How do teachers teach students with working memory impairments in the regular classroom? A grounded theory approach

This study uses a qualitative, post-positive grounded theory approach to investigate the process of teaching primary students with working memory impairments. Semi-structured, in-depth interviews were used to collect data specific to students with WMI from nine primary teachers. After transcript coding and data analysis, themes were extracted from the data. The themes reflect how having a working memory impairment may alter the students’ education. The interacting themes included: learning with a working memory impairment and the characteristics of the student, adaptations made by the teacher including effective teaching strategies , and adaptations made by the students as a result of their self-awareness of their weaknesses. The students were found to be struggling with the academic curriculum in language, reading, and math. Some students also struggled with their behaviour and social abilities. The strategies teachers used to assist their students with learning included: reducing cognitive load by simplifying material, reducing cognitive load by activating prior knowledge, and focusing attention. Additionally, some students used self-strategies to support their own learning. The findings of this study may inform future research particular to this group, including intervention studies. Additionally, the findings offer important information for educators teaching students with similar learning profiles

Timing of hospital admission at first childbirth: A prospective cohort study.

Background and aimsIt is difficult for women in labor to determine when best to present for hospital admission, particularly at first childbirth. While it is often recommended that women labor at home until their contractions have become regular and ≤ 5-minutes apart, little research has investigated the utility of this recommendation. This study investigated the relationship between timing of hospital admission, in terms of whether women's labor contractions had become regular and ≤ 5-minutes apart before admission, and labor progress.MethodsThis was a cohort study of 1,656 primiparous women aged 18-35 years with singleton pregnancies who began labor spontaneously at home and delivered at 52 hospitals in Pennsylvania, USA. Women who were admitted before their contractions had become regular and ≤ 5-minutes apart (early admits) were compared to those who were admitted after (later admits). Multivariable logistic regression models were used to assess associations between timing of hospital admission and active labor status on admission (cervical dilation 6-10 cm), oxytocin augmentation, epidural analgesia and cesarean birth.ResultsNearly two-thirds of the participants (65.3%) were later admits. These women had labored for a longer time period before admission (median, interquartile range [IQR] 5 hours (3-12 hours)) than the early admits (median, (IQR) 2 hours (1-8 hours), p ConclusionsAmong primiparous women, those who labor at home until their contractions have become regular and ≤ 5-minutes apart are more likely to be in active labor on hospital admission and less likely to experience oxytocin augmentation, epidural analgesia and cesarean birth

Examining the Relation Between Gender Nonconformity and Psychological Well-Being in Children: The Roles of Peers and Parents

No study to date has simultaneously tested how poor peer relations, generic risk factors, and parental attitudes impact the behavioral and emotional challenges of children who vary in their gender expression. In a community sample, the present study investigated various hypothesized psychosocial and generic risk factors regarding the association between childhood gender nonconformity (GNC) and psychological well-being. Canadian parents/guardians reported on their children aged 6–12 years (N = 1719, 48.8% assigned male at birth) regarding their child’s GNC, measured by the Gender Identity Questionnaire for Children; behavioral and emotional challenges, measured by the Child Behavior Checklist (CBCL); and peer relations, measured by the CBCL and Strength and Difficulties Questionnaire. Parent/guardian gender-stereotypical attitudes toward child-rearing were assessed using an adapted version of the Child-Rearing Sex Role Attitude Scale, and attachment between the parent/guardian and child was measured with an adapted version of the Child-Rearing Practices Report. Based on regression analyses, GNC was related to elevated behavioral and emotional challenges, and this association was stronger for those who experienced poor peer relations as well as for those whose parents/guardians endorsed gender-stereotyped attitudes and were less willing to serve as a secure base for the child. Recommendations are provided for ways in which social environments can be altered to improve psychological well-being among gender-nonconforming children