Interpretive issues with the Roberts Apperception Test for Children: Limitations of the standardization group

This study investigated the validity of the Roberts Apperception Test for Children (RATC) with an elementary school sample by examining the appropriateness of the standardization norms with other nonclinical samples. A sample of 86 children, ages 8–11 years, completed the RATC. Analyses revealed that the current sample of nonclinical children differed significantly from the standardization sample on six of the eight Adaptive Scales and three of the five Clinical Scales. Findings suggest that the children in this study form a separate and distinct group from the well‐adjusted children upon which the RATC scales were normed and supports previous research that suggests the standardization of the RATC is inadequate. The current findings strongly suggest that the norms for the RATC not be used for clinical diagnosis until restandardization is completed. © 1999 John Wiley & Sons, Inc.     

Consistency and accuracy of indexing systematic review articles and meta‐analyses in medline

Background: Systematic review articles support the advance of science and translation of research evidence into healthcare practice. Inaccurate retrieval from medline could limit access to reviews. Objective: To determine the quality of indexing systematic reviews and meta‐analyses in medline . Methods: The Clinical Hedges Database, containing the results of a hand search of 161 journals, was used to test medline indexing terms for their ability to retrieve systematic reviews that met predefined methodologic criteria (labelled as ‘pass’ review articles) and reviews that reported a meta‐analysis. Results: The Clinical Hedges Database contained 49 028 articles; 753 were ‘pass’ review articles (552 with a meta‐analysis). In total 758 review articles (independent of whether they passed) reported a meta‐analysis. The search strategy that retrieved the highest number of ‘pass’ systematic reviews achieved a sensitivity of 97.1%. The publication type ‘meta analysis’ had a false positive rate of 5.6% (95% CI 3.9 to 7.6), and false negative rate of 0.31% (95% CI 0.26 to 0.36) for retrieving systematic reviews that reported a meta‐analysis. Conclusions: Inaccuracies in indexing systematic reviews and meta‐analyses in medline can be partly overcome by a 5‐term search strategy. Introducing a publication type for systematic reviews of the literature could improve retrieval performance.     

Is the diagnosis of physical abuse changed when Child Protective Services consults a Child Abuse Pediatrics subspecialty group as a second opinion?

ObjectivesTo characterize the changes regarding the diagnosis of physical abuse provided to Child Protective Services (CPS) when CPS asks a Child Abuse Pediatrics (CAP) specialty group for a second opinion and works in concert with that CAP group.MethodsSubjects were reported to CPS for suspected physical abuse and were first evaluated by a physician without specialized training in Child Abuse Pediatrics (non-CAP physician). Subjects were then referred to the area's only Child Abuse Pediatrics (CAP physician) group, located in a large metropolitan pediatrics center in the United States, for further evaluation. The diagnoses regarding abuse provided by CAP physicians working in concert with CPS were compared to those provided to CPS by other physicians.ResultsTwo hundred consecutive patients were included in the study. In 85 (42.5%) cases, non-CAP physicians did not provide a diagnosis regarding abuse, despite initiating the abuse report to CPS or being asked by CPS to evaluate the child for physical abuse. Of the remaining 115 cases, the diagnosis regarding abuse differed between non-CAP physicians and CAP physicians working in concert with CPS in 49 cases (42.6%; κ = .14; 95% CI, ?.02, .29). In 40 of the 49 cases (81.6%), CAP assessments indicated less concern for abuse when compared to non-CAP assessments. Differences in diagnosis were three times more likely in children from a nonurban location (OR 3.24; 95% CI, 1.01, 11.36).ConclusionsIn many cases of possible child physical abuse, non-CAP providers do not provide CPS with a diagnosis regarding abuse despite initiating the abuse investigation or being consulted by CPS for an abuse evaluation. CPS consultation with a CAP specialty group as a second opinion, along with continued information exchange and team collaboration, frequently results in a different diagnosis regarding abuse. Non-CAP providers may not have time, resources, or expertise to provide CPS with appropriate abuse evaluations in all cases.Practice implicationsThough non-CAP providers may appropriately evaluate many cases of physical abuse, the diagnosis regarding abuse provided to CPS may be changed in some cases when CAP physicians are consulted and actively collaborate with CPS investigators. Availability of Child Abuse Pediatrics subspecialty services to investigators is warranted.     

Introduction: The Future of the Past in Three Dimensions

Abstract The digital editor of Curator: The Museum Journal introduces four authors in the special section “Focus on 3D/Digital” who examine four aspects of the 3D revolution on museums’ horizons (and in some cases, on the doorstep or inside the halls).     

The Google Art Project: A New Generation of Museums on the Web?

Abstract On February 1, 2011, Google launched its much‐heralded Art Project in partnership with 17 museums from Europe and the U.S. Despite the limited content and a long wish‐list of enhancements, the Google Art Project offers a glimpse of innovative new ways for museums to use and be used on the Web, collaboratively.     

A diagnostic assessment for introductory molecular and cell biology

We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology.     

Loneliness,friendship quality and the social networks of adolescents with high‐functioning autism in an inclusive school setting

By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social–emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism.     

Disability in higher education: a position paper

Leadership in education, particularly special education, implies both knowledge and application of professional behaviors, decisions, and ethics within the field. University students look for best practices in education to be modeled by faculty; this, in turn, underscores a fundamental belief in inclusionary principles. Such modeling is important on every level in teacher education programs, particularly special education programs. The higher a student's level (i.e., undergraduate vs. doctoral), the more notice that student will take of disparities between rhetoric and actions. While reflective practices are explicitly taught in teacher preparation programs to enable professionals to reflect on their own personal and professional practices, teacher education faculty need to employ the same strategy to ensure that they are indeed modeling the practices they teach. This position paper documents the impressions of a doctoral cohort in special education in terms of inclusionary practices demonstrated in a real-life context.     

The Relationship Between Motor Skill Proficiency and Body Mass Index in Preschool Children

Abstract

The purpose of this study was to examine the relationship between motor proficiency and body mass index (BMI) in preschool children. Thirty-eight children ages 4–6 years had their BMI calculated and were assessed using the Movement Assessment Battery for Children-2 (MABC-2; Henderson, Sugden, & Barnett, 2007). These data were analyzed in two ways. The correlation between BMI and MABC-2 percentile ranks was calculated. Next, the groups were subdivided based on BMI status (high, M = 85.5; medium, M = 49.8; low, M = 10.8), and compared using t tests to determine if differences existed in MABC-2 percentile ranks. No significant relationship existed between MABC-2 and BMI percentile ranks (r = -.237). However, significant differences in MABC-2 percentile ranks existed between high and low (p = .042), and high and medium (p = .043) groups. These results suggest that preschool children classified as overweight or obese may have lower motor proficiency than their normal weight and under weight peers. This study indicates there is a direct relationship between motor proficiency and BMI in the preschool population.