Publication trends for single-case methodology in school psychology: A systematic review

Single-case design (SCD) is a research methodology that may be utilized to establish the presence of a functional relation between an independent and dependent variable. Recent research has found the design to frequently be used within school psychology in the evaluation of intervention procedures. However, the overall prevalence of the design within the broader school psychology literature is unknown. As such, the purpose of the current review was to identify trends in the use of SCD within school psychology publications. Furthermore, the review sought to identify institutions and journals that most frequently published SCD. Finally, the review sought to evaluate trends in experimental rigor of published SCD. Twelve journals were examined, with all publications since their inception reviewed and classified by publication type. Results of the review indicated that SCD was the least frequently published article type. However, data indicate an increase in the prevalence and rigor of the design in recent years. Whereas some journals and institutions were found to have steady rates of SCD publications, others were found to have recent increases in the publication of the design. Implications of findings as they pertain to practitioner practice and adoption of evidence-based practice are described.     

Jason Lezak again and again - linear mixed modelling analysis of change–over times in relay swimming races

The aim of this study was to examine the importance of the change-over time in swimming relay races. Top-class international 4 x 100 m freestyle races were analysed across a 10-year period including three Olympic Games and five European and World Championships. A total of 220 swimmers (116 female, 104 male) were included in this study with an average participation of 1.7 ± 1.2 races. To consider such repeated measurements and other factors (e.g., ranking in the relay race, position in the relay team) linear mixed models for longitudinal data were used for the statistical evaluation. Our results showed significantly longer change-over times for male medallists (0.23 ± 0.08 s) than non-medallists (0.20 ± 0.09 s) which reflects a very likely effect (94.2%). Furthermore, there were significant differences in change-over times between female and male swimmers depending on the current race positions. In total, the influence of change-over time on the final performance in 4 x 100-m freestyle relay appears to be overrated in previous studies.     

Learning relay start strategies in swimming: What feedback is best?

In the past, studies and book recommendations on relay starts in swimming have been predominantly focused on the change-over time (COT) as a performance criterion. Aside from the circular backswing start with parallel foot placement, few studies have analysed differences in the take-off movement including step approaches as well. Although trends could be identified, the results remained still somewhat inconclusive. In contrast, no study has examined as has examined whether a reduction of COT in between wall contact of the income swimmer and the take-off of the outgoing swimmer is an optimal relay start strategy, as advocated by various swimming experts. Therefore, the purpose of this study was to compare two different relay start strategies: offensive strategy minimizing COT and conservative strategy to maximize horizontal peak force (HPF). In this regard, a learning intervention with 24 elite-level swimmers (12 females, 12 male) was conducted to compare both strategies regarding relay start time, HPF and COT. Subjects were randomly assigned to two feedback groups: COT versus HPF at take-off. The results of this study showed a clear advantage for HPF feedback for relay start performance measured by wall contact of the incoming swimmer and head passage at 7.5?m of the outgoing swimmer. In addition, similar reductions in COTs were found in both training groups. In conclusion, swimmers should focus on force production rather than minimizing COT. For the latter, deteriorating consequences for force production must be considered.     

Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1

ABSTRACT— The primary goal of the emerging field of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound grounding of education in research. The growing, worldwide movement needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best integration of research with practice, creating a strong infrastructure that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education. Neuroscience and genetics make possible analysis of the "black box" of biological processes that underpin learning. Understanding the biology of abilities and disabilities helps educators and parents to facilitate individual students' learning and development. Cognitive science provides analyses of the mental models/metaphors that pervade meaning making in human cultures, creating tools for avoiding unconscious distortions and crafting effective educational tools. Developmental and learning science produce tools to analyze learning pathways, including both shared patterns and learning differences. To reach the potential of grounding education effectively in research requires improving the infrastructure by creating (a) research schools where practice and science jointly shape educational research, (b) shared databases on learning and development, and (c) a new profession of educational engineers or translators to facilitate connecting research with practice and policy.     

Patent trolls on markets for technology - An empirical analysis of NPEs’ patent acquisitions

Patent trolls, or NPEs, appropriate profits from innovation solely by enforcing patents against infringers. They are often characterized as relying on low-quality patents, an assessment that, if correct, would imply that eradicating such patents would effectively terminate the NPE business. In this paper, we shed light on this issue by empirically analyzing NPEs’ patent acquisitions. We draw on a unique dataset of 392 U.S. patents acquired by known NPEs between 1997 and 2006, which we compare to three control groups of 784 U.S. patents each acquired by practicing firms. We find that the probability that a traded patent is acquired by an NPE rather than a practicing entity increases in the scope of the patent, in the patent density of its technology field and, contrary to common belief, in the patent's technological quality. Our findings thus support recent theoretical propositions about the NPE business model, showing that NPEs procure patents that are more likely to be infringed, harder to substitute for, and robust to legal challenges. The fact that NPE-acquired patents are of significantly higher quality than those in the control group implies that elevating minimum patent quality will not put an end to the NPE business, and suggests that this business is sustainable in the long run. We furthermore discuss the fact that NPEs are peculiar players on markets for technology insofar as they are solely interested in the exclusion right, not in the underlying knowledge. We posit that transactions involving NPEs may only be the tip of the iceberg of “patent-only” transactions, a conjecture with strong implications for the efficiency and the study of markets for technologies. Managerial and policy implications are discussed.     

Using a comprehensive sexuality education framework to analyse the contents of a Brazilian adolescent health handbook

This study set out to analyse the sexuality contents of the Caderneta de Saúde do Adolescente, an adolescent health handbook developed for use in Brazil. Using content analysis, the adequacy of the document was assessed using an approach informed by the International Planned Parenthood Federations comprehensive sexuality education theoretical framework. Findings suggest that six out of the seven categories present within this framework were partially covered, with the handbook providing information on the prevention of sexually transmitted diseases, pregnancy and contraception. Certain key concepts were, however, discussed differently in the male and female versions of the handbook, the handbook does not address gender issues, and has very limited coverage of sexual diversity. The adolescent health handbook was a tool created to help young Brazilians to better understand what it is like to be young person, explaining some of the physical and psychological changes that occurs at this time. However, with respect to sexuality, some changes are appropriate to increase the comprehensiveness of the sexuality education that the resource provides.     

Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises

In pandemic crises such as the COVID-19 pandemic, individuals’ behavior has a strong impact on epidemiological processes. Compliance with prevention guidelines, such as social distancing, is critical to avoid further spreading an infectious disease or to slow down its spread. However, some individuals also or instead engage in panic behavior, such as hoarding. We investigate how education prepares individuals to respond adequately by modelling the path from seeking information about COVID-19 to eventual behavior. Based on a sample of N = 1182 adult Americans, gathered at the pandemic’s onset (March 2020), we conclude that science knowledge helps individuals convert information into coronavirus knowledge. This knowledge then helps individuals avoid panic behavior. Individuals lacking coronavirus knowledge and science knowledge still comply with prevention guidelines when they have a general trust in medicine. Individuals lacking knowledge still follow prevention guidelines when they trust in medicine. Facilitating science knowledge and trust in science through education and targeted public health messaging are likely to be of fundamental importance for bringing crises such as the COVID-19 pandemic under control.