bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of delayed time active controller on the vibration of a nonlinear magnetic levitation system to multi excitations
Authors: El-Ganaini Wedad A , Kandil Ali , Eissa Mustafa , Kamel Magdy
Published: June 2014

In this paper, a time-delayed positive position feedback controller is proposed to reduce the horizontal vibration of a magnetically levitated body subjected to multi force excitations. This controller is coupled to the main system with 1:1 internal resonance. The method of multiple scales perturbation technique is employed to obtain an approximate solution which clarifies the nonlinear behavior for both amplitude and phase of the whole system. The effects of time delay magnitude are investigated to indicate the safe region of operation. Validation curves are involved to compare the approximate solution with the numerical simulation.
A Replication of “Dividend Taxes and Implied Cost of Equity Capital” (Journal of Accounting Research 2005)
Authors: Zhou Mingjun
Published: June 2014

Three major measures of implied cost of equity are sensitive to a summary measure on macroeconomic conditions (the Chicago Fed National Activity Index, or CF3) while changes in the tax rates on investors’ dividend income and capital gains do not appear to be insulated from changes in general business conditions. In the presence of CF3, the measure of dividend tax penalty used in the current empirical research does not seem to be specific to detect the effect of dividend tax capitalization on cost of equity. Future research may need to hold a more nuanced view on the empirical proxy of dividend tax penalty amid major shifts in business cycles.
The effect of strategies of personal resilience on depression recovery in an Australian cohort: A mixed methods study
Authors: Griffiths Frances E , Boardman Felicity K , Chondros Patty , Dowrick Christopher F , Densley Konstancja , Hegarty Kelsey L , Gunn Jane
Published: June 2014

Strategies of personal resilience enable successful adaptation in adversity. Among patients experiencing depression symptoms, we explored which personal resilience strategies they find most helpful and tested the hypothesis that use of these strategies improves depression recovery. We used interview and survey data from the Diagnosis, Management and Outcomes of Depression in Primary Care 2005 cohort of patients experiencing depression symptoms in Victoria, Australia. A total of 564 participants answered a computer-assisted telephone interview question at 12 months follow-up, about what they found most helpful for their depression, stress or worries. Depressive disorder and severity were measured at annual follow-up using the Composite International Diagnostic Interview and the Patient Health Questionnaire self-rating questionnaire. Using interview responses, we categorised participants as users or not of strategies of personal resilience, specifically, drawing primarily on expanding their own inner resources or pre-existing relationships: 316 (56%) were categorised as primarily users of personal resilience strategies. Of these, 193 (61%) reported expanding inner resources, 79 (25%) drawing on relationships and 44 (14%) reported both. There was no association between drawing on relationships and depression outcome. There was evidence supporting an association between expanding inner resources and depression outcome: 25 per cent of users having major depressive disorder 1 year later compared to 38 per cent of non-users (adjusted odds ratio: 0.59, confidence interval: 0.36–0.97). This is the first study to show improved outcome for depression for those who identify as most helpful the use of personal resilience strategies. The difference in outcome is important as expanding inner resources includes a range of low intensity, yet commonly available strategies.
Using an iPad2® With Systematic Instruction to Teach Shared Stories for Elementary-Aged Students With Autism
Authors: Spooner Fred , Ahlgrim-Delzell Lynn , Kemp-Inman Amy , Wood Leah A.
Published: June 2014

Literacy skills are important for accessing all areas of academic content as well as for increasing quality of life. The use of shared stories to teach early literacy skills to students with extensive support needs, including students with autism, is an evidence-based practice. This project extends the research by examining the effects of systematic instruction, including constant time delay and a modified system of least prompts, paired with an iPad2® to teach grade-appropriate literature in a shared story format for students with limited verbal ability. The participants in this intervention were four elementary-aged male students with autism and limited to no verbal ability. A 10-step task analysis was developed to guide the shared story process. Results indicated that the participants were able to increase the number of independent correct responses on the task analysis from baseline to intervention. Study limitations and implications for future research are discussed.
Improving Listening Comprehension Responses for Students With Moderate Intellectual Disability During Literacy Class
Authors: Hudson Melissa E. , Browder Diane M.
Published: June 2014

This study evaluated the effects of a peer-delivered least prompts intervention and adapted read-alouds of a grade-level novel on correct listening comprehension responses for participants with moderate intellectual disability. Before the study began, participants were taught concepts for wh- words (i.e., who, what, why, when, and where), to request help, and to self-monitor correct responses in the special education classroom. Then, fifth-grade peer tutors without disabilities (peer tutors) provided opportunities for participants to apply these skills during literacy class using a system of least prompts intervention and read-alouds of an adapted novel being read by students without disabilities in the class. The least prompts intervention included wh- word rules and opportunities to hear text again. After the intervention, all participants increased the number of unmodeled prompted correct responses and one participant learned to make independent unprompted correct responses after the text was read initially. In addition, two participants learned to respond correctly when questions were asked by the general education teacher during literacy class.
Transition Services for Young Adults with Severe Disabilities: Defining Professional and Parental Roles and Responsibilities
Authors: Everson Jane M. , Moon M. Sherril
Published: June 2014

As transition planning and implementation procedures evolve across the country, professionals and parents are struggling with the roles and responsibilities they need to assume to ensure meaningful adult outcomes for young adults with disabilities. This article outlines “optimal” roles and responsibilities and discusses these roles in interagency and transdisciplinary teams.
A Validation of Program Quality Indicators in Educational Services for Students with Severe Disabilities
Authors: Meyer Luanna H. , Eichinger Joanne , Park-Lee Seunghee
Published: June 2014

References to “most promising practices” in educational programs for students with severe disabilities reflect a mix of social values as well as empirically validated instructional strategies. A literature search and polling of nationally recognized experts in severe disabilities was conducted to generate a listing of 123 items representing Program Quality Indicators. This initial listing was then rated by six groups (a total N = 254) representing various interests and constituencies: (a) behavior therapy experts, (b) experts in severe disabilities, (c) experts in deaf-blind, (d) mental retardation researchers, (e) state directors of special education, and (f) parents involved in advocacy efforts. Mean ratings for each item support the relative values of each of the indicators, and the results of factor analysis of the item ratings revealed five dimensions, which were valued differentially by the six respondent groups. Results are discussed in terms of future efforts to translate most promising practices into typical practices for students with severe disabilities in public school settings.
Lifelong Preventative Health Care for Elderly Persons with Disabilities
Authors: Gambert Steven R. , Liebeskind Susan , Cameron Daniel
Published: June 2014

Elderly persons with developmental disabilities are living longer, and a lifelong preventative aging program is essential to ensure a high quality of life during later years.

Normal aging changes coupled with age-prevalent illness may lead to decreased physical functioning and increased dependency. Although normal aging is not preventable, these changes must not be accelerated; diseases must be noted early and treated promptly. This article proposes a lifelong preventative aging program for persons with developmental disabilities.
Measuring the Activity Patterns of Adults with Severe Disabilities Using the Resident Lifestyle Inventory
Authors: Kennedy Craig H. , Horner Robert H. , Newton J. Stephen , Kanda Elizabeth
Published: June 2014

Outcome measures that document activity patterns provide an empirical basis for improving the lifestyles of adults with severe disabilities. This report provides a psychometric assessment of an instrument, the Resident Lifestyle Inventory (RLI), that can be used to measure the activities performed by such persons. In a series of three assessments the congruent validity (Assessment 1), test-retest reliability (Assessment 2), and social validity (Assessment 3) of the RLI were analyzed to determine its acceptability as a measurement instrument for documenting activity patterns. Results from the three assessments demonstrated that the RLI is a psychometrically acceptable measure that is used accurately by residential programs. It is perceived by support staff to be a useful strategy for improving lifestyle quality. Implications of this report are provided for the role of outcome measures in community-based residential support, the individualized plan development process, and future research.
A Comprehensive State Education Agency Plan to Promote the Integration of Students with Moderate/Severe Handicaps
Authors: Hamre-Nietupski Susan , Nietupski John , Maurer Steve
Published: June 2014

Attempts to achieve integrated education for students with moderate/severe handicaps have grown considerably over the last 15 years. However, despite increased integrated educational opportunities for these students, wide variations in placement options continue to exist within and across states. We propose that state education agencies (SEAs) must take a proactive, leadership role in promoting integration. A case study illustrating comprehensive systems-change integration strategies employed by the Iowa Department of Education over the past 6 years and the results of those efforts are presented. Implications for other states are discussed.
Citizen Advocacy Relationships: Advocate, Protegé, and Relationship Characteristics and Satisfaction Ratings
Authors: Widrick Gary C. , Hasazi Joseph E. , Hasazi Susan B.
Published: June 2014

This study assessed personal and relationship characteristics of 75 advocate-protegé pairs involved in citizen advocacy relationships and related them to ratings of advocate and protegé satisfaction with the relationships. Advocates included disproportionate numbers of women and single and/or childless persons but otherwise varied greatly in age, education, employment status, income, motivations, and attitudes. Protegés were fairly representative in age, gender, and functional skills of persons with mental retardation residing in the community. Relationships varied greatly in duration, frequency of contact, activity patterns, and social support characteristics, but tended to be seen as reciprocal in nature by advocates. Both advocates and protegés reported relatively high levels of satisfaction. Frequency of contact and satisfaction ratings were unrelated to protegé characteristics and to most advocate characteristics. Higher levels of satisfaction were reported by advocates who more frequently provided interpersonal feedback, as opposed to instrumental support or assistance, and who more frequently engaged in mutual, community-based activities with protegés. The results of the study thus suggest that satisfaction with advocacy relationships is more a function of what advocates and protegés do together than of their personal traits.
Ecological versus Developmental Assessment: Influences on Instructional Expectations
Authors: Linehan Sharon A. , Brady Michael P. , Hwang Chi-en
Published: June 2014

This study examined the relationship between the type of assessment report and educators' expectations for students with severe disabilities. Eighty-four educators were randomly assigned to one of two groups reading differing styles of assessment reports for the same student with severe disabilities. Group 1 read a developmental assessment report with mental and developmental ages, while Group 2 read an ecological assessment report with documentation of the student's observed competencies in his daily environment. After reading the report, participants predicted the child's achievement on an Individualized Education Program (IEP) Questionnaire. Differences in group means for total IEP scores were analyzed using at test for independent means. Results indicated that educators reading the ecological assessment report had significantly higher expectations for student accomplishment of IEP objectives than those reading developmental reports.
Expanding the Role of Employers in Supported Employment
Authors: Rhodes Larry , Sandow Dennis , Mank David , Buckley Jay , Albin Joyce
Published: June 2014

Since the Workforce 2000 report documenting labor trends and issues was released by the Hudson Institute in 1987, business and industry have been reevaluating how support is provided to employees. Employee assistance programs, renewed investment in training, and other accommodations for an increasingly diverse workforce present an unparalleled opportunity to bring supported employment technology, values, and systems to contemporary business. This paper is an initial attempt at reconceptualizing supported employment and the role of employers in providing support. Changing strategies and future research questions that may need to be addressed are discussed.
Partial Participation Revisited
Authors: Ferguson Dianne L. , Baumgart Diane
Published: June 2014

This article reanalyzes the principle of partial participation, which was introduced in 1982 to support educational programming for students with the most severe and profound disabilities. The article presents four “error patterns” in how the concept has been used, some reasons why such error patterns have occurred, and strategies for avoiding these errors.
Professionals' Attitudes toward the Sterilization of People with Disabilities
Authors: Brantlinger Ellen
Published: June 2014

Semistructured interviews were used to explore the attitudes of legal, medical, social welfare, developmental disabilities agency, and educational professionals toward the sterilization of people with disabilities. It was found that opinions about sterilization were integrally related to attitudes toward individuals with disabilities, as well as toward their parenting skills and general sexuality. Most professionals had been involved in some capacity with sterilization cases of people with disabilities and were concerned about present practices, although there was little consensus about how sterilization should be handled.
Fiesta Educativa: One Community's Approach to Parent Training in Developmental Disabilities for Latino Families
Authors: Rueda Robert , Martinez Irene
Published: June 2014

At the same time that there is increased emphasis on parental and family participation in addressing the needs of individuals with severe handicaps, the population is characterized by increasing cultural and linguistic diversity. However, traditional service delivery and training programs are often underutilized and may not be appropriate for this growing segment of the community. In the present article, some of the potential barriers related to the participation of Latino * families in particular are discussed, and then one successful education and training activity for Latino families with children with developmental disabilities is described.
Application of a Lifestyle Development Process for Persons with Severe Intellectual Disabilities: A Case Study Report
Authors: Malette Paul , Mirenda Pat , Kandborg Tracy , Jones Peter , Bunz Tia , Rogow Sally
Published: June 2014

This report summarizes the results of four data-based case studies that examined the efficacy of the Lifestyle Development Process (LDP) for persons with severe disabilities. The process involves five steps, described in detail in the paper. The planning process was implemented by means of a consultant model, and involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstrations of instructional techniques. The consulting teams were composed of educational and behavioral consultants. Four persons with severe disabilities and challenging behaviors were participants. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989 through 1991. All four individuals engaged in a greater number of preferred, integrated activities during the mid- and posttests than at baseline. Their social networks and program quality scores also showed various degrees of improvement. The behavior problems that were reported at the referral stage were substantially reduced at the posttest for all individuals. These results are discussed in relation to previous research in the areas of lifestyle planning and behavior management. Problems in implementing the process by means of a consultant model are also discussed, and areas for future research are identified.
Achievements and Challenges II: An Analysis of 1990 Supported Employment Expenditures
Authors: Sale Paul , Revell W. Grant , West Michael , Kregel John
Published: June 2014

This article describes and discusses the supported employment fiscal activities of the states. Data from a survey of fiscal year 1990 supported employment fiscal activity across the United States are presented, and fund source utilization patterns are compared to those from previous years' surveys. Supported employment expenditures grew approximately 19% from 1989 to 1990. Non-vocational rehabilitation (VR) funds accounted for two thirds of total state expenditures for supported employment. Title I was the largest source of VR supported employment funding, indicating that states are using more general case service dollars and general state revenue to fund supported employment. This change is indicative of supported employment's increasing integration into the VR system.
Teaching Persons with Severe Disabilities to Use Self-Instruction in Community Settings: An Analysis of Applications
Authors: Hughes Carolyn , Agran Martin
Published: June 2014

Community instruction for individuals with severe disabilities rarely incorporates programming for independence. This article reviews and analyzes investigations of the effects of self-instructional programs on increasing the independence of persons with moderate or severe mental retardation in integrated environments. The conceptual role of self-instruction in promoting behavior change is discussed and variations in self-instructional teaching approaches are analyzed. Overall, the feasibility of teaching persons with severe disabilities to self-instruct to promote acquisition, generalization, and maintenance across diverse skills is supported. Methodological issues related to investigations of self-instruction are discussed, recommendations for implementing self-instructional programs are provided, and directions for future research are proposed.
Increasing the Assessment Probe Performance of Teacher Aides through Written Prompts
Authors: Reinoehl R. Bruce , Halle James W.
Published: June 2014

Two supervisory procedures for promoting the conduct of in vivo probes by six special education teacher aides were examined. The first procedure served as baseline and consisted of inservice training, self-regulated probing and data recording, and incidental modeling by the primary investigator. This procedure produced poor probing performance, reflecting inconsistency, low frequency, and differential sensitivity toward the three participating students. The second procedure consisted of the addition of delivering data cards to aides, thus prompting them to conduct daily probes. This additional component resulted in a 53% increase in the level of probing and was accompanied by less variability, higher sustained rates of probing, and more equitable probing of the students. Two types of reversal probes produced evidence that (a) the investigator's absence and (b) his presence without delivering cards occasioned low performance levels. Both conceptual (stimulus-control analysis) and applied (aides' preference for students) implications are discussed.
Realigning Organizational Culture, Resources, and Community Roles: Changeover to Community Employment
Authors: Albin Joyce M. , Rhodes Larry , Mank David
Published: June 2014

Although adults with severe mental retardation were one of the primary target groups intended to benefit from supported employment when it first emerged, the vast majority continue to be served in segregated sheltered work or non-work settings. To change this picture, many have believed that resources currently invested in day activity and sheltered employment programs must be redirected to supported employment. Recent studies suggest, however, that most rehabilitation organizations are adding supported employment to their existing array of services, rather than pursuing total changeover from facility-based to community-based employment support. If these data reflect the national experience, the anticipated and necessary shift of resources from segregated to community employment services is not occurring. To supplement existing data, a telephone survey was conducted of eight rehabilitation organizations pursuing changeover. This paper provides information on the experience of these eight organizations related to their reinvestment and agency changeover to supported employment, and offers recommendations for the future.
Multicultural Life Skills Assessment of Individuals with Severe Disabilities
Authors: Lim Levan H. F. , Browder Diane M.
Published: June 2014

Educators have become increasingly aware of the need for a multicultural perspective in assessing students with special needs. This article extends this discussion to life skills assessment for students with severe disabilities. The importance of culture and the purpose of multicultural education are reviewed with consideration given to the needs of students with severe disabilities. Guidelines are given to make a life skills assessment process more multicultural.
New Perspectives on Training and Technical Assistance: Moving from Assumptions to a Focus on Quality
Authors: Buckley Jay , Mank David
Published: June 2014

The last decade was a period of radical change in our understanding of organizational performance and culture. A focus on quality has resulted in new ways of discussing and seeking to improve both organizational performance and individual performance. Current personnel training and technical assistance activities in services for persons with severe disabilities tend to be based on assumptions that pre-date these changes. In this article those assumptions are discussed. We review the quality perspective and describe how it changes relationships and roles among managers, direct service staff, and technical assistance and training providers. We believe that the focus on quality is applicable to all social service organizations. However, in this paper, we provide examples of the use of basic quality improvement structures in relation to training and technical assistance as applied primarily to supported employment.
Outcomes of Interactions with Peers with Moderate or Severe Disabilities: A Statewide Survey of High School Students
Authors: Helmstetter Edwin , Peck Charles A. , Giangreco Michael F.
Published: June 2014

Research on the interactions between students with disabilities and their peers without disabilities has focused primarily on cognitive, academic, and social outcomes for students, with most of the attention on the students with disabilities. Only recently have researchers begun to direct more attention to students without disabilities, and to examine a broader range of outcomes, including those related to the effects of participating in social relationships with students with disabilities. In this study, high school students without disabilities responded to a survey in which they indicated their agreement or disagreement with a variety of positive and negative outcome statements that were drawn from descriptive research on relationships between students without disabilities and peers with disabilities. Factor analysis of the responses from the statewide sample of 166 students yielded seven categories of perceived positive outcomes of integration experiences: (a) increased responsiveness to the needs of other people, (b) valuing relationships with people with disabilities, (c) personal development, (d) increased tolerance of other people, (e) development of personal values, (f) increased appreciation of human diversity, and (g) positive changes in personal status with peers. Results also suggest that more positive outcomes are associated with more contact, receiving credit for the experience, and more substantive interaction (e.g., friendships). Students did not experience major difficulties in their relationships. Difficulties that were mentioned generally related to knowing how to interact with the person with a disability (e.g., how to communicate with a student). The results suggest that integration may afford opportunities for students without disabilities to develop a sense of personal responsibility and an ethic of caring and commitment to others.
I Never Knew I Could Stand up to the System: Families' Perspectives on Pursuing Inclusive Education
Authors: Erwin Elizabeth J. , Soodak Leslie C.
Published: June 2014

The purpose of this study was to investigate the experiences encountered by parents committed to inclusive education for their children with disabilities. In-depth interviews of nine study participants were analyzed to identify common themes related to their experiences and perceptions. Results revealed that parents desired inclusive education, because they viewed it as a fundamental right for their children. Most importantly, findings indicated that parents employed numerous strategies to obtain inclusive education for their children, often seeking assistance from the courts and media. These findings suggest the need for meaningful family and school collaboration.
Preliminary Assessment of Choice Making among Children with Rett Syndrome
Authors: Sigafoos Jeff , Laurie Susan , Fred Donna Pennell , Schonell Eleanor
Published: June 2014

Two studies were conducted to assess choice making among seven children with Rett syndrome. Study 1 entailed 20 opportunities to choose between a pair of food, beverage, and leisure items. All children made choices by either looking at or touching one of the items. However, half the opportunities elapsed without a choice having been made. Study 2 was designed to analyze the function of these no responses. Each item was offered individually on 10 separate occasions and the child received the item even if a prior choice had not occurred. Items were generally accepted whether or not a prior choice had been made. This suggests that the lack of a choice may not necessarily indicate lack of preference and that the relationship between selecting and accepting items may vary as a function of task configuration. Nonetheless, both configurations provided useful assessment information.
Quality of Life Issues for Families who Make the Decision to Use a Feeding Tube for Their Child with Disabilities
Authors: Brotherson Mary Jane , Oakland Mary Jane , Secrist-Mertz Christine , Litchfield Ruth , Larson Kathlene
Published: June 2014

Qualitative research methods were used to study families who had made or were in the process of making the decision to use a feeding tube to meet the nutrition needs of their child with a disability. Data were gathered over a 2-year period through interviews with eight families. Family decision making in the context of quality of life was examined using a theoretical family systems model. Descriptive themes and issues emerged from the data that led to a greater understanding of what families face in making this decision for their child. The data can help families and professionals work in partnership before a child becomes severely malnourished or medically compromised as a result of inadequate nutrition. The themes and issues are discussed and implications for future interventions and research are presented.
Maximizing Autonomy: Reforming Personal Support Laws in Sweden and the United States
Authors: Herr Stanley S.
Published: June 2014

Reforming outmoded systems of guardianship requires that governments assess personal support and related services. U.S. policy-makers and reformers in individual states have begun to question how current guardianship laws may disempower individuals with mental disabilities. This article explores some remarkable legal and public policy innovations in Sweden that replace guardianship with personal support services such as mentors, administrators, “kontakt” persons, and personal assistants. It then examines the impact of Sweden's reforms on the autonomy, independence, and integration of its citizens and discusses possibilities for similar changes worldwide.
Modifying Activities to Produce Functional Outcomes: Effects on the Problem Behaviors of Students with Disabilities
Authors: Dunlap Glen , Foster-Johnson Lynn , Clarke Shelley , Kern Lee , Childs Karen E.
Published: June 2014

This article presents three empirical demonstrations of desirable effects that accrued from modifying curricular activities in accordance with individual students' interests. Participants were three elementary students with disabilities and diverse labels including autism, mental retardation, and emotional and behavioral disorder. In each case, the instructional objective was held constant; whereas, the context of the activity was modified so that it produced an outcome that was judged to be meaningful and reinforcing to the student. Reversal designs showed that each student exhibited less problem behavior and more on-task responding when the modified activity was presented. These results are discussed in relation to the applied and conceptual literatures on curricular design, student preference, and the expanding enterprise of positive behavioral support.
Assessment and Intervention for the Problem Behaviors of an Adult at Home
Authors: Umbreit John
Published: June 2014

Damon, a 37-year-old man with severe retardation (IQ = 39), lived at home with his mother and, for the past 15 years, had worked in a sheltered workshop. Incidents of problem behavior had been rare both at home and at work. Two weeks before this study started, Damon's behavior changed suddenly. When asked to get up in the morning to get ready for work, he yelled, “No” and threw things at his mother. If she persisted, his behavior escalated into hitting, kicking, and swearing. This study was conducted in two phases. The first phase, which combined descriptive and experimental (analogue) methods, indicated that Damon's problem behaviors were escape motivated, but did not indicate the specific activities or conditions from which Damon wanted to escape. The second phase included additional descriptive assessment with the workshop staff, and hypothesis development and hypothesis testing and intervention within naturally occurring routines at home. These procedures identified that Damon's problem behaviors did not occur when he was able to participate in a more preferred activity (a day activity program), whether or not he was allowed to choose the preferred activity. The resultant intervention immediately eliminated all problem behavior and received very high treatment acceptability ratings from Damon's mother, the person who was directly responsible for its implementation in the home.
Using Nondisabled Peers to Support the Inclusion of Students with Disabilities at the Junior High School Level
Authors: Staub Debbie , Spaulding Megan , Peck Charles A. , Gallucci Chrysan , Schwartz Ilene S.
Published: June 2014

Qualitative research methods were used to conduct a study of an inclusion program at a junior high school in which typically developing students assisted and supported students with moderate and severe disabilities as they attended general education classrooms. There were two purposes for conducting this case study: first, to provide a description of how one school, with limited resources available, successfully included students with disabilities in general education classrooms; and second, to describe outcomes perceived to be associated with the student aide program for the students with disabilities and the student aides. Data were gathered over 2 years and included ethnographic field notes and interviews. The perceived outcomes that emerged from an analysis of these data are discussed in terms of their implications for future practice and research.
Reducing Structural Barriers to Improve the Social Life of Three Adults with Severe Disabilities
Authors: Werner Kate , Horner Robert H. , Newton J. Stephen
Published: June 2014

Social life can be diminished by barriers inadvertently associated with “support.” Social barriers were identified for three adults with severe intellectual disabilities. A multiple baseline design across subjects was used to examine the effects of removing these barriers on the social life of each participant. The dependent variables in the study were (a) the number of social activities done per week, (b) the number of different people with whom social activities were done each week, and (c) the stability of social relationships across time as indexed by the number of different weeks in which activities occurred with a companion across the 27 weeks of the study. The independent variable was a seven-component “barrier reduction” package. Support staff were taught to use each component of the package, and pre-post measurement of package use was obtained. Results indicate that the staff successfully implemented the barrier reduction package, and that implementation was associated with change in the social life of each participant. The study raises implications for (a) assessing structural barriers, (b) modifying structural barriers, and (c) measurement of “social stability” as an important index of social life for future research.
Parent-Professional Partnership in Behavioral Support: A Case Study of Community-Based Intervention
Authors: Vaughn Bobbie J. , Dunlap Glen , Fox Lise , Clarke Shelley , Bucy Millie
Published: June 2014

In this study and a companion article (Fox et al., 1997), we present an investigation that uses multiple research perspectives to study community-based, family-centered behavioral support. This study describes the intervention strategies and quantitative analyses that were used to address the challenging behaviors of a boy with severe disabilities. A collaborative team that included the boy's mother designed and implemented functional assessments and hypothesis-based interventions in three settings: a drive-through bank, a large grocery store, and a fast food restaurant. Data showed that the interventions reduced problem behaviors in all three settings and that concomitant increases were observed in desirable mother-child interactions. Specific tantrums associated with transitions through doorways were decreased substantially. Social validation data supported the efficacy and feasibility of the support strategies. This quantitative analysis provides further testimony for the use of positive behavioral support in complex, public environments.
Solidarity and alignment in nurse practitioner–patient interactions
Authors: Defibaugh Staci
Published: June 2014

This article focuses on how solidarity is negotiated in interactions during medical visits between nurse practitioners (NPs) and patients. Drawing on data from ethnographic field notes, audio-recorded interactions and interviews involving one NP and 20 patients, the article outlines ways in which the NP creates a sense of solidarity by lessening the social distance between herself and her patients. These attempts at solidarity do not correlate with what has been noted in previous studies of medical visits involving medical doctors (MDs) and may represent a difference in how both the NP and the patients view the NP as a mid-level provider. As NPs are taking on a more prominent role in the healthcare landscape, it is important to understand what the interactional norms are and how these may deviate from the norm set by MDs.
Marketized university discourse: A synchronic and diachronic comparison of the discursive constructions of employer organizations in academic and business job advertisements
Authors: Kheovichai Baramee
Published: June 2014

UK universities have gone through drastic changes driven by the marketization of higher education. From the perspective of critical discourse analysis, Fairclough hypothesizes that university discourse will be colonized by business discourse. While a number of studies have been conducted, to my knowledge no study has compared university discourse and business discourse both synchronically and diachronically. This article compares how employer organizations are discursively constructed synchronically and diachronically in 240 academic and business job advertisements. The analytical frameworks are transitivity analysis and modality. The results indicate that academic job advertisements have changed from not mentioning organizations to discursively constructing organizations in a promotional manner like business job advertisements. In addition, universities reframe themselves as businesses, entrepreneurs and service providers. This article contends that universities should be selective in adopting business discourse and maintain their identity as educational institutions.
Assessing Postural Stability in the Concussed Athlete
Authors: Ruhe Alexander , Fejer René , Gänsslen Axel , Klein Wolfgang
Published: June 2014

Context:

Postural stability assessment is included as part of the diagnostic and monitoring process for sports-related concussions. Particularly, the relatively simple Balance Error Scoring System (BESS) and more sophisticated force plate measures like the Sensory Organization Test (SOT) are suggested.

Evidence Acquisition:

Relevant studies were identified via the following electronic databases: PubMed, MEDLINE, EMBASE, Web of Science, ScienceDirect, and CINAHL (1980 to July 2013). Inclusion was based on the evaluation of postural sway or balance in concussed athletes of any age or sex and investigating the reliability or validity of the included tests.

Study Design:

Clinical review.

Level of Evidence:

Level 4

Results:

Both the SOT and the BESS show moderate reliability, but a learning effect due to repetitive testing needs to be considered. Both tests indicate that postural stability returns to baseline by day 3 to 5 in most concussed athletes. While the BESS is a simple and valid method, it is sensitive to subjectivity in scoring and the learning effect. The SOT is very sensitive to even subtle changes in postural sway, and thus, more accurate than the BESS; however, it is a rather expensive method of balance testing.

Conclusion:

Both tests serve the purpose of monitoring balance performance in the concussed athlete; however, neither may serve as a stand-alone diagnostic or monitoring tool.

Strength of Recommendation Taxonomy:

B
R-phase transformation in NiTi alloys
Authors: Wang X. B. , Verlinden B. , Van Humbeeck J.
Published: June 2014

In near equiatomic NiTi alloys, the thermoelastic transformation between austenite and the R-phase shows unique properties, which make the R-phase transformation very promising for applications. In the present paper, the fundamental issues related to the R-phase transformation, especially the effects of different thermomechanical treatments, are reviewed. Inspired by the literature review, recent work on controlling the R-phase transformation temperature by low temperature aging treatments is summarised.
billingsMentor: Adapting Natural Family Planning to Information Technology and Relieving the User of Unnecessary Tasks
Authors: Smith Audrey D. , Smith John L.
Published: June 2014

BillingsMentor is an automated Web-based service for the Billings Method of natural family planning in which the guidance and interpretation previously communicated from teacher to student is provided by programmed algorithms. There are two functions: (1) to instruct the client to generate proper descriptions of her fertility symptoms; and (2) to interpret the symptoms efficiently according to the Billings Method and to communicate the results to the client. The efficiency of billingsMentor was tested by using the historical records of students who were under the guidance of a teacher to emulate their experience under the guidance of billingsMentor. The results indicate that billingsMentor performs as well as the teacher/student in recognizing the peak of fertility but it is slightly less efficient than the teacher/student in establishing the basic infertile pattern. Advantages that arise from adapting natural family planning to information technology are discussed.
How susceptible are different lepidopteran/coleopteran maize pests to Bt-proteins: a systematic review protocol
Authors: Gathmann Achim , Priesnitz Kai U
Published: June 2014

Background

Lepidopteran and coleopteran species are the most important pests in maize. They can be controlled using genetically modified crops expressing insecticidal Bt-proteins. The long term success of this technology demands a pest resistance management. Important information for a successful management of resistance is the baseline susceptibility of the different targeted pests towards the different Bt-proteins. The data on baseline susceptibility should enable risk assessors and managers to assess whether a) Bt-maize events represent a high-dose to specific target organisms, b) resistance has developed while monitoring the commercial introduction of Bt-maize events and c) potential knowledge gaps can be identified.

Methods

This protocol describes our suggested methods for conducting a systematic review to give an overview of the European target pests in maize and their susceptibility to insecticidal Bt-proteins. Both published and unpublished data shall be collated. Different sources of information will be searched in order to maximize the coverage of the search. All identified publications will be stored in a database. Relevant information for the review will be identified in a three step approach based on inclusion criteria. This data set will be an important basis to model and assess the potential for evolution of resistance of different crop-Bt-protein-species combinations.
A diagnostic scale for Alzheimer’s disease based on cerebrospinal fluid biomarker profiles
Authors: Lehmann Sylvain , Dumurgier Julien , Schraen Susanna , Wallon David , Blanc Frédéric , Magnin Eloi , Bombois Stéphanie , Bousiges Olivier , Campion Dominique , Cretin Benjamin , Delaby Constance , Hannequin Didier , Jung Barbara , Hugon Jacques , Laplanche Jean-Louis , Miguet-Alfonsi Carole , Peoc’h Katell , Philippi Nathalie , Quillard-Muraine Muriel , Sablonnière Bernard , Touchon Jacques , Vercruysse Olivier , Paquet Claire , Pasquier Florence , Gabelle Audrey
Published: June 2014

Introduction

The relevance of the cerebrospinal fluid (CSF) biomarkers for the diagnosis of Alzheimer’s disease (AD) and related disorders is clearly established. However, the question remains on how to use these data, which are often heterogeneous (not all biomarkers being pathologic). The objective of this study is to propose to physicians in memory clinics a biologic scale of probabilities that the patient with cognitive impairments has an Alzheimer’s disease (AD) pathologic process.

Methods

For that purpose, we took advantage of the multicenter data of our Paris-North, Lille, and Montpellier (PLM) study, which has emerged through the initial sharing of information from these memory centers. Different models combining the CSF levels of amyloid-β 42, tau, and p-tau(181) were tested to generate categories of patients with very low (<10%), low (<25%), high (>75%), and very high predictive values (>90%) for positive AD. In total, 1,273 patients (646 AD and 627 non-AD) from six independent memory-clinic cohorts were included.

Results

A prediction model based on logistic regressions achieved a very good stratification of the population but had the disadvantages of needing mathematical optimization and being difficult to use in daily clinical practice. Remarkably, a simple and intuitive model based on the number (from zero to three) of three pathologic CSF biomarkers resulted in a very efficient predictive scale for AD in patients seen in memory clinics. The scale’s overall predictive value for AD for the different categories were as follows: class 0, 9.6% (95% confidence interval (CI), 6.0% to 13.2%); class 1, 24.7% (95% CI, 18.0% to 31.3%); class 2, 77.2% (95% CI, 67.8% to 86.5%); and class 3, 94.2% (95% CI, 90.7% to 97.7%). In addition, with this scale, significantly more patients were correctly classified than with the logistic regression. Its superiority in model performance was validated by the computation of the net reclassification index (NRI). The model was also validated in an independent multicenter dataset of 408 patients (213 AD and 195 non-AD).

Conclusions

In conclusion, we defined a new scale that could be used to facilitate the interpretation and routine use of multivariate CSF data, as well as helping the stratification of patients in clinical research trials.
The disease formerly known as rheumatoid arthritis
Authors: Firestein Gary S
Published: June 2014

Rheumatoid arthritis is a complex disease where predetermined and stochastic factors conspire to confer disease susceptibility. In light of the diverse responses to targeted therapies, rheumatoid arthritis might represent a final common clinical phenotype that reflects many pathogenic pathways. Therefore, it might be appropriate to begin thinking about rheumatoid arthritis as a syndrome rather than a disease. Use of genetics, epigenetics, microbiomics, and other unbiased technologies will probably permit stratification of patients based on mechanisms of disease rather than by clinical phenotype.
Why is there persistent disease despite biologic therapy? Importance of early intervention
Authors: Emery Paul
Published: June 2014

This short article hypothesizes that the major reason for persistent disease despite biologic therapy is the inappropriately late timing of therapy with biologic agents. There is clear evidence to support this hypothesis. This short review will indicate that patients treated at an earlier phase of disease can achieve a clinical remission rate of 70% and a response rate of above 95%.