proteins in cervical cancer cells in response to PD were determined by Western blot analysis. The ability of ATF4 binding to ChIP promoter was measured using the ChIP assay. Results: We demonstrated that PD inhibits cell viability, causes a loss of mitochondrial function, and induces apoptosis, as evidenced by up-regulation of caspase-8, -3, -9, -PARP, and Bax activation, and down-regulation of Bcl-2 expression. PD was shown to induce ROS and the ER stress pathway, including GRP78, p-eIF-2α, ATF4, and CHOP. Pre-treatment with NAC, a ROS production inhibitor, significantly reduced ER stress and apoptosis-related proteins induced by PD. Transfection of GRP78/CHOP-siRNA effectively inhibited PD-induced ER stress-dependent apoptosis. Moreover, treatment with PD significantly increased p38 and JNK activation. Co-administration of a JNK inhibitor (SP600125) or p38 inhibitor (SB203580) abolished cell death and ER stress effects during PD treatment. In addition, PD induced the expression of nuclear ATF4 and CHOP, as well as the binding ability of ATF4 to the CHOP promoter. Conclusion: Our results suggest that PD is a promising therapeutic agent for the treatment of human cervical cancer.
Lipocalin 2 Suppresses Ocular Inflammation by Inhibiting the Activation of NF-κβ Pathway in Endotoxin-Induced Uveitis
Authors: Tang Wenyi , Ma Jun , Gu Ruiping , Ding Xinyi , Lei Boya , Wang Xin , Zhuang Hong , Xu Gezhi
Published: March 2018

Background/Aims: Lipocalin 2 (LCN2), an important mediator of a variety of cellular processes, is involved in regulating the inflammatory response, but its roles in different inflammatory diseases are controversial. Because the role of LCN2 in ocular inflammation has been unclear until now, we explored the function of LCN2 in lipopolysaccharide (LPS)-induced ocular inflammation in vivo and in vitro. Methods: Endotoxin-induced uveitis (EIU) was induced in male Sprague Dawley rats by the intravitreal injection of LPS. The expression and location of LCN2 in the retina were detected with western blotting and immunohistochemistry, respectively. We determined the clinical scores for anterior inflammation, quantified the infiltrated inflammatory cells, and measured the pro-inflammatory factors to determine the anti-inflammatory effects of LCN2 in EIU eyes. Cultured primary rat Müller cells were stimulated with LPS and the expression and secretion of LCN2 were measured with real-time PCR, western blotting, and an ELISA. After Müller cells were cotreated with LPS and LCN2 or PBS, the expression and secretion of TNF-α, IL-6, and MCP-1 were examined with realtime PCR, western blotting, and ELISAs. Western blotting and immunofluorescence were used to detect the phosphorylation and cellular distribution of nuclear factor kappaB (NF-κB) subunit p65. Results: In EIU, the expression of LCN2 was significantly upregulated in the retina, especially in the outer nuclear layer (mainly composed of Müller cells). LPS stimulation of cultured Müller cells also markedly elevated LCN2 expression. Intravitreal injection of LCN2 significantly reduced the clinical scores, inflammatory infiltration, and protein leakage in EIU, which correlated with the reduced levels of proinflammatory factors in the aqueous humor and retina. LCN2 treatment also reduced the expression and secretion of TNF-α, IL-6, and MCP-1 in LPS-stimulated Müller cells. LCN2 inhibited the inflammatory response by inhibiting the phosphorylation and translocation of NF-κB p65. Conclusions: LCN2 protects against ocular inflammation, at least in part, by negatively regulating the activation of the NF-κB signaling pathway. LCN2 may be a promising anti-inflammatory therapy for ocular diseases, such as uveitis.
Relationship of Familial Hypercholesterolemia and High Low-Density Lipoprotein Cholesterol to Ischemic Stroke
Authors: Beheshti Sabina , Madsen Christian M. , Varbo Anette , Benn Marianne , Nordestgaard Børge G.
Published: March 2018

Background:

Familial hypercholesterolemia (FH) is a condition with very high concentrations of low-density lipoprotein (LDL) cholesterol and high risk of ischemic heart disease including myocardial infarction. However, there is limited and contradictory information on whether FH and high LDL cholesterol per se confer high risk of ischemic stroke. We tested the hypotheses that individuals in the general population with FH and/or high LDL cholesterol have higher risk of ischemic stroke.

Methods:

The associations of FH and high LDL cholesterol with ischemic stroke risk were tested in both causal, genetic, and observational analyses using 106 412 individuals from the CGPS (Copenhagen General Population Study; 2823 ischemic strokes and 3792 myocardial infarctions) and/or 10 372 individuals from the CCHS (Copenhagen City Heart Study; 945 ischemic strokes and 1142 myocardial infarctions). FH causative mutations were
LDLR
W23X(rs267607213), W66G(rs121908025) and W556S, and
APOB
R3500Q(rs5742904). A Mendelian randomization design tested whether high LDL cholesterol per se has a causal effect on ischemic stroke risk, using a combination of the FH causative mutations and common genetic variants associated with high LDL cholesterol.

Results:

The cumulative incidences in individuals in the CGPS with and without FH causative mutations were similar for ischemic stroke (
P
=0.50) but not for myocardial infarction (
P
<0.001): at age 80 years, 4% and 7% of these individuals developed ischemic stroke and 20% and 8% myocardial infarction, with similar results in the CCHS. There was no association between clinical FH and ischemic stroke, except if personal premature ischemic heart disease was included in the clinical FH criteria. Ischemic heart disease at baseline was associated with higher ischemic stroke risk, explaining the higher ischemic stroke risk in those with high LDL cholesterol. For a 1 mmol/L higher LDL cholesterol, the genetic causal risk ratio was 1.11 (0.62–2.02) for ischemic stroke and 1.45 (1.08–1.93) for myocardial infarction.

Conclusions:

FH and high LDL cholesterol did not confer an increased risk of ischemic stroke. A positive association with ischemic stroke observed for some clinical FH criteria and high LDL cholesterol appears to be due to previous ischemic heart disease, rather than to high LDL cholesterol per se.
Upsetting the Balance? The Legality of Vessel Confiscation under the losc after the M/V Virginia G Case
Authors: Scanlon Zoe
Published: March 2018

Although a delicate ‘balance’ was struck between coastal State rights and flag State freedoms in the exclusive economic zone (eez) during negotiations of the losc, uncertainty persists around the specific content of these rights and freedoms. This uncertainty has been highlighted through numerous legal disputes regarding the confiscation of foreign fishing vessels for eez fisheries offences—now a common feature in coastal State maritime enforcement regimes. Amidst longstanding ambiguity around the legality of vessel confiscation regimes and their permissible design, M/V Virginia G was the first itlos decision to consider these questions directly. This article evaluates whether the decision provided greater clarity on these questions. In doing so, it reflects on the strikingly altered realities of fishing practices since the negotiation of the losc, and whether the Tribunal’s approach reflects an appropriate application of the eez ‘balance’ in light of contemporary circumstances faced by the international community today.
An Evaluation of LES Turbulence Models for Scalar Mixing in the Stratocumulus-Capped Boundary Layer
Authors: Shi Xiaoming , Chow Fotini Katopodes , Street Robert L. , Bryan George H.
Published: March 2018

The stratocumulus cloud–capped boundary layer under a sharp inversion is a challenging regime for large-eddy simulation (LES). Here, data from the first research flight of the Second Dynamics and Chemistry of the Marine Stratocumulus field study are used to evaluate the effect of different LES turbulence closures. Six different turbulence models, including traditional TKE and Smagorinsky models and more advanced models that employ explicit filtering and reconstruction, are tested. The traditional models produce unrealistically thin clouds and a decoupled boundary layer as compared with other more advanced models. Traditional models rely on specified subfilter-scale (SFS) Prandtl and Schmidt numbers to obtain SFS eddy diffusivity from eddy viscosity, whereas dynamic models can compute SFS eddy diffusivity independently through dynamic procedures. The effective SFS Prandtl number in dynamic models is found to be ~0.5 below the cloud and ~10 inside the cloud layer, implying minimized mixing in the cloud. In contrast, the SFS Prandtl number in traditional models is about 1/3 throughout the entire boundary layer, suggesting spuriously strong mixing in the cloud. The SFS Schmidt number in the dynamic models also changes independently from the SFS Prandtl number, whereas in traditional models they are identical, meaning that the efficiency of the turbulent mixing of water content is forced to be the same as that of heat. Since it is very difficult to know in advance the SFS Prandtl and Schmidt numbers in a given flow, dynamic models may provide a more realistic representation of scalar mixing in LES.
Comparing Smallholder Farmers’ Perception of Climate Change with Meteorological Data: Experience from Seven Agroecological Zones of Tanzania
Authors: Mkonda Msafiri Yusuph , He Xinhua , Festin Emma Sandell
Published: March 2018

This paper examines and compares smallholder farmers’ perceptions of climate change with the collected meteorological data (1980–2015) across the seven agroecological zones (AEZs) of Tanzania. Systematic and simple random sampling procedures were employed in the selection of districts and villages, respectively. This study used both quantitative and qualitative datasets. Quantitative data were derived from climatic records and questionnaires, while the qualitative data were widely derived from interviews and discussions. The Mann–Kendall test (software) and theme content (method) were used for data analyses. The results showed that rain has experienced a significant change in terms of patterns, frequency, and intensity, while temperature was locally increasing in all the AEZs. Moreover, the farmers’ responses to both closed and open questions indicated that most of them (>70%) noticed these alterations. Comparatively, the farmers residing in the most vulnerable AEZs, that is, arid and semiarid lands, were more responsive and sensitive to climatic impacts than those in the least vulnerable zones, such as alluvial regions. The increase in temperature and change in the rain patterns led to the decrease in crop yields. As a response to this, farmers have adopted new strategies such as early planting and the use of shorter growing crops cultivars. This study concludes that, although farmers’ perceptions were correct and echoed the meteorological/measured data in all the AEZs, adaptation and mitigation strategies are inadequate.
Affect-Aware Adaptive Tutoring Based on Human–Automation Etiquette Strategies
Authors: Yang Euijung , Dorneich Michael C.
Published: March 2018

Objective:

We investigated adapting the interaction style of intelligent tutoring system (ITS) feedback based on human–automation etiquette strategies.

Background:

Most ITSs adapt the content difficulty level, adapt the feedback timing, or provide extra content when they detect cognitive or affective decrements. Our previous work demonstrated that changing the interaction style via different feedback etiquette strategies has differential effects on students’ motivation, confidence, satisfaction, and performance. The best etiquette strategy was also determined by user frustration.

Method:

Based on these findings, a rule set was developed that systemically selected the proper etiquette strategy to address one of four learning factors (motivation, confidence, satisfaction, and performance) under two different levels of user frustration. We explored whether etiquette strategy selection based on this rule set (systematic) or random changes in etiquette strategy for a given level of frustration affected the four learning factors. Participants solved mathematics problems under different frustration conditions with feedback that adapted dynamic changes in etiquette strategies either systematically or randomly.

Results:

The results demonstrated that feedback with etiquette strategies chosen systematically via the rule set could selectively target and improve motivation, confidence, satisfaction, and performance more than changing etiquette strategies randomly. The systematic adaptation was effective no matter the level of frustration for the participant.

Conclusion:

If computer tutors can vary the interaction style to effectively mitigate negative emotions, then ITS designers would have one more mechanism in which to design affect-aware adaptations that provide the proper responses in situations where human emotions affect the ability to learn.
Perceived Location Autonomy and Work Environment Choice: The Mediating Influence of Intrinsic Motivation
Authors: Spivack April J. , Milosevic Ivana
Published: March 2018

Building on the main tenets of labor process theory, this study introduces perceived location autonomy (PLA)—the autonomy to generate, evaluate, and choose where to perform one’s work tasks—and tests the relationships between PLA and worker productivity and well-being. Using a sample of academic knowledge workers ( n = 319), our results suggest that workers experiencing higher PLA choose work environments to enhance both their productivity and their well-being through increased intrinsic motivation. Consistent with labor process theory, PLA acts as a form of empowerment that aligns knowledge worker and organizational goals to realize productivity gains while simultaneously allowing workers to enhance well-being. Together, these results suggest that managers may wish to consider integrating PLA into job and organizational design, as an alternative to control, as an effective strategy for boosting knowledge worker productivity and well-being.
Generation, Gestation, and Birth
Authors: Robertson Charles D.
Published: March 2018

Those who consider embryo adoption/rescue a licit means to save the lives of cryopreserved and abandoned embryos often have recourse to an analogy between gestation and wet nursing, claiming that since procreation is complete at the moment of conception, there is no moral difference between gestating another person’s child and wet nursing another person’s child. The claim that procreation terminates at conception is evaluated in light of the thought of St. Thomas, and a determination of the moral means of ordering oneself to the good of the species by means of procreation is made in accordance with the natural law reasoning advocated by that saint.

Summary: The Catholic Church teaches that procreation must be the fruit of the marriage act. Some moral theologians consider procreation to be complete at the moment of conception and so conclude that the impregnation of a woman by means of embryo transfer does not violate the principle that procreation must be the fruit of marriage. Others, however, consider procreation to include gestation and birth. This article advances reasons why the latter view should be preferred and what this entails for the ethics of embryo adoption or rescue.
Contemporary Medical Students’ Perceptions of the Hippocratic Oath
Authors: Baumgartner Fritz , Flores Gabriel
Published: March 2018

Background:

The Hippocratic Oath is a standard of medical ethics. Oath adaptations are common. Objective: Evaluate students’ perceptions regarding the oath. Design: Survey of University of California, Los Angeles (UCLA) Medical School graduating students regarding the oath’s relevance, content, and application, and whether a choice of version should be provided.

Results:

Forty-two of the fifty-three students (79 percent) considered the original oath relevant. Most (53 percent) disagreed that the oath in its original form be used, and most preferred a modified oath. More agreed (40 percent) than disagreed (28 percent) on providing a choice of version of the oath. The mean of correct answers as to the original oath’s contents was 68 percent. Euthanasia and abortion prohibitions were recognized by 68 percent and 62 percent, respectively. Increased knowledge of the original’s contents correlated with decreased desire that it be used ( p = .02). Recognition of euthanasia/abortion prohibitions was significantly better for those in disagreement than in agreement that the original be used. Those who disagreed that a choice of oath versions be provided had significantly better knowledge of the original’s euthanasia/abortion prohibitions than those who agreed. However, those who felt strongly that a choice should or should not be given each had a 100 percent accuracy of identifying euthanasia/abortion prohibitions.

Conclusions:

Most students preferred an adapted oath to the original. Increased student knowledge of the original oath’s contents, including reference to euthanasia/abortion, significantly correlated with decreased desire to use it. Given the original’s importance in medical ethics, this is concerning. A subset of students, however, affirmed the original’s value and desired its use. Improved education in the Hippocratic oath is important, given modern medicine’s complex moral issues.

The Hippocratic oath is a standard of medical ethics. Oath adaptations eliminating the original’s prohibitions of abortion/euthanasia are common. Most medical students who were questioned preferred the adapted oath to the original. Only two-thirds recognized the original’s prohibitions of abortion/euthanasia. Those who knew of the original oath’s prohibitions also had a decreased desire that it be used. Students disagreeing that a choice of versions of the oath be provided had better knowledge of these prohibitions. This is concerning, given the original oath’s importance in medical ethics including at the 1945–1949 Nuremberg trials. Nonetheless, a subset of students affirmed the original Hippocratic oath’s importance, desiring its use.
Jesus the Divine Physician
Authors: McTavish Fr. James
Published: March 2018

During his earthly life, Jesus was very active in his ministry of healing. He cured the blind, opened the ears of the deaf, and brought the dead back to life. The early Church Fathers gave our Lord the title of “the Divine Physician.” However, Jesus did not cure all disease and sickness once and for all. Instead he asked us to have faith, to renounce sin, with its concomitant morbidity and mortality, and to believe in him. Jesus came to give us a life that will never end, not even with death. The Church and her members have the ongoing task of continuing his healing work in the world of today.
Constrained model predictive control for an induction heating load
Authors: Nawaz Muhammad , Saqib Muhammad Asghar , Kashif Syed Abdul Rahman , Gul Mehr
Published: March 2018

This paper explores a model predictive control (MPC) strategy with constraints satisfaction for a high power induction heating load. The MPC predicts the state variables and future control sequence of the system in advance and achieves on-line-optimization with a reduced error. The state-space model of the system with a parallel resonant load is developed and then MPC is applied. The proposed approach controls the DC link current at the rectifier output and reactive component of the supply current. The DC current is used to regulate the power of the heating load and the reactive component of input current is kept at zero to attain the unity power factor. The results show that the proposed strategy regulates the power of the heating load, achieves unity power factor at input of the system and handles the variables within the defined constraints effectively.
Health risks of exposure to air pollutants among students in schools in the vicinities of coal mines
Authors: Olufemi Adejoke C , Mji Andile , Mukhola Murembiwa S
Published: March 2018

Air pollution poses a serious threat to human health and the general ecosystem both in South Africa and globally. This is mostly caused by the mining and combustion of fossil fuels, such as coal. There are some known pollutants associated with coal mining and combustion that are emitted into the air, resulting in various health implications that affect children the most as they are the most vulnerable. In this study, the levels of certain air pollutants in schools in the vicinities of coal mines were assessed. A cross-sectional study design was adopted. Five schools were purposively selected for this study. Air samples were collected inside and outside the classrooms of each school. Radiello® passive air samplers were used to measure the levels of sulphur dioxide, nitrogen dioxide and ozone while filter pumps were employed for lead (Pb). Standard laboratory analytical methods were employed for the analysis. Estimates of the possible health risks resulting from exposure to airborne sulphur dioxide, nitrogen dioxide and ozone were performed using the United States Environmental Protection Agency Human Health Risk Assessment framework. The non-cancer risk of sulphur dioxide, nitrogen dioxide and ozone was determined using the hazard quotient. The results of this study revealed that sulphur dioxide, nitrogen dioxide and ozone were detected within and outside the classrooms at various levels. For example, the concentration of sulphur dioxide within the classroom ranged from 3.0 to 38 µg/m3. Outside the classroom, sulphur dioxide levels detected were much higher ranging from 17 to 84 µg/m3. The results of the non-carcinogenic risks from exposure to nitrogen dioxide, sulphur dioxide and ozone via inhalation route were less than 1.0. The elevated levels of these pollutants in the vicinity of schools investigated should be a cause for concern for all the stakeholders in the education sector. Therefore, appropriate measures need to be taken urgently to safeguard the health of the concerned community.
Reading Interventions for Students with Emotional/Behavioral Disorders
Authors: Coleman Maggie , Vaughn Sharon
Published: March 2018

Although children with emotional or behavioral disorders (E/BD) demonstrate significant difficulties in reading, little research has addressed the efficacy of reading interventions with this population. This study began with a review of literature published since 1975 regarding reading interventions with elementary school students with E/BD. Because only eight publications were found that met their selection criteria, the authors conducted a focus group with teachers of students with E/BD. Among the themes voiced by teachers were the emotional variability of their students, fear of failure and trust issues, and the ensuing challenges of motivating students. Both the literature review and the focus group indicated that cross-age tutoring and direct or explicit instruction may hold some promise for students with E/BD. However, neither the review nor the focus group revealed specific instructional procedures that are helpful with these students. The lack of a knowledge base in this area is particularly disturbing given the current priority placed on early reading, the push toward inclusion, and the requirement of access to the general education curriculum for students with E/BD.
Exploring the Efficacy of Self-Regulatory Training as a Possible Alternative to Social Skills Training
Authors: Gumpel Thomas P. , David Shlomit
Published: March 2018

This article describes an intervention study based on an alternative model of social skills instruction using a multiple-baseline design across three boys with severe behavioral disorders. The treatment model does not assume a social skill deficit, but rather a deficit in self-regulatory behavior leading to inappropriate use of behaviors already in the individual's repertoire. Self-monitoring procedures were used to cue participants to use their social skills, were effective in altering participants' social behaviors, and created maintained positive change. Data highlight the promise of the activation model as both a theoretical and a treatment methodology warranting further study. Directions for further research are presented.
The Relationship between Social Information Processing and In-School Suspension for Students with Behavioral Disorders
Authors: Hartman Renee , Stage Scott A.
Published: March 2018

We analyzed the social information processing of 26 students with behavioral disorders following assignment to in-school suspension. Student responses to the question “What led to your being sent to in-school suspension?” were coded for attributions of hostile intent and for reactive aggression. In addition, student responses to the question “What can you do to solve this problem?” were coded for the number of relevant solutions, irrelevant solutions, and absence of solutions. Using weighted multiple regression, results showed that the interaction between students' perceived hostile intent of teachers and reactive aggression predicted the number of assignments to in-school suspension. In addition, the number of relevant solutions predicted the number of assignments to in-school suspension. These findings suggest that assignment to in-school suspension occurred when students reacted aggressively because they perceived that the teacher deliberately provoked them. The positive regression coefficient between the number of relevant behavioral alternatives and assignment to in-school suspension indicates that these students were able to generate solutions that would have prevented their referral to in-school suspension. We discuss these findings in conjunction with the literature on social information processing interventions and functional behavioral assessment.
Self-Monitoring for Elementary School Children with Serious Emotional Disturbances: Classroom Applications for Increased Academic Responding
Authors: Levendoski Lila Sabella , Cartledge Gwendolyn
Published: March 2018

An unobtrusive self-monitoring procedure was used to teach four elementary school students with serious emotional disturbances (SED) to monitor their behavior while working independently on newly taught materials. A withdrawal design was used to assess two dependent variables: percentage of on-task behavior during math seatwork and percentage of math problems completed by each student. A modest positive relationship between self-monitoring and the targeted behaviors was found. Classroom implications are discussed.
The Effectiveness of Cooperative Learning with Students with Emotional and Behavioral Disorders: A Literature Review
Authors: Sutherland Kevin S. , Wehby Joseph H. , Gunter Philip L.
Published: March 2018

The authors reviewed published experimental studies to examine the effectiveness of cooperative learning as an instructional model for students with emotional and behavioral disorders (E/BD). Eight articles met search selection criteria for inclusion in this review. Results of the studies are discussed within the context of their methodological strengths and weaknesses, as well as the implications for using cooperative learning methods with students with E/BD. Implications for future research are discussed.
Evaluating Assessment-Based Intervention Strategies for Students with ADHD and Comorbid Disorders within the Natural Classroom Context
Authors: Ervin Ruth A. , Kern Lee , Clarke Shelley , Dupaul George J. , Dunlap Glen , Friman Patrick C.
Published: March 2018

The authors provide three case examples of the evaluation of assessment-based intervention strategies within the natural classroom context for students with attention deficit hyperactivity disorder (ADHD) and comorbid disorders. For each of the participants, several hypotheses were generated concerning potential environmental correlates of undesirable behavior based on information obtained during student and teacher interviews as well as descriptive observations. The utility of these assessment-based, nonintrusive intervention strategies was evaluated within the natural context and ongoing routine of the classroom using an alternating-treatments design. For each participant, results demonstrated that assessment-based environmental modifications can decrease problematic classroom behaviors. In addition, results of the hypothesis testing suggested feasible and effective classroom intervention strategies.
The Contribution of Student Experiences to Understanding Ethnic Differences in High-Risk Behaviors at School
Authors: Marsh Tricia Y. , Cornell Dewey G.
Published: March 2018

Past research reported that adolescent males from ethnic minority groups often engage in high-risk behaviors at school such as weapon possession, gang involvement, and fighting. The purpose of this study was to demonstrate that ethnic differences in high-risk behaviors might be better explained by differential school experiences. The study hypothesized that certain school experiences–-termed experiential factors–-rendered students more vulnerable to high-risk behaviors. The sample consisted of 7,848 seventh-, ninth-, and eleventh-grade students who completed a school safety survey. Logistic regression analyses revealed that student school experiences explained more variance than ethnicity. Low academic grades, observation and threat of violence, drug use, and perceived lack of adult and peer support were experiential factors associated with student involvement in high-risk behaviors. These results support an emphasis on student experiences rather than on ethnic background in understanding high-risk behaviors at school.
Teachers' Perceptions of Inappropriate Student Behavior as a Function of Teachers' and Students' Gender and Ethnic Background
Authors: Taylor Paulette B. , Gunter Philip L. , Slate John R.
Published: March 2018

This study investigated teachers' perceptions of inappropriate student behavior as a function of students' and teachers' gender and ethnic background characteristics. The study used videotapes depicting inappropriate behavior of four different students (i.e., African-American female, African-American male, White female, White male). A total of 87 inservice teachers and 99 preservice teachers viewed the videotapes. Following each videotape, participants were asked to complete a 32-item behavior rating scale focusing on the teachers' perceptions of the student in each videotape. Analysis of the data revealed statistically significant differences related to the gender of the teacher, but not to the ethnic background of the teacher. Statistically significant differences also were found among students depicted in the videotapes. The African-American female student was judged to display more problem behaviors than the White female student, and the White male student was rated as displaying more classroom difficulties than the White female student. Teachers were not found to make judgments based on their ethnic background. The gender of the teacher and the gender of the student appeared to have the most influence on teachers' perceptions of behavior.
The Influence of Special Education Experience and Gender of Juvenile Offenders on Academic Achievement Scores in Reading, Language, and Mathematics
Authors: Zabel Robert H. , Nigro Frank A.
Published: March 2018

Previous research has shown that many juvenile offenders experience academic, as well as social, problems in school. This study was designed to examine the types and extent of academic deficiencies of a large group of juveniles held in a regional detention facility and to determine differences in academic performance on a standardized measure of three key academic areas: reading, language, and mathematics. More specifically, the intent was to examine performance by juvenile offenders in relationship to their current grade levels, whether they had experience in special education, and their gender. Major findings were that (a) most participants' achievement scores in all three areas were below their grade-level placements, (b) students with experience in special education scored significantly lower than other juvenile offenders, and (c) males scored significantly lower than females. Possible explanations for these findings and their implications for further research and for prevention and intervention are discussed.
Risk Factors Associated with the Co-Occurrence of Hyperactivity-Impulsivity-Inattention and Conduct Problems
Authors: Gresham Frank M. , Lane Kathleen L. , Mcintyre Laura Lee , Olson-Tinker Heidi , Dolstra Lisa , Macmillan Donald M. , Lambros Katina M. , Bocian Kathleen
Published: March 2018

The research community recently has identified a group of children who exhibit behaviors characterized by hyperactivity-impulsivity-inattention (HIA) and conduct problems (CP). This group has been referred to as fledgling psychopaths (FP or HIA + CP). Although researchers and practitioners alike recognize the need for early intervention, there is less certainty surrounding the stability of the HIA + CP construct. The intent of this investigation was to (a) determine what percentage of children identified as fledgling psychopath (HIA + CP) in third grade continue to meet HIA + CP criteria in fifth grade and (b) differentiate students who do, and do not, continue to meet HIA + CP criteria in fifth grade. Results indicated that of the 37 students who met the HIA + CP criteria in third grade, 35% (n = 13) continued to meet HIA + CP criteria in fifth grade. Multivariate analysis of variance revealed that the three groups of students (i.e., those who remained stable, those who improved, and those who became worse) differed significantly from each other on several key risk and protective variables. Limitations of this investigation are discussed, and directions for future research are provided.
Ten Years after Special Education: Socially Maladjusted Boys on the Labor Market
Authors: Kivirauma Joel , Jahnukainen Markku
Published: March 2018

This article examines the employment status of 28 young men about 10 years after leaving classes for students with social maladjustment. On the basis of their work careers, they were placed in one of four labor market sectors using as criteria (a) employed/unemployed at the time of the interview and (b) history of long-term and short-term employment. At the time of the interviews, 12 of the young men on the labor market were unemployed and 14 were working. In addition, two were outside the labor market: 1 in prison and 1 receiving a pension for a physical disability. The large percentage of unemployed respondents was due to the exceptionally difficult economic situation prevailing in Finland at the time the interviews were carried out. The national unemployment rate approached 20%, and the youth unemployment rate was over 30%. Despite a lack of vocational education, all the young men but three had a positive attitude toward work, and those who were unemployed were actively seeking a job. When measured in terms of length of employment, the attachment of these young men to working life differed greatly: A few had been in the service of the same employer for the entire postschool period (longest, 10 years), while others had had several jobs of a few months' duration interspersed with periods of unemployment.
Usefulness of Different Types of Assessment Data in Diagnosing and Planning for a Student with High-Functioning Autism
Authors: Spears Renee , Tollefson Nona , Simpson Richard
Published: March 2018

The study examines urban and rural school psychologists' ability to use formal and informal assessment data to diagnose autism and to plan an effective educational program for a male elementary student with high-functioning autism. The study also presents findings related to school psychologists' perceptions of the utility of formal and informal assessment information. Respondents had difficulty recognizing autism and distinguishing it from other exceptionalities, although this finding was even more the case for rural than urban psychologists. Nevertheless, school psychologists were able to select appropriate individualized education program (IEP) goals for the described student and generally agreed with a panel of autism experts on placement decisions. Contrary to expectation, respondents did not favor informal assessment data over formal assessment data when selecting IEP goals. Training and future research implications are also discussed.
Narrative Development in Aggressive Boys
Authors: Cole Doris
Published: March 2018

This study analyzed the oral narrative abilities of Caucasian males between the ages of 8.5 and 13 years who had been identified as aggressive. Language skills of aggressive preadolescent Caucasian males and a comparison group were examined by comparing the composite scores from the Test of Language Development-Intermediate (TOLD-I), a standardized test of expressive and receptive language, and its five subtests; narrative language measures of mean length of utterance (ML LS), number of different words, and number of total words; and social-cognitive measures coded as providing setting, plot, and outcome. For narrative samples, the boys constructed an oral narrative based on the wordless picture book Frog, Where Are You? (Mayer, 1969). Results indicate that the aggressive boys did not differ from the comparison group on the composite score of the TOLD-I. The aggressive boys were also significantly different from the comparison group on MLU, a measure of syntactic complexity. In their narratives, the aggressive boys provided fewer pieces of information to create the setting of the story for listeners than did the boys in the comparison group. Information from this study may be helpful in planning programs for children identified as displaying aggressive behaviors.
Slowing down the Bandwagon: The Misapplication of Functional Assessment for Students with Emotional or Behavioral Disorders
Authors: Sasso Gary M. , Conroy Maureen A. , Stichter Janine Peck , Fox James J.
Published: March 2018

Despite the tremendous attention being given to functional assessment and legal mandates regarding its use, little is known empirically about this process for students with emotional or behavioral disorders (E/BD). This article discusses the promise and practice of functional assessment, provides a critical review of the existing experimental literature in the area of E/BD, and presents a research agenda that will lead to more informed decisions regarding the use of functional assessment in the schools.
Evaluation of Research for Usable Knowledge in Behavioral Disorders: Ignoring the Irrelevant, Considering the Germane
Authors: Mostert Mark P. , Kavale Kenneth
Published: March 2018

A central and ongoing concern in the field of emotional or behavioral disorders (E/BD) relates to the efficacy of educational and behavioral interventions. Recently, wider debates about how knowledge is generated have impacted the field, sometimes leading to less than useful debates around positivist versus postpositivist research approaches for generating knowledge. These debates detract from the immediate need of establishing the real-world worth of interventions for children and youth with E/BD. We suggest that reorientation to a more evaluative stance is necessary to generate usable knowledge for effective practice. This is most ably accomplished through the rigor of analytical narrative synthesis and meta-analysis, which we see as far more useful than qualitative approaches. The evaluative power of these two approaches is illustrated by examples related to the efficacy of Facilitated Communication and social skills instruction and by comparing evaluations of behavioral interventions via medication and diet.
Science and Sanity in Special Education
Authors: Vaughn Sharon , Dammann James E.
Published: March 2018

This article describes the usefulness of a scientific approach to improving knowledge and practice in education. Four approaches to a basis for knowledge in education are described: superstition, folklore, craft, and science. The value of craft and science are presented, and directions for making education a more scientifically based discipline are discussed.
Gender and Sociodemographic Factors and the Disproportionate Identification of Culturally and Linguistically Diverse Students with Emotional Disturbance
Authors: Coutinho Martha J. , Oswald Donald P. , Best Al M. , Forness Steven R.
Published: March 2018

The purpose of this study was to investigate gender and ethnicity disproportionality among students identified as having emotional disturbance (ED) and relationships between identification and sociodemographic factors. School districts’ sociodemographic characteristics were found to be strongly associated with the proportion of students identified as having ED. Results also indicated a clear association between ethnicity/gender and the likelihood of being identified as having ED, even after sociodemographic effects were accounted for. Adjusted odds ratios illustrated how the likelihood of identification for gender/ethnicity groups changed when sociodemographic effects were taken into account. The nature and direction of the relationship with identification rates were further explored for two of the sociodemographic variables. Policy and research recommendations are provided in the context of the critical need to improve identification and services for students with ED.
The New Medical Model: Interdisciplinary Treatment and the Limits of Behaviorism
Authors: Forness Steven R. , Kavale Kenneth A. , Davanzo Pablo A.
Published: March 2018

The new medical model of special education for children with emotional or behavioral disorders posits that a significant number of children in this category may not only have psychiatric disorders that are treatable with psychopharmacologic medication but that special educators also have a responsibility to screen for such diagnoses when indicated. Gresham (2002) and Oswald (2002) have provided responses to this concept that represent opposite views. These are discussed in relation to (a) the role of psychiatric diagnosis in special education, (b) the relative efficacy of behavioral versus psychopharmacologic treatment, and (c) the nature of interdisciplinary care. Combined behavioral and psychopharmacologic intervention represents best practice in most cases. Resistance to this concept of the new medical model, however, seems to be based on evidence that is less than convincing.
Predictors of Placement Recommendations for Children with Behavioral or Emotional Disorders
Authors: Frey Andy
Published: March 2018

This study investigated the relationship among teacher efficacy, child socioeconomic status (SES), child ethnicity, and educational placement recommendations concerning children with behavioral or emotional disorders (E/BD). For the study, 350 special education teachers were randomly selected from 10 school districts in the Denver metropolitan area. Participants completed the Expanded Teacher Efficacy Scale to measure Classroom Management/Discipline, External Influences, and Personal Teaching Efficacy. Participants also completed the Educational Placement Vignette. After reading the descriptive case study of a fourth grade boy identified as having E/BD, special educators indicated the placement option they would recommend for the student. Vignettes were identical except for variations regarding the child's SES and ethnicity. Results suggest that Classroom Management/Discipline, External Influences, and child SES are significant predictors of special education teachers’ placement recommendations. Knowledge acquired through this investigation provides a foundation for a theory concerning how educational placement decisions are determined. Recommendations are made for using the knowledge to reduce placement rates in restrictive environments, and suggestions are provided to advance the theory regarding how placement decisions are made.
Replication of the First Step to Success Model: A Multiple-Case Study of Implementation Effectiveness
Authors: Overton Sheri , Mckenzie Leslie , King Karena , Osborne Jason
Published: March 2018

The First Step to Success program was implemented with 22 kindergartners who showed early signs of developing antisocial behaviors, and it was completed by 16 of the children. All 16 children showed significantly increased levels of academic engaged time after completing the program, with follow-up levels generally maintained at acceptable levels. Overall behavioral improvement, as measured by the Child Behavior Checklist (CBCL), was significant but variable. The improvement shown on the CBCL by the first cohort of 6 students failed to maintain to the 1-year follow up. Teacher and parent perceptions of effectiveness were generally positive with several exceptions. The authors discuss evidence pointing to possible factors that influenced the program's effectiveness.
Progressive Muscle Relaxation and Aggression among Elementary Students with Emotional or Behavioral Disorders
Authors: Lopata Christopher
Published: March 2018

Students with emotional or behavioral disorders (E/BD) often engage in challenging behaviors, including physical aggression. One intervention included in multicomponent programs for students with E/BD is relaxation. Despite its widespread inclusion, no studies were located that examined relaxation as a single-component treatment for physical aggression among students in this population. This study evaluated the effectiveness of progressive muscle relaxation (PMR) as a proactive single-component aggression-reduction intervention for elementary students classified as having emotional disabilities in a day school/treatment program. Results of the study supported PMR as a proactive short-term aggression-reduction intervention. Although aggression levels began to increase following posttest, follow-up levels remained below those at pretest.