Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic

Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.     

Diagnostic coding of abuse related fractures at two children's emergency departments

Objectives

Pediatric fractures suspicious for abuse are often evaluated in emergency departments (ED), although corresponding diagnostic coding for possible abuse may be lacking. Thus, the primary objective of this study was to determine the proportion of fracture cases investigated in the ED for abuse that had corresponding International Classification of Diseases (ICD) codes documenting abuse suspicion. Additional objectives were to determine the proportion of these fractures with admission ICD abuse coding, and physician text diagnoses recording abuse suspicion in the ED and/or admission notes. Factors possibly associated with abuse-related ED ICD codes were also examined.

Methods

Children less than three years of age that presented primarily with a fracture to two large academic children's hospitals from 1997 to 2007 and were evaluated for suspicion of abuse by child protective services were included in this retrospective review. The main outcome measure was the proportion of the fracture cases that had abuse suspicion reflected in ED discharge ICD codes.

Results

Of the 216 eligible patients, only 23 (11.5%) patients had ED ICD codes that included the possibility of abuse. Forty-nine (22.7%) had the possibility for abuse documented by physicians as an ED discharge diagnosis. In addition, 53/149 (35.6%) of all admitted patients and 34/55 (61.8%) of confirmed abuse cases included abuse-related admission ICD coding. Female gender was found to be a factor associated with ED ICD abuse codes.

Conclusion

Current standards of ICD coding result in a significant underestimate of the prevalence of children assessed in the ED and hospital wards for possible and confirmed abusive fracture(s).     

Modified particle swarm optimization for optimum design of spread footing and retaining wall

This paper deals with the economically optimized design and sensitivity of two of the most widely used systems in geotechnical engineering: spread footing and retaining wall. Several recent advanced optimization methods have been developed, but very few of these methods have been applied to geotechnical problems. The current research develops a modified particle swarm optimization (MPSO) approach to obtain the optimum design of spread footing and retaining wall. The algorithm handles the problem-specific constraints using a penalty function approach. The optimization procedure controls all geotechnical and structural design constraints while reducing the overall cost of the structures. To verify the effectiveness and robustness of the proposed algorithm, three case studies of spread footing and retaining wall are illustrated. Comparison of the results of the present method, standard PSO, and other selected methods employed in previous studies shows the reliability and accuracy of the algorithm. Moreover, the parametric performance is investigated in order to examine the effect of relevant variables on the optimum design of the footing and the retaining structure utilizing the proposed method.     

Urinary calcium excretion and its response to oral calcium loading in normal subjects and stone formers

Ten normal subjects (NS) and 28 stone formers (SF) underwent 1 and 2 gm. calcium loading test following three days of calcium restricted diet (400 mg/day). On 4th day first 24-hr. urine sample was collected. An additional 1 and 2 gm. of calcium (Calcium gluconate) was given orally on 5th and 6th day respectively and 24-hr. urine samples were collected on both the days. Before loading, all the NS had normal calcium excretion (<200 mg/day). Calcium loading caused hypercalciuria in 10% and 20% cases respectively. Among SF, 17.9% cases were already hypercalciuric and calcium loading increased it to 42.9% and 46.4% patients respectively. The results indicated that exogenous calcium had only limited capacity to increase urinary calcium and that the magnitude of rise was relatively higher in SF. The increased excretion in SF was primarily due to intestinal hyperabsorption of calcium.     

Discrimination‐Related Stress Effects on the Development of Internalizing Symptoms Among Latino Adolescents

This three‐wave longitudinal study of 173 Latino adolescents (M = 16.16 years, SD = 0.65) is designed to understand the role of discrimination‐related stress in mental health trajectories during middle to late adolescence with attention to differences due to immigration status. The results of the growth curve analysis showed that anxious‐depressed, withdrawn‐depressed, and somatic complaints significantly decreased over time. Furthermore, although discrimination‐related stress was found to be significantly related to the trajectories of three types of mental health symptoms, the results revealed that immigration status moderated these relations such that discrimination‐related stress was significantly related to these outcomes for Latino youth whose parents were born in the United States, while this relation was not significant for Latino children of immigrants.     

Psychology students’ perception of and engagement with feedback as a function of year of study

Undergraduate students’ perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this, a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course.     

Improving query precision using semantic expansion

Query Expansion (QE) is one of the most important mechanisms in the information retrieval field. A typical short Internet query will go through a process of refinement to improve its retrieval power. Most of the existing QE techniques suffer from retrieval performance degradation due to imprecise choice of query’s additive terms in the QE process. In this paper, we introduce a novel automated QE mechanism. The new expansion process is guided by the semantics relations between the original query and the expanding words, in the context of the utilized corpus. Experimental results of our “controlled” query expansion, using the Arabic TREC-10 data, show a significant enhancement of recall and precision over current existing mechanisms in the field.     

Teachers' understandings of curriculum adaptations for learners with learning difficulties in primary schools in Botswana: issues and challenges of inclusive education

This paper derives from research carried out in a number of Botswana primary schools on teachers' understanding of curriculum adaptations for learners who experience learning difficulties (LD) as part of implementing inclusive education. Teachers' understanding play a crucial role in how they make curriculum accessible for learners with LD during the teaching and learning processes. Interviews with 12 teachers and classroom observations were conducted in six primary schools in urban, semi‐urban and rural areas. The data was analysed using qualitative procedures, and results of the study revealed that teachers' understanding of curriculum adaptations seemed embedded within the concept of remedial education where learners with LD are assisted outside the scheduled time of the lesson. The results also showed that teachers' main focus on completing the set curriculum in preparation for examinations compromised curriculum access of learners with LD in general education classrooms.