title: An Evaluation of the Cognitive Functioning of Individuals on Methadone Maintenance Treatment and its Relation to Treatment Adherence

authors: Yates, Susan J

subjects: methadone maintenance treatment

abstract: This research assessed the cognitive functioning of several different drug and alcohol samples, with a specific focus on individuals in methadone maintenance treatment. Additionally, this research assessed the relation between cognitive functioning and adherence to treatment in these populations. This is a link that has been suggested by research in this area previously. The present research consisted of five experiments. Experiment 1 assessed the application, within New Zealand, of the normative data for a number of psychometric tests with a non- substance using sample of New Zealand university students. The results from this study showed that the scores for the university sample were generally similar to the normative means, suggesting that the existing normative data could be used in New Zealand. Experiment 2 assessed the cognitive functioning of university students who reported regular use of alcohol and/or cannabis. The results from this study showed that the frequency of alcohol use was positively correlated with problem solving ability, while frequency of cannabis use was positively correlated with memory functioning. Cannabis use was also associated with poorer problem solving ability. These findings showed that casual use of alcohol and/or cannabis was associated with poorer functioning on some psychometric tests, and that these tests were sensitive to the effects of substance use. Experiment 3 assessed the cognitive functioning of a sample of individuals in methadone maintenance treatment in relation to their adherence to treatment. The results from this study showed deficits in memory, divided attention and cognitive flexibility, and poor mathematical ability when compared to the normative data. Treatment adherence was found to be associated with lower levels of treatment satisfaction, and findings also suggested a possible relation between poor treatment adherence and better scores on the psychometric test scores. Due to difficulties in recruiting participants, Experiment 4 assessed the cognitive functioning of a second sample of individuals in methadone maintenance in relation to treatment adherence. This sample completed a reduced battery of psychometric tests, and results showed deficits in memory, attention, and problem solving abilities compared to the normative data. Treatment adherence was not found to be associated with lower levels of treatment satisfaction in this sample. A possible relation between poor treatment adherence and better psychometric test scores was identified for this sample also, although the relation was between different test scores than those in Experiment 3. To assess whether the obtained results for Experiment 3 and Experiment 4 were specific to methadone, Experiment 5 assessed the cognitive functioning of several different drug and alcohol samples in relation to treatment adherence. The study examined the cognitive functioning of alcohol, drug and alcohol, and other opiate users, and showed that all samples had difficulty recalling information in a visual format, that a large percentage showed impairments in divided attention and cognitive flexibility, and that the drug and alcohol, and other opiate samples had deficits in problem solving ability. Treatment adherence in this study was assessed for the alcohol sample, with results showing a relation between poor treatment adherence and verbal memory ability, and divided attention and cognitive flexibility. Overall, the cognitive deficits found in the samples for each experiment were not related to treatment adherence as measured in this research. However, results for the alcohol sample suggested that there may be a link between poor adherence and impairments in verbal memory and divided attention. The findings from this research suggest that cognitive deficits and treatment adherence are not related, but this finding may be the result of limitations in this research (i.e., recruitment difficulties, adherence measures used). The clinical and research implications of the results of the research are discussed. In particular, recommendations for treatment services dealing with the drug and alcohol population are provided.

text: An Evaluation of the Cognitive Functioning of Individuals on Methadone Maintenance Treatment and its Relation to Treatment Adherence This research assessed the cognitive functioning of several different drug and alcohol samples, with a specific focus on individuals in methadone maintenance treatment. Additionally, this research assessed the relation between cognitive functioning and adherence to treatment in these populations. This is a link that has been suggested by research in this area previously. The present research consisted of five experiments. Experiment 1 assessed the application, within New Zealand, of the normative data for a number of psychometric tests with a non- substance using sample of New Zealand university students. The results from this study showed that the scores for the university sample were generally similar to the normative means, suggesting that the existing normative data could be used in New Zealand. Experiment 2 assessed the cognitive functioning of university students who reported regular use of alcohol and/or cannabis. The results from this study showed that the frequency of alcohol use was positively correlated with problem solving ability, while frequency of cannabis use was positively correlated with memory functioning. Cannabis use was also associated with poorer problem solving ability. These findings showed that casual use of alcohol and/or cannabis was associated with poorer functioning on some psychometric tests, and that these tests were sensitive to the effects of substance use. Experiment 3 assessed the cognitive functioning of a sample of individuals in methadone maintenance treatment in relation to their adherence to treatment. The results from this study showed deficits in memory, divided attention and cognitive flexibility, and poor mathematical ability when compared to the normative data. Treatment adherence was found to be associated with lower levels of treatment satisfaction, and findings also suggested a possible relation between poor treatment adherence and better scores on the psychometric test scores. Due to difficulties in recruiting participants, Experiment 4 assessed the cognitive functioning of a second sample of individuals in methadone maintenance in relation to treatment adherence. This sample completed a reduced battery of psychometric tests, and results showed deficits in memory, attention, and problem solving abilities compared to the normative data. Treatment adherence was not found to be associated with lower levels of treatment satisfaction in this sample. A possible relation between poor treatment adherence and better psychometric test scores was identified for this sample also, although the relation was between different test scores than those in Experiment 3. To assess whether the obtained results for Experiment 3 and Experiment 4 were specific to methadone, Experiment 5 assessed the cognitive functioning of several different drug and alcohol samples in relation to treatment adherence. The study examined the cognitive functioning of alcohol, drug and alcohol, and other opiate users, and showed that all samples had difficulty recalling information in a visual format, that a large percentage showed impairments in divided attention and cognitive flexibility, and that the drug and alcohol, and other opiate samples had deficits in problem solving ability. Treatment adherence in this study was assessed for the alcohol sample, with results showing a relation between poor treatment adherence and verbal memory ability, and divided attention and cognitive flexibility. Overall, the cognitive deficits found in the samples for each experiment were not related to treatment adherence as measured in this research. However, results for the alcohol sample suggested that there may be a link between poor adherence and impairments in verbal memory and divided attention. The findings from this research suggest that cognitive deficits and treatment adherence are not related, but this finding may be the result of limitations in this research (i.e., recruitment difficulties, adherence measures used). The clinical and research implications of the results of the research are discussed. In particular, recommendations for treatment services dealing with the drug and alcohol population are provided.

year: 2009

title: The equilibrium model for the effect of temperature on enzymes: Insights and implications

authors: Weinberg, Cristina S.

subjects: Equilibrium Model

abstract: A new, experimentally-validated “Equilibrium Model” describes the effect of temperature on enzymes, and provides a new mechanism for the reversible loss of enzyme activity with temperature. It incorporates two new, fundamental parameters that allow a complete description of the effect of temperature on enzyme activity: ΔHeq and Teq. ΔHeq emerges as an intrinsic and quantitative measure of enzyme eurythermal adaptation, while Teq, the equilibrium temperature, has fundamental and technological significance for our understanding of the effect of temperature on enzymatic reactions. For biotechnological purposes, these parameters need to be considered when enzymes are applied or engineered for activity at high temperatures.

text: The equilibrium model for the effect of temperature on enzymes: Insights and implications A new, experimentally-validated “Equilibrium Model” describes the effect of temperature on enzymes, and provides a new mechanism for the reversible loss of enzyme activity with temperature. It incorporates two new, fundamental parameters that allow a complete description of the effect of temperature on enzyme activity: ΔHeq and Teq. ΔHeq emerges as an intrinsic and quantitative measure of enzyme eurythermal adaptation, while Teq, the equilibrium temperature, has fundamental and technological significance for our understanding of the effect of temperature on enzymatic reactions. For biotechnological purposes, these parameters need to be considered when enzymes are applied or engineered for activity at high temperatures.

year: 2008

title: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context

authors: Te Arihi, Kylie

subjects: English Reading Skills

abstract: One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

text: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

year: 2014