An examination of group agreement among functional ankle instability participant inclusion criteria

Functional ankle instability (FAI) has been commonly identified in the literature as a cause of ankle injury and dysfunction. However, the participant selection criteria for FAI research have not been consistent. Numerous authors have used various selection criteria, with seemingly no two criteria being alike. Although these inconsistencies in FAI research participant selection criteria may explain the contradictions that have been reported in FAI research, the true nature of these selection criteria differences is unknown. It is uncertain exactly if, and to what magnitude, these selection criteria differed. The purpose of this study was to examine group agreement regarding selection criteria among authors who recruit participants with self-reported functional ankle instability. In addition, the prevalence of functional ankle instability will be identified. One hundred ninety physically active high school and college-aged participants, (74 men, 19.0 yrs ± 2.49, 115 women, 18.5 yrs ± 2.13) were asked to respond to a questionnaire consisting of 113 criteria items that represented a culmination of 25 authors\u27 inclusion criteria used for published research addressing FAI. Percent agreement of eleven broad inclusion criteria, proportion of agreement and kappa scores, and the prevalence of FAI were calculated based upon the 25 authors\u27 inclusion criteria. Percent agreement suggested low overall agreement in eleven broad inclusion criteria authors used to select participants with FAI. Only three broad inclusion criteria, including history of ankle sprain, sprain frequency, and self-reported instability, were incorporated by at least 21 of the 25 authors, whereas eight of the categories were incorporated by less than 12 of the authors. The results also indicated low agreement and kappa scores for the 2 x 2 contingency tables (m=85.8%; k=. 10) and the 3 x 3 contingency tables (m=55.1 %; k=.15). Prevalence ranged from zero to 31 percent. Overall these results indicate that FAI research inclusion criteria is inconsistent, has potentially led to the study of participants with different characteristics, and cast doubt on the appropriateness of comparing previous FAI research

Group Contingencies and Classroom Applications

Group contingency is a method of behavior control which is usually used unknowingly on a daily basis in the classroom. And more than likely, its result was success. So why is it that so few teachers use group contingencies as a formal intervention? One possibility is a lack of understanding concerning the principles involved. Another possibility is an erroneous belief that it is a difficult intervention. It may be the lack of knowledge concerning the power of a group contingency. Whatever the reason, group contingencies are not often employed by teachers as formal interventions

A case study of a child presenting academic and on task difficulties

The current study examines a 4th grade, African-American male referred for special education eligibility evaluation. Specific academic difficulties cited on the referred included reading, writing, spelling, and math. A behavioral concern included the student\u27s off task behavior and how it might contribute to his academic difficulties. A special education evaluation was conducted that included the procedures of reviewing the student\u27s records, interviewing those of consequence to the evaluation, classroom observations of the student\u27s behavior, and testing of skills. The testing procedures included nationally normed standardized tests, curriculum based assessment, permanent product review, informal reading inventory scores, and an intelligence test. Reviews are provided for each assessment used. The evaluation sequence is provided, as well as educational decisions and their rationale. Both academic and behavioral interventions were conducted in the study. Their rationale, as well as progress monitoring data, are included. A review of the results of the study, conclusions drawn from this process, implications for the student\u27s future, and the need for further research are also provided

Using a school-wide diversity program to promote tolerance

This paper synthesizes the existing literature on diversity programs that teach tolerance at the secondary school level. It presents a rational for school counselors to include a diversity program as part of their comprehensive guidance program. In short, schools and communities that were once homogenous are increasingly becoming more diverse. Through a successful diversity program, students will experience personal growth and learn to become citizens of changing local communities as well as the global community

AAEM minimonograph #36: Basic concepts of electricity and electronics in clinical electromyography

Fundamental principals of electricity provide a basis for understanding the design and operation of electromyography equipment. An intuitive and quantitative explanation of charge, voltage, current, and impedance provides an introduction to the concepts of resistance, capacitance, and input impedance. These concepts form the basis for discussion of filters, amplifiers, electrodes, digital electronics, stimulators, and patient safety. The monograph assumes no specialized training in engineering or mathematics. The topics are discussed at an introductory level to provide understanding for readers with no electronics background and intuitive insight for more experienced readers.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/50150/1/880141003_ftp.pd

Looking Through the Lens of Division I Student-Athletes in Logan, UT

The purpose of the panel is to provide the audience a perspective of our Division I student-athletes in Logan, UT. The Student lead discussion will navigate in the following areas: Compare and contrast from high school athletics to Division I athletics Academic college experience New hurdles that face student-athletes in the academic and athletic environment Adjusting to Cache Valley over the years Expectations of a Division I student-athlet