You catch criminals with DNA: what kids know (and don't know) about genetics

Primary children know something about DNA and genes, even though these topics are not taught until Year 10. If they're not getting their information from school, then where are they getting it? And do schools need to start teaching these concepts earlier

Exploring the efficacy of a dynamic assessment procedure of spelling in children with dyslexia

This thesis seeks to link the theory of assessment with the practice of dyslexia specialists in the UK. The studies outline the development of an alternative approach to the assessment of spelling in children with dyslexia that incorporates a dynamic assessment approach. The thesis presents four studies that build on each other to provide evidence for a Dynamic Assessment (DA) in the curriculum domain of spelling. The first study reports on the current assessment practices of 299 dyslexia specialists in the UK, identifying that while conventional static testing provides a measure of spelling accuracy compared to same-aged peers, further information is needed to inform intervention/support. As a foundation for an interactive (dynamic) assessment approach, Study Two builds on research by Critten et al. (2007) and Rittle-Johnson and Siegler (1999) to determine whether children with dyslexia are able to explain their spelling choices in a similar way as same-age and spelling-age matched groups (66 children aged between 6;3 and 9;9) and to investigate the spelling strategies they use. Study Three outlines the development of a Dynamic Assessment of Spelling (DASp) using the theoretical framework of Lidz (2014) for curriculum-based DA. The assessment developed for this thesis utilised a teach-train-teach format incorporating a graduated prompt procedure at post-test. Fifty children with dyslexia between the ages of 8 years and 9 years 11 months participated in this study. Information collected from the DASp procedure allowed the assessor to develop spelling profiles that revealed differences in the children’s spelling abilities even when they achieved similar spelling scores on a static spelling task. Finally, Study Four reports the outcome of a pilot study with 6 qualified dyslexia specialists who used the DASp to develop an intervention programme for 12 children (mean age 8;8). All of the specialists reported improved outcomes for the children in the study and overall evaluations were positive. Implications for practice, limitations of the studies, and suggestions for future studies are discussed

Blood and bones: the influence of the mass media on Australian primary school children’s understandings of genes and DNA

Previous research showed that primary school children held several misconceptions about genetics of concern for their future lives. Included were beliefs that genes and DNA are separate substances, with genes causing family resemblance and DNA identifying suspects at crime scenes. Responses to this work ‘blamed’ the mass media for these misunderstandings. This study aimed to determine whether that blame had any foundation by examining the media habits and conceptions about genes and DNA of Australian children. With little prior research considering the influence of entertainment mass media on children’s academically relevant knowledge, this was an exploratory study with a mixed modes design. Data were collected by detailed media questionnaires and face-to-face interviews with 62 children aged 10–12 years, and subjected to content and thematic analysis. Specific mass media examples children reported using were examined for genetics content. Results indicate 5 h/day of media use, mostly television including crime shows, and that children perceived television to be their main source of information about genetics. Most children (89 %) knew DNA, 60 % knew genes, and more was known about uses of DNA outside the body such as crime solving or resolving family relationships than about its biological nature and function. Half believed DNA is only in blood and body parts used for forensics. These concepts paralleled the themes emerging from the media examples. The results indicate that the mass media is a pervasive teacher of children, and that fundamental concepts could be introduced earlier in schools to establish scientific concepts before misconceptions arise

The impact of a post-take ward round pharmacist on the risk score and enactment of medication-related recommendations

There is a scarcity of published research describing the impact of a pharmacist on the post-take ward round (PTWR) in addition to ward-based pharmacy services. The aim of this paper was to evaluate the impact of clinical pharmacists' participation on the PTWR on the risk assessment scores of medication-related recommendations with and without a pharmacist. This includes medication-related recommendations occurring on the PTWR and those recommendations made by the ward-based pharmacist on the inpatient ward. A pre-post intervention study was undertaken that compared the impact of adding a pharmacist to the PTWR compared with ward-based pharmacist services alone. A panel reviewed the risk of not acting on medication recommendations that was made on the PTWR and those recorded by the ward-based pharmacist. The relationship between the risk scores and the number and proportion of recommendations that led to action were compared between study groups. There were more medication-related recommendations on the PTWR in the intervention group when a pharmacist was present. Proportionately fewer were in the 'very high and extreme' risk category. Although there was no difference in the number of ward pharmacist recommendations between groups, there was a significantly higher proportion of ward pharmacist recommendations in the "very high and extreme" category in those patients who had been seen on a PTWR attended by a pharmacist than when a pharmacist was not present. There were a greater proportion of "low and medium" risk actionable medication recommendations actioned on the PTWR in the intervention group; and no difference in the risk scores in ward pharmacist recommendations actioned between groups. Overall, the proportion of recommendations that were actioned was higher for those made on the PTWR compared with the ward. The addition of a pharmacist to the PTWR resulted in an increase in low, medium, and high risk recommendations on the PTWR, more very high and extreme risk recommendations made by the ward-based pharmacist, plus an increased number of recommendations being actioned during the patients' admission

Do antipsychotic dose reduction trials result in worsening behavior among nursing home residents with dementia: a systematic review of the literature

Background: While federal regulations require gradual dose reduction trials of antipsychotics prescribed for behavior management in nursing home (NH) residents with dementia, widespread concern about precipitating behavioral disturbances limits implementation. We conducted a systematic review of clinical trials reducing antipsychotic drug use in NH residents to determine best dose reduction practices and risk of behavior escalation. Methods: A comprehensive literature search was conducted in MEDLINE, EMBASE, and International Pharmaceutical Abstracts between January 1970 and October 2011 using the terms “antipsychotic agent or neuroleptic agent,” “dementia,” “nursing homes,” and “withdrawal.” One investigator reviewed abstracts for inclusion based on: English-language, human subjects, clinical trial, nursing home site, and ≥5 participants, and reported reduction in medications due to an intervention. We excluded review articles and commentaries and secondary analysis of main trial results. The remaining articles were reviewed by 2 investigators for final inclusion, resulting in 9 articles. Results: The nine articles meeting inclusion criteria included randomized controlled trials of both typical and atypical antipsychotics. Study populations ranged in size from 55 to 183 NH residents with dementia and typically targeted patients who were not psychotic and did not have a history of violent behavior. Gradual dose reduction protocols typically followed a strategy of 50% dose reduction per week for 2-3 sequential weeks. Outcomes measured included behavioral problems, cognitive function, and resumption of antipsychotic medications. All 9 studies reported that the majority of residents randomized to gradual dose reductions of antipsychotics had no overall detrimental effect on functional and cognitive status, or exacerbation of behavioral symptoms. Conclusions: Clinical trials evaluating the withdrawal of antipsychotic medications from NH residents with dementia do not show evidence of rebound behavioral escalation after gradual dose reductions