Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth

The purpose of this study was to compare 2 methods for directly teaching word meanings to kindergarten students within storybook readalouds that varied in instructional time and depth of instruction along with a control condition that provided students with incidental exposure to target words. Embedded instruction introduces target word meanings during storybook readings in a time-efficient manner. Extended instruction is more time intensive but provides multiple opportunities to interact with target words outside the context of the story. Participants included 42 kindergarten students who were taught 9 target words, 3 with each method. Target words were counterbalanced in a within-subjects design. Findings indicated that extended instruction resulted in more full and refined word knowledge, while embedded instruction resulted in partial knowledge of target vocabulary. Implications are discussed in relation to the strengths and limitations of different approaches to direct vocabulary instruction in kindergarten and the trade-offs between instruction that focuses on teaching for breadth versus depth

Progestogen-only contraceptive use among breastfeeding women: a systematic review.

Background: Postpartum women need effective contraception. Concerns have been raised that use of progestogen-only contraceptives (POCs) may affect breastfeeding performance and infant health outcomes. Objectives: We investigated the clinical outcomes of breastfeeding duration, initiation of supplemental feeding and weaning, as well as infant outcomes including infant growth, health and development among breastfeeding women using POCs compared with breastfeeding women not using POCs. Search strategy: We searched the PubMed database for all articles published from database inception through December 2014. Selection criteria: We included primary research studies of breastfeeding women of any age or parity who received POCs, including progestogen-only pills, injectables, implants or hormonal intrauterine devices (IUDs). The main outcomes were breastfeeding performance (as measured by initiation, continuation, frequency and exclusivity of breastfeeding) and infant health (as measured by growth, development or adverse health effects). Results: Forty-nine articles reporting on 47 different studies were identified that investigated the use of POCs in breastfeeding women and reported clinically relevant outcomes of infant growth, health or breastfeeding performance. Studies ranged from poor to fair methodological quality and generally failed to show negative effects of the use of POCs on breastfeeding outcomes or on infant growth or development. One randomized controlled trial (RCT) raises concerns that immediate insertion of the levonorgestrel IUD postpartum may be associated with poorer breastfeeding performance when compared with delayed insertion, although two other RCTs evaluating early etonogestrel implants compared with delayed initiation of implants or depot medroxyprogesterone acetate failed to find such an association. Conclusion: The preponderance of evidence fails to demonstrate adverse breastfeeding outcomes or negative health outcomes in infants such as restricted growth, health problems or impaired development. Evidence newly added to this review was largely consistent with previous evidence

Examining the relationship between kindergarten students\u27 on-task and off-task behavior and individual response to vocabulary intervention in small group and classroom-based sessions

This dissertation study examined the relationship between kindergarten students\u27 behavior and response to a vocabulary intervention implemented in both small group and whole class sessions. This study was conducted within the context of Project VITAL, a three-year Department of Education funded program of research designed to develop and evaluate vocabulary instruction and intervention for kindergarten children at risk of developing reading difficulties. This dissertation study was completed during the third year of Project VITAL, in which a vocabulary intervention was implemented over the course of approximately 18 weeks in small groups consisting of 3 to 4 students per group, as well as whole class sessions comprised of approximately 20 students each. ^ Participants in this dissertation study included 47 kindergarten students; 23 kindergarten students who received the intervention in small group sessions and 24 students matched on initial receptive vocabulary knowledge who received the intervention in whole class sessions. Student behavior was measured through direct observations during the intervention sessions and through teacher ratings. Student vocabulary outcomes were assessed by an expressive measure of the target vocabulary words. ^ Correlational analyses were used to examine the relationship between teacher perceptions of student behavior and direct observations of student behavior, as well as the relationship between student behavior and student performance on the vocabulary outcome measure. Additionally, multiple regression analyses were conducted to examine the predictive power of the behavioral measures, above and beyond other student literacy variables. Finally, analyses were run to identify statistically significant differences in the relationship between the measures of student behavior and the vocabulary outcome measure between the small group and classroom-based sessions. ^ Results indicated that kindergarteners\u27 behavioral characteristics significantly predicted vocabulary outcomes, even after controlling for initial receptive vocabulary knowledge. Students who were more actively on-task benefited more from the vocabulary instruction, whereas students who were more verbally off-task were less responsive to instruction. Additionally, students who exhibited higher levels of adaptive skills benefited more from the vocabulary instruction, and this effect was greater in the whole class sessions. Limitations and implications of these findings are discussed.

Examining the relationship between kindergarten students\u27 on-task and off-task behavior and individual response to vocabulary intervention in small group and classroom-based sessions

This dissertation study examined the relationship between kindergarten students\u27 behavior and response to a vocabulary intervention implemented in both small group and whole class sessions. This study was conducted within the context of Project VITAL, a three-year Department of Education funded program of research designed to develop and evaluate vocabulary instruction and intervention for kindergarten children at risk of developing reading difficulties. This dissertation study was completed during the third year of Project VITAL, in which a vocabulary intervention was implemented over the course of approximately 18 weeks in small groups consisting of 3 to 4 students per group, as well as whole class sessions comprised of approximately 20 students each. ^ Participants in this dissertation study included 47 kindergarten students; 23 kindergarten students who received the intervention in small group sessions and 24 students matched on initial receptive vocabulary knowledge who received the intervention in whole class sessions. Student behavior was measured through direct observations during the intervention sessions and through teacher ratings. Student vocabulary outcomes were assessed by an expressive measure of the target vocabulary words. ^ Correlational analyses were used to examine the relationship between teacher perceptions of student behavior and direct observations of student behavior, as well as the relationship between student behavior and student performance on the vocabulary outcome measure. Additionally, multiple regression analyses were conducted to examine the predictive power of the behavioral measures, above and beyond other student literacy variables. Finally, analyses were run to identify statistically significant differences in the relationship between the measures of student behavior and the vocabulary outcome measure between the small group and classroom-based sessions. ^ Results indicated that kindergarteners\u27 behavioral characteristics significantly predicted vocabulary outcomes, even after controlling for initial receptive vocabulary knowledge. Students who were more actively on-task benefited more from the vocabulary instruction, whereas students who were more verbally off-task were less responsive to instruction. Additionally, students who exhibited higher levels of adaptive skills benefited more from the vocabulary instruction, and this effect was greater in the whole class sessions. Limitations and implications of these findings are discussed.

Marketisation of Climate Change: Applying Chrematistics Framework to Warmth Rationing Issue in New Zealand

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Symptoms of Women With High-Risk Early-Stage Ovarian Cancer

ObjectiveTo assess the presentation, characteristics, and prognostic significance of symptoms in patients with high-risk early-stage epithelial ovarian cancer.MethodsA retrospective chart review was performed on all patients enrolled in a phase III clinical trial (GOG 157). All patients had surgically staged, high-risk early-stage epithelial ovarian cancer (stage IA-IB and grade 3, any clear cell, stage IC or II). Chi-square and Kaplan-Meier estimates and Cox proportional hazards models were used for statistical analyses.ResultsOf 419 patients evaluated for symptoms, 301 (72%) presented with one or more symptoms, and 118 (28%) were asymptomatic but had a mass found on examination. Forty percent had only one symptom, and 32% had more than one symptom. Among those with at least one symptom, the most common were abdominal and pelvic pain (31%), and increased girth or fullness (26%). Overall, 23% of patients with tumors 10 cm or smaller, 27% of patients with tumors larger than 10 cm to 15 cm, and 46% of patients with tumors larger than 15 cm had multiple symptoms (P<.001). There was no significant difference in presentation of symptoms based on age, stage, or histologic subtype. Symptoms at diagnosis were not associated with recurrence or survival.ConclusionMore than 70% of patients with high-risk early-stage, epithelial ovarian cancer present with one or more symptoms, with the most common being abdominal or pelvic pain. The proportion of women with symptoms and the number of symptoms increase with enlarging tumor size

Centering the Inner Experience of Autism: Development of the Self-Assessment of Autistic Traits

Current tools for identifying autism are critiqued for their lack of specificity and sensitivity, especially in autistic people who are older, have higher verbal ability or significant compensatory skills, and are not cisgender boys. This may reflect the following: the historical focus of autism research on White (cisgender) male, upper and middle class children; limited interest in the inner, lived experience of autism; and the predominance of a deficit-based model of autism. We report here on the first attempt of which we are aware to develop a clinical self-report measure of autistic traits as described by autistic people. We believe this is an advance in methodology because prior work in the development of autistic trait/diagnostic measures has prioritized the perspectives of nonautistic clinicians and scientists. The measure was developed under the leadership of two autistic researchers and constructed by leveraging descriptions of autism by autistic people to generate items designed to encompass the range of the autistic experience, using strength-based, accessible language. The team utilized iterative feedback from a panel of autistic experts to refine and enhance the measure, called the Self Assessment of Autistic Traits (SAAT). It is intended for people 16 years or older and uses a format that is designed to increase its accessibility and acceptability for autistic respondents. Future work will report on the preliminary psychometrics of the SAAT, with a long-term goal of advancing our understanding of the inner autistic experience and enhancing the clinical and scientific assessment of autism