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Many students with learning disabilities (LD) do not master basic reading skills, which affects later reading fluency and reading comprehension development. Single-case experimental design (SCED) research yields unique opportunities to better understand which aspects of a basic reading intervention are effective with a particular student, including the individual's rate of growth, stability, or maintenance of acquired skills, and whether or not modifications need to be made to the intervention under study. In this article, we use a case study illustration to highlight unique considerations for using SCED research to investigate basic reading interventions for students with LD. Finally, we provide a discussion of future directions and a potential shift in SCED methodology that is responsive to the comprehensive and multiple skill nature of reading instruction.

The instructional lab setting has been found to be dominated by prescribed tasks and pre-prepared lab kits. This was explained by teachers' need to guide students to simultaneously progress through a lab curriculum, which prompts them to standardize the lab experience. Nevertheless, prominent professional associations have persistently called to better represent experimental research practices in the lab, and to grant students more agency in the experimental process by orienting them towards more open-ended lab experiences. This paper reports a lab activity designed to advance students' agency in the practice of experimental design, in a setting governed by a high-stakes national matriculation exam. Three hundred teachers of advanced level high-school physics experienced the lab activity in a national network of professional learning communities (PLCs). The activity was anchored in an experiment to determine the relationship between the current through a battery and its terminal voltage. It was designed to problematize students' considerations underlying the choices of the location of the voltmeter and the measuring scale of the ammeter, and the possible implications for the validity of the experimental results; e.g. control of the variables, as well as the range and the accuracy of measurements. Teachers first performed the lab activity as learners, discussed it in the PLC meeting, and finally reflected on their experience. Individual responses to the lab worksheets and the reflections were analyzed. Initially, teachers' considerations did not portray key aspects related to the validity of the experimental results, such as how design choices related to the location of the voltmeter and the ammeter measuring scale impacted the accuracy and range of the measurements and the control of variables. The teachers were highly engaged in the peer discussion in the PLC and found the lab activity valuable in raising students' awareness of important considerations in experimental design.

Courses: Research methods for undergraduates or graduates. Objectives: The aims of this activity are: (1) to clarify the basics of experimental design; (2) to illustrate the concept of levels of measurement; (3) to demonstrate in-person/hands-on data collection procedures; (4) to understand and practice the steps in null hypothesis testing; and (5) to engage with different kinds of inferential statistics.

Research on teaching effectiveness, especially those concerning teaching approaches and instructional strategies, rarely shows conclusively the effectiveness of an intervention. Then, these (quasi-) experimental studies on teaching effectiveness often involve distal measures of teaching components. In this article, the focus is on another likely influential issue: the assignment of teachers to conditions. After critically discussing research on teaching effectiveness, I propose a new research design: a qualitatively driven mixed methods (quasi-) experimental design for teaching effectiveness. Essential features of this design are (a) accounting for the instability of teaching behavior and (b) diminishing alternative explanations of the observed effect. This article presents two applications of the newly proposed design, and a discussion of their possibilities and points of special interest.

Experimental methods have played a significant role in the growth of English teaching and learning studies. The paper presented here outlines basic features of experimental design, including the manipulation of independent variables, the role and practicality of randomised controlled trials (RCTs) in educational research, and alternative methods and techniques available in the absence of RCTs. It further reviews validity issues inherent in conducting experimental research, in particular sources of internal and external invalidity, and how to remedy them. Along the way, the author suggests that researchers remain mindful of these threats, and calls for the replication of studies across different research contexts with the purposes of the cross-validation and generalisation of findings. The remainder of the paper concludes with suggestions on how to develop a more embedded and sophisticated experimental design in light of the current literature of mixed methodology (Creswell & Plano Clark, 2011), in order to have more explanatory power and compensate for the weaknesses associated with the experimental method. Throughout the paper, the author illustrates the points with examples relevant to English teaching and learning research. (Contains 1 figure and 1 table.)

This article presents an innovative technique for teaching the principles of experimental design in a way that is entertaining and engaging for students. Following a lecture on experimental design, students participate in an experiment in which the teacher uses a funny segment from a movie to test the influence of implicit social norms. Randomly allocated "participants" receive either laughter cues from the class (experimenter confederates) or no cues. Condition "hilarity" ratings are compared, and the class as a whole discusses issues relating to experimental design including internal validity, random assignment, and independent and dependent variables. Student feedback, including pre- and postactivity ratings, suggests that the exercise may be useful for enhancing students' understanding of experimental design. Most importantly, the exercise provides a fertile context for active learning, and the usefulness of the exercise does not rely on the "success" of the experiment itself.

We present a versatile scenario to introduce students to statistics: the test that spaghetti sticks only if sufficiently done. The statistical analyses can be performed at different levels of complexity and formal correctness, adapting it to the students' age.

Single-case experimental design is a family of experimental methods that can be used to examine the efficacy of interventions by testing a small number of patients or cases. This article provides an overview of single-case experimental design research for use in rehabilitation as another option along with traditional group-based research when studying rare cases and rehabilitation interventions of unknown efficacy. Basic concepts related to single-case experimental design and the characteristics of common subtypes (N-of-1 randomized controlled trial, withdrawal design, multiple-baseline design, multiple-treatment design, changing criterion/intensity design, and alternating treatment design) are introduced. The advantages and disadvantages of each subtype are discussed along with challenges in data analysis and interpretation. Criteria and caveats for interpreting single-case experimental design results and their use in evidence-based practice decisions are discussed. Recommendations are provided for appraising single-case experimental design articles as well as using single-case experimental design principles to improve real-world clinical evaluation. [ABSTRACT FROM AUTHOR]

To develop a patient, assessment, situation, safety concerns, background, action, recommendation (PASS-BAR) handoff training program and compare the educational effects of the program between simulation-based (experimental group) and case-based (control group) groups using repeated measures among new nurses. New nurses are not well prepared to provide clear handoff reports because nursing schools and healthcare institutions rarely offer structured programs or training for handoff communication practices. This study used a pretest–posttest quasi-experimental design with repeated measures with two non-randomized groups. This study targeted new nurses with less than 12 months of experience and was conducted at a university hospital's clinical nursing education center in Seoul, South Korea, between September 2022 and April 2023. Seventeen participants were allocated to the experimental group and 17 participants to the control group. Both groups were given lectures and exercises for both scenarios. Participants were asked to complete a questionnaire on nursing handoff competency, handover performance competency and perceived self-efficacy of handoff at pre- and posttest and two weeks after training. Satisfaction with learning was measured after the intervention. We developed a simulation-based learning handoff program that includes a simulated handoff performance and debriefing and a case-based learning handoff program that includes discussion, handoff performance and feedback. This study found no immediate difference in the educational effect of PASS-BAR handoff training between simulation-based learning and case-based learning; however, over time, simulation-based learning was more effective than case-based learning in improving nursing handoff competency and handover performance competency. Based on the results of this study, a simulation-based handoff training program using PASS-BAR can enhance handoff competencies and help new nurses strengthen their communication skills to understand patients and convey important information. Developing a simulation-based handoff training program using PASS-BAR helps nurses strengthen their communication skills with colleagues. [ABSTRACT FROM AUTHOR]

To examine the applicability and process of change of Cognitive Functional Therapy (CFT) in the management of pain and disability in people with knee osteoarthritis who were offered knee replacement surgery and had risk factors for poor response to surgery. Single-case experimental design with a mixed-methods, repeated measures approach was used to investigate the process of change through CFT in four participants. Qualitative interviews investigated beliefs, behaviours and coping responses, and self-reported measures assessed pain, disability, psychological factors, and function at 25 timepoints. Study registered with the Australian and New Zealand Clinical Trials Registry (ACTRN12619001491156). Qualitative data indicate that CFT promoted helpful changes in all participants, with two responses observed. One reflected a clear shift to a biopsychosocial conceptualisation of osteoarthritis, behavioural re-engagement and the view that a knee replacement was no longer necessary. The other response reflected a mixed conceptualisation with dissonant beliefs about osteoarthritis and its management. Psychological and social factors were identified as potential treatment barriers. Overall, quantitative measures supported the qualitative findings. The process of change varies between and within individuals over time. Psychological and social barriers to treatment have implications for future intervention studies for the management of knee osteoarthritis. Cognitive Functional Therapy is applicable in the management of knee osteoarthritis. Reconceptualisation of osteoarthritis reflected a helpful change. Psychological and social factors emerged as barriers to recovery. [ABSTRACT FROM AUTHOR]

Historically, research published in the Journal of Organizational Behavior Management (JOBM) has largely used single-case experimental designs. However, recent trends in the use of single case versus other research methodologies in the JOBM are unknown. In this study, we examined all issues of the JOBM from 2000 through 2022 to identify the type of research design employed in empirical articles. We also identified the specific type of single case or group design used and, if a group design was used, the inferential statistical test employed. Results show that 60% of empirical studies employed a single-case experimental design, 20% employed a group experimental design, 13% employed a quasi-experimental design, and 7% used other designs. These results suggest that to properly interpret organizational behavior management (OBM) research, OBM students, practitioners, and researchers should receive training in both single-case and group research methodologies. [ABSTRACT FROM AUTHOR]

Background: Qigong exercise training has been suggested to elicit beneficial effects on physical functioning, reduction of oxidative stress, and improved antioxidant capacity in women. However, regular exercise training may support the development of antioxidant defense mechanisms and beneficially modulate oxidant/antioxidant responses. Objective: To evaluate the effects of an 8-week qigong exercise training on exercise performance and oxidative stress responses in sedentary middle-aged and elderly women suffering from type 2 diabetic mellitus (T2DM). Method/design: Quasi-experimental design, placebo-controlled study. Setting: The Department of Physical Therapy, Faculty of Allied Health Science, Burapha University, Thailand. Participants: Thirty-six sedentary middle-aged and elderly women with T2DM. Intervention: Participants were allocated to qigong exercise (n = 20) or to the control group (CG, n = 20). Primary outcome measures: Muscle strengths, flexibility, VO2 max predicted, and walking intensity derived from the 6-minute walk test. Secondary outcome measures: Fasting plasma glucose, antioxidant/oxidant stress parameters, and body composition. Results: Leg strength and trunk flexibility were improved after qigong training and changes were significantly different compared with the CG (all p < 0.05). VO2 max predicted, 6-min walking distance, and walking intensity were all increased (p < 0.05), and oxidative stress markers were diminished after qigong training (p < 0.05). The antioxidant/oxidant balance was improved after qigong training (p < 0.05). Conclusion: The presented findings indicate that 8 weeks of qigong training significantly improved leg strength and trunk flexibility in middle-aged and elderly women with T2DM, partly associated with a more favorable antioxidant/oxidant balance. These effects may beneficially impact on health in this specific population. Clinical Trial Number: TCTR20221003001. [ABSTRACT FROM AUTHOR]

Extinguished responses have been shown to reappear under several circumstances, and this reappearance is considered to model behaviors such as relapse after exposure therapy. Conducting extinction in multiple contexts has been explored as a technique to decrease the recovery of extinguished responses. The present meta-analysis aimed to examine whether extinction in multiple contexts can consistently reduce the recovery of extinguished responses. After searching in several databases, experiments were included in the analysis if they presented extinction in multiple contexts, an experimental design, and an adequate statistical report. Cohen's d was obtained for each critical comparison and weighted to obtain the sample's average weighted effect size. Analyses were then performed using a multilevel meta-analytic approach. Twenty-five studies were included, with a total sample of 37 experiments or critical comparisons. The analyses showed a large effect size for the sample, moderated by the length of conditioned stimulus exposure, type of experimental subject, and type of recovery. The robust effect of extinction in multiple contexts on relapse should encourage clinicians to consider extinction in multiple contexts as a useful technique in therapy and research. [ABSTRACT FROM AUTHOR]

In recent years, research in the area of intervention development has been shifting from the traditional fixed-intervention approach to "adaptive interventions," which allow greater individualization and adaptation of intervention options (i.e., intervention type and/or dosage) over time. Adaptive interventions are operationalized via a sequence of decision rules that specify how intervention options should be adapted to an individual's characteristics and changing needs, with the general aim to optimize the long-term effectiveness of the intervention. Here, we review adaptive interventions, discussing the potential contribution of this concept to research in the behavioral and social sciences. We then propose the sequential multiple assignment randomized trial (SMART), an experimental design useful for addressing research questions that inform the construction of high-quality adaptive interventions. To clarify the SMART approach and its advantages, we compare SMART with other experimental approaches. We also provide methods for analyzing data from SMART to address primary research questions that inform the construction of a high-quality adaptive intervention. (Contains 4 tables, 4 figures, and 2 footnotes.)

Many studies have stressed students' lack of understanding of experiments in laboratories. Some researchers suggest that if students design all or parts of entire experiment, as part of an inquiry-based approach, it would overcome certain difficulties. It requires that a procedure be written for experimental design. The aim of this paper is to describe the characteristics of a procedure in science laboratories, in an educational context. As a starting point, this paper proposes a model in the form of a hierarchical task diagram that gives the general structure of any procedure. This model allows both the analysis of existing procedures and the design of a new inquiry-based approach. The obtained characteristics are further organized into criteria that can help both teachers and students assess a procedure during and after its writing. These results are obtained through two different sets of data. First, the characteristics of procedures are established by analysing laboratory manuals. This allows the organization and type of information in procedures to be defined. This analysis reveals that students are seldom asked to write a full procedure, but sometimes have to specify tasks within a procedure. Secondly, iterative interviews are undertaken with teachers. This leads to the list of criteria to evaluate the procedure. (Contains 7 tables and 2 figures.)

Models of a psychological process can be difficult to discriminate experimentally because it is not easy to determine the values of the critical design variables (e.g., presentation schedule, stimulus structure) that will be most informative in differentiating them. Recent developments in sampling-based search methods in statistics make it possible to determine these values and thereby identify an optimal experimental design. After describing the method, it is demonstrated in 2 content areas in cognitive psychology in which models are highly competitive: retention (i.e., forgetting) and categorization. The optimal design is compared with the quality of designs used in the literature. The findings demonstrate that design optimization has the potential to increase the informativeness of the experimental method. (Contains 8 figures, 3 tables and 7 footnotes.)

The ability to design appropriate experiments in order to interrogate a research question is an important skill for any scientist. The present article describes an interactive lecture-based activity centred around a comparison of two contrasting approaches to investigation of the question "Can you smell fear?" A poorly designed experiment (a video clip from the TV series "Brainiac science abuse") is considered alongside the methods used in a peer-reviewed paper examining the same issue. The exercise is applicable both for students in their later years of secondary education and during the first year of a university-level bioscience course. (Contains 1 box.)

Digital advertising platforms have emerged as a widely utilized data source in consumer research; yet, the interpretation of such data remains a source of confusion for many researchers. This article aims to address this issue by offering a comprehensive and accessible review of four prominent data collection methods proposed in the marketing literature: "informal studies," "multiple-ad studies without holdout," "single-ad studies with holdout," and "multiple-ad studies with holdout." By outlining the strengths and limitations of each method, we aim to enhance understanding regarding the inferences that can and cannot be drawn from the collected data. Furthermore, we present seven recommendations to effectively leverage these tools for programmatic consumer research. These recommendations provide guidance on how to use these tools to obtain causal and non-causal evidence for the effects of marketing interventions, and the associated psychological processes, in a digital environment regulated by targeting algorithms. We also give recommendations for how to describe the testing tools and the data they generate and urge platforms to be more transparent on how these tools work. [ABSTRACT FROM AUTHOR]

In this article, we review the ways in which replication has been and could be featured in consumer behavior, using Journal of Consumer Research as a specific setting. We present a framework for thinking about the generalizability of research findings and differentiate various potential benefits that replication can have for understanding variability in consumer research findings. We then define four different types of replications, describe how researchers can use these approaches to produce distinct benefits, and give guidance regarding conducting, interpreting, and the potential contributions of these different types of replications. We conclude with a discussion of various ways in which replication could be more fully integrated into different phases of the scientific research process, taking into account the contribution necessary for publication. In particular, we identify opportunities to incorporate independent replication into original papers, to increase the replication-based contribution in papers that build on prior work, and to use systematic replication in conjunction with meta-analysis to synthesize and confirm conclusions from a mature research literature. More fully integrating replication into scientific practice can yield a new equilibrium, in which replication is routine, typically consistent with previous results, and recognized as necessary for establishing an empirical generalization. [ABSTRACT FROM AUTHOR]

Introduction: Many pre‐school children in Ireland experience dental caries in their primary dentition. The rate of dental caries varies, impacted by the levels of fluoride in the water and socio‐economic status (18%–55%). This article reports on a novel initiative in which dental hygienists (DHs) supported pre‐school teachers (PST) to implement a toothbrushing programme for children attending pre‐schools in Ireland. It was hypothesised that such an initiative would create an environment in pre‐schools that would improve the oral hygiene skills and habits of children and increase the oral health knowledge of parents and PST. Methods: A storybook (Brushing our teeth with Brush Bunny), a toothbrushing song and information leaflets were developed. DHs were provided with specific online training for the programme. The resources, including toothbrushes and toothpastes, were delivered to the pre‐schools and training was provided by the DHs to the PST to prepare for and implement daily toothbrushing sessions. The standards for the toothbrushing programme followed the ChildSmile© programme. Before and after questionnaires gathered quantitative and qualitative data from the parents and PST. The toothbrushing programme was implemented by PST for 3 months. Results: Sixteen DHs and PST from 19 classes in 17 schools successfully delivered the programme to 331 children, and 227 parents completed both pre‐ and post‐questionnaires. Poor baseline knowledge in relation to the 'spit don't rinse' message increased from 29% to 48%. However, there was no improvement in awareness of the benefits of fluoride in toothpaste. Awareness of the best brushing routines in relation to frequency and length was good at baseline and remained so after the programme. Most parents (90%) felt the programme had impacted positively on their child's toothbrushing routine. Conclusion: This experimental study suggests that the logistics of implementing a daily toothbrushing routine to improve the oral hygiene skills and habits of pre‐school children are possible in Irish pre‐school settings when PST are supported by DHs. Parents' oral health knowledge may be improved, and it may impact positively on the children's daily toothbrushing routine. A larger study is required to confirm these findings. [ABSTRACT FROM AUTHOR]

Argues that the inclusion of viewer interpretation variables in experimental design and analysis procedures can greatly increase the methodology's ability to explain variance. Focuses attention on the between-group differences, while an analysis of how individual participants interpret the cues in the stimulus material focused attention on the within-group differences. Demonstrates that when a larger set of interpretation variables is included, the explanatory power greatly increases. (SG)

There is considerable variation in the physical and psychological presentations of people with whiplash-associated disorder (WAD). Optimal treatment continues to be a challenge. This research evaluated the efficacy of a community-located, theory-based intervention designed to promote physically active behaviour in people with persistent WAD, and thereby improve perceptions of pain interference and confidence completing activities in the presence of neck pain. A multiple-baseline, single-case experimental design was used to evaluate the 16-week intervention across six participants. Weighted Tau-U showed significantly increased accelerometer-measured physical activity in three participants with large effect sizes (>0.5), with increased confidence in one participant (ES > 0.5), and reduced pain interference in another participant (ES > 0.7). Changes in other behaviours included clinically important improvements in quality of life for five participants and, in those participants with baseline symptom levels outside threshold levels, improvements in pain catastrophizing and pain self-efficacy. Participation in a theory-based intervention resulted in significant improvements in physical and psychological health for five of six participants. Providing this type of community-located physical activity promotion strategy, to individuals with persistent WAD, may help address physical impairments and psychological distress commonly experienced in WAD. Trial registration: The trial was registered with the Australia and New Zealand Clinical Trials Registry (ACTRN: ACTRN12617001261303p) and ClinicalTrials.gov (Protocol Number: 2018000349/2017/743). Rehabilitation professionals should consider recommending theory-based physical activity promotion strategies to reduce physical impairments and psychological distress in individuals with persistent WAD. Individually tailored physical activity promotion strategies may help individuals with persistent WAD become more physically active thereby reducing their risk of diseases associated with inactivity which may compound the effects of WAD Improvements in physical and psychological health may occur independently of increasing habitual physical activity. Rehabilitation professionals may find that other community-located strategies which aim to promote physically active behaviour confer similar benefits for individuals with persistent WAD. [ABSTRACT FROM AUTHOR]

Purpose: Patient-reported outcome measures (PROMs) are an important tool both in clinical practice and research involving patients with swallowing disorders. There are several challenges to be overcome and methodological details to be adequately reported to ensure rigor and transparency in studies utilizing PROMs in dysphagia research. For this reason, the Framework for RigOr aNd Transparency In REseaRch on Swallowing (FRONTIERS), a critical appraisal tool developed to ensure rigor and transparency in dysphagia research, has devoted a domain to PROMs. The aim of this current article, as part of a larger forum of articles, is to present the PROM section of FRONTIERS and describe its development. Method: A literature review was carried out on PROMs in the field of dysphagia by three members of the FRONTIERS collaborative to identify items that were necessary for the rigorous application and transparent reporting of PROMs utilized in research of swallowing disorders in human subjects. Framework items were then subjected to an iterative process of feedback and consensus among the three members of the working group as well as all members of the FRONTIERS collaborative. Items were flagged for review and revised as needed until consensus was achieved on the final list. The final item list was compared to existing critical appraisal tools for PROMs. Results: The final checklist for the PROMs domain included 20 "Yes/No" questions that can be broadly divided into three categories: (a) development and validation, (b) patient population, and (c) PROM administration method. Each item is presented with a rationale for its inclusion. Conclusions: The use of the FRONTIERS Framework will serve researchers and those appraising quality of research involving PROMs. More broadly, the FRONTIERS Framework will facilitate improved rigor and transparency across dysphagia research. Special considerations and future goals are discussed. [ABSTRACT FROM AUTHOR]

Calculation of sample size is an essential part of research study design since it affects the reliability and feasibility of the research study. In this article, we look at the principles of sample size calculation for different types of research studies. [ABSTRACT FROM AUTHOR]

The Action-Project Method (A-PM) is a comprehensive qualitative research method guided by Contextual Action Theory, which has been successfully employed to study the goal-directed actions of dyads (e.g. parent-child pairs; couples). In this article, we discuss how we adapted the A-PM to successfully collect rich longitudinal qualitative data using remote video-based data collection procedures. After describing the A-PM in detail, we draw upon an example from a recent study which successfully implemented this methodology over a video-conference platform. Data collection and analysis procedures are described, as well as the methodological integrity of the A-PM. To facilitate consideration of the appropriateness of the remote methodological adaption to the A-PM, we discuss several practical strengths and limitations. Ultimately, we maintain that it is possible and viable to complete this method online. We hope to inform a new generation of researchers about the adaptability of the A-PM research design to remote data collection procedures. [ABSTRACT FROM AUTHOR]

This article discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs. The importance of defining the nature of the independent variable, the value of measuring implementation, and the improvement of the quality of quasi-experiments are among the controversial topics discussed. (Contains extensive references.) (Author/CR)

We examined the degree of autocorrelation among single‐case design data with six measures used to estimate treatment effect size. The most commonly used measures of effect size for single‐case data over the last 5 years published in peer‐reviewed journals were selected for comparison. The overall mean degree of autocorrelation was 0.46 (SD = 0.33) across the 304 data paths, which represents a moderate degree of autocorrelation. Overall, it appears that non‐parametric measures of effect size (i.e., percent of non‐overlapping data [PND], non‐overlap of all pairs [NAP], and improvement rate difference [IRD] values) were substantially and significantly more influenced by the degree of autocorrelation. Tau‐U effect size estimate was the non‐parametric exception as it was not significantly influenced by the degree of autocorrelation. Parametric measures of effect sizes such as standardized mean difference (SMD) and log response ratio (LRR) values did not appear to be significantly influenced by the degree of autocorrelation. For SMD, LRR, and Tau‐U values, the correlation between the effect size value and the degree of autocorrelation was minimal. For NAP, IRD, and PND values, the correlation between the effect size value and the degree of autocorrelation was moderate, indicating that these estimates of effect size should be avoided as the degree of autocorrelation between data points increases. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the impact of Ghana's free maternal health care policy on stillbirth and perinatal death since its implementation a decade ago. The study used the propensity score matching method, a quasi-experimental design technique and secondary data to construct two groups of mothers with a history of perinatal deaths who subscribed to the 'free' maternal health care policy versus mothers who did not. The study merged two rounds of repeated cross-sectional data sets obtained from the Ghana Demographic and Health Survey (GDHS), 2008 and 2014, and generated exposure variables; pregnant women policy holding status and outcome variables; stillbirth and perinatal death by constructing binary outcomes from the under-five mortality variables of the DHS data sets. Fetal and early neonatal deaths within the data set were categorized into two groups: those exposed to the free maternal health care policy and those who did not. The propensity scores of the two groups were then generated and analyzed after checking for bias and common support. The analysis applied sample weighting to account for clustering and stratification due to the complex design of the DHS. All analyses were done with STATA 15 and adjusted for confounding using independent covariates. Stillbirth (43.3%) and perinatal death (60.2%) were high in the intervention group compared to the comparison group, and the differences were statistically significant (stillbirth, 0.0156, and perinatal death, 0.0012). Stillbirth and perinatal deaths were 12 and 13 percentage points higher in the intervention group, and these were statistically significant: adj. coef. = 0.12; 95% CI: [0.03–0.19]; P = 0.005 and adj. coef. = 0.13; 95% CI: [0.03–0.22]; P = 0.005. The results show that stillbirth and perinatal death were high in the maternal health care policy group, poorly reflecting as outcomes. However, the percentage point difference between stillbirth and perinatal death suggests a decline in early neonatal mortality and a positive impact of the 'free' maternal health care policy on perinatal death over stillbirth. [ABSTRACT FROM AUTHOR]

Materials related to Japanese military "comfort women" in Korea are managed by several institutions. Each digital archive has their own metadata schema and management policies. So far, a standard or a common guideline for describing digital records is not formalized. We propose a Japanese military "comfort women" knowledge graph to semantically interlink the digital records from distributed digital archives. To build a Japanese military "comfort women" knowledge graph, digital records and descriptive metadata were collected from existing digital archives. A list of metadata was defined by analyzing commonly used properties and a knowledge model designed by reusing standard vocabularies. Knowledge was constructed by interlinking the collected records, external data sources, and enriching data. The knowledge graph was evaluated using the FAIR data maturity model. [ABSTRACT FROM AUTHOR]

The purpose of this scoping review was to examine how mixed methods research (MMR) has been applied in adapted physical activity (APA) research about children and adolescents age 5–18 years with a disability. Six electronic databases were searched to retrieve relevant studies published between 2003 and 2020. Sixty-four studies were identified and analyzed. The findings were organized into five categories of interest: publication information, study objectives, mixed methods research design, participants' information, and data integration. Challenges related to the design and publication of MMR in APA were uncovered, and suggestions for improvement are provided. This study adds to the knowledge of MMR design, and it provides an understanding of the underlying processes and methodological strategies that have guided this approach in APA research. This article will encourage APA researchers to engage in MMR while also aligning future studies with contemporary MMR literature and publication standards. [ABSTRACT FROM AUTHOR]

The aim of this systematic review was to examine the effects of physical exercise training on cerebral blood flow (CBF), which is a physiological marker of cerebrovascular function. Relationships between training-induced effects on CBF with changes in cognitive performance were also discussed. A systematic search was performed up to July 2022. Forty-five intervention studies with experimental, quasi-experimental, or pre–post designs were included. Sixteen studies (median duration: 14 weeks) investigated effects of physical exercise training on CBF markers using magnetic resonance imaging, 20 studies (median duration: 14 weeks) used transcranial Doppler ultrasound, and eight studies (median duration: 8 weeks) used near-infrared spectroscopy. Studies using magnetic resonance imaging observed consistent increases in CBF in the anterior cingulate cortex and hippocampus, but not in whole-brain CBF. Effects on resting CBF—measured with transcranial Doppler ultrasound and near-infrared spectroscopy—were variable, while middle cerebral artery blood flow velocity increased in some studies following exercise or hypercapnic stimuli. Interestingly, concomitant changes in physical fitness and regional CBF were observed, while a relation between training-induced effects on CBF and cognitive performance was evident. In conclusion, exercise training improved cerebrovascular function because regional CBF was changed. Studies are however still needed to establish whether exercise-induced improvements in CBF are sustained over longer periods of time and underlie the observed beneficial effects on cognitive performance. [ABSTRACT FROM AUTHOR]

The New England Journal of Medicine recently published a large study addressing the efficacy of preimplantation genetic testing for aneuploidy (PGT-A). The 14-centre randomized control non-inferiority trial used cumulative live birth rate (CLBR) as a clinical endpoint to examine the value of PGT-A and concluded that conventional IVF was not inferior to IVF with PGT-A. Unfortunately, the experimental design was highly flawed; and in fact, the data generated in the study do not support the major conclusions presented in the publication. The embryos in each patient's three-embryo pool, which were available for transfer, were selected solely by morphology. The investigators then randomized patients to either the PGT-A group or the control group. It is important to note that PGT-A screening in the study group was done only after the embryos were selected. PGT-A was not really used in a meaningful way, which would have been for the PGT-A results to help in selecting which embryos would be in the three-embryo group. Thus, the outcomes were wholly determined prior to the study intervention. The ultimate delivery rate for each group of three embryos was determined when they were selected by morphology. The randomization, which occurred after embryo selection, would assure equal distribution of those cohorts destined to deliver and those destined to fail to the two study groups, the PGT-A and control groups. Thus, there was no potential for PGT-A to enhance selection and thus no possible way to improve the cumulative outcomes. Since there was no possible way for the control group to be inferior, the experimental design precluded any chance of evaluating the primary endpoint of the study. The primary question of the study was never evaluated. Another serious flaw was that the study was initiated prior to knowing how to interpret the data provided in the PGT-A analytical result. Specifically, the design excluded mosaic embryos from transfer despite the literature demonstrating the significant reproductive potential for these embryos. When accounting for the lost deliveries induced by this non-evidence-based decision, the expected delivery rates in the two groups become virtually identical. That is an important issue because the data from the study actually demonstrate the safety of PGT-A without diminution in outcomes from the impact of trophectoderm biopsy or the discarding of competent embryos which had wrongfully been considered aneuploid. A final serious flaw in the experimental design and interpretation of the data surrounding the issue of the miscarriage rate. The investigators noted that the miscarriage rate was lower in the PGT-A group but stated that its impact was insufficient to alter the CLBR. Of course, by design, the CLBRs were limited to being equivalent. There was no potential for enhanced outcomes in the PGT-A group and thus no possibility that the lower risk of miscarriage in the PGT-A group would raise the CLBR. The benefit of a lower miscarriage rate is real and significant. Its relevance should not be diminished based on the lack of a change in the CLBR since that was never possible in this study. The investigators of the study concluded that the CLBR with conventional ART is equivalent to that with PGT-A, but a simple review of the experiment reassigns their genuine findings to those of a safety study. Significantly, the data in the study demonstrate that the intervention of PGT-A is safe. This study neither supports nor refutes the efficacy of clinical PGT-A. [ABSTRACT FROM AUTHOR]

The majority of research papers in computer-assisted language learning (CALL) report on primarily quantitative studies measuring the effectiveness of pedagogical interventions in relation to language learning outcomes. These studies are frequently referred to in the literature as experiments, although this designation is often incorrect because of the approach to sampling that has been used. This methodological discussion paper provides a broad overview of the current CALL literature, examining reported trends in the field that relate to experimental research and the recommendations made for improving practice. It finds that little attention is given to sampling, even in review articles. This indicates that sampling problems are widespread and that there may be limited awareness of the role of formal sampling procedures in experimental reasoning. The paper then reviews the roles of two key aspects of sampling in experiments: random selection of participants and random assignation of participants to control and experimental conditions. The corresponding differences between experimental and quasi-experimental studies are discussed, along with the implications for interpreting a study's results. Acknowledging that genuine experimental sampling procedures will not be possible for many CALL researchers, the final section of the paper presents practical recommendations for improved design, reporting, review, and interpretation of quasi-experimental studies in the field. [ABSTRACT FROM AUTHOR]

Positive and negative interpretation biases have been conceptualized as distinct constructs related to anxiety and social anxiety, but the field lacks psychometrically sound self-report measures to assess positive and negative interpretations of social ambiguity. This study examined the psychometric properties of the Ambiguous Social Scenarios Questionnaire (ASSQ) in two samples of 2,188 and 454 undergraduates with varying levels of anxiety. Results supported a bifactor model with a general interpretation bias factor and specific factors assessing positive and negative interpretation biases. The ASSQ demonstrated measurement invariance across genders and levels of social anxiety, as well as convergent and incremental validity with two existing measures of interpretation bias. It also demonstrated concurrent validity with attentional control, intolerance of uncertainty, total anxiety, and social anxiety and discriminant validity with emotional awareness. Findings support the ASSQ as a brief, valid, and reliable measure of positive and negative interpretation biases toward ambiguous social situations. [ABSTRACT FROM AUTHOR]

Parenting stress is the experience of discomfort or distress that results from the demands associated with the role of parenting. Although there are numerous parenting stress scales, relatively few scales have been developed with consideration of the Chinese cultural context. This study aimed to develop and validate the Chinese Parenting Stress Scale (CPSS) with a multidimensional and hierarchical structure for Mainland Chinese preschoolers' parents (N = 1,427, M age = 35.63 years, SD = 4.69). In Study 1, a theoretical model and an initial 118 items were developed, drawing on prior research and existing measures of parenting stress. Exploratory factor analysis yielded 15 first-order factors with 60 items. In Study 2, confirmatory factor analyses supported a higher order solution consisting of 15 first-order factors covering four domains: Child Development (12 items), Difficult Child (16 items), Parent–Child Interaction (12 items), and Parent's Readjustment to Life (20 items). Measurement invariance indicated no gender differences between parents for the scale scores. The convergent, discriminant, and criteria validity of the CPSS scores was supported by its association with related variables in the expected directions. Moreover, the CPSS scores added significant incremental variance in predicting somatization, anxiety, and child's emotional symptoms more so than the Parenting Stress Index–Short Form-15. The CPSS total and subscale scores all had acceptable Cronbach's αs in both samples. The overall findings support the CPSS as a psychometrically sound tool. [ABSTRACT FROM AUTHOR]