Long-term collateral effects of parent programs on child maltreatment proxies:Can administrative data provide useful insights?

Collecting child maltreatment data from participants is expensive and time-consuming, and often suffers from substantial attrition rates. Administrative population data may prove fruitful to overcome these barriers. The aim of this study was twofold: (1) to illustrate how administrative data may be used in evaluating long-term intervention effects; and (2) to examine collateral effects of three preventive early childhood interventions offered to families in the Netherlands (Supportive Parenting, VoorZorg, and Incredible Years). Using population data, four proxies of child maltreatment were assessed to examine collateral intervention effects: incidences of child protection orders, placements of children in residential care, crime victimization of children or their parents, and parental registrations as a crime suspect. The results revealed no significant differences between experimental and control conditions on any of these proxies, with very small effect sizes (ranging from Cramer's V = 0.01 to Cramer's V = 0.10). We conclude that the results do not provide support for collateral effects, but that studying other outcomes may provide this support. We further discuss that small sample sizes and low prevalences challenge studies using administrative data. Notwithstanding these limitations, we conclude that administrative data can strengthen the evidence base for collateral and direct intervention effects.</p

Suboptimal Peak Inspiratory Flow and Critical Inhalation Errors are Associated with Higher COPD-Related Healthcare Costs

Purpose: To assess the relationship between suboptimal Peak Inspiratory Flow (sPIF), inhalation technique errors, and non-adherence, with Healthcare Resource Utilisation (HCRU) in Chronic Obstructive Pulmonary Disease (COPD) patients receiving maintenance therapy via a Dry Powder Inhaler (DPI). Patients and methods: The cross-sectional, multi-country PIFotal study included 1434 COPD patients (≥40 years) using a DPI for maintenance therapy. PIF was measured with the In-Check DIAL G16, and sPIF was defined as a typical PIF lower than required for the device. Inhalation technique was assessed by standardised evaluation of video recordings and grouped into 10 steps. Patients completed the "Test of Adherence to Inhalers" questionnaire. HCRU was operationalised as COPD-related costs for primary healthcare, secondary healthcare, medication, and total COPD-related costs in a 1-year period. Results: Participants with sPIF had higher medication costs compared with those with optimal PIF (cost ratio [CR]: 1.07, 95% CI [1.01, 1.14]). Multiple inhalation technique errors were associated with increased HCRU. Specifically, "insufficient inspiratory effort" with higher secondary healthcare costs (CR: 2.20, 95% CI [1.37, 3.54]) and higher total COPD-related costs (CR: 1.16, 95% CI 1.03-1.31). "no breath-hold following the inhalation manoeuvre (<6 s)" with higher medication costs (CR: 1.08, 95% CI [1.02, 1.15]) and total COPD-related costs (CR 1.17, 95% CI [1.07, 1.28]), and "not breathing out calmly after inhalation" with higher medication costs (CR: 1.19, 95% CI [1.04, 1.37]). Non-adherence was not significantly associated with HCRU. Conclusion: sPIF and inhalation technique errors were associated with higher COPD-related healthcare utilisation and costs in COPD patients on DPI maintenance therapy

Inclusive education in the Netherlands: How funding arrangements and demographic trends relate to dropout and participation rates

There is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements - and the incentives that are associated with these arrangements - and demographic trends. In the Netherlands, a new policy aimed at inclusive education was introduced in 2014, together with financial measures to equalise funding for students with special needs across the country. The present study explored the effects of this equalisation policy, as well as the demographic trend of population decline, on dropout rates and participation rates in special education (namely, special schools for mainstream education and schools for special education). The data were retrieved from nation-wide registration systems. The results showed that population decline did not affect participation rates in special education, whereas decreases in funding did result in greater declines in participation rates in special education. Moreover, decreases in funding also resulted in higher dropout rates in areas with growing student populations. Although the reform of funding arrangements resulted in lower participation in special education, higher dropout rates might be a cost of this shift towards inclusive education

Inclusive education in the Netherlands: How funding arrangements and demographic trends relate to dropout and participation rates

There is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements - and the incentives that are associated with these arrangements - and demographic trends. In the Netherlands, a new policy aimed at inclusive education was introduced in 2014, together with financial measures to equalise funding for students with special needs across the country. The present study explored the effects of this equalisation policy, as well as the demographic trend of population decline, on dropout rates and participation rates in special education (namely, special schools for mainstream education and schools for special education). The data were retrieved from nation-wide registration systems. The results showed that population decline did not affect participation rates in special education, whereas decreases in funding did result in greater declines in participation rates in special education. Moreover, decreases in funding also resulted in higher dropout rates in areas with growing student populations. Although the reform of funding arrangements resulted in lower participation in special education, higher dropout rates might be a cost of this shift towards inclusive education

Everything in moderation:ICT and reading performance of Dutch 15-year-olds

Previous research on the relationship between students’home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively related to academic performance. In addition, the frequency of use of ICT is related to students’academic achievement. This relationship has been found to be negative for ICT use at school, however, for ICT use at home the literature on the relationship with academic performance is again ambiguous. In addition to ICT availability and ICT use, students’attitudes towards ICT have also been found to play a role in student performance. In the present study, we examine how availability of ICT resources, students’use of those resources (at school, outside school for schoolwork, outside school for leisure), and students’attitudes toward ICT (interest in ICT, perceived ICT competence, perceived ICT autonomy) relate to individual differences in performance on a digital assessment of reading in one comprehensive model using the Dutch PISA 2015 sample of 5183 15-year-olds (49.2{\%} male). Student gender and students’economic, social, and cultural status accounted for a substantial part of the variation in digitally assessed reading performance. Controlling for these relationships, results indicated that students with moderate access to ICT resources, moderate use of ICT at school or outside school for schoolwork, and moderate interest in ICT had the highest digitally assessed reading performance. In contrast, students who reported moderate competence in ICT had the lowest digitally assessed reading performance. In addition, frequent use of ICT outside school for leisure was negatively related to digitally assessed reading performance, whereas perceived autonomy was positively related. Taken together, the findings suggest that excessive access to ICT resources, excessive use of ICT, and excessive interest in ICT is associated with lower digitally assessed reading performance