The validity and comparability of entrance examination scores after accommodations are made for students with LD

Every year, thousands of college and university applicants with learning disabilities (LD) present scores from standardized examinations as part of the admissions process for postsecondary education. Many of these scores are from tests administered with nonstandard procedures due to the examinees' learning disabilities. Using a sample of college students with LD and a control sample, this study investigated the criterion validity and comparability of scores on the Miller Analogies Test when accommodations for the examinees with LD were in place. Scores for examinees with LD from test administrations with accommodations were similar to those of examinees without LD on standard administrations, but less well associated with grade point averages. The results of this study provide evidence that although scores for examinees with LD from nonstandard test administrations are comparable to scores for examinees without LD, they have less criterion validity and are less meaningful for their intended purpose.     

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills

This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher–child interactions can facilitate children's school readiness.     

Lower limb muscle strength and physical activity in healthy individuals approaching retirement

The purpose of this study was to examine knee extensor/flexor muscle strength and physical activity in healthy males and females approaching retirement. Peak torques of the knee extensor and knee flexor muscle groups were measured bilaterally in 95 individuals (mean age 59.4 years) using an isokinetic dynamometer. Isokinetic concentric contractions were performed at angular velocities of 1.05 and 3.14 rad x s(-1). Physical activity, including household, leisure, and sporting activities, was assessed. The results show that the average peak torques exhibited were lower than previously reported in studies using the same methodology with different populations of similar age and body size. Over one-third of the participants were sedentary, with just 13% being active enough to obtain health benefits. The poor muscle strength and low physical activity of this self selecting group of healthy working adults were surprising, and potentially a cause for concern. The combination of retirement being a potential watershed for a decrease in physical activity and the known age-related decline in physical performance indicates that some of these participants are at risk of losing their functional independence fairly early in the retirement stage. We recommend the introduction of effective health promotion interventions for individuals approaching retirement, encouraging them to become more physically active.     

How reliable are MSCA profile interpretations?

This study evaluates the reliability of profile analysis for assessing differential abilities on the McCarthy Scales for Children's Abilities (MSCA). Subjects were enrolled in private schools and ranged in age from 5–5 to 6–5. The test-retest interval ranged from 3 to 6 weeks, with a mean interval of 24 days. Results indicated 70.9% of the sample showed profile variability not reasonably accounted for as real fluctuations in measurable abilities. General application of the null hypothesis procedure for calculating statistical significance of scaled score differences as a basis for interpretive judgments is discussed.     

Low fundamental movement skill proficiency is associated with high BMI and body fatness in girls but not boys aged 6–11 years old

This study examined differences in children’s body mass index (BMI) and body fatness (BF%) as a function of gender and fundamental movement skill (FMS) proficiency. Following ethics approval and parental consent, 248, 6–11 year-old children (112 boys, 136 girls) underwent assessment of 7 FMS: sprint run, side gallop, hop, kick, catch, throw and vertical jump. FMS tertiles (“high”, “medium” or “low” FMS) were created based on the summed components of the FMS. Skinfold measures were used to calculate BF%. Physical activity (PA) was assessed using pedometry and maturation predicted using anthropometry. Data were analysed using a 2 (Gender) × 3 (FMS tertile) ways analysis of covariance (ANCOVA), controlling for age, maturation and PA. Age (P = .001) and maturation (P = .006) were associated with BMI. Girls classified as high FMS proficiency had significantly lower BMI compared to girls with low and medium FMS proficiency. Age (P = .0001) and maturation (P = .007) were associated with BF%. BF% was also higher for girls with low FMS compared to those with medium and high FMS. BF% and BMI were not different across FMS tertile in boys. Such findings suggest focusing on FMS may be especially important for healthy weight, particularly in girls.     

Information services for primary care: the organizational culture of General Practice and the information needs of partnerships and Primary Care Groups

In a primary-care led National Health Service it is imperative for librarians not only to develop user-centred services for health professionals based in the community but also to facilitate information management within Primary Care Groups. In this article recent research in the field is discussed, and challenges intrinsic to delivering information services to primary care are identified. Drawing on the experience of one Practice Librarian in the Aylesbury area, the importance of organizational culture is considered, along with its implications for making successful approaches to partnerships. Five factors that motivated these practices to contract the services of an independent librarian are identified. The information needs of Primary Care Groups are discussed and the essential characteristics of future service provision are noted.     

Behavioral self-management of academic test performances in elementary classrooms

The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. In Experiment I, fourth-grade children's test performances were measured for three baseline sessions utilizing self-assessment and self-recording and three contingency sessions. Three contingency conditions resulted in significant and comparable increases in total test performances over a noncontingent reinforcement control: externally determined contingencies set in advance of performance, self-determined contingencies set in advance of performance when children were trained in contingency selection, and self-determined contingent points that children awarded themselves after performance. In a condition in which children self-determined contingencies but had no training in how to set contingencies, the results were not significantly greater than the control. In Experiment II, contingencies were introduced for a longer period of time to two fifth-grade classes. The comparable increases in test performance through externally determined and self-determined contingencies set in advance of performance when children were trained in contingency selection persisted over the three weeks. It was suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful and cost effective techniques that educational consultants may recommend for classroom implementation.