Longitudinal change in language production: Effects of aging and dementia on grammatical complexity and semantic content

This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.Mixed modeling was used to examine longitudinal changes in linguistic ability in healthy older adults and older adults with dementia. Language samples, vocabulary scores, and digit span scores were collected annually from healthy older adults and semiannually from older adults with dementia. The language samples were scored for grammatical complexity and propositional content. For the healthy group, age-related declines in grammatical complexity and propositional content were observed. The declines were most rapid in the mid 70s. For the group with dementia, grammatical complexity and propositional content also declined over time, regardless of age. Rates of decline were uniform across individuals. These analyses reveal how both grammatical complexity and proposition content are related to late-life changes in cognition in healthy older adults as well as those with dementia. Alzheimer's disease accelerates this decline, regardless of age. (PsycINFO Database Record (c) 2010 APA, all rights reserved

The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children With Language Impairments and Poor Reading Skills

Purpose—To examine the efficacy of Fast For-Word Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent poor reading skills. Method—A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills participated. The children received either FFW-L computerized intervention, a computer-assisted language intervention (CALI), an individualized language intervention (ILI), or an attention control (AC) computer program. Results—The children in the FFW-L, CALI, and ILI conditions made significantly greater gains in blending sounds in words compared with the AC group at immediate posttest. Long-term gains 6 months after treatment were not significant but yielded a medium effect size for blending sounds in words. None of the interventions led to significant changes in reading skills. Conclusion—The improvement in phonemic awareness, but not reading, in the FFW-L, CALI, and ILI interventions limits their use with children who have language impairment and poor reading skills. Similar results across treatment conditions suggest that acoustically modified speech was not a necessary component for improving phonemic awareness

Educational placements for children who are ventilator assisted

This is the publisher's version, also found here: http://search.proquest.com/docview/201222827?accountid=1455

Preliminary Validation of a Mobility Obstacle Course for Persons with Mobility Impairment

The purpose of this study was to assess the reliability and validity of a mobility obstacle course for women with mobility impairments. Participants included 72 adult women with permanent physical disabilities including arthritis, orthopedic conditions, paraplegia, and others. The 60-m course consisted of carpeted runways and turns, ramps, a doorway, a transfer, and object manipulation. Participants completed two trials, walking or wheeling through the course as quickly as possible, safely and without running. Total course time and peak heart rate data were correlated with SF-36 health survey subscales. Overall, peak heart rate was significantly (p \u3c .05) correlated with physical functioning (r = -.328), limitations due to physical functioning (r = .261), and pain (r = .296). Total course time was significantly correlated with physical functioning. These findings indicate very high reliability and preliminary evidence of validity

Resistance training volume, energy balance and weight management: Rationale and design of a 9 month trial

The increased prevalence of obesity and the lack of treatment success both argue for the design and evaluation of strategies to prevent the development of overweight and obesity. To date, the role of resistance training (RT) in this regard is largely unexplored. RT may be effective for weight management as a result of increased fat-free mass (FFM), which may result in increased resting metabolic rate and increased physical activity energy expenditure. However, the literature relative to the efficacy of RT protocols recommended for healthy adults to alter the aforementioned parameters is inconsistent or inadequately evaluated. We will conduct a 9 month randomized controlled efficacy trial to compare changes in body composition (fat mass, FFM, % body fat) and energy balance in response to 2 volumes of RT (1 vs. 3 sets vs. non-exercise control) both at the completion of training (9 months) and 1 year later (body composition). This investigation will be conducted in a sample of healthy, normal and overweight, sedentary, young adult men and women; a group at high risk for development of overweight and obesity. Our results will provide information relative to the minimum volume of RT that may be associated with body weight/fat gain which may inform the development of guidelines for RT to prevent weight gain or to alter body composition

Measuring the quality of family-professional partnerships in special education services

This is the published version, also found here: http://cec.metapress.com/content/jr8655lg61k1n440/?p=edbc223bb2fb4291b6b55663014711a2&pi=3One difficulty in monitoring the quality of family-professional partnerships has been the lack of a psychometrically acceptable and sufficiently general instrument with which to assess them. The current work describes the development of the Family-Professional Partnership Scale, which assesses parents' perceptions of the importance of and their satisfaction with family-professional partnerships. Indicators were constructed from qualitative research on families with children with and without disabilities, and the scale was refined across two field tests that included families with children with a wide range of ages and disability types and severity. Both the 18-item overall scale and the two 9-item subscales demonstrated excellent psychometric properties. The possible uses of this scale in future research and service delivery are discus

Parent-to-Parent Programs: A Resource for Parents and Professionals

Parent to Parent programs offer parents of children who have special needs the opportunity to receive emotional and informational support from another parent who is experiencing a similar set of circum-stances. By matching a trained veteran parent of a child with a disability in a l-to-l relationship with a parent who is newly referred to the program, Parent to Parent programs facilitate connections filled with information and perspectives that are unique to parents. This article introduces Parent to Parent support by (a) featuring the matched experience of two parents, (b) describing the results of a national survey of local Parent to Parent programs, (c) presenting guidelines for starting a Parent to Parent program, and (d) suggesting resources that are available nationally to those interested in Parent to Parent support. It's nice here at the table in the kitchen in the morning, Sitting with our coffee and talking 'bout our kids Did you ever dream of wheelchairs when you thought of having children I know most parents worry, and I guess I sorta did...

Statewide Parent-to-Parent Programs: Partners in Early Intervention.

Parents of infants and young children with disabilities or special health care needs are thrust, often without warning, into an unfamiliar and complex world that requires support for and information about a whole host of medical, educational, legal, financial, social, and emotional realities. Statewide early intervention efforts have a valuable ally in statewide parent-to-parent programs in meeting the needs of families of young children with special needs. This article reports on the descriptive results of a national survey of statewide parent-to-parent programs and suggests ways in which parent-to-parent programs and early intervention efforts can support and enhance their respective efforts on behalf of young children and families