The appropriateness of the NC state-mandated reading competency test for deaf students as a criterion for high school graduation

Deaf students consistently score lower on standardized measures of reading comprehension than their hearing peers. Most of the studies that have been conducted to explain this phenomenon have focused on variables within the reader, and important differences have been found between deaf and hearing readers. More recently, in the face of increasingly high-stakes consequences, researchers are looking "outside" the reader, at the tests themselves, to determine whether there are fairness issues for special populations, such as deaf students. The study reported here, the first of its kind with deaf students, examines the North Carolina (NC) reading comprehension test. The study employs the same method used originally by NC to determine its appropriateness of the test for the general population of NC students. The experts in this article, like those in the original construction of the NC test, are familiar with the content of the reading curriculum in NC; however, the raters in this article bring a special perspective related to teaching and testing reading of students who are deaf. Findings from this study raise questions about the appropriateness of the NC reading test for deaf students. Implications for future research and instructional practice are discussed.     

Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays

The purpose of this paper is to describe collaborative teaching between preschool teachers, adapted physical educators, physical therapists, and occupational therapists of motor skills for preschoolers with developmental delays. The motor domain is typically taught by the classroom teacher who may have little to no knowledge of how to initiate a motor program. For this reason, a collaborative approach in teaching the motor domain facilitates developing preschool readiness skills such as motor imitation, bilateral coordination and sequencing, and spatial awareness—all while taking the child’s special needs into consideration. The team also collaborates on teaching strategies, behavioral supports, and how they will keep the activities fun to facilitate active participation. The team members work in synchrony for common goals, providing input from their individual areas of expertise, so the children can learn and generalize skills across all environments.     

Secondary school science predictors of academic performance in university bioscience subjects

In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from ～50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science‐related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects. Anat Sci Ed 2:113‐118, 2009. © 2009 American Association of Anatomists.     

Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders' Literacy Development

Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child × Instruction interactions imply that individualizing instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received ( n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child × Instruction interaction effects on literacy outcomes.     

First year expectations and experiences: student and teacher perspectives

Transitioning from high-school to university can be difficult, and many university teachers feel students are often ill-prepared for the change. To investigate this 233 Humanities and Science students at the University of Adelaide were surveyed 6 months into their first year regarding experiences of teaching and learning at university. 189 students were also surveyed 18 months after commencement, to gain retrospective views of their transition year, as were lecturers and tutors of both groups. Results were compared to similar Orientation Week questionnaires that focused on expectations. Questions included reasons for selecting degrees, quality of teacher feedback and perceived impact of outside commitments. Even though student expectations, student experience, and teacher views differed, remarkable similarities emerged across the two degree programs (Science and Humanities). Our findings thus highlight a call for non-specialised transition programs to meet the needs of first year students and facilitate the transition from secondary to tertiary education. All authors contributed equally to this work.     

Monitoring Rater Performance Over Time: A Framework for Detecting Differential Accuracy and Differential Scale Category Use

In this study, we describe a framework for monitoring rater performance over time. We present several statistical indices to identify raters whose standards drift and explain how to use those indices operationally. To illustrate the use of the framework, we analyzed rating data from the 2002 Advanced Placement English Literature and Composition examination, employing a multifaceted Rasch approach to determine whether raters exhibited evidence of two types of differential rater functioning over time (i.e., changes in levels of accuracy or scale category use). Some raters showed statistically significant changes in their levels of accuracy as the scoring progressed, while other raters displayed evidence of differential scale category use over time.     

Toward instituting a chaperone policy in outpatient pediatric clinics

ObjectivesWe sought to evaluate child, parent and medical provider preferences for chaperones for outpatient encounters and to evaluate the acceptability and frequency of utilization following institution of a chaperone policy. Secondarily, we sought to understand what medical history and examinations teens consider “sensitive.”DesignWe conducted an observational study 1 month before and 1 month after institution of outpatient clinic chaperone policy. Post clinic questionnaires were used for patients ≥12 years old, parents, and clinicians. A research assistant observed chaperone use.SettingAdolescent Medicine, Urology, and Rehabilitation Clinics at a regional, tertiary-care pediatric hospital, in a major metropolitan area were studied.ParticipantsConvenience sample: 117 clinic patients during control period and 119 after policy implementation.Main outcome measuresPreferences for and satisfaction with chaperone use were documented.ResultsAlthough non-parent chaperones were usually declined (99.6%), offers were appreciated. Non-parent chaperone use increased modestly (5.3–18.1%).Most patients preferred not to have non-parent chaperones. This preference was greater among older patients (88%), than early teens (52%). After experiencing sensitive examinations, more young adolescent patients (89%) wished their parent had been present than older patients (38%). Patients’ opinions about what constitutes “sensitive” questions and examinations and chaperone preferences varied widely. Providers often did not recognize issues patients and parents considered sensitive questioning (21% agreement), but recognized sensitive physical examinations better (74% agreement). Providers felt chaperones had been a detriment to examination and exams would have gone better without one only 1% of the time.ConclusionsAlthough usually declined, offers of chaperones were appreciated and use of non-parent chaperones increased modestly. Offering chaperones for sensitive examinations may remind providers about appropriate, respectful patient encounters. Implications for children's hospitals’ patient safety and satisfaction, and institutional staff protection and costs are significant.Practice implicationsQuestions and examinations which patients consider sensitive vary widely. Asking patients for their preferences for examination chaperones may reassure them about the appropriateness of examinations, remind staff to conduct respectful examinations and protect providers from accusations of impropriety. Since most chaperone offers are declined, the cost of asking is likely to be minimal.     

What Does the Examination for Professional Practice in Psychology Step 2 (EPPP Step 2) Mean for College Counseling: The ASPPB Perspective

We appreciate the opportunity to respond to the Editorial in this issue of the Journal of College Student Psychotherapy by editors Philip Rosenbaum and Ryan Weatherford, who express concerns about the new Examination for Professional Practice in Psychology Step 2 (EPPP Step 2). Our discussion describes the constellation of factors that influenced ASPPB’s decision to develop the EPPP Step 2 at this point in time. We also respond to the concerns expressed about the increasing costs of graduate training and the timing of the EPPP Step 2. Finally this commentary will highlight the difference between the training and licensing processes and will describe how the EPPP Step 2 will help licensing boards fulfill their mandate to protect a vulnerable public.