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3. PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Sixth Edition

Author

Partnership for Assessment of Readiness for College and Careers (PARCC), Bowman, Trinell, Wiener, Daniel, and Branson, Danielle

Abstract

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high-quality, computer-based K-12 assessments in mathematics and English language arts/literacy (ELA/L) give schools, teachers, students, and parents better information on whether students are on track in their learning and for success after high school, and tools to help teachers customize learning to meet student needs. The first full administration of the PARCC assessments occurred during the 2014-2015 school year. Developed by PARCC states, the sixth edition of the "PARCC Accessibility Features and Accommodations Manual" is a comprehensive policy document that provides guidance to districts and decision-making teams to ensure that the PARCC summative assessments provide valid results for all participating students. It has been created to ensure that: (1) Participation in the assessments is consistent across PARCC states for students with disabilities and English learners (EL); (2) Appropriate tools are used by students to address their individual learning needs, and that accommodations are provided to eligible students (including students with disabilities, ELs, and ELs with disabilities); and (3) Accessibility features and accommodations used on PARCC assessments are generally consistent with those used in daily instruction. [The contents of the "PARCC Accessibility Features and Accommodations Manual (First Edition)" were developed under a grant from the U.S. Department of Education. The manual was based on "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" written by Carver Christiansen, J. VaDeZande, and S. Lazarus. This work was sponsored by the Assessing Special Education Students State Collaborative on Assessment and Student Standards through the Council of Chief State School Officers. "For "PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Fifth Edition," see ED573573.]

Published
2017

4. PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Fifth Edition

Author

Partnership for Assessment of Readiness for College and Careers (PARCC), Bowman, Trinell, Wiener, Daniel, and Branson, Danielle

Abstract

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high-quality, computer-based K-12 assessments in mathematics and English language arts/literacy (ELA/L) give schools, teachers, students, and parents better information on whether students are on track in their learning and for success after high school, and tools to help teachers customize learning to meet student needs. The first full administration of the PARCC assessments occurred during the 2014-2015 school year. The fifth edition of the "PARCC Accessibility Features and Accommodations Manual" is a comprehensive policy document that provides guidance to districts and decision-making teams to ensure that the PARCC summative assessments provide valid results for all participating students. This fifth edition of the manual includes additional information on: the Student Registration/Personal Needs Profile; test administration guidance for before, during, and after testing; and specifics on the availability of accessibility features and accommodations during the administration of the PARCC assessments. Appendices Include: (1) Accessibility Features and Accommodations for Students Taking the Paper-Based PARCC Assessments; (2) Test Administration Protocol for the Human Reader Accommodation for English Language Arts/Literacy Assessments, and the Human Reader Accessibility Feature for Mathematics Assessments; (3) Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses; (4) Text-to-Speech, ASL Video, or Human Reader/Human Signer Guidance for English Language Arts/Literacy Assessments; (5) Guidance for Selecting and Administering the Extended Time Accommodation; (6) Unique Accommodation Request Form; (7) Use of an Emergency Accommodation on a PARCC Assessment; (8) Student Accommodation Refusal Form; (9) PARCC ELA Audio Guidelines; (10) PARCC Mathematics Audio Guidelines; (11) Legal Background; (12) Human Signer Guidelines; and (13) PARCC Assessments for Students with Visual Impairment, Including Blindness. [This manual is the result of five years of work among states, PARCC Inc. staff, and outside technical assistance. The manual was based on "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" written by Carver Christiansen, J. VaDeZande, and S. Lazarus. This work was sponsored by the Assessing Special Education Students State Collaborative on Assessment and Student Standards through the Council of Chief State School Officers. For "PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Fourth Edition," see ED573571.]

Published
2016

6. PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Fourth Edition

Author

Partnership for Assessment of Readiness for College and Careers (PARCC), Bowman, Trinell, Wiener, Daniel, and Branson, Danielle

Abstract

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high-quality, computer-based K-12 assessments in mathematics and English language arts (ELA)/literacy give schools, teachers, students, and parents better information on whether students are on track in their learning and for success after high school, and tools to help teachers customize learning to meet student needs. The first full administration of the PARCC assessments occurred during the 2014-2015 school year. This is the fourth edition of the "PARCC Accessibility Features and Accommodations Manual" (summer 2015). The "PARCC Accessibility Features and Accommodations Manual" (the "Manual") will continue to be revised as research is conducted during the early years of PARCC assessment administration. This iterative process will ensure that the accessibility features and accommodations students receive on PARCC assessments provide a valid reflection of what they know and can do, and do not alter the construct of what is being assessed. Additional guidance on the accessibility features and accommodations for the PARCC Diagnostic Assessment and Speaking and Listening Assessment is forthcoming. This fourth edition of the "Manual" includes additional information on: the Student Registration/Personal Needs Profile; test administration guidance for before, during, and after testing; and, specifics on the availability of accessibility features and accommodations during the administration of the PARCC assessments. The following are appended: (1) Accommodations for English Learners Taking the Paper-Based Assessments; (2) Test Administration Protocol for the Human Reader Accommodation for English Language Arts/Literacy Assessments, and the Human Reader Accessibility Feature for Mathematics Assessments; (3) Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses; (4) Text-to-Speech, ASL Video, or Human Reader/Human Signer Guidance for English Language Arts/Literacy Assessments; (5) Guidance for Selecting and Administering the Extended Time Accommodation; (6) Unique Accommodation Request Form; (7) Use of an Emergency Accommodation on a PARCC Assessment; (8) Student Accommodation Refusal Form; (9) PARCC ELA Audio Guidelines; (10) PARCC Mathematics Audio Guidelines; (11) Legal Background; (12) Human Signer Guidelines; and (13) PARCC Assessments for Students with Visual Impairment, Including Blindness. [This manual is the result of four years of work among states, PARCC Inc. staff, and outside technical assistance. The manual was based on "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" written by Carver Christiansen, J. VaDeZande, and S. Lazarus. This work was sponsored by the Assessing Special Education Students State Collaborative on Assessment and Student Standards through the Council of Chief State School Officers. For "PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Mid-Year, Performance-Based, and End-of-Year Assessments Produce Valid Results for All Students. Third Edition," see ED561902.]

Published
2015

8. PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Mid-Year, Performance-Based, and End-of-Year Assessments Produce Valid Results for All Students. Third Edition

Author

Partnership for Assessment of Readiness for College and Careers (PARCC), Bowman, Trinell, Wiener, Daniel, and Reavis, Tamara

Abstract

Partnership for Assessment of Readiness for College and Careers (PARCC) member states regard assessments as tools for enhancing teaching and learning, and are committed to providing all students, including but not limited to, students with disabilities, English learners, English learners with disabilities, and underserved populations with equitable access to high-quality, twenty-first century assessments. By applying principles of universal design, leveraging technology, embedding accessibility features, and allowing a broad range of accommodations, PARCC intends to provide opportunities for the widest possible number of students to demonstrate knowledge and skills while maintaining high expectations for all students to achieve the Common Core State Standards (CCSS). Developed by the PARCC states, the first edition of the "PARCC Accessibility Features and Accommodations Manual" was created to ensure that: (1) Participation in the assessments is consistent across PARCC states for students with disabilities and English learners; (2) Appropriate tools are used by all students to address their individual learning needs, and accommodations are provided to eligible students (including students with disabilities, English learners, and English learners with disabilities); and (3) Accommodations and features used on PARCC assessments are generally consistent with those used in daily instruction. The Manual is a comprehensive policy document that provides guidance to districts and decision-making teams to ensure that the PARCC Mid-Year, Performance-Based, and End-of-Year Assessments provide valid results for all participating students. This is the third edition of the "PARCC Accessibility Features and Accommodations Manual" (fall 2014). The PARCC Accessibility Features and Accommodations Manual (the "Manual") will continue to be revised as research is conducted during the early years of PARCC assessment administration. This iterative process will ensure that the accessibility features and accommodations students receive on PARCC assessments provide a valid reflection of what they know and can do, and do not alter the construct of what is being assessed. Additional guidance on the accessibility features and accommodations for the PARCC Diagnostic Assessment and Speaking and Listening Assessment is forthcoming. This third edition of the Manual includes additional information on the Personal Needs Profile, assessment administration, and specifics on the availability of accessibility features and accommodations during the first full administration of the PARCC assessments. The following are appended: (1) Accessibility Features and Accommodations for Students Taking the Paper-Based PARCC Assessments; (2) Test Administration Protocol for the Human Reader Accommodation for English Language Arts/Literacy Assessments, and the Human Reader Accessibility Feature for Mathematics Assessments; (3) Protocol for the Use of the Scribe Accommodation; (4) Text-to-Speech, Screen Reader, ASL Video, or Human Reader/Human Signer Guidance for English Language Arts/Literacy Assessments; (5) Guidance for Selecting and Administering the Extended Time Accommodation; (6) Unique Accommodation Request Form; (7) Use of an Emergency Accommodation on a PARCC Assessment; (8) Student Accommodation Refusal Form; (9) PARCC ELA Audio Guidelines Version 3.0; (10) PARCC Mathematics Audio Guidelines Version 3.0; and (11) Legal Background. [This manual is the result of three years of work among states, PARCC Inc. staff, and outside technical assistance. The manual was based on "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" written by Carver Christiansen, J. VaDeZande, and S. Lazarus. This work was sponsored by the Assessing Special Education Students State Collaborative on Assessment and Student Standards through the Council of Chief State School Officers. Note: Appendices are not included in this document. For "PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure that PARCC Mid-Year, Performance-Based, and End-of-Year Assessments Produce Valid Results for All Students. Second Edition," see ED549437.]

Published
2014

11. PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure that PARCC Mid-Year, Performance-Based, and End-of-Year Assessments Produce Valid Results for All Students. Second Edition

Author

Partnership for Assessment of Readiness for College and Careers (PARCC), Bowman, Trinell, Wiener, Daniel, and Reavis, Tamara

Abstract

Partnership for Assessment of Readiness for College and Careers (PARCC) member states regard assessments as tools for enhancing teaching and learning, and are committed to providing all students, including but not limited to, students with disabilities, English learners, English learners with disabilities, and underserved populations with equitable access to high-quality, twenty-first century assessments. By applying principles of universal design, leveraging technology, embedding accessibility features, and allowing a broad range of accommodations, PARCC intends to provide opportunities for the widest possible number of students to demonstrate knowledge and skills while maintaining high expectations for all students to achieve the Common Core State Standards (CCSS). Developed by the PARCC states, the first edition of the "PARCC Accessibility Features and Accommodations Manual" was created to ensure that: (1) Participation in the assessments is consistent across PARCC states for students with disabilities and English learners; (2) Appropriate tools are used by all students to address their individual learning needs, and accommodations are provided to eligible students (including students with disabilities, English learners, and English learners with disabilities); and (3) Accommodations and features used on PARCC assessments are generally consistent with those used in daily instruction. The Manual is a comprehensive policy document that provides guidance to districts and decision-making teams to ensure that the PARCC Mid-Year, Performance-Based, and End-of-Year Assessments provide valid results for all participating students. This is the second edition of the "PARCC Accessibility Features and Accommodations Manual" (fall 2013). The Manual will undergo a number of iterations, as data on student performance is collected during PARCC item development research (being conducted this spring and summer), field testing in spring 2014, and the first operational year of administration in school year 2014-2015. This iterative process will ensure that the accommodations students receive on PARCC assessments provide a valid reflection of what they know and can do and do not alter the construct of what is being assessed. Appendices include: (1) Accessibility Features and Accommodations for Students Taking the Paper-and-Pencil PARCC Assessments; (2) Test Administration Protocol for the Read-Aloud Accommodation for English Language Arts/Literacy Assessments and Accessibility Feature for Mathematics Assessments; (3) Protocol for the Use of the Scribe Accommodation; (4) Text-to-Speech, Human Reader, or Interpreter Accommodation Guidance for English Language Arts/Literacy Assessments; (5) Guidance for Selecting and Administering the Extended Time Accommodation; (6) Unique Accommodation Request Form; (7) Use of an Emergency Accommodation on a PARCC Assessment; (8) Student Accommodation Refusal Form; (9) Audio and Human Reader Guidelines for the ELA/Literacy Assessments; (10) Audio and Human Reader Guidelines for the Mathematics Assessments; and (11) Legal Background. [This manual was the result of two years of work among states, Achieve staff and outside technical assistance. The manual was based on "Accommodations manual: How to select, administer, and evaluate the use of accommodations for instruction and assessment of students with disabilities" written by Carver Christiansen, J. VaDeZande, and S. Lazurus. This work was sponsored by the Assessing Special Education Students State Collaborative on Assessment and Student Standards through the Council of Chief State School Officers. Note: Appendices are not included in this document.]

Published
2013

14. Non-Approved Accommodations: Recommendations for Use and Reporting. NCEO Policy Directions, Number 11.

Author

National Center on Educational Outcomes, Minneapolis, MN., Council of Chief State School Officers, Washington, DC., National Association of State Directors of Special Education, Alexandria, VA., Thurlow, Martha, and Wiener, Daniel

Abstract

This report is designed to assist states and districts as they consider the issues surrounding the use of non-approved testing accommodations for students with disabilities, including changes in test setting, timing, scheduling, presentation, or response. Recommendations are provided for ways to use and report data from assessments taken with non-approved accommodations. The report reviews current state policies on allowable and non-allowable accommodations and implications of current practice. A chart illustrates the terms used for test changes in different states. When deciding what to do about the use and reporting of non-approved accommodations, states are urged to consider: (1) whether and under what circumstances students are permitted to use non-allowed accommodations; (2) how tests taken with non-allowed accommodations will be counted for system accountability and student accountability; and (3) how scores will be reported. It is recommended that states permit students with disabilities to use non-allowed accommodations, record these accommodation requests at the state level and track the extent of their use, and collect and use additional evidence to obtain scores. (CR)

Published
2000

26. Patients with esophageal adenocarcinoma showed better prognosis than those with adenocarcinoma of the gastroesophageal junction.

Author

Huang, Qin, Cheng, Yuqing, Lew, Edward, Shi, Jiong, Wiener, Daniel, and Weber, H. Christian

Subjects
ESOPHAGOGASTRIC junction, ADENOCARCINOMA, BODY mass index, GASTROESOPHAGEAL reflux, WHITE men
Abstract

Objectives: We followed The Cancer Genome Atlas (TCGA) grouping criteria and conducted a clinicopathological cohort study in a unique patient population to gain insight into the pathobiology of esophageal adenocarcinoma (EAC) and adenocarcinoma of the gastroesophageal junction (AGEJ). Methods: We studied and statistically compared the clinicopathological and prognostic features of both cancers in 303 consecutive patients treated at the Veterans Affairs Boston Healthcare System over a 20‐year period using uniform criteria and standardized routines. Results: Over 99% of patients were white men with a mean age of 69.1 years and an average body mass index (BMI) of 28.0 kg/m2. No significant differences were detected in age, gender, ethnicity, BMI, and history of tobacco abuse between the two groups. Compared to AGEJ patients, a significantly higher proportion of EAC patients had gastroesophageal reflux disease, long‐segment Barrett's esophagus, common adenocarcinoma type, smaller tumor size, better differentiation, more stages I or II but fewer stages III or IV diseases, scarcer lymph node invasion, fewer distant metastases, and better overall, disease‐free, and relapse‐free survival. The 5‐year overall survival rate was significantly higher in EAC patients than in AGEJ patients (41.3% vs 17.2%, P < 0.001). This improved survival among EAC patients remained significant after censoring all cases detected during endoscopic surveillance, suggesting different pathogenesis mechanisms between EAC and AGEJ. Conclusions: EAC patients showed significantly better outcomes than AGEJ patients. Our results require validation in other patient populations. [ABSTRACT FROM AUTHOR]

Published
2023
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27. Daniel Wiener

Author

Wiener, Daniel and Ross, Alexander

Published
2012

29. Surgery of the Diaphragm

Author

Bravo Iñiguez, Carlos E., primary, Martinez, Mauricio Perez, additional, Wiener, Daniel C., additional, and Jaklitsch, Michael T., additional

Published
2016
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30. Contributors

Author

Abbott, Brian G., primary, Abbott, J. Dawn, additional, Adams, David H., additional, Al-Atassi, Talal, additional, Al-Dameh, Ali, additional, Allen, Mark S., additional, Altorki, Nasser K., additional, Anand, Jatin, additional, Anderson, Robert H., additional, Anraku, Masaki, additional, Anyanwu, Anelechi C., additional, Arora, Amit, additional, Austin, Erle H., additional, Awtry, Eric H., additional, Bacha, Emile A., additional, Backhus, Leah M., additional, Bagai, Jayant, additional, Baillot, Richard, additional, Baird, Christopher W., additional, Barron, David J., additional, Bavaria, Joseph E., additional, Bernal, Jose M., additional, Bianco, Valentino J., additional, Bichell, David P., additional, Birgisson, Sigurbjorn, additional, Blackburn, Nick J.R., additional, Bonatti, Johannes, additional, Boodhwani, Munir, additional, Bove, Edward L., additional, Brawn, William J., additional, Brizard, Christian P., additional, Brothers, Julie A., additional, Brown, Lisa M., additional, Bryant, Ayesha S., additional, Burkhart, Harold M., additional, Caldarone, Christopher A., additional, Cannon, Jeremy W., additional, Carr, Justine M., additional, Castelvecchio, Serenella, additional, Castillo, Javier G., additional, Cecchin, Frank, additional, Cerfolio, Robert J., additional, Chahine, A. Alfred, additional, Chaikof, Elliot L., additional, Chan, Vincent, additional, Chaudhry, Sunit-Preet, additional, Chen, Frederick Y., additional, Chen, Stuart H., additional, Cheng, Aaron M., additional, Chien, Victor, additional, Chin, Alvin J., additional, Chin, Cynthia S., additional, Chiu, Peter, additional, Cleveland, Joseph C., additional, Cohn, Lawrence H., additional, Cohn, William E., additional, Colson, Yolonda L., additional, Colucci, Wilson S., additional, Cook, Andrew C., additional, Coselli, Joseph S., additional, Crawford, Todd C., additional, Culligan, Melissa, additional, Dagenais, François, additional, Damiano, Ralph J., additional, D'Amico, Thomas A., additional, Dartevelle, Philippe G., additional, David, Tirone E., additional, D'Cunha, Jonathan, additional, de la Cruz, Kim I., additional, Dearani, Joseph A., additional, DeArmond, Daniel T., additional, del Nido, Pedro J., additional, DeMeester, Tom R., additional, Demers, Philippe, additional, Demmy, Todd L., additional, Dexter, Elisabeth U., additional, Dhupar, Rajeev, additional, DiNardo, James A., additional, Doyle, Thomas P., additional, Ehsan, Afshin, additional, Khoury, Gebrine El, additional, Ellis, Ethan R., additional, Elmadhun, Nassrene Y., additional, Emani, Sitaram M., additional, Erasmus, Jeremy J., additional, Fauza, Dario O., additional, Fein, Adam S., additional, Fiedler, Amy G., additional, Foppa, Murilo, additional, Freeman, Rosario V., additional, Friedberg, Joseph, additional, Friscia, Michael, additional, Fynn-Thompson, Francis, additional, Gaynor, J. William, additional, Ge, Liang, additional, Geva, Tal, additional, Gheewala, Neil M., additional, Gillinov, A. Marc, additional, Glower, Donald D., additional, Goldstone, Andrew B., additional, Groth, Shawn S., additional, Grover, Frederick L., additional, Guccione, Julius, additional, Ha, Richard, additional, Hammon, John W., additional, Hanna, Jennifer M., additional, Harrison, David G., additional, Hauser, Thomas H., additional, Henn, Matthew C., additional, Hirsch-Romano, Jennifer C., additional, Hoang, Chuong D., additional, Hofstetter, Wayne L., additional, Honjo, Osami, additional, Huynh, Tam T., additional, Bravo, Carlos E., additional, Iturra, Sebastian, additional, Jacobs, Jeffrey P., additional, Jacobs, Marshall L., additional, Jaklitsch, Michael T., additional, Jamieson, Stuart W., additional, Jarrar, Doraid, additional, Jarrett, Craig M., additional, Jones, David R., additional, Josephson, Mark E., additional, Joventino, Lilian P., additional, Juraszek, Amy L., additional, Kachala, Stefan S., additional, Kaiser, Larry R., additional, Kanter, Kirk R., additional, Karamichalis, John M., additional, Kaza, Aditya K., additional, Kemp, Clinton D., additional, Kernstine, Kemp H., additional, Keshavamurthy, Suresh, additional, Keshavjee, Shaf, additional, Kozik, Deborah J., additional, Laham, Roger J., additional, Landzberg, Michael J., additional, Lawrance, Christopher P., additional, Lee, Lawrence S., additional, LeMaire, Scott A., additional, Levitsky, Sidney, additional, Levy, Jerrold H., additional, Linden, Philip A., additional, Liptay, Michael J., additional, Litle, Virginia R., additional, Rito, Mauro Lo, additional, Luketich, James D., additional, Lytle, Bruce W., additional, Madani, Michael, additional, Mahmood, Feroze, additional, Mallidi, Hari R., additional, Mangi, Abeel A., additional, Manning, Warren J., additional, Marom, Edith M., additional, Marshall, Audrey C., additional, Martinez, Mauricio Perez, additional, Mascio, Christopher E., additional, Mason, David P., additional, Mathisen, Douglas J., additional, Mattox, Kenneth L., additional, Matyal, Robina, additional, McCully, James D., additional, McKenna, Robert J., additional, McNamee, Ciaran, additional, McNeil, Jeffrey D., additional, Menicanti, Lorenzo, additional, Mestres, Carlos A., additional, Mettler, Bret A., additional, Meyers, Bryan Fitch, additional, Mick, Stephanie, additional, Mihaljevic, Tomislav, additional, Milano, Carmelo A., additional, Miller, D. Craig, additional, Miller, Daniel L., additional, Miller, Meagan M., additional, Mitchell, John D., additional, Montealegre-Gallegos, Mario, additional, Moores, Neal G., additional, Murphy, Charles E., additional, Murthy, Raghav A., additional, Murthy, Sudish C., additional, Mussot, Sacha, additional, Naka, Yoshifumi, additional, Nathan, Meena, additional, Newman, Kurt D., additional, Nwogu, Chukwumere, additional, Odegard, Kirsten C., additional, Oh, Daniel S., additional, Ohye, Richard G., additional, Onaitis, Mark W., additional, Ostojic, Aleksandra, additional, Ott, Harald C., additional, Ouzounian, Maral, additional, Owais, Khurram, additional, Padalino, Massimo, additional, Papadakis, Konstantinos, additional, Patterson, G.A., additional, Patz, Edward F., additional, Paul, Subroto, additional, Pennathur, Arjun, additional, Perry, Yaron, additional, Piana, Robert N., additional, Pigula, Frank A., additional, Pinto, Duane S., additional, Pomar, Jose L., additional, Preventza, Ourania, additional, Pua, Bradley, additional, Puri, Varun, additional, Quinonez, Luis, additional, Raja, Siva, additional, Ratcliffe, Mark, additional, Reardon, Michael J., additional, Reilly, John J., additional, Reyes, Karl G., additional, Rice, Thomas W., additional, Robbins, Robert C., additional, Rocco, Gaetano, additional, Rubens, Fraser D., additional, Ruel, Marc, additional, Rusch, Valerie W., additional, Sabe, Ashraf A., additional, Said, Sameh M., additional, Samson, Pamela P., additional, Sanders, Stephen P., additional, Sarin, Eric L., additional, Schaff, Hartzell V., additional, Schaheen, Lara W., additional, Seder, Christopher W., additional, Sellke, Frank W., additional, Sepesi, Boris, additional, Shahani, Rohit, additional, Shamberger, Robert C., additional, Shapira, Oz M., additional, Shay, Steven S., additional, Shrager, Joseph B., additional, Si, Ming-Sing, additional, Singh, Steve K., additional, Smith, Peter K., additional, Sodha, Neel R., additional, Solaro, R. John, additional, Soukiasian, Harmik J., additional, Spurlock, David, additional, Stellin, Giovanni, additional, Stiles, Brendon M., additional, Straznicka, Michaela, additional, Stump, David A., additional, Sugarbaker, David J., additional, Suuronen, Erik J., additional, Svensson, Lars G., additional, Swanson, Scott J., additional, Szeto, Wilson Y., additional, Taghavi, Sharven, additional, Takayama, Hiroo, additional, Takeda, Koji, additional, Thiagarajan, Ravi R., additional, Thistlethwaite, Patricia A., additional, Thourani, Vinod H., additional, Toeg, Hadi D., additional, Tong, Michael Z., additional, Truesdell, Alexander G., additional, Tsai, Peter I., additional, Urschel, Harold C., additional, Valente, Anne Marie, additional, Vallabhajosyula, Prashanth, additional, Velotta, Jeffrey B., additional, Vida, Vladimiro, additional, Vlahakes, Gus J., additional, Voisine, Pierre, additional, Wall, Matthew J., additional, Walsh, Garrett L., additional, Walters, Dustin M., additional, Wei, Benjamin, additional, Welsby, Ian J., additional, Westfall, Margaret V., additional, Wiener, Daniel C., additional, Wilcox, Benson R., additional, Williams, Judson B., additional, Wilson, Jay M., additional, Woo, Y. Joseph, additional, Wood, Douglas E., additional, Wylie, John V., additional, Yang, Stephen C., additional, Yendamuri, Sai, additional, Yeon, Susan B., additional, and Zimetbaum, Peter J., additional

Published
2016
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31. R. M. FISCHER

Author

FISCHER, R. M. and Wiener, Daniel

Published
2011

32. Considerations in the Use of Nonapproved Accommodations.

Author

Thurlow, Martha L. and Wiener, Daniel J.

Abstract

This article identifies problems associated with excluding the scores of students with disabilities who need nonapproved accommodations and explores ways in which these scores can be included in system and student accountability systems. The need for Individualized Education Program teams to establish guidelines and establish a documentation process is stressed. (Contains references.) (Author/CR)

Published
2001

35. Rehearsals for Growth: A Methodology for Using Theater Improvisation in MFT.

Author

Wiener, Daniel J.

Abstract

Discusses Rehearsals for Growth (RfG), a method of using drama in the service of marital and family psychotherapy. It focuses on enhancing and developing skills that promote good relationship functioning and offering techniques for changing the stories that are cocreated about self and relationship. Describes games and exercises that illustrate RfG methods. (Author/MKA)

Published
1997

36. Contributors

Author

Abbott, Brian G., Abbott, J. Dawn, Adams, David H., Alarcon, Emilio I., Al-Atassi, Talal, Al-Dameh, Ali, Allen, Mark S., Altorki, Nasser K., Anderson, Robert H., Anraku, Masaki, Antonoff, Mara B., Anyanwu, Anelechi C., M. Argote-Greene, Luis, B. Atkinson, Douglas, Awtry, Eric Herschel, Ayalon, Nir, Bacha, Emile A., Bagai, Jayant, Baillot, Richard, Baird, Christopher W., Wyler von Ballmoos, Moritz C., Barron, David J., Bavaria, Joseph E., J. Benoit, Patrick, Bernal, Jose M., P. Bichell, David, Billaud, Marie, Mahmood, Syed Usman Bin, Boodhwani, Munir, Bostock, Ian C., Bradley, Matthew J., Brawn, William J., Brizard, Christian P., Brothers, Julie A., Brown, Alana, Brown, Morgan Leigh, Bueno, Raphael, Burkhart, Harold M., Burns, Daniel J.P., Burt, Bryan M., Callahan, Ryan M., Cannon, Jeremy W., Capaccione, Kathleen M., Castelvecchio, Serenella, J. Cerfolio, Robert, Chaikof, Elliot L., Cham, Matthew D., Chang, Stephanie H., Chauvette, Vincent, Chin, Cynthia S., Chiu, Peter, Choi, Perry S, Clarke, John-Ross D, Cleveland, Joseph C., Colson, Yolonda L., Cohn, William E., Cook, Andrew C., Coselli, Joseph S., Coster, Jenalee N., Cui, Hao, Dagenais, Francois, Damiano, Ralph J., D'Amico, Thomas A., David, Tirone E., d'Avila, Andre, Azevedo, MD, Ivan Salgado de, Dearani, Joseph A., del Nido, Pedro J., Demehri, Farokh R., Demers, Philippe, Demmy, Todd Lyle, Dexter, Elisabeth U., Dezube, Aaron R., Dhupar, Rajeev, DiMaio, J. Michael, DiMaria, Matthew Christopher, DiNardo, James A., Doenst, Torsten, Dolan, Daniel Powell, Duarte, Paula, d'Udekem, Yves, Edelman, J. James, Ehsan, Afshin, Eickhoff, Emily R., Elde, Stefan, El Khoury, Gebrine, Elmadhun, Nassrene, Emani, Sitaram M., Fatima, Huma, Fauza, Dario O., Feins, Eric Norton, Feldman, Hope A., Figueroa, Paula Ugalde, Freeman, Rosario V., Friedberg, Joseph S., Fynn-Thompson, Francis, Gaudino, Mario F.L., Gaynor, J. William, Ge, Liang, Geraci, Travis C., Gergen, Anna K., Geva, Tal, Ghadimi, Kamrouz, Ghanayem, Nancy S., Ghanta, Ravi K., Gillinov, A. Marc, Glower, Donald D., Goldstone, Andrew B., Gregor, Alexander, Grimm, Joshua C., Groner, Lauren K., Grover, Frederick L., Guariento, Alvise, Guccione, Julius, Guimaron, Samantha, Gunasingha, Rathnayaka M. Kalpanee D., Halas, Monika, Hammer, Peter E., Hammon, John W., Guo, Ming Hao, Harris, Andrew W., Harrison, David G., Hauser, Thomas H., Heiden, Brendan T., Henschke, Claudia I., Hiesinger, William, Hoang, Chuong D., Hobbs, Reilly D., Hoffman, George M., Hofstetter, Wayne L., Hoganson, David M., Hraska, Viktor, Hughes, G. Chad, Hussien, Amira, Bao, Giang Thanh Huynh, Ibrahim, Marina, Iyengar, Ajay J., Jaklitsch, Michael T., Jennings, Russell, Jones, David R., Jordan, Sean A., Juraszek, Amy L., Kaiser, Larry R., Kaku, Yuji, Kaproth-Joslin, Katherine, Kays, David W., Kaza, Aditya K., Kent, Amie J., Kernstine, Kemp H., Keshavjee, Shaf, KÖksoy, Cuneyt, Kurlansky, Paul, Kwon, Michael H., Larnard, Emily A., LaPar, Damien J., Lau, Christopher, LeMaire, Scott A., Levitsky, Sidney, Levy, Jerrold H., Liang, Patric, Lighter, Melani K., Linden, Philip A., Liptay, Michael J., Litle, Virginia R., Locke, Andrew H., Luketich, James D., Lytle, Bruce W., Mack, Michael J., Madani, Michael M., Mahmood, Feroze, Maisano, Francesco, Mallidi, Hari R., Mamoun, Negmeldeen, Mangi, Abeel A., Manning, Warren J., Marshall, M. 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John, Sotiropoulos, Georgios, Squiers, John J., Stephens, Elizabeth H., Stewart, Shelby J., Suri, Rakesh M., Suuronen, Erik J., Svensson, Lars G., Swanson, Scott J., Sweeney, Joseph C., Szeto, Wilson Y., Taggart, David, Takaya, Hiroki, Takeda, Koji, F. Tapias, Luis, Tapias, Leonidas, Taramasso, Maurizio, Thiagarajan, Ravi R., Thistlethwaite, Patricia A., Thourani, Vinod, Tompkins, Bryon A., Tong, Michael Z., Towe, Christopher, Triphuridet, Natthaya, Truesdell, Alexander G., Tuttle, Mark K., Tweddell, James Scott, Unai, Shinya, Urschel, Harold C., Valente, Anne Marie, Vallabhajosyula, MD, Prashanth, Vander, Pluym, Christina, Vargo, Patrick R., Vekstein, Andrew M., Vieira, Arthur, Vida, Vladimiro, Vijayakumar, Shilpa, Vlahakas, Gus, Voisine, Pierre, Wadowski, Benjamin, Wall, Matthew J., Wallace, Arthur W., Walsh, Garrett L., Wang, Vicky Y., Wang, Vivian, Wee, Jon O., Welsby, Ian, Wells, Dennis A., White, Abby, Wiener, Daniel C., Wierup, Per, Williams, Judson B., Winlaw, David S., Witten, James C., Wojnarski, Charles M., Wolska, Beata M., Woo, Y. Joseph, Wu, Fred M., Yang, Stephen C., Yasufuku, Kazuhiro, Yates, Tari-Ann, Zendejas, Benjamin, Zimetbaum, Peter J., and Zhang, Dongning

Published
2024
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37. Controlled Apneic Tracheostomy in Patients with COVID-19

Author

Weiss, Kathleen D., Coppolino, Antonio, Wiener, Daniel C., McNamee, Ciaran, Riviello, Robert, Ng, Ju-Mei, Jaklitsch, Michael T., Marshall, Margaret B., and Rochefort, Matthew M.

Subjects
SARS-CoV-2, pandemic, coronavirus, COVID-19, tracheostomy, PEEP, positive end-expiratory pressure, mmHg, millimeters of mercury, ICU, intensive care unit, Article, SARS CoV-2, severe acute respiratory distress syndrome coronavirus 2, FiO2, fraction of inspired oxygen, OR, operating room, COVID-19, coronavirus disease, PPE, personal protective equipment
Abstract

Objective The objective of this study was to develop a team-based institutional infrastructure for navigating management of a novel disease, to determine a safe and effective approach for performing tracheostomies in patients with COVID-19 respiratory failure, and to review outcomes of patients and healthcare personnel following implementation of this approach. Methods An interdisciplinary Task Force was constructed to develop innovative strategies for management of a novel disease. A single-institution prospective non-randomized cohort study was then conducted on patients with COVID-19 respiratory failure who underwent tracheostomy using an induced bedside apneic technique at a tertiary care academic institution between April 27th, 2020, and June 30th, 2020. Results 28 patients underwent tracheostomy with induced apnea. The median lowest procedural oxygen saturation was 95%. The median number of ventilated days following tracheostomy was 11. There were 3 mortalities (11%) due to sepsis and multiorgan failure; of 25 surviving patients, 100% were successfully discharged from the hospital and 76% are decannulated, with a median time of 26 days from tracheostomy to decannulation (range 12 - 57). There was no symptomatic disease transmission to healthcare personnel on the COVID-19 Tracheostomy Team. Conclusions Patients with respiratory failure from COVID-19 disease may benefit from tracheostomy. This can be completed effectively and safely, without viral transmission to healthcare personnel. Performing tracheostomies earlier in the course of disease may expedite patient recovery and improve ICU resource utilization. Creation of a collaborative Task Force is an effective strategic approach for management of novel disease.

Published
2020

40. Mandatory Nodal Evaluation During Resection of Clinical T1a Non-Small Cell Lung Cancers.

Author

Dezube, Aaron R., Mazzola, Emanuele, Deeb, Ashley, Wiener, Daniel C., Marshall, M. Blair, Rochefort, Mathew W., and Jaklitsch, Michael T.

Abstract

Recommendations for intraoperative lymph node evaluation are uniform regardless of whether a primary tumor is clinical T1a or T2a according to TNM 8th edition for stage I non-small cell lung cancer (NSCLC). We quantified nodal disease risk in patients with T1a disease (≤1 cm). The National Cancer Database was queried for clinical T1a N0 M0 primary NSCLCs ≤1 cm undergoing lobectomy with mediastinal nodal evaluation from 2004-2014. Nodal disease risk was analyzed as a function of demographics and tumor characteristics. Among 2157 cases, 6.7% had occult nodal disease: 5.1% occult N1 and 1.6% N2. Adenocarcinoma (7.5%), large cell carcinoma (25%), and poor differentiation (11.8%) or undifferentiated/anaplastic (25.0%) had high rates of combined pN1 and N2 disease (P <.001). In univariable analysis, odds of pathologic N1, N2, or N1/N2 nodal disease with respect to N0 was greatest for large cell carcinoma (ref. adenocarcinoma odds ratio [OR] 4.31, 3.62, 4.12 respectively; all P <.05), and anaplastic grade (OR 10.71, 13.09, 11.55). Bronchoalveolar adenocarcinomas had the lowest odds (OR 0.41, 0.11, 0.32) and squamous cell carcinoma had lower odds for N2 (OR 0.29, all P <.05). In multivariable analysis only bronchoalveolar adenocarcinomas had lower odds of pathologic N2 and N1/N2 disease with respect to N0. Worsening grade remained significant for pathologic N1 and N1/N2 disease (both P <.05). A significant rate (6.7%) of occult nodal disease is present in primary NSCLCs ≤1 cm. Risk increases with certain histology and worsening grade. We recommend mandatory systematic hilar and mediastinal nodal evaluation for T1a NSCLC tumors for accurate staging and adjuvant therapy. [ABSTRACT FROM AUTHOR]

Published
2022
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41. Benefits and risks of tight glucose control in critically ill adults: a meta-analysis

Author

Wiener, Renda Soylemez, Wiener, Daniel C., and Larson, Robin J.

Subjects
Dextrose -- Health aspects, Dextrose -- Complications and side effects, Glucose -- Health aspects, Glucose -- Complications and side effects, Hypoglycemia -- Causes of
Abstract

A study attempts to evaluate the benefits and risks of tight glucose control as against normal care amongst critically ill adults. Findings suggest that in critically adult patients, tight glucose control is not associated with reduced mortality but is associated with an increased risk of hypoglycemia.

Published
2008

42. Action methods in marriage and family therapy: a review

Author

Wiener, Daniel J. and Pels-Roulier, Laurie

Subjects
Marriage counseling -- Research, Psychodrama -- Research, Family psychotherapy -- Research, Psychology and mental health, Sociology and social work
Abstract

ABSTRACT. Action methods, the therapist-initiated tasks that engage clients in physical activity and in taking on dramatic roles, are used in a number of marriage and family therapy approaches. In [...]

Published
2005

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