The Use of Complementary and Alternative Medicine by Adults and Children in the South

A community of students, at different ranks, and two faculty members engaged in the development of a research project aimed at studying the consumption of complementary and/or alternative medicine (CAM) in the South. A well-established store in the community was identified for the study because of its focus on natural products and well-being. The students and faculty developed a CAM survey and the store owners provided feedback and gave approval to conduct the study on their patrons. The survey explored CAM use among adults and children in comparison to CAM uses in other regions of the country. Challenges and lessons learned from the engaged project are discussed, along with the findings that included family remedies and folklore recipes used in the South for varying ailments and symptoms

Post-intervention Status in Patients With Refractory Myasthenia Gravis Treated With Eculizumab During REGAIN and Its Open-Label Extension

OBJECTIVE: To evaluate whether eculizumab helps patients with anti-acetylcholine receptor-positive (AChR+) refractory generalized myasthenia gravis (gMG) achieve the Myasthenia Gravis Foundation of America (MGFA) post-intervention status of minimal manifestations (MM), we assessed patients' status throughout REGAIN (Safety and Efficacy of Eculizumab in AChR+ Refractory Generalized Myasthenia Gravis) and its open-label extension. METHODS: Patients who completed the REGAIN randomized controlled trial and continued into the open-label extension were included in this tertiary endpoint analysis. Patients were assessed for the MGFA post-intervention status of improved, unchanged, worse, MM, and pharmacologic remission at defined time points during REGAIN and through week 130 of the open-label study. RESULTS: A total of 117 patients completed REGAIN and continued into the open-label study (eculizumab/eculizumab: 56; placebo/eculizumab: 61). At week 26 of REGAIN, more eculizumab-treated patients than placebo-treated patients achieved a status of improved (60.7% vs 41.7%) or MM (25.0% vs 13.3%; common OR: 2.3; 95% CI: 1.1-4.5). After 130 weeks of eculizumab treatment, 88.0% of patients achieved improved status and 57.3% of patients achieved MM status. The safety profile of eculizumab was consistent with its known profile and no new safety signals were detected. CONCLUSION: Eculizumab led to rapid and sustained achievement of MM in patients with AChR+ refractory gMG. These findings support the use of eculizumab in this previously difficult-to-treat patient population. CLINICALTRIALSGOV IDENTIFIER: REGAIN, NCT01997229; REGAIN open-label extension, NCT02301624. CLASSIFICATION OF EVIDENCE: This study provides Class II evidence that, after 26 weeks of eculizumab treatment, 25.0% of adults with AChR+ refractory gMG achieved MM, compared with 13.3% who received placebo

Minimal Symptom Expression' in Patients With Acetylcholine Receptor Antibody-Positive Refractory Generalized Myasthenia Gravis Treated With Eculizumab

The efficacy and tolerability of eculizumab were assessed in REGAIN, a 26-week, phase 3, randomized, double-blind, placebo-controlled study in anti-acetylcholine receptor antibody-positive (AChR+) refractory generalized myasthenia gravis (gMG), and its open-label extension

A peek at the playground: How teacher's style and engagement impacts children's play

The current study was a replication and extension of our previous study (Kendrick et.al, 2011) which examined the play behaviors of preschool children (range: 2-5.5 yrs old) and how teachers' presence and engagement may impact children's play while on the playground. In the current study we also examine the influence of teachers' style on children's play while on the playground. Two sites were examined over a five week period; one served as the control group and the other as the experimental group. Within the five-week timeline, both groups participated in weekly teacher instruction consisting of being in close proximity (i.e. within 3 feet) of the children in the playground. Behaviors of the teachers and children were observed, recorded and coded at three time points (baseline, 3 weeks, and 5 weeks). The analyses revealed that initially having teachers in close proximity to children while on the playground reduced children's onlooker behavior and increased their parallel play. Over time children appeared to habituate to the teacher's proximity as they resumed play behaviors seen at baseline. Interestingly, teacher proximity also had an impact on teacher's engagement style. For example, both groups of teachers displayed more neutral, rule enforcer or director of play styles at baseline, but over time both groups moved toward more child directed styles. When examining more closely the impact of teacher training in the experimental group, which involved strategies to facilitate complex play and reduce aimless and onlooker behaviors, the experimental group compared to the control group (those who did not receive training), seemed to have a more negative impact on children's play behavior. That is, more aimless behavior and less simple social play was observed in the experimental group indicating that the teacher training was not helpful in facilitating children's social skill development. Methods for coding and analyzing data as well as implications of the teacher training are further discussed

A peek at the playground: how teacher's style and engagement impacts children's play

The current study was a replication and extension of our previous study (Kendrick et.al, 2011) which examined the play behaviors of preschool children (range: 2-5.5 yrs old) and how teachers' presence and engagement may impact children's play while on the playground. In the current study we also examine the influence of teachers' style on children's play while on the playground. Two sites were examined over a five week period; one served as the control group and the other as the experimental group. Within the five-week timeline, both groups participated in weekly teacher instruction consisting of being in close proximity (i.e. within 3 feet) of the children in the playground. Behaviors of the teachers and children were observed, recorded and coded at three time points (baseline, 3 weeks, and 5 weeks). The analyses revealed that initially having teachers in close proximity to children while on the playground reduced children's onlooker behavior and increased their parallel play. Over time children appeared to habituate to the teacher's proximity as they resumed play behaviors seen at baseline. Interestingly, teacher proximity also had an impact on teacher's engagement style. For example, both groups of teachers displayed more neutral, rule enforcer or director of play styles at baseline, but over time both groups moved toward more child directed styles. When examining more closely the impact of teacher training in the experimental group, which involved strategies to facilitate complex play and reduce aimless and onlooker behaviors, the experimental group compared to the control group (those who did not receive training), seemed to have a more negative impact on children's play behavior. That is, more aimless behavior and less simple social play was observed in the experimental group indicating that the teacher training was not helpful in facilitating children's social skill development. Methods for coding and analyzing data as well as implications of the teacher training are further discussed. (Published By University of Alabama Libraries