"Are you going to come and see us again soon?" An intergenerational event between stroke survivors and school-children

Purpose: A one-hour intergenerational event held at an infant school in Norfolk, England, aimed to increase the citizenship experience of young children and their awareness of what it means to live with stroke, and to address social isolation or self-confidence in communicating among stroke survivors with aphasia. It also intended to gauge whether this activity might provide a basis for future research. Design/methodology/approach: Four community-dwelling stroke survivors with aphasia were recruited. Twelve pupils aged 6 and 7 were selected by their Year 2 teacher and head-teacher. At the event, participants sat in groups of one adult and three pupils and engaged in writing, hand-tracing and talking about pictures. The author circulated among the groups to facilitate engagement. Findings: All participants enjoyed interacting together in the activities. The pupils gained insights into the stroke survivors’ lived experience and wanted them to return to "see us again soon"; the adults valued being in the "real world" and practising their conversation in activities different from their usual routines. Feedback indicated the value of the engagement and that participants welcomed similar intergenerational opportunities. The author will develop a research application exploring enablers, barriers and benefits of this type of engagement. Originality/value: The event gave a rare opportunity for stroke survivors with aphasia to participate in intergenerational activities and for children to engage with vulnerable older adults. It demonstrated the value of interactions in which learning and insights are obtained on both sides. It also provided evidence that pursuing research in this field is feasible

A function-based intervention to decrease disruptive behavior and increase academic engagement

This is the publisher's version, also found here: http://www.eric.ed.gov/PDFS/EJ805537.pdfA range of interventions exist to prevent and respond to disruptive classroom behavior. This study documents the efficacy of a function-based intervention conducted using a multiple baseline across settings design. Despite moderately variable levels of treatment fidelity, results suggest a functional relation between the introduction of a package intervention and corresponding increases in academic engagement and decreases in disruption. Limitations and implications for future research are presented. Keywords: function based intervention; treatment integrity

Factors influencing an increase in the U.S. study abroad poplulation in the Middle East/North Africa

In the last 60 years, the relationship between the United States and the Middle East has become increasingly important to policy makers, academics, business people, and the general population. Particularly in the fallout of the events of September 11, 2001, both the U.S. government and the public have acknowledged an immediate need for a deepening of American understanding of the people, languages, and culture of the Middle East/North Africa (MENA). During the last decade, one significant way in which Americans have gained in-depth knowledge about this region has been through participation in Study Abroad (SA) programs. Data from the Institute for International Education show the number of U.S. undergraduate students studying abroad in the MENA is increasing, yet there is almost no literature related to SA in this region. The purpose of this study is to 1) characterize students who study in the Middle East/North Africa region and 2) assess the factors which cause some study abroad students to choose this less common region rather than a more common destination. In order to investigate the motivations, attitudes, and aspects of human capital which influence study abroad destination choice, this research examines seven main factors: exposure to international issues, attitudes about national security, career intentions, language exposure, previous international travel experience, risk propensity, and scholarship support. This research analyzes data from a cross-sectional survey and focus groups of current U.S. undergraduate study abroad students. Despite the large amount of research on outcomes and educational approaches used in SA in general, there is little literature which addresses influences on destination choice in SA. Given the increasing trend in SA programs in MENA region, this analysis provides insight into the multitude of factors which are leading students to this area of the world

Fear of Victimization Among Incarcerated Youths: Examining the Effects of Institutional “Neighborhood” Characteristics and Gang Membership

This study examines whether neighborhood factors found to predict fear of crime among the general population can be adapted to explain inmate fear of victimization inside juvenile correctional institutions. We test (a) whether institutional physical disorder, resident trust, and formal social control can predict fear of victimization, and (b) whether the importance of these factors for fear of victimization varies based on preincarceration street gang status. Using data from a large national sample of incarcerated youths, findings indicate non-gang members are more afraid of institutional victimization than gang members, confirming findings about levels of fear between these groups on the street. “Neighborhood” (institutional) physical disorder and resident trust predicted fear for gang and non-gang youths, whereas formal social control was significant only among non-gang youths. We discuss policy implications and directions for future research

Older care-home residents as collaborators or advisors in research: a systematic review

Background: patient and public involvement (PPI) in research can enhance its relevance. Older care-home residents are often not involved in research processes even when studies are care-home focused. Objective: to conduct a systematic review to find out to what extent and how older care-home residents have been involved in research as collaborators or advisors. Methods: a systematic literature search of 12 databases, covering the period from 1990-September 2014 was conducted. A lateral search was also carried out. Standardised inclusion criteria were used and checked independently by two researchers. Results: 19 reports and papers were identified relating to 11 different studies. Care-home residents had been involved in the research process in multiple ways. Two key themes were identified: (i) the differences in residents’ involvement in small-scale and large-scale studies, (ii) the barriers to and facilitators of involvement. Conclusions: small-scale studies involved residents as collaborators in participatory action research, whereas larger studies involved residents as consultants in advisory roles. There are multiple facilitators of and barriers to involving residents as PPI members. The reporting of PPI varies. While it is difficult to evaluate the impact of involving care-home residents on the research outcomes, impact has been demonstrated from more inclusive research processes with care-home residents. The review shows that older care-home residents can be successfully involved in the research process

Teacher expectations of student's classroom behavior across the grade span: Which social skills are necessary for success?

This is the publisher's version, also found here: http://cec.metapress.com/content/63820428261730n7/?p=82097d4b932443728efac908538b9810&pi=1This study explored teachers' (N = 717) expectations of student behavior along school level (elementary vs. middle vs. high), pro-am type (general vs. special education), and school type (high risk vs. low risk). Results indicated that all elementary and middle school teachers shared similar views regarding the importance of self-control skills, whereas high school special education teachers viewed self-control skills as significantly more important than did high school general education teachers. High school teachers rated assertion skills as significantly less important relative to elementary or middle school teachers. Results also indicated that teachers at high-risk schools viewed self-control and assertion skills as more critical for success than did teachers at low-risk schools

Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities

This is the publisher's version, also found here: http://cec.metapress.com/content/lq6v516h2rn178ut/?p=f618223ce7404c508a820fb0873297e2&pi=5Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessional are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessional from 115 randomly selected public school to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessional attributed high ievel of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessional reported providing instruction addressing each of the 7 components of self determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessional in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research

Evidence Briefing: Hospital Associated Deconditioning

Acute illness in older adults that results in hospitalisation can trigger deconditioning and functional decline. Several risk factors, in addition to prolonged bed-rest, account for hospital-associated deconditioning (HAD). Evidence indicates that an integrated, multi-component approach to addressing co-existing risk factors may reduce HAD syndromes as well as hospital length of stay. This approach would include reducing sedentary behaviour, educating and supporting patients to be more mobile, and modifying the hospital environment to facilitate activities based around socialising. Our attached poster summarises the four areas to be addressed in future work: Physical activity. Eating drinking and continence. Promoting recovery. Predictors and measures

Age, sex and other correlates with active travel walking and cycling in England: Analysis of responses to the Active Lives Survey 2016/17

Active travel (walking or cycling for transport) can generate personal and environmental benefits. We determined the frequency of participation in walking or cycling active travel by age and sex, as well as used multivariate analysis to find correlations with many other factors using a large cross-sectional 2016/17 survey of people living in England. Walking and cycling active travel were explored separately. Most respondents reported no active travel, but at least 25% of people under age 45 met activity recommendations only from active travel. Otherwise, (unlike other types of physical activity) active travel declined consistently with increased age. Men reported much more cycling active travel than women, who were more likely to do any active travel walking and therefore more likely to meet activity guidelines from just active travel walking. Lower levels of disability, fewer children in household, and working full time increased active travel. Season was sometimes relevant. BMI, personal-effectiveness, deprivation and rurality had mixed relationships with types of active travel. Understanding differences in correlates for cycling vs. walking active travel could help tailor local promotion programmes for each. The analysis suggests that motivators and barriers for active travel greatly by age

Nursing Home Staff Palliative Care Knowledge and Practices: Results of a Large Survey of Frontline Workers

CONTEXT: Deficits in quality end-of-life care for nursing home (NH) residents are well known. Palliative care is promoted as an approach to improve quality. The Palliative Care Survey (PCS) is designed to measure NH staff palliative care knowledge and practice. OBJECTIVES: To comparing palliative care knowledge and practices across NH staff roles using the PCS, and to examine relationships between facility characteristics and PCS scores. METHODS: The PCS was administered to frontline NH staff-certified nursing assistants (CNAs), licensed practical nurses (LPNs), registered nurses (RNs), and social workers (SWs)-in 51 facilities in 2012. Descriptive statistics were calculated by job role. Linear mixed effects models were used to identify facility and individual factors associated with palliative care practice and knowledge. RESULTS: The analytic sample included 1200 surveys. CNAs had significantly lower practice and knowledge scores compared to LPNs, RNs, and SWs (P < 0.05). LPNs had significantly lower psychological, end-of-life, and total knowledge scores than RNs (P < 0.05 for all). Although knowledge about physical symptoms was uniformly high, end-of-life knowledge was notably low for all staff. A one-point higher facility star rating was significantly associated with a 0.06 increase in family communication score (P = 0.003; 95% CI: 0.02-0.09; SE = 0.02). Higher penetration of hospice in the NH was associated with higher end-of-life knowledge (P = 0.003; parameter estimate = 0.006; 95% CI: 0.002-0.010; SE = 0.002). Sixty-two percent of respondents stated that, with additional training, they would be interested in being leaders in palliative care. CONCLUSION: Given observed differences in palliative care practice and knowledge scores by staff training, it appears the PCS is a useful tool to assess NH staff. Low end-of-life knowledge scores represent an important target for quality improvement