Implementation Research in Community Based Rehabilitation

Implementation research (IR) is a non-traditional methodology of research that enables the examination of application of multiple interventions within the complexities of the real-world, and the generation of solutions for emergent needs, especially in countries of low-moderate income. Community-based rehabilitation (CBR) is an evolving field of practice that lacks research traditions. Evidence guiding the practice of healthcare professionals in CBR and supporting its implementation is fragmented. A review of the literature was conducted to identify research studies pertinent to the employment of IR in CBR. This paper demonstrates that the principles of IR resonate with the principles of inclusion, equality, empowerment and partnership of CBR. It also posits that IR can serve as a research tradition to underpin and guide the conduction of research studies in CBR, and to provide the necessary evidence to support its accountability

A Pilot Study of the Rehabilitation Services Provided for Patients with Dysphagia in Medical Settings in Jordan

Services provided for dysphaiga conditions are poorly investigated in Jordan. The aim of this study was to explore the rehabilitation services provided to patients with dysphagia in medical settings in Jordan. Data were collected from public and private hospitals, hearing and speech centres, and rehabilitation centres located in Amman province. Thirty-eight participants (16 patients and 22 professionals from various disciplines) were interviewed. There was limited knowledge about dysphagia among healthcare professionals. The provision of rehabilitation services was minimal and secondary to the provision of medical services. Clinical pathways and guidelines need to be devised to organize the work of professionals involved in the management of dysphagia

Patterns of Reading Errors among Emirati Second Grade Students

The impact of morphological awareness on reading proficiency has been neglected and there has been much focus on researching the impact of phonological awareness on reading skills. The aim of this study was to examine reading errors among second-grade Emeriti students by mapping a threefold paradigm (i.e., difficulty level, lexical category, and reading error patterns). The study sample included 168 Emirati second grade students (87 males and 81 females). One hundred forty four words were randomly selected from the Arabic reading curriculum. Those words were classified into lexical categories as nouns (45%), verbs (34%), adjectives and adverbs (10%), and functional words (i.e., prepositions and conjunctions; 11%). Those words were classified into three levels of linguistic difficulty (i.e., easy, difficult, and very difficult) according to their morphological complexity. The results revealed that reading difficulties may be the result of a threefold interrelated paradigm: the difficulty level of the words (i.e., morphological complexity), the lexical category (i.e., nouns, verbs, adjective and adverbs, and prepositions and conjunctions), and the pattern of the reading error (e.g., omission of a letter or a syllable and reading the geminated letter as ingeminated). The results also indicated that identifying this paradigm in each student can be useful in early detection of reading difficulty and thus, may assist in constructing appropriate remedial programs