In vivo evaluation of a vibration analysis technique for the per-operative monitoring of the fixation of hip prostheses

<p>Abstract</p> <p>Background</p> <p>The per-operative assessment of primary stem stability may help to improve the performance of total hip replacement. Vibration analysis methods have been successfully used to assess dental implant stability, to monitor fracture healing and to measure bone mechanical properties. The objective of the present study was to evaluate in vivo a vibration analysis-based endpoint criterion for the insertion of the stem by successive surgeon-controlled hammer blows.</p> <p>Methods</p> <p>A protocol using a vibration analysis technique for the characterisation of the primary bone-prosthesis stability was tested in 83 patients receiving a custom-made, intra-operatively manufactured stem prosthesis. Two groups were studied: one (n = 30) with non cemented and one (n = 53) with partially cemented stem fixation. Frequency response functions of the stem-femur system corresponding to successive insertion stages were compared.</p> <p>Results</p> <p>The correlation coefficient between the last two frequency response function curves was above 0.99 in 86.7% of the non cemented cases. Lower values of the final correlation coefficient and deviations in the frequency response pattern were associated with instability or impending bone fracture. In the cases with a partially cemented stem an important difference in frequency response function between the final stage of non cemented trial insertion and the final cemented stage was found in 84.9% of the cases. Furthermore, the frequency response function varied with the degree of cement curing.</p> <p>Conclusion</p> <p>The frequency response function change provides reliable information regarding the stability evolution of the stem-femur system during the insertion. The protocol described in this paper can be used to accurately detect the insertion end point and to reduce the risk for intra-operative fracture.</p

A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record

School psychologists who experience challenges delivering face-to-face consultation may utilize videoconferencing to facilitate their consultation activities. Videoconferencing has been found to be an effective method of service delivery in related fields and emerging research suggests that it may be effective for providing teacher training and support in school settings. In this exploratory investigation, we used the Consultation Analysis Record (Bergan & Tombari, 1975) and its four indices to assess the effectiveness of conducting problem identification interviews via videoconferencing versus face-to-face. Overall, findings indicated significant differences across these two conditions, with videoconference interviews coded as having higher indices of content relevance, process effectiveness, and message control, but lower content focus, compared to face-to-face interviews. As these indices have been positively associated with favorable consultation outcomes, the results provide initial support for the effectiveness of consultation delivered via videoconferencing

Evaluating implementation supports delivered within problem-solving consultation

Teachers participating in problem-solving consultation often struggle to maintain adequate treatment fidelity, which is necessary to improve student outcomes. Low levels of treatment fidelity may result from implementation barriers, such as intervention compatibility, implementer skill, and implementer motivation. This study involves the evaluation of five implementation supports designed to address implementation barriers (i.e., Implementation Planning, Role Play, Participant Modeling, Raising Awareness, Motivational Consulting) within problem-solving consultation. Across 14 randomized individual single-case AB intervention designs, we evaluated the impact of these implementation supports on teacher treatment fidelity of classroom management plans and class-wide academic engagement and disruptive behavior. Visual analysis, descriptive statistics, and randomization test analyses suggest that these implementation supports have the potential to be broadly effective in improving teachers' fidelity and student outcomes. Teachers required a different number of supports to increase fidelity levels and rated the implementation supports positively. Implications of the study's findings are described.Institute of Education Sciences, U.S. Department of Education [R324A10005]24 month embargo; published online: 15 January 2019This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Increasing teacher treatment integrity of behavior support plans through consultation and implementation planning

School psychologists commonly provide intervention services to children through consultation with teachers. Data suggest, however, that many teacher consultees struggle to implement these interventions. There are relatively few evidence-based strategies for promoting teacher consultees\u27 intervention implementation. The purpose of this study was to evaluate Implementation Planning as a strategy for increasing the adherence and quality with which teacher consultees implemented behavior support plans. Implementation Planning involves adapting intervention steps to the implementation context, providing detailed logistical planning, as well as identifying implementation barriers and developing strategies to address them. Results indicated that teachers\u27 implementation adherence levels increased and quality levels increased with corresponding decreases in variability, compared to standard behavioral consultation. Implications for future research on treatment integrity are discussed

An exploratory investigation of teachers\u27 intervention planning and perceived implementation barriers

Increasingly teachers are the primary implementer responsible for providing evidence-based interventions to students. However, there is little knowledge regarding the extent to which teachers plan for intervention implementation, receive implementation support, or identify and address implementation barriers. This study explores survey data from over 1200 preschool through grade 12 teachers from 46 public school districts in a Northeastern state. Results indicate that teachers spend significant time engaging in intervention-related behavior and may be a primary source responsible for selecting student interventions. However, the current extent to which they plan for implementation and present levels of implementation support are inadequate to produce high levels of sustained intervention implementation. In addition, almost 60% of implementation barriers reported related to aspects of the intervention itself. Findings from this study provide guidance for future research and preliminary recommendations for ameliorating implementation barriers and proactively supporting treatment integrity in schools