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La realización de pruebas de Independencia Chi cuadrado o de Regresiones logísticas, a los fines de comprobar hipótesis en los trabajos de investigación, requieren de una serie de pasos desde la detección del rol de cada variable hasta la interpretación de los resultados. El Objetivo del presente es recomendar un procedimiento de pasos ordenados para la realización e interpretación de los análisis estadísticos de variables respuestas de tipo cualitativas, desarrollados particularmente con un ejemplo pediátrico. A partir de la información de historias clínicas de pacientes pediátricos, menores de 2 años, que fueron internados con diagnóstico de bronquiolitis, se realizaron los análisis Chi cuadrado, las regresiones logísticas (simples y múltiples) y la obtención de Odds Ratios. Resultaron significativos los efectos sobre la Asistencia respiratoria mecánica de Score de Tal, Virus Respiratorio Sincitial y frecuencia cardíaca. Se concluye con un manual de procedimientos funcional de 8 pasos a tener en cuenta a los fines realizar un óptimo procedimiento de análisis.

Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.

Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated "snapshot" of states' interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.

Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities.

Folic acid fortification of all white flour, enriched pasta, and cornmeal products became mandatory in Canada to reduce risk of neural tube defects at birth. Furthermore, Health Canada and the Society of Obstetricians and Gynaecologists of Canada recommend women take daily prenatal folic acid supplements in addition to folic acid fortified foods during pregnancy. However, the influence of maternal folic acid supplementation on offspring development, specifically the highly abundant and metabolically active skeletal muscle, is currently unknown. Thus, the purpose of this study was to determine the effect of supplemental folic acid (four times higher than normal dietary consumption), in utero and throughout suckling on muscle size, function, and metabolism in male and female CD-1 mouse offspring. The major findings were that maternal exposure to supplemental folic acid (i) had no impact on postpartum growth rates or muscle mass in female and male offspring, (ii) had no impact on skeletal muscle contractile kinetics in females and male offspring, and (iii) increased maximal phosphofructokinase activity in extensor digitorum longus of female and male offspring. These findings suggest that exposure to folic acid supplementation in utero and throughout suckling at levels four times higher than recommended had minimal effect on skeletal muscle size, function, and metabolism regardless of sex. Future research is needed explore the underlying biological pathways and mechanisms affected by folic acid supplementation during pregnancy and lactation on offspring skeletal muscle tissue, specifically in humans. [ABSTRACT FROM AUTHOR]

This document is an editorial published in the journal Frontiers in Education. The editorial discusses the importance of evidence-informed practice in creating meaningful individual special education programs for diverse students with learning disabilities. It emphasizes the need for attention to cultural sustainability, consideration of English language proficiency, and understanding the interaction between exceptionality and diversity in developing Individualized Education Programs (IEPs) for diverse learners. The editorial highlights several research articles in the journal that provide recommendations for strengthening IEPs for culturally and linguistically diverse learners with learning disabilities. The recommendations are applicable to international educational systems as well. [Extracted from the article]

Balance impairments are a relevant problem in patients with diabetes, and interventions to manage this issue represent a public health need. This study reviewed the literature about the effectiveness of Tai Chi on balance improvement in patients with type 2 diabetes. Springerlink, MEDLINE, PubMed, CINAHL, Web of Science, Scopus, and Cochrane CENTRAL databases were screened. Randomized and nonrandomized controlled trials assessing balance in patients with type 2 diabetes enrolled in a Tai Chi program were considered eligible. Four studies were included in qualitative synthesis and in quantitative analysis (three randomized controlled trials and one pretest-posttest quasi-experimental study). Evidence supporting Tai Chi to improve balance in patients with type 2 diabetes was found (effect size: 0.52; 95% confidence interval [0.20, 0.84]); however, the analysis relied on a small number of studies, which raises concerns about the risk of bias. In conclusion, the results support the benefits of Tai Chi intervention to improve balance in patients with type 2 diabetes. [ABSTRACT FROM AUTHOR]

Computed person-fit indices derived from Item Response Theory and used them to identify misfitting examinees using responses to cognitive ability and personality tests from 180 and 198 college students. Results suggest that person misfit may be related to the motivational set of the examinees. (SLD)

There is increasing evidence that psychosocial factors may affect dietary intakes and health. The current analysis examined the association of six indices of psychosocial wellbeing with dietary intake during pregnancy. One hundred thirty-four women with low-risk, normal pregnancies participated in a cross-sectional, observational study that assessed dietary intake at 28 weeks' gestation. Psychosocial characteristics, including anxiety, depressed mood, anger, fatigue, social support, and stress were assessed between 24 and 32 weeks' gestation. Pearson product-moment correlations were calculated to determine the relationships between psychosocial factors and diet. Findings suggest that pregnant women who were more fatigued, stressed, and anxious consumed more foods, as evidenced by their increased macronutrient intakes, while appearing to have decreased intakes of some micronutrients. Psychosocial factors should be considered when counseling women regarding diet during pregnancy. J Am Diet Assoc. 2005;105:963-966.

In this study, the authors proposed and evaluated the linkages of a dynamic multilevel model of demographic diversity and misfit effects in a large sample of quick-service restaurants. Using a cross-level approach, the authors studied an employee's demographic misfit in relation to coworkers' demographics as a predictor of turnover risk over time. At the business-unit level, they studied changes in restaurant demographic diversity in relation to changes in profitability over time and unit turnover rates in relation to profitability. The authors also studied the impact of the match between the racial compositions of the restaurants and their communities on profitability. The results supported linkages between demographic misfit and turnover and partially supported a negative association between racial diversity and changes in profitability.

This research studied the effects of race and sex similarity on ratings in one-on-one highly structured college recruiting interviews (N = 708 interviewers and 12,203 applicants for 7 different job families). A series of hierarchical linear models provided no evidence for similarity effects, although the commonly used D-score and analysis-of-variance-based interaction approaches conducted at the individual level of analysis yielded different results. The disparate results demonstrate the importance of attending to nested data structures and levels of analysis issues more broadly. Practically, the results suggest that organizations using carefully administered highly structured interviews may not need to be concerned about bias due to the mismatch between interviewer and applicant race or sex.