Monitoring implementation in program evaluation with direct audio coding

This project explored the reliability and utility of transcription in coding qualitative data across two studies in a program evaluation context. The first study tested the method of direct audio coding, or coding audio files without transcripts, using qualitative data software. The presence and frequency of codes applied in direct audio coding and traditional transcription coding were compared and the two methods produced similar results. Direct audio coding was then employed in an evaluation study to monitor implementation and the method and to be reliable. Implications are discussed with considerations for both researchers and practitioners

Monitoring implementation in program evaluation with direct audio coding

This project explored the reliability and utility of transcription in coding qualitative data across two studies in a program evaluation context. The first study tested the method of direct audio coding, or coding audio files without transcripts, using qualitative data software. The presence and frequency of codes applied in direct audio coding and traditional transcription coding were compared and the two methods produced similar results. Direct audio coding was then employed in an evaluation study to monitor implementation and the method and to be reliable. Implications are discussed with considerations for both researchers and practitioners

Occupational therapy and return to work: a systematic literature review

<p>Abstract</p> <p>Background</p> <p>The primary aim of this review study was to gather evidence on the effectiveness in terms of return to work (RTW) of occupational therapy interventions (OTIs) in rehabilitation patients with non-congenital disorders. A secondary aim was to be able to select the most efficient OTI.</p> <p>Methods</p> <p>A systematic literature review of peer-reviewed papers was conducted using electronic databases (Cinahl, Cochrane Library, Ebsco, Medline (Pubmed), and PsycInfo). The search focussed on randomised controlled trials and cohort studies published in English from 1980 until September 2010. Scientific validity of the studies was assessed.</p> <p>Results</p> <p>Starting from 1532 papers with pertinent titles, six studies met the quality criteria. Results show systematic reviewing of OTIs on RTW was challenging due to varying populations, different outcome measures, and poor descriptions of methodology. There is evidence that OTIs as part of rehabilitation programs, increase RTW rates, although the methodological evidence of most studies is weak.</p> <p>Conclusions</p> <p>Analysis of the selected papers indicated that OTIs positively influence RTW; two studies described precisely what the content of their OTI was. In order to identify the added value of OTIs on RTW, studies with well-defined OT intervention protocols are necessary.</p

Effect of angiotensin-converting enzyme inhibitor and angiotensin receptor blocker initiation on organ support-free days in patients hospitalized with COVID-19

IMPORTANCE Overactivation of the renin-angiotensin system (RAS) may contribute to poor clinical outcomes in patients with COVID-19. Objective To determine whether angiotensin-converting enzyme (ACE) inhibitor or angiotensin receptor blocker (ARB) initiation improves outcomes in patients hospitalized for COVID-19. DESIGN, SETTING, AND PARTICIPANTS In an ongoing, adaptive platform randomized clinical trial, 721 critically ill and 58 non–critically ill hospitalized adults were randomized to receive an RAS inhibitor or control between March 16, 2021, and February 25, 2022, at 69 sites in 7 countries (final follow-up on June 1, 2022). INTERVENTIONS Patients were randomized to receive open-label initiation of an ACE inhibitor (n = 257), ARB (n = 248), ARB in combination with DMX-200 (a chemokine receptor-2 inhibitor; n = 10), or no RAS inhibitor (control; n = 264) for up to 10 days. MAIN OUTCOMES AND MEASURES The primary outcome was organ support–free days, a composite of hospital survival and days alive without cardiovascular or respiratory organ support through 21 days. The primary analysis was a bayesian cumulative logistic model. Odds ratios (ORs) greater than 1 represent improved outcomes. RESULTS On February 25, 2022, enrollment was discontinued due to safety concerns. Among 679 critically ill patients with available primary outcome data, the median age was 56 years and 239 participants (35.2%) were women. Median (IQR) organ support–free days among critically ill patients was 10 (–1 to 16) in the ACE inhibitor group (n = 231), 8 (–1 to 17) in the ARB group (n = 217), and 12 (0 to 17) in the control group (n = 231) (median adjusted odds ratios of 0.77 [95% bayesian credible interval, 0.58-1.06] for improvement for ACE inhibitor and 0.76 [95% credible interval, 0.56-1.05] for ARB compared with control). The posterior probabilities that ACE inhibitors and ARBs worsened organ support–free days compared with control were 94.9% and 95.4%, respectively. Hospital survival occurred in 166 of 231 critically ill participants (71.9%) in the ACE inhibitor group, 152 of 217 (70.0%) in the ARB group, and 182 of 231 (78.8%) in the control group (posterior probabilities that ACE inhibitor and ARB worsened hospital survival compared with control were 95.3% and 98.1%, respectively). CONCLUSIONS AND RELEVANCE In this trial, among critically ill adults with COVID-19, initiation of an ACE inhibitor or ARB did not improve, and likely worsened, clinical outcomes. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT0273570

A High Stakes Mistake: Ignoring the IEP Team\u27s Recommendations in Implementing California\u27s High School Exit Exams

Although federal and California law guarantee each elementary and secondary student a free and appropriate education, California has decided to implement high stakes exit exams that arguably deny students this right. The Individualized Education Plan team members are guardians of a child\u27s free and appropriate education and best understand the disabled student\u27s academic abilities and achievements. By deferring to the Individualized Education Plan team, students with learning disabilities would have equal access to learning, equal opportunity to demonstrate their knowledge, and equal privileges that accompany a high school graduation

The effects of choice versus preference on writing and the mediating role of perceived competence

Many educators assume that choice in writing leads to better writing outcomes; however, there are few studies to support this belief. In the present study, we examined the effects of choice and preference on writing quality with college students. The students wrote two argumentative essays on controversial topics in special education. For the topic at time 1, half of the students were randomly assigned to choose a position to defend, and the remaining students were assigned their position. For the topic at time 2, student roles reversed. Prior to writing on either topic, students completed a knowledge measure on each topic and a measure of self-efficacy for writing. Before each writing task, students indicated their preference for which position they wanted to defend, and after completing their essays at time 1, they completed a measure of perceived competence for the writing task. Variance attributable to knowledge, writing self-efficacy, and race were controlled for in all analyses. The effects of choice were limited. The quality of students’ writing improved for students who did not choose a topic at time 1 but chose which position to defend at time 2. Quality of writing for students who chose a topic at time 1 and not at time 2 did not differ. Further, having choice at time 1 increased students’ perceived competence, which lead to improved writing quality at time 2. No statistically significant effects for preference were found. Recommendations for future research and practice were provided. (PsycInfo Database Record (c) 2022 APA, all rights reserved

Writing and Writing Motivation of Students Identified as English Language Learners

The purpose of this study was to examine the writing performance and motivational beliefs of students who were identified by their school district as English language learners. The study included 880 students (463 girls; 417 boys) in grades three to eight who wrote an informative/explanatory essay on information technology and completed a motivational survey assessing their intrinsic, extrinsic, and self-regulation incentives for writing. Ninety-seven percent of students’ scores on the writing measure did not meet grade-level proficiency for writing, girls received higher scores than boys, and writing scores generally increased across the six grade-levels. A majority of students agreed that intrinsic and extrinsic incentives drive their writing behavior, but only 38% of students indicated that self-regulation incentives had such an effect. Gender was not related to students’ motivational scores, but scores for the three motivational incentives declined from lower to higher grades. Recommendations for future research and suggestions for classroom practice were provided

Writing motivation questionnaire : Factorial and construct validity with middle school students

This study examined the factorial and construct validity of a multi-dimensional measure of motives for writing with middle school students. The Writing Motivation Questionnaire included 28 items assessing seven motives for writing. Two motives assessed intrinsic reasons for writing (curiosity, involvement); three motives addressed extrinsic reasons (grades, competition, and social recognition); and two motives apprised self-regulatory reasons (relief from boredom, emotional regulation). A sample of 1983 sixth- (n = 970) and seventh-grade students (n = 1013) from a school district in the USA completed the questionnaire as well as a District writing test administered at the same time and a State writing test administered eight months later. Confirmatory factor analyses supported the hypothesized seven-facet structure of the Writing Motivation Questionnaire as well as second-order models (e.g., three-order factor involving intrinsic, extrinsic, and self-regulatory motives). Measurement invariance was established for grade-level (sixth- vs. seventh), gender, free/reduced lunch status, special education status, and race (White and non-White students). All seven writing motives evidenced adequate reliability for research purposes. Students’ writing motive scores predicted writing performance on the District and State tests. Recommendations for future research are provided

Do children with reading difficulties experience writing difficulties? A meta-analysis

In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k = 87 studies) and (b) typically developing younger peers with similar reading capabilities (k = 24 studies). Children identified with RD scored lower on measures of writing than their same age peers (g = −1.25) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality (g = −0.95), output (g = −0.66), organization (g = −0.72), sentence skills (g = −0.78), vocabulary (g = −1.17), syntax (g = −1.07), handwriting (g = −0.64), and spelling (g = −1.42). Differences in the writing scores of children identified with RD and same age peers were moderated by whether the writing assessment was a norm-referenced or researcher-designed measure when all writing measures or just spelling were included in the analyses. Depth of orthography for studies involving European languages also moderated differences in the spelling scores of children identified with RD and same age peers. Finally, children identified with RD scored lower on writing than younger peers with similar reading capabilities (g = −0.94) and more specifically on spelling (−0.93). We concluded that children with RD experience difficulties with writing, providing support for theoretical propositions of reading and writing connections as well as the importance of writing instruction for these students. (PsycInfo Database Record (c) 2020 APA, all rights reserved