Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language

Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic coding, and finger sequencing), dyslexia (impaired pseudoword reading, spelling, phonological and orthographic coding, rapid automatic naming, and executive functions; inhibition and rapid automatic switching), and oral and written language learning disability (same impairments as dyslexia plus morphological and syntactic coding and comprehension). Two case studies illustrate how these differential diagnoses can be made within a conceptual framework of a working memory architecture and generate treatment plans that transformed treatment nonresponders into treatment responders. Findings are discussed in reference to the importance of (a) considering individual differences (diagnosis of impaired hallmark phenotypes) in planning and evaluating response to instruction and modifying instruction when a student is not responding; (b) recognizing that teaching may change epigenetic gene expression at one stage of schooling, but not the underlying gene sequences that render individuals still vulnerable as curriculum requirements increase in nature, complexity, and volume in the upper grades; and (c) using evidence-based diagnoses of specific learning disabilities that are consistent across states for free and appropriate education K to 12 and for accommodations throughout higher education and professional credentialing.     

A completed research and development work project in school: The teachers’ learning and possibilities, premises and challenges for further development

The article is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a Norwegian lower secondary school. The purpose is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended. The study concludes that continuity in both leadership and the teaching staff means that the involved practitioners can develop an identity with a common objective over time, and that development can then be seen as improvement.     

写得大声点儿

“你是按照我说的给爷爷写感谢信吗？”“是的,妈妈。”珍妮回答说。     

Mixing methods in randomized controlled trials (RCTs): Validation, contextualization, triangulation, and control

In this paper we described how we mixed research approaches in a Randomized Control Trial (RCT) of a school principal professional development program. Using examples from our study we illustrate how combining qualitative and quantitative data can address some key challenges from validating instruments and measures of mediator variables to examining how contextual factors interact with the treatment. Describing how we transformed our qualitative and quantitative data, we consider how mixing methods enabled us to deal with the two core RCT challenges of random assignment and treatment control critical. Our account offers insights into ways of maximizing the potential of mixing research methods in RCTs.     

Information adequacy, job satisfaction and organizational culture in a dispersed-network organization

This investigation examined the relationship of information adequacy to job satisfaction and organizational culture in a healthcare organization with both office and field personnel. Information adequacy was assessed in four areas: personal performance, organizational policies, organizational performance, and organizational objectives. Comparisons of field and office personnel indicated that they did not differ on information adequacy or job satisfaction; they did, however, differ on several dimensions of organizational culture. Also, the relationship of information inadequacy to job satisfaction and organizational culture differed for employees depending on whether they worked primarily in the field or primarily in the office. Implications of the findings are drawn for organizations with a dispersed-network structure.     

Effects of work-matched supramaximal intermittent vs. submaximal constant-workload warm-up on all-out effort power output at the end of 2 minutes of maximal cycling

We tested the hypothesis that work-matched supramaximal intermittent warm-up improves final-sprint power output to a greater degree than submaximal constant-intensity warm-up during the last 30?s of a 120-s supramaximal exercise simulating the final sprint during sports events lasting approximately 2?min. Ten male middle-distance runners performed a 120-s supramaximal cycling exercise consisting of 90?s of constant-workload cycling at a workload corresponding to 110% maximal oxygen uptake (VO_2max) followed by 30?s of maximal-effort cycling. This exercise was preceded by 1) no warm-up (Control), 2) a constant-workload cycling warm-up at a workload of 60%VO_2max for 6?min and 40?s, or 3) a supramaximal intermittent cycling warm-up for 6?min and 40?s consisting of 5 sets of 65?s of cycling at a workload of 46%VO_2max?+?15?s of supramaximal cycling at a workload of 120%VO_2max. By design, total work was matched between the two warm-up conditions. Supramaximal intermittent and submaximal constant-workload warm-ups similarly increased 5-s peak (590?±?191 vs. 604?±?215W, P?=?0.41) and 30-s mean (495?±?137 vs. 503?±?154W, P?=?0.48) power output during the final 30-s maximal-effort cycling as compared to the no warm-up condition (5-s peak: 471?±?165W; 30-s mean: 398?±?117W). VO₂ during the 120-s supramaximal cycling was similarly increased by the two warm-ups as compared to no-warm up (P?≤?0.05). These findings show that work-matched supramaximal intermittent and submaximal constant-workload warm-ups improve final sprint (～30?s) performance to similar extents during the late stage of a 120-s supramaximal exercise bout.     

Modification of the Volunteer Functions Inventory for application in youth sports

The purpose of this study was to modify the Volunteer Functions Inventory (VFI) to be specifically applicable to assess volunteer motivation in youth sport settings. Based on a comprehensive review of literature, the VFI items were first modified to reflect the context of youth sports. Testing of measurement properties was accomplished through two studies. In Study One, the modified VFI was administered to volunteers (N = 515) of a nationwide youth soccer organization. Data were randomly split into two-halves: one for exploratory factor analysis (EFA) with principal-axis extraction and oblique rotation, and the other for confirmatory factor analysis (CFA) with maximum likelihood estimation. In the EFA, six factors emerged which were consistent with the dimensions of the VFI; however, 12 items were eliminated due to double loading or misspecification, resulting in 18 items being retained. The CFA revealed that the data fit the 6-factor model well. In Study Two, the resolved scale was re-validated through a sample of 262 volunteers of local youth sport leagues. Overall, findings of these two studies suggest that the modified VFI for youth sports is a valid and reliable scale. This scale may be adopted to study various volunteer motivation issues associated with youth sport organizations and events.