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1. Children's Early Literacy Practices at Home and in Early Years Settings: Second Annual Survey of Parents and Practitioners

Author

Pearson Education, National Literacy Trust (England), and Formby, Susie

Abstract

This report outlines findings from Pearson and the National Literacy Trust's second annual early years literacy survey, conducted in May to July 2014. 1,012 parents of children aged 3 to 5 and 567 early years practitioners who work with this age group participated. Attainment data in the form of vocabulary abilities were available for a subsample of 183 children. The report not only examines children's access to books and to technology, as well as their early reading habits, but it also examines the impact of these practices on young children's vocabulary. Within this report we seek to answer the following key questions: (1) How often do children look at or read stories at home and in early years settings, and what is the impact on children's vocabulary; (2) How do parents support their children in story-related activities; (3) Are there differences in engagement in reading activities at home and vocabulary outcomes for children from different socioeconomic backgrounds or by gender; (4) Does looking at or sharing stories using technology provide any additional benefit to children; and (5) What are the key changes between 2013 and 2014? Key findings are included. The following are appended: (1) Sample characteristics; and (2) Data Tables.

Published
2014

2. The Heart of Great Teaching: Pearson Global Survey of Educator Effectiveness

Author

Pearson Education, McKnight, Katherine, Graybeal, John, Yarbro, Jessica, and Graybeal, Lacey

Abstract

To contribute to the global discussion about what makes an effective teacher, Pearson surveyed students ages 15-19, teachers, principals, education researchers, education policymakers, and parents of school-aged children in 23 countries (Canada, U.S., Mexico, Brazil, Argentina, Finland, Germany, Poland, England, Morocco, Egypt, South Africa, Turkey, Saudi Arabia, Qatar, U.A.E., Iran, India, Singapore, Vietnam, Hong Kong, Japan, and Australia). Along with demographic items (e.g., respondent's city, gender, school or job experience), participants responded to two key items: (1) List a minimum of 3 and a maximum of 15 of what you think are the most important qualities of an effective (good) teacher; and (2) Indicate the type of teacher you are thinking of as you create the list. For the second part, the researchers provided a matrix of grade levels and subject areas taught, allowing them to examine whether the list of qualities differs for different grade levels and subject areas. The study was driven by the following set of research questions: (1) What do different stakeholder groups regard as the most important qualities of an effective teacher? (2) Do these qualities differ by context? and (3) How do these qualities align with teaching standards and research on teacher effectiveness? The most common response, regardless of grade levels the teacher teaches, public or private school, or gender of the respondent, is that relationships between teachers and students matter most. The responses also vary based on the country's level of human development. Less developed countries tended to value the teacher's professionalism more strongly; however most differences were not dramatic. Overall, stakeholder responses reflect a student-centered focus, valuing the relationships required for learning and the understanding of students as learners above the teacher's subject knowledge and teaching skills.

Published
2016

3. What Is College and Career Readiness? State Requirements for High School Graduation and State Public University Admissions. Bulletin, Issue 23

Author

Pearson Education and Conforti, Peter A.

Abstract

This paper compares the minimum requirements for high school graduation in each state with admission requirements for the state's main (or "flagship") university campus. In 80% of the states, the high school graduation requirements do not meet the minimum standards necessary for admission to their own state universities.

Published
2013

4. Learning Progressions: An Overview of Current Validation Methods. Bulletin, Issue 24

Author

Pearson Education, Soto, Amanda C., and Taylor, Melinda A.

Abstract

Learning progressions represent a set of skills or pieces of knowledge ordered sequentially from least to most complex. This sequence can guide instruction as well as assessment content. This paper describes several useful methods for validating learning progressions including validating the relationship between the progression and student knowledge as well as between the progression and associated assessments.

Published
2013

5. What Is College and Career Readiness? A Summary of State Definitions. Bulletin, Issue 22

Author

Pearson Education and Conforti, Peter A.

Abstract

This paper outlines each state's definition of college and career readiness and shows whether they associate with the Common Core State Standards Initiative (CCSSI), ACT College and Career Readiness System (ACCRS), or both. The general definition that emerges can not only facilitate interstate discussions on multiple levels, but also provide schools, districts, educators, students, and other stakeholders with clear objectives to effectively prepare students for postsecondary endeavors.

Published
2013

6. College Readiness Indicators. Bulletin. Issue 25

Author

Pearson Education, Cromwell, Ashley M., McClarty, Katie Larsen, and Larson, Sarah J.

Abstract

This paper outlines current student-level indicators at the high school and middle school levels that predict college success. In this bulletin, indicators are divided into three categories: assessment scores (e.g., SAT® exam scores), transcript attributes (e.g., course rigor), and additional indicators (e.g., attendance) that impact achievement.

Published
2013

8. Making Sense of the Metrics: Student Growth, Value-Added Models, and Teacher Effectiveness. Bulletin. Issue 19

Author

Pearson Education, O'Malley, Kimberly, McClarty, Katie, and Magda, Tracey

Abstract

The nation is showing an unprecedented focus on increasing the rigor in education and preparing students for college. The college readiness trend is driving changes in the ways in which the nation uses student test data. Educational data are no longer limited to static data snapshots showing the status of a student performance at one point in time. Instead data are linked grade-to-grade and course-to-course, to create a longitudinal measure of student performance. Inferences about student progress are now made using status as well as growth models. The new national trend is to enhance the ability to draw inferences about student growth by collecting more direct evidence from longitudinal student data. The use of longitudinal data expands beyond informing about student progress to evaluating teachers and educational leaders. President Obama has repeatedly highlighted the need for teacher effectiveness measures and offered incentives for those who are willing to implement them. The Department of Education awarded billions of dollars from the Race to the Top fund to 11 states and the District of Columbia in 2010. In granting the awards, the Department evaluated state applications for which 28% of the points were dedicated to a section entitled "Great Teachers and Leaders." As part of the application requirements, states had to develop and describe a system for assessing teacher effectiveness that included student achievement data and provided annual effectiveness ratings for all teachers. States awarded the Race to the Top funds are currently working to implement their plans for teacher effectiveness systems, with most relying on student growth measures as essential measures in their systems. The use of student score changes in different applications has led to confusion in the use of terms and concepts. Terms such as student growth, value-added models, and teacher effectiveness are often used interchangeably. The differences in these three measures are significant. Using one when another is intended has impeded the nation's ability to develop these measures well and to use the information in optimal ways. The goal of this paper is to define student growth, value-added models, and teacher effectiveness, the three terms that are often confused. Furthermore, the paper compares and contrasts features of these three measures and identifies next steps needed for advancing the use of these measures for educational reform.

Published
2011

9. A Study of the 'Stanford Achievement Test Series,' Tenth Edition (Stanford 10) Alignment to the Common Core State Standards

Author

Pearson Education

Abstract

With the June 2, 2010, release of the Common Core State Standards, state-led education standards developed for K-12 English Language Arts and Mathematics, Pearson Learning Assessments and content experts conducted an in-depth study to analyze how the "Stanford 10 Achievement Test Series," Tenth Edition (Stanford 10) and Stanford 10 Online items align to the new standards. The study included analysis of all standalone and passage-based items on Form A of the Stanford 10 English Language Arts (ELA) and Mathematics subtests for K-12. Overall, 100 percent of the Stanford 10 English Language Arts items align to the Common Core State Standards, and 98.5 percent of the Stanford 10 Mathematics items are in alignment. Details and examples of the alignment process conducted are included in this publication, along with more information about the Stanford 10's relationship to the Common Core State Standards.

Published
2011

10. Management of Adult Education Organisations in Africa

Author

Pearson Education, UNESCO Institute for Lifelong Learning (UIL) (Germany), Nafukho, Fredrick Muyia, Wawire, Nelson H. W., Lam, Penina Mungania, Nafukho, Fredrick Muyia, Wawire, Nelson H. W., Lam, Penina Mungania, Pearson Education, and UNESCO Institute for Lifelong Learning (UIL) (Germany)

Abstract

Adult education is now considered a mainstream academic discipline in several African countries, and its importance in today's knowledge and "ideas" economies is growing steadily. It is provided by organisations such as public universities, training colleges, corporate universities and employers. The successful operation of educational organisations requires sound leadership and management. "Management of Adult Education Organisations in Africa" examines African perspectives of managerial leadership, highlighting the importance of management in the design and effective delivery of adult education programmes. The ten chapters in this book focus on the following: Management and diversity; Leadership in adult education organisations; Management approaches in Africa; Human resources development; Organisational development and change; Ubuntu embedded leadership and organisational learning; Planning, implementation and evaluation; Time management in an organisation; Financial management; and The challenges and opportunities of managing adult education organisations. Making explicit reference to African models and understandings of management, chapters in "Management of Adult Education Organisations in Africa" include a set of learning objectives, definitions of key terms and clearly written summaries of the essential information and discussion points. Additional activities, case studies and suggested reading material help to provide a complete resource for students of management in an adult education context. The book will have special appeal to those wishing to learn about and embark on an educational management career. It will also be a useful reference source to those who are already in positions of management and leadership of educational organisations.

Published
2011

11. Nursing : A Concept-Based Approach to Learning, Volume 2

Author

Pearson Education and Pearson Education

Abstract

Nursing: A Concept-Based Approach to Learning is the only concepts curriculum built from the ground up as a comprehensive, cohesive learning system. This 3-volume series provides all the nursing curriculum content and materials needed to prepare you for nursing practice. Through complementary exemplars and assessment tools, you'll deepen your grasp of the connections between concepts, with broad applications. Volume II focuses on 30 psychosocial, reproductive, nursing and healthcare concepts, including normal function, interrelationships and alterations. Complementary exemplars illuminate concepts. The 4th Edition builds your understanding of the lifespan, from pregnancy and birth, through childhood and adolescence, and into young, middle and old age.

Published
2022

12. Clinical Nursing Skills : A Concept-Based Approach (2 Downloads)

Author

Pearson Education and Pearson Education

Subjects
Nursing
Abstract

Nursing: A Concept-Based Approach to Learning is the only concepts curriculum built from the ground up as a comprehensive, cohesive learning system. This 3-volume series provides all the nursing curriculum content and materials needed to prepare you for nursing practice. Through complementary exemplars and assessment tools, you'll deepen your grasp of the connections between concepts, with broad applications. Volume III, Clinical Nursing Skills, is the only volume of any concept-based curriculum devoted exclusively to nursing skills. The 4th Edition will help you learn and apply essential skills and knowledge for patient care, while relating topics to broader contexts. The content covers the lifespan, from pregnancy and birth, through childhood and adolescence, and into young, middle and old age.

Published
2022

13. Nursing : A Concept-Based Approach to Learning, Volume 1

Author

Pearson Education and Pearson Education

Subjects
Nursing
Abstract

Nursing: A Concept-Based Approach to Learning is the only concepts curriculum built from the ground up as a comprehensive, cohesive learning system. This 3-volume series provides all the nursing curriculum content and materials needed to prepare you for nursing practice. Through complementary exemplars and assessment tools, you'll deepen your grasp of the connections between concepts, with broad applications. Volume I focuses on 21 biophysical concepts, including normal function, interrelationships and alterations. Complementary exemplars illuminate concepts. The 4th Edition builds your understanding of the lifespan, from pregnancy and birth, through childhood and adolescence, and into young, middle and old age.

Published
2022

14. CompTIA Linux+ XK0-004 Cert Guide

Author

Pearson Education, Ross Brunson, William Rothwell, Pearson Education, Ross Brunson, and William Rothwell

Abstract

This is the eBook version of the print title. Note that the eBook does not provide access to the practice test software that accompanies the print book. Learn, prepare, and practice for CompTIA Linux+ and exam success with this Cert Guide from Pearson IT Certification, a leader in IT Certification learning. Master CompTIA Linux+ XK0-004 exam topics Assess your knowledge with chapter-ending quizzes Review key concepts with exam preparation tasks CompTIA Linux+ (XK0-004) Cert Guide is a best-of-breed exam study guide. Leading Linux trainers Ross Brunson and William “Bo” Rothwell share preparation hints and test-taking tips, helping you identify areas of weakness and improve both your conceptual knowledge and hands-on skills. Material is presented in a concise manner, focusing on increasing your understanding and retention of exam topics. The book presents you with an organized test preparation routine through the use of proven series elements and techniques. Exam topic lists make referencing easy. Chapter-ending Exam Preparation Tasks help you drill on key concepts you must know thoroughly. Review questions help you assess your knowledge, and a final preparation chapter guides you through tools and resources to help you craft your final study plan. Well regarded for its level of detail, assessment features, and challenging review questions and exercises, this study guide helps you master the concepts and techniques that will enable you to succeed on the exam the first time, including · Hardware and system configuration · Systems operation and maintenance · Security · Linux troubleshooting and diagnostics · Automation and scripting It fully reflects major changes to this version of the Linux+ exam, including new coverage of virtualization, cloud concepts, Git, and orchestration.

Published
2019

15. Nursing : A Concept-Based Approach to Learning, Volume 1

Author

Pearson Education and Pearson Education

Subjects
Nursing Care
Abstract

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. For courses in concept-based nursing.#1 curriculum choice for concept-based schools of nursingNursing: A Concept-Based Approach to Learning provides all of the core content and materials needed to deliver an effective concept-based program that develops practice-ready nurses. This three-volume series is the only concepts curriculum developed from the ground up as a cohesive, comprehensive learning system. An intentional instructional design and learning pattern fosters connections between concepts and a deep level of comprehension that can be applied broadly. Volume I focuses on 21 crucial biophysical concepts, including their normal function, interrelationships, and alterations across the lifespan. The 3rd edition is a significant revision that brings the text in line with new evidence-based practice, care, and safety guidelines.Also available with MyLab NursingMyLab™ is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Nursing helps students master key concepts, prepare for success on the NCLEX-RN® exam, and develop clinical reasoning skills.Note: You are purchasing a standalone product; MyLab Nursing does not come packaged with this content. Students, if interested in purchasing this title with MyLab Nursing, ask your instructor for the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information.If you would like to purchase both the physical text and MyLab Nursing, search for:0134879112 / 9780134879116 Nursing: A Concept-Based Approach to Learning, Volumes I, II & III Plus MyLab Nursing with Pearson eText -- Access Card Package, 3/ePackage consists of: 0134616804 / 9780134616803 Nursing: A Concept-Based Approach to Learning, Volume I, 3/e 0134616812 / 9780134616810 Nursing: A Concept-Based Approach to Learning, Volume II, 3/e 0134616839 / 9780134616834 Clinical Nursing Skills: A Concept-Based Approach, Volume III, 3/e 0134869745 / 9780134869742 MyLab Nursing with Pearson eText -- Access Code -- for Nursing: A Concept-Based Approach to Learning, Volumes I and II, 3/e

Published
2018

16. Big Ideas of Early Mathematics : What Teachers of Young Children Need to Know

Author

Pearson Education and Pearson Education

Abstract

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133548635. In this unique guide, classroom teachers, coaches, curriculum coordinators, college students, and teacher educators get a practical look at the foundational concepts and skills of early mathematics, and see how to implement them in their early childhood classrooms. Big Ideas of Early Mathematics presents the skills educators need to organize for mathematics teaching and learning during the early years. For teachers of children ages three through six, the book provides foundations for further mathematics learning and helps facilitate long-term mathematical understanding. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText•The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.• Affordable. Experience the advantages of the Enhanced Pearson eText for 40-65% less than a print bound book. •The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. •The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

Published
2013

17. Ten Things That Matter From Assessment to Grading

Author

Tom Schimmer, Pearson Education, Tom Schimmer, and Pearson Education

Abstract

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Ten Things that Matter from Assessment to Grading outlines the big ideas of assessment so teachers can prioritize where to refine their practice. Structured in standalone, quick-read chapters, its flexible approach lets readers choose the material that matters most to them. Chapters tackle concepts such as descriptive feedback, differentiated instruction, student ownership and grading accuracy. Classroom examples and teacher accounts are included in each chapter to help illustrate how to translate research to practice. Tips, guided questions, and next steps encourage readers to get started on their own path to fair and balanced assessment and grading.

Published
2012

18. The Top 10 Things You Must Know About Sales

Author

Pearson Education and Pearson Education

Abstract

Skills, facts, strategies, techniques…whatever it takes! FT Press's quick new Top 10s bring together the 10 most crucial things you MUST know to get great results, right now! Ten powerful ideas and easy techniques for supercharging your sales career and selling more--starting today! “You can lead a horse to water, but you can't make it drink.” But what if you make the horse thirsty? That's the essence of a sale: getting the energy, excitement, and commitment to come from the customer. Here are ten ways to prepare for that moment, make sales happen, and make them a positive experience for the customer....

Published
2010

19. Gestion de la paie

Author

Dejoux, Cécile, Dejoux, Cécile, Pearson Education, Laboratoire interdisciplinaire de recherche en sciences de l'action (LIRSA), Conservatoire National des Arts et Métiers [CNAM] (CNAM), and HESAM Université (HESAM)-HESAM Université (HESAM)

Subjects
[SHS] Humanities and Social Sciences, ComputingMilieux_MISCELLANEOUS, [SHS]Humanities and Social Sciences
Abstract

International audience

Published
2012

20. Résolution numérique des équations différentielles et des équations aux dérivées partielles

Author

Le Roux, Marie-Noëlle, Institut de Mathématiques de Bordeaux (IMB), Université Bordeaux Segalen - Bordeaux 2-Université Sciences et Technologies - Bordeaux 1-Université de Bordeaux (UB)-Institut Polytechnique de Bordeaux (Bordeaux INP)-Centre National de la Recherche Scientifique (CNRS), and Pearson Education

Subjects
[MATH.MATH-NA]Mathematics [math]/Numerical Analysis [math.NA]
Abstract

Construction et analyse des méthodes à un pas et des méthodes multipas pour les équations différentielles. Introduction aux méthodes d'éléments finis pour les EDP

Published
2009

21. Compléments: Les systèmes à deux ondes, les équilibres et l'environnement, une équation de Hamilton-Jacobi

Author

Le Roux, Alain-Yves, Institut de Mathématiques de Bordeaux (IMB), Université Bordeaux Segalen - Bordeaux 2-Université Sciences et Technologies - Bordeaux 1-Université de Bordeaux (UB)-Institut Polytechnique de Bordeaux (Bordeaux INP)-Centre National de la Recherche Scientifique (CNRS), and Pearson Education

Subjects
[MATH.MATH-AP]Mathematics [math]/Analysis of PDEs [math.AP]
Abstract

Illustraion du chapitre 3 par des exemples concrets

Published
2009

22. Le Géomarketing

Author

da Silva, Albert, Weber, Christiane, Baehrel, Estelle, and Editions Pearson Education

Subjects
[SHS.GEO] Humanities and Social Sciences/Geography, geomarketing
Published
2005

23. Comportements humains et management

Author

Bourgeois , Denis, Alexandre-Bailly , Frédérique, Gruere , Jean-Pierre, Raulet-Croset , Nathalie, Roland-Levy , Christine, Crg, Centre De Recherche En Gestion, Centre de recherche en gestion ( CRG ), École polytechnique ( X ) -Centre National de la Recherche Scientifique ( CNRS ), Pearson Education France, Centre de recherche en gestion (CRG), Centre National de la Recherche Scientifique (CNRS)-École polytechnique (X), and Haldemann, Antoine

Subjects
[SHS.GESTION.MAN-RE]Humanities and Social Sciences/Business administration/domain_shs.gestion.man-re, [SHS.GESTION]Humanities and Social Sciences/Business administration, comportement, [ SHS.GESTION ] Humanities and Social Sciences/Business administration, [SHS.GESTION] Humanities and Social Sciences/Business administration, [SHS.GESTION.MAN-RE] Humanities and Social Sciences/Business administration/domain_shs.gestion.man-re, management, [ SHS.GESTION.MAN-RE ] Humanities and Social Sciences/Business administration/domain_shs.gestion.man-re
Abstract

Pour mieux éclairer les problématiques liées aux comportements dans le management des hommes et des équipes, cet ouvrage puise dans les apports essentiels des sciences humaines et sociales (psychologie, psychologie sociale, anthropologie, sociologie...), mais aussi de l'économie et de la théorie des organisations. Il se focalise sur les thèmes incontournables de l'action managériale – la communication, la motivation, la coopération et le conflit, le pouvoir et le leadership, l'autonomie et la délégation, le changement et les résistances au changement – et les interroge sous les trois angles complémentaires de l'individu, du groupe et de l'organisation. Revue et actualisée, cette nouvelle édition met l'accent sur : • les questions d'éthique (les différents niveaux, efficacité et éthique, éthique du travail, responsabilité des dirigeants) • les questions de diversité (culturelle, générationnelle, de genre) • les applications au secteur associatif (motivation et bénévolat, mécénat de compétences) Elle introduit en outre de nombreux nouveaux exemples, tels que l'autorité et la négociation chez nos ministres, la cyberdémocratie, les conflits sociaux, les sociétés coopératives. Particulièrement pédagogique, l'ouvrage prend soin pour chaque chapitre de définir clairement tous les concepts clés, de proposer des exemples, des synthèses, des lectures complémentaires et des exercices ou cas d'application.

Published
2003

24. Protest in New Zealand

Author

Author: Brent Coutts (b.1968) and Publisher: Pearson Education New Zealand Ltd.

25. Diagnostic utility of Behavior Assessment System for Children-3 for children and adolescents with autism.

Author

Zhou X, Reynolds C, and Kamphaus RW

Subjects
Adenosine Triphosphate, Adolescent, Child, Humans, Parents, Sensitivity and Specificity, Autism Spectrum Disorder diagnosis, Autistic Disorder
Abstract

This study examined the accuracy of the Behavior Assessment System for Children-3 for Autism Spectrum Disorder (ASD) diagnosis using parent (PRS) and teaching rating (TRS) scales. The accuracy of three PRS and TRS derived scores with strong theoretical relationships to ASD (Developmental Social Disorders [DSD], Atypicality [ATP], and Withdrawal [WIT]) and the Autism Probability Index (AUI) was examined. The T scores of 149 children with ASD were compared with typically developing children within similar demographics to assess diagnostic accuracy (i.e., differential validity). The results revealed statistically significant differences for all scales between the group with ASD and the matched group of typically developing children. Sensitivity and specificity were maximized for both the PRS and TRS when DSD, ATP, and WIT scales were greater than 60 and a cut score of on the AUI was set at 55. Overall, sensitivity and specificity indexes associated with these cut scores demonstrated strong diagnostic utility for differentiating the two groups.

Published
2022
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26. Using a Logic Model to Enable and Evaluate Long-Term Outcomes of a Mass Casualty Training Program: A Single Center Case Study.

Author

Dadario NB, Bellido S, Restivo A, Kulkarni M, Singh M, Yoon A, Shapiro J, Quintero F, Tagami T, Yang CJ, and Jafri FN

Subjects
Humans, Logic, Mass Casualty Incidents, Disaster Planning, Disaster Medicine, Civil Defense
Abstract

Purpose: Global health disasters are on the rise and can occur at any time with little advance warning, necessitating preparation. The authors created a comprehensive evidence-based Emergency Preparedness Training Program focused on long-term retention and sustained learner engagement., Method: A prospective observational study was conducted of a simulation-based mass casualty event training program designed using an outcomes-based logic model. A total of 25 frontline healthcare workers from multiple hospital sites in the New York metropolitan area participated in an 8-hour immersive workshop. Data was collected from assessments, and surveys provided to participants 3 weeks prior to the workshop, immediately following the workshop, and 3 months after completion of the workshop., Results: The mean percentage of total knowledge scores improved across pre-workshop, post-workshop and retention (3 months post-workshop) assessments (53.2% vs. 64.8% vs. 67.6%, P < 0.05). Average comfort scores in the core MCI competencies increased across pre-workshop, post-workshop and retention self-assessments ( P < 0.01). Of the participants assessed at 3 months retention (n = 14, 56%), 50.0% (n = 7) assisted in updating their hospital's emergency operations plan and 50.0% (n = 7) pursued further self-directed learning in disaster preparedness medicine., Conclusions: The use of the logic model provided a transparent framework for the design, implementation, and evaluation of a competency-based EPT program at a single academic center.

Published
2022
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27. Impact and Cost-Effectiveness of Integrated Psychology Services in a Pediatric Endocrinology Clinic.

Author

Caccavale LJ, Bernstein R, Yarbro JL, Rushton H, Gelfand KM, and Schwimmer BA

Subjects
Adolescent, Appointments and Schedules, Child, Endocrinology, Female, Humans, Male, Psychology, Cost-Benefit Analysis, Counseling, Diabetes Mellitus, Type 1 psychology, Diabetes Mellitus, Type 1 therapy
Abstract

Including psychology services in pediatric endocrinology clinics may improve patients' adherence to diabetes management behaviors, and, subsequently, glycemic control; however, an evaluation of the impact and cost-effectiveness of this integration is needed. The change in HbA1c and cost-effectiveness of integrated psychology services, from the hospital and insurance provider perspectives, were evaluated using a linear effects model and Incremental Cost-Effectiveness Ratios (ICERs). Data from 378 patients with T1D (50% female; 65% Caucasian; M age = 12.0 years) were obtained via medical chart review (2241 appointments). Patients demonstrated significant improvements in HbA1c following clinic visits in which they met with psychology (b = - 0.16, p = 0.006). A larger proportion of the distribution of ICER values fall below the $1000/1% HbA1c threshold from both the insurance (89%) and hospital (94%) perspectives. These results indicate that providing integrated psychology services in the endocrinology clinic is highly beneficial from the patient, hospital, and insurance provider perspectives.

Published
2020
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28. Speech-Language Pathologists' Clinical Decision Making for Children With Specific Language Impairment.

Author

Selin CM, Rice ML, Girolamo T, and Wang CJ

Subjects
Child, Female, Humans, Internet, Male, Speech, Speech-Language Pathology standards, Surveys and Questionnaires, Clinical Decision-Making, Specific Language Disorder diagnosis, Specific Language Disorder therapy, Speech-Language Pathology methods
Abstract

Purpose The speech-language pathologist's (SLP's) role for the specific language impairment (SLI) population is to provide specialized intervention targeting underlying deficits. However, children with SLI are often underrepresented on caseloads despite a high prevalence of the disorder and known long-term impacts. This study explored how SLPs use research to inform clinical decision making for SLI under neutral workplace circumstances. Method A national web-based survey was distributed to SLPs ( n = 563) to investigate assessment and intervention clinical decision making for individuals with SLI. Vignettes portrayed various clinical profiles of SLI across dimensions of affectedness (child characteristics). Respondents made clinical decisions under neutral workplace conditions to remove confounds of work setting, policies, and caseload/time management constraints. The influence of child and practitioner characteristics on clinical decision making was explored. Results Variation across the vignettes emerged for the clinical decisions of SLP service recommendation, service delivery, intervention contents, specific treatment goals, and a monitoring approach. Practitioner characteristics had little influence, while child characteristics influenced responses across the clinical decision-making process. Assessment standard scores and percentiles were most strongly associated with SLP service recommendation. Conclusion The use of vignette methodology was demonstrated for the discipline of communication sciences and disorders. SLPs recommended services for individuals with SLI at higher rates than in actual practice; however, variation across the clinical decision-making process occurred. Implications include the reduction and removal of constraining workplace characteristics and increasing SLP competency for identifying the diagnostic profile of SLI.

Published
2019
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29. The effect of anomalous utterances on language production.

Author

Ivanova I, Wardlow L, Warker J, and Ferreira VS

Subjects
Adult, Humans, Young Adult, Language, Pattern Recognition, Visual physiology, Repetition Priming physiology
Abstract

Speakers sometimes encounter utterances that have anomalous linguistic features. Are such features registered during comprehension and transferred to speakers' production systems? In two experiments, we explored these questions. In a syntactic-priming paradigm, speakers heard prime sentences with novel or intransitive verbs as part of prepositional-dative or double-object structures (e.g., The chef munded the cup to the burglar or The doctor existed the pirate the balloon). Speakers then described target pictures eliciting the same structures, using the same or different novel or intransitive verbs. Speakers overall described targets with the same structures as the primes (abstract syntactic priming), but more so when the primes and targets had the same novel or intransitive verbs (a lexical boost), an effect that was only observed when the novel words served as the verbs in both the prime and target sentences. Such a lexical boost could only manifest if speakers formed associations between the verbs and structures in the primes during comprehension, and if these associations were then transferred to their production systems. We thus showed that anomalous utterance features are not ignored but persist (at least) in speakers' immediately subsequent production.

Published
2017
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30. The roles of feedback and working memory in children's reference production.

Author

Wardlow L and Heyman GD

Subjects
Analysis of Variance, Auditory Perception physiology, Child, Child, Preschool, Cognition physiology, Feedback, Psychological physiology, Female, Humans, Language Development, Male, Communication, Memory, Short-Term physiology
Abstract

Children's communicative perspective-taking ability was investigated in a sample of 62 5- and 6-year-olds using a spoken production referential communication task in which speakers identify target objects for listeners. We assessed whether children would make use of non-verbal negative feedback to improve their future production of referring expressions, which involve words or phrases that function in discourse to identify individual objects. We also examined whether the use of such feedback is related to cognitive resources. Results indicated that children who were given feedback from addressees produced more informative referring expressions than those who received no feedback. Furthermore, this tendency to effectively make use of feedback was greatest among children with higher working memory. These findings demonstrate that feedback can facilitate learning about referential communication and suggest that one limitation in using such feedback is the ability to hold it in mind so that it can be used to guide the production of referring expressions., (Copyright © 2016 Elsevier Inc. All rights reserved.)

Published
2016
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31. Incidence and severity of phlebitis in patients receiving peripherally infused amiodarone.

Author

Boyce BA and Yee BH

Subjects
Aged, Aged, 80 and over, Data Collection, Female, Humans, Incidence, Infusions, Intravenous, Male, Middle Aged, Phlebitis epidemiology, Severity of Illness Index, Amiodarone administration & dosage, Amiodarone adverse effects, Anti-Arrhythmia Agents administration & dosage, Anti-Arrhythmia Agents adverse effects, Atrial Fibrillation drug therapy, Catheterization, Peripheral adverse effects, Phlebitis etiology, Tachycardia, Supraventricular drug therapy, Ventricular Fibrillation drug therapy
Abstract

Background: Nurses noted that the rate of phlebitis was high when intravenous amiodarone was infused via a peripheral site. Hospital policy recommends a central vascular catheter, but this method is often not feasible because the drug is administered in emergent situations for short periods., Objective: To determine the rate and severity of phlebitis in patients given peripherally infused amiodarone., Methods: The literature, policy, and procedures for administration of amiodarone were reviewed; the pharmacy was consulted; and a data collection tool was developed. The tool was pilot tested and revised, and face validation was established. Data were collected during a 6-month period. A convenience sample was used., Results: The study included a total of 12 patients. Each new infusion of intravenous amiodarone was considered a separate occurrence, for a total of 24 infusions. Various grades of phlebitis developed in 8 patients (67%). Phlebitis developed at 12 of the 24 infusion sites (50%)., Conclusions: Patients receiving peripherally infused amiodarone are at high risk for phlebitis. This complication may lead to infection, additional medical intervention, delay in treatment, and prolonged hospitalization.

Published
2012
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