Elementary school teachers\u27 perceptions of curriculum-based measures of written expression

Despite evidence indicating the general acceptability of curriculum-based measures (CBM) to teachers (e.g., Eckert, Shapiro, & Lutz, 1995), there has to date been no empirical evidence demonstrating the relative level of acceptability of measures of written expression that might set the stage for their increased adoption by teachers. Results of an exploratory survey designed to assess teacher\u27s perceptions of various measures of written expression are reported. The relative acceptability of the measures for this sample of 335 teachers from several locations throughout the United States, the relationship of the measures to demographics, and directions for future research are discussed. Accessed 25,349 times on https://pareonline.net from March 29, 2006 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Granulomatous hepatitis due to Bartonella henselae infection in an immunocompetent patient

<p>Abstract</p> <p>Background</p> <p><it>Bartonella henselae </it>(<it>B. henselae</it>) is considered a rare cause of granulomatous hepatitis. Due to the fastidious growth characteristics of the bacteria, the limited sensitivity of histopathological stains, and the non-specific histological findings on liver biopsy, the diagnosis of hepatic bartonellosis can be difficult to establish. Furthermore, the optimal treatment of established hepatic bartonellosis remains controversial.</p> <p>Case presentation</p> <p>We present a case of hepatic bartonellosis in an immunocompetent woman who presented with right upper quadrant pain and a five cm right hepatic lobe mass on CT scan. The patient underwent a right hepatic lobectomy. Surgical pathology revealed florid necrotizing granulomatous hepatitis, favoring an infectious etiology. Despite extensive histological and serological evaluation a definitive diagnosis was not established initially. Thirteen months after initial presentation, hepatic bartonellosis was diagnosed by PCR studies from surgically excised liver tissue. Interestingly, the hepatic granulomas persisted and <it>Bartonella henselae </it>was isolated from the patient's enriched blood culture after several courses of antibiotic therapy.</p> <p>Conclusion</p> <p>The diagnosis of hepatic bartonellosis is exceedingly difficult to establish and requires a high degree of clinical suspicion. Recently developed, PCR-based approaches may be required in select patients to make the diagnosis. The optimal antimicrobial therapy for hepatic bartonellosis has not been established, and close follow-up is needed to ensure successful eradication of the infection.</p

Essentials of response to intervention/ VanDerHeyden

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Essentials of response to intervention/ VanDerHeyden

xx, 182 hal.: tab.; 21 cm

Sequencing instructional tasks. A comparison of contingent and noncontingent interspersal of preferred academic tasks

This study compared two strategies for increasing accurate responding on a low-preference academic task by interspersing presentations of a preferred academic task. Five children attending a preschool program for children with delayed language development participated in this study. Preferred and nonpreferred tasks were identified through a multiple-stimulus, free-operant preference assessment. Contingent access to a preferred academic task was associated with improved response accuracy when compared to noncontingent access to that activity for 3 students. For 1 student, noncontingent access to the preferred activity led to improved response accuracy, and 1 student\u27s analysis suggested the importance of procedural variety. The implications of these findings for use of preference assessments to devise instructional sequences that improve student responding are discussed

Meta-analysis of Academic Interventions Derived from Neuropsychological Data

Several scholars have recommended using data from neuropsychological tests to develop interventions for reading and mathematics. The current study examined the effects of using neuropsychological data within the intervention process with meta-analytic procedures. A total of 1,126 articles were found from an electronic search and compared to inclusion criteria, which resulted in 37 articles that were included in the current study. Each article was coded based on how the data were used (screening—86% or designing interventions—14%), size of the group for which interventions were delivered (small group—45%, individual students—45%, or entire classroom—10%), and type of data collected (cognitive functions—24%, reading fluency—33%, phonemic/phonological awareness—35%, or mixed—8%). A corrected Hedges’ g was computed for every study and reported for variables of interest. A Fail-safe N was also computed to determine how many studies with a zero effect would have to be found to change the conclusions. The data resulted in a small effect (g = 0.17) for measures of cognitive functioning, but moderate effects of g = 0.43 and g = 0.48 for measures of reading fluency and phonemic/phonological awareness. There were few studies that examined measures of cognitive functioning within the intervention process. Taken together with previous research, the data do not support the use of cognitive measures to develop interventions but instead favor more direct measures of academic skills (e.g., reading fluency) in a skill-by-treatment interaction. Implications for practice and future research are discussed