Instrument Assisted Soft Tissue Mobilization and Conservative Management Of Shoulder Pain In An Elderly Male: A Case Report

Background: Shoulder pain is a frequent complaint among the elderly population, numerous etiologies cause shoulder joint pain such as osteoarthritis, adhesive capsulitis, and rotator cuff disease (impingement, tendonitis, and cuff tear). A conservative treatment for shoulder pathology is Augmented Soft Tissue Mobilization (ASTM) that uses specifically designed sold instruments to perform manual therapy. Sound Assisted Soft Tissue Mobilization (SASTM®) is a technique which uses ceramic polymer tools with resonating capability. Limited evidence exists to support the use of SASTM® as a manual therapy treatment. Purpose: The purpose of this case report is to illustrate the physical therapy management of shoulder pain in an elderly male by describing intervention techniques, such as SASTM®, joint mobilization, and therapeutic exercise, using the patient/client management model.https://dune.une.edu/pt_studcrposter/1024/thumbnail.jp

House Flies: Manure, Media, and Microbes

This study was conducted to determine if there is a difference in bacterial abundance in house flies based on sex and rearing environment (manure versus artificial media) for house flies. This is important in determining the effectiveness of the facilities where the flies are being raised. Although, previous studies have shown differences in bacterial abundance between male and female house flies, it still remains unknown whether there is a discrepancy in bacterial abundance between rearing environments in the lab. We hypothesized that there would be a greater abundance of bacteria in females than males and a greater bacterial abundance in the manure environment than the artificial media. We determined that there was no significant difference between house fly sex or the environments in which they were raised. These results are meaningful because they introduce evidence of forced interaction that could skew the bacterial counts. In the future, the results would be more telling with a larger sample size.

Changes in Classroom Quality Predict Ghanaian Preschoolers’ Gains in Academic and Social-Emotional Skills

Rates of participation in early childhood education (ECE) programs are on the rise globally, including in sub-Saharan Africa. Yet little evidence exists on the quality of these programs and on the role of classroom quality in predicting learning for young children across diverse contexts. This study uses data from the Greater Accra Region of Ghana (N = 3,407; Mage = 5.8 years; 49.5% female) to examine how changes in four culturally-validated dimensions of ECE classroom quality predict children’s growth in early academic and social-emotional skills from the beginning to the end of one academic year. We find that improvements in domains of classroom instructional quality are related to small, positive gains in children’s early academic and social-emotional outcomes over the school year, and that these improvements are generally larger for children and classrooms with higher baseline proficiency and quality levels. Associations between changes in social-emotional aspects of classroom quality and child outcomes were mixed. These results extend the knowledge base on ECE quality to a new and under-represented context while also providing important information regarding the contexts and children for whom teacher training and other quality-focused improvement efforts may be most needed

The Role of Executive Function and Social-emotional Skills in the Development of Literacy and Numeracy during Preschool: A Cross-Lagged Longitudinal Study

The majority of evidence on the interplay between academic and non-academic skills comes from high-income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children\u27s executive function, social-emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1) were assessed using direct assessment at three time points over the course of two school years. Controlling for earlier levels of the same skill, early executive function predicted higher subsequent literacy and numeracy skills, and early literacy and numeracy skills predicted higher subsequent executive function, indicating that the development of executive function and academic skills is inter-related and complementary over time. Early literacy and numeracy predicted subsequent social-emotional skills, but early social-emotional skills did not predict subsequent literacy and numeracy skills. The findings provide longitudinal evidence on children’s learning and development in West Africa and contribute to a global understanding of the relations between various developmental skills over time

“His mind will work better with both of us”: A qualitative study on fathers’ roles and coparenting of young children in rural Pakistan

Background: Parents are the primary providers of nurturing care for young children’s healthy early development. However, the literature on parenting in early childhood, especially in low- and middle-income countries, has primarily focused on mothers. In this study, we investigate how parents make meaning of fathers’ parenting roles with regards to their young children’s early health and development in rural Pakistan.Methods: Data were collected between January and March 2017 through in-depth interviews with fathers (N = 33) and their partners (N = 32); as well as separate focus group discussions with fathers (N = 7) and mothers (N = 7). Data were analyzed using thematic content analysis.Results: Parents described a distinct division of roles between fathers and mothers; and also several shared caregiving roles of fathers and mothers. Specifically, parents highlighted aspects of fathers’ coparenting and several common ways by which fathers supported their partners. We found that these gendered divisions in parenting roles were strongly embedded within a complex network of interacting factors across the individual, family, and sociocultural contexts of the study community.Conclusions: Our findings suggest a more family-centered conceptualization of fatherhood during early childhood that encompasses both fathers’ direct engagement with their young children and their indirect contributions through coparenting, while recognizing a variety of contextual systems that shape paternal parenting. Future parenting interventions that reflect the lived experiences of both fathers and mothers as parents and partners may further enhance the nurturing care environments that are critical for promoting healthy early child development

Contextual variation in young children's acquisition of social-emotional skills

This study examined variation in the timing of 5,447 infants' and toddlers' reported acquisition of 12 basic social-emotional skills across and within 11 developing and developed country sites. Although children differed significantly across sites in when they attained social-emotional skills on average (e.g., M age Brazil = 20.50 months vs. M age India = 26.92 months), there was also substantial heterogeneity across skills. For example, children in Pakistan were reported to demonstrate sympathy on average seven months earlier than their peers in Ghana, whereas the opposite was true for sharing. Overall, country-level health and education were strongly associated (r > .60) with earlier site-level skill attainment. In addition to heterogeneity across sites, we also observed notable within-site variability in skill development (ICCs = .03 to .38). Future research is needed to identify sources of variability and how to promote skills that matter within a given context

Measuring early childhood development in Brazil: validation of the Caregiver Reported Early Development Instruments (CREDI)

The present study aims to analyze the psychometric properties and general validity of the Caregiver Reported Early Development Instruments (CREDI) short form for the population-level assessment of early childhood development for Brazilian children under age 3.; The study analyzed the acceptability, test-retest reliability, internal consistency and discriminant validity of the CREDI short-form tool. The study also analyzed the concurrent validity of the CREDI with a direct observational measure (Inter-American Development Bank's Regional Project on Child Development Indicators; PRIDI). The full sample includes 1,265 Brazilian caregivers of children from 0 to 35 months (678 of which comprising an in-person sample and 587 an online sample).; Results from qualitative interviews suggest overall high rates of acceptability. Most of the items showed adequate test-retest reliability, with an average agreement of 84%. Cronbach's alpha suggested adequate internal consistency/inter-item reliability (α>0.80) for the CREDI within each of the six age groups (0-5, 6-11, 12-17, 18-23, 24-29 and 30-35 months of age). Multivariate analyses of construct validity showed that a significant proportion of the variance in CREDI scores could be explained by child gender and family characteristics, most importantly caregiver-reported cognitive stimulation in the home (p<0.0001). Regarding concurrent validity, scores on the CREDI were significantly correlated with overall PRIDI scores within the in-person sample at r=0.46 (p<0.001).; The results suggested that the CREDI short form is a valid, reliable, and acceptable measure of early childhood development for children under the age of 3 years in Brazil

Grant Application: Homeless Needs Assessment Project

IPEC Mini-grant application for funding of UNE student project Homeless Needs Assessment. The Homeless Needs Assessment Project was designed to assess the greatest needs for people experiencing homelessness in Portland, Maine. UNE Students from several healthcare professions partnered together to provide a holistic approach to the community needs with hopes of developing and implementing intervention strategies. Goal was to conduct surveys of at least 100 homeless individuals.https://dune.une.edu/minigrant_homeless/1000/thumbnail.jp

Grant Application: Homeless Needs Assessment Project

IPEC Mini-grant application for funding of UNE student project Homeless Needs Assessment. The Homeless Needs Assessment Project was designed to assess the greatest needs for people experiencing homelessness in Portland, Maine. UNE Students from several healthcare professions partnered together to provide a holistic approach to the community needs with hopes of developing and implementing intervention strategies. Goal was to conduct surveys of at least 100 homeless individuals.https://dune.une.edu/minigrant_homeless/1000/thumbnail.jp