The Implementation of a Teacher Referral Behavioral Checklist in the Identification of Language Processing Deficits

The identification of language processing deficits has been acknowledged as a difficult task for the speech/language clinician. The literature has cited certain observable behaviors associated with language processing deficits, but these behaviors are often subtle enough to escape detection during routine speech and language screenings. Therefore, many language processing deficits are not identified until after the children have begun to experience academic struggle and/or failure. Several authors (Chalfant & Foster, 1974; Shepherd, 1982; Wiig & Semel, 1980) have suggested that classroom teachers may be useful in aiding speech/language pathologists in identifying these deficits. The purpose of this study was to evaluate the effectiveness of a Behavioral Checklist of documented observable behaviors which could be used as a teacher referral form to assist speech/language pathologists in the identification of children with potential language processing deficits. The proposed Behavioral Checklist was completed by the classroom teachers of forty second and third grade subjects. Each subject was then given the Language Processing Test (LPT) (Richard and Hanner, 1985) and the Test of Problem Solving (TOPS) (Zachman, Jorgensen, Huisingh & Barrett, 1984). Each of the forty subjects were reevaluated by their teachers on the Behavioral Checklist three weeks later. Scores were calculated for each of the measurements and compared statistically using the Pearson Product Moment Correlation Coefficient and Multiple Linear Regression. Analysis of the data revealed significant reliability of the proposed Behavioral Checklist (R2= .77). Although the relationship between the Behavioral Checklist and language processing performance on the LPT and TOPS were not found to be statistically significant, an inverse relationship was suggested. These findings indicate that the proposed Behavioral Checklist is a reliable measure for using classroom teachers to observe behaviors associated with potential language processing deficits. Future research needs to re-address the second question to determine the relationship between the Behavioral Checklist and standardized tests used for identifying children with potential language processing deficits

Liver Phenotypes of European Adults Heterozygous or Homozygous for Pi∗Z Variant of AAT (Pi∗MZ vs Pi∗ZZ genotype) and Noncarriers

Homozygosity for the Pi∗Z variant of the gene that encodes the alpha-1 antitrypsin peptide (AAT), called the Pi∗ZZ genotype, causes a liver and lung disease called alpha-1 antitrypsin deficiency. Heterozygosity (the Pi∗MZ genotype) is a risk factor for cirrhosis in individuals with liver disease. Up to 4% of Europeans have the Pi∗MZ genotype; we compared features of adults with and without Pi∗MZ genotype among persons without preexisting liver disease.info:eu-repo/semantics/publishedVersio

Introduction: Toward an Engaged Feminist Heritage Praxis

We advocate a feminist approach to archaeological heritage work in order to transform heritage practice and the production of archaeological knowledge. We use an engaged feminist standpoint and situate intersubjectivity and intersectionality as critical components of this practice. An engaged feminist approach to heritage work allows the discipline to consider women’s, men’s, and gender non-conforming persons’ positions in the field, to reveal their contributions, to develop critical pedagogical approaches, and to rethink forms of representation. Throughout, we emphasize the intellectual labor of women of color, queer and gender non-conforming persons, and early white feminists in archaeology

Sensory Communication

Contains table of contents for Section 2, an introduction and reports on fifteen research projects.National Institutes of Health Grant RO1 DC00117National Institutes of Health Grant RO1 DC02032National Institutes of Health Contract P01-DC00361National Institutes of Health Contract N01-DC22402National Institutes of Health/National Institute on Deafness and Other Communication Disorders Grant 2 R01 DC00126National Institutes of Health Grant 2 R01 DC00270National Institutes of Health Contract N01 DC-5-2107National Institutes of Health Grant 2 R01 DC00100U.S. Navy - Office of Naval Research/Naval Air Warfare Center Contract N61339-94-C-0087U.S. Navy - Office of Naval Research/Naval Air Warfare Center Contract N61339-95-K-0014U.S. Navy - Office of Naval Research/Naval Air Warfare Center Grant N00014-93-1-1399U.S. Navy - Office of Naval Research/Naval Air Warfare Center Grant N00014-94-1-1079U.S. Navy - Office of Naval Research Subcontract 40167U.S. Navy - Office of Naval Research Grant N00014-92-J-1814National Institutes of Health Grant R01-NS33778U.S. Navy - Office of Naval Research Grant N00014-88-K-0604National Aeronautics and Space Administration Grant NCC 2-771U.S. Air Force - Office of Scientific Research Grant F49620-94-1-0236U.S. Air Force - Office of Scientific Research Agreement with Brandeis Universit

Consensus guidelines for the use and interpretation of angiogenesis assays

The formation of new blood vessels, or angiogenesis, is a complex process that plays important roles in growth and development, tissue and organ regeneration, as well as numerous pathological conditions. Angiogenesis undergoes multiple discrete steps that can be individually evaluated and quantified by a large number of bioassays. These independent assessments hold advantages but also have limitations. This article describes in vivo, ex vivo, and in vitro bioassays that are available for the evaluation of angiogenesis and highlights critical aspects that are relevant for their execution and proper interpretation. As such, this collaborative work is the first edition of consensus guidelines on angiogenesis bioassays to serve for current and future reference