An Umbrella Review of Aphasia Intervention descriPtion In Research: the AsPIRE project

Background: Recent reviews conclude that aphasia intervention is effective. However, replication and implementation require detailed reporting of intervention is and a specification of participant profiles. To date, reviews concentrate more on efficacy than on intervention reporting quality. Aims : The aim of this project is to review the descriptions of aphasia interventions and participants appearing in recent systematic reviews of aphasia intervention effectiveness. The relationship between the quality of these descriptions and the robustness of research design is explored, and the replicability of aphasia interventions is evaluated. Methods and Procedures : The scope of our search was an analysis of the aphasia intervention studies included in the and EBRSR 2018 systematic reviews, and in the RCSLT 2014 literature synthesis. Intervention descriptions published separately from the intervention study (i.e. published online, in clinical tools, or a separate trial protocols) were not included. The criteria for inclusion were that participants had aphasia, the intervention involved language and/or communication, and included the following research designs: Randomised Controlled Trial (RCT), comparison or control, crossover design, case series. Exclusion criteria included non-SLT interventions, studies involving fewer than four participants, conference abstracts, studies not available in English. Studies were evaluated for completeness of intervention description using the TIDieR Checklist. Additionally, we rated the quality of patient and intervention description, with particular reference to replicability. Outcomes and Results: Ninety-three studies were included. Only 14 studies (15%) had >50 participants. Fifty-six studies (60%) did not select participants with a specific aphasia profile, and a further 10 studies only described participants as non-fluent. Across the studies, an average of eight (of 12) TIDieR checklist items were given but information on where, tailoring, modification and fidelity items was rarely available. Studies that evaluated general aphasia intervention approaches tended to use RCT designs, whereas more specific intervention studies were more likely to use case series designs. Conclusions: Group studies were generally under-powered and there was a paucity of research looking at specific aphasia interventions for specific aphasia profiles. There was a trade-off between the robustness of the design and the level of specificity of the intervention described. While the TIDieR framework is a useful guide to information which should be included in an intervention study, it is insufficiently sensitive for assessing replicability. We consider possible solutions to the challenges of making large-scale trials more useful for determining effective aphasia intervention

Paying for Quality: Understanding and Assessing Physician Pay-for-Performance Initiatives

Reviews the structure, prevalence, measurement issues, perception, and impact of current quality incentive programs, and discusses how much and under what circumstances they will improve quality of care. Includes descriptions of select programs

Using the P scales to assess pupils’ progress

"This booklet and the associated video case studies guide teachers in mainstream and special schools on: using the APP [assessing pupils’ progress] approach when reviewing the attainments of pupils who experience difficulties in learning; making secure and reliable judgements in relation to the P scales; sharing and reporting judgements that are rigorous, sound and consistent; [and] improving the teaching and learning of pupils with SEND [special educational needs and/or disabilities] or learning difficulties, by using assessment information collected over time." - Page 2

Evaluation of the arrangements to assure the consistency of teacher assessment in the core subjects at key stage 2 and key stage 3

"This report is published in response to the annual Ministerial remit to Estyn for 2009-2010. It contains an evaluation of the arrangements to assure the consistency of teacher assessment in the core subjects in key stage 2 (KS2) and key stage 3 (KS3)." - introduction

The prevalence and characteristics of relational depth events in psychotherapy

We introduce two complementary measures of relational depth, defined as a state of profound contact and engagement between client and therapist. Using an internet-based survey of client and therapist accounts (n = 342), judges rated relational depth as present in over a third of significant therapy event descriptions. Participants also completed the Relational Depth Inventory (RDI), for which we report reliability, validity and factor structure. Relational depth events were more likely to occur in the presence of strong therapeutic alliance, and with female participants, but client or therapist role and therapy duration were not related to relational depth content or RDI. RDI items for connectedness, love, respect and intimacy were most strongly associated with relational depth content

Nonprofit Capacity Assessment: Indiana Charities, 2007

Presents findings from a survey of Indiana nonprofit organizations about their needs for technical assistance and capacity building. Aims to provide grantmakers with reliable data to inform charitable efforts and strategies in these areas