Validity of the VmaxST portable metabolic measurement system

Abstract

The aim of this study was to assess and compare the validity of the portable VmaxST telemetry metabolic measurement device with that of a standard measurement system (Vmax29). Thirty asymptomatic, moderately active males provided written, informed consent and completed two maximal graded treadmill exercise tests (Bruce) using the VmaxST and the Vmax29 metabolic measurement systems. Tests were performed in random order on separate days to obtain peak values for time to exhaustion, heart rate, systolic and diastolic blood pressure, oxygen consumption ([Vdot]O₂), carbon dioxide production ([Vdot]CO₂), ventilation ([Vdot] _E), and respiratory exchange ratio (RER). Multivariate analysis of variance revealed no significant main effect (P = 0.88) between the two systems across any variable, suggesting similar measurement capabilities between the two systems. Linear regression analyses revealed moderate to high coefficients of determination for [Vdot]O₂ (r ² = 0.99), [Vdot]CO₂ (r ² = 0.99), [Vdot] _E (r ² = 0.99), and RER (r ² = 0.89). Furthermore, Bland-Altman analyses demonstrated that the VmaxST yielded similar values to the Vmax29, suggesting good agreement between the two systems. Agreement was confirmed when the differences between the methods resulted in a small range as identified by the 95% limits of agreement. Findings from the current study confirm that the VmaxST is a valid device for measuring metabolic and physiological variables during exercise within a controlled laboratory setting.     

Language not auditory experience is related to parent-reported executive functioning in preschool-aged deaf and hard-of-hearing children

Much research has found disrupted executive functioning (EF) in deaf and hard-of-hearing (DHH) children; while some theories emphasize the role of auditory deprivation, others posit delayed language experience as the primary cause. This study investigated the role of language and auditory experience in parent-reported EF for 123 preschool-aged children (M_age = 60.1 months, 53.7% female, 84.6% White). Comparisons between DHH and typically hearing children exposed to language from birth (spoken or signed) showed no significant differences in EF despite drastic differences in auditory input. Linear models demonstrated that earlier language exposure predicted better EF (β = .061–.341), while earlier auditory exposure did not. Few participants exhibited clinically significant executive dysfunction. Results support theories positing that language, not auditory experience, scaffolds EF development.     

THE CONTRIBUTION OF SLEEP PROBLEMS TO ACADEMIC AND PSYCHOSOCIAL FUNCTIONING

The current study examined the concurrent and longitudinal relations among sleep problems with academic and psychosocial functioning in a prospective cohort study, the Tucson Children's Assessment of Sleep Apnea study (TuCASA). Children were assessed between the ages of 6 and 11 years and again approximately 5 years later. Sleep disordered breathing was assessed via polysomnography and sleep duration, sleep consistency, excessive daytime sleepiness (EDS), and insomnia symptoms were evaluated via parental and self‐report. Although regression models for sleep problems yielded minimum effect sizes in predicting standardized achievement scores, they jointly related to lower parent‐reported grades and adolescent‐reported school problems. Additionally, hierarchical multiple regression revealed that sleep parameters significantly predicted measures of psychosocial functioning with medium (Behavior Assessment Scales [BASC‐2] Parent Report Form [PRF]‐Behavioral Symptoms Index, Internalizing Behaviors Composite; Self‐Report of Personality [SRP] Emotional Symptoms Index, Internalizing Behaviors, Personal Adjustment Composite) to small‐medium effect sizes (BASC‐2 PRF Externalizing Problems, Adaptive Skills Composites, BASC‐2 SRP Inattention/Hyperactivity Composite) above and beyond sociodemographics and IQ. Similar findings occurred for BASC‐2 subscales. Parent‐reported current EDS and youth‐reported insomnia symptoms were the most consistent contributors. School psychologists should screen for and treat or make referrals for sleep problems, taking into account chronicity and multiple informants' perspectives, to maximize academic intervention benefits.     

Theorizing Community as Discourse in Community Informatics: “Resistant Identities” and Contested Technologies

Community informatics (CI) is a form of activism that involves the application of information and communication technologies in pursuit of community development within localities. This article draws on discourse theory (DT) to re-evaluate activists’ self-interpretations that rely on community, and to make sense of the political struggles at the heart of CI. It is argued that activists’ community discourse constructs, through articulation, locally “resistant” collective identities and an associated collective agency capable of appropriating technology in pursuit of unfulfilled social demands. However DT also suggests that the socially progressive nature of CI is not guaranteed by recourse to the social ideal of community.     

Read the Book,See the Movie,Part Two

Connellys’ Classroom Cutaway

Read the Book, See the Movie, Part Two     

A child's cognitive perception of death

Modern technology and health practices of people today have resulted in people living longer than ever before. Also, the institutions of the hospital and funeral home today make death more physically distant from the child's world. It is not uncommon for the past two generations to have grown up to middle adulthood and not to have experienced the death of an immediate family member (Lerner, 1976). As a result, death today is viewed more as an intrusion on normal reality (Gordan & Klass, 1979).Catherine Goodwin is Special Education Coordinator, College of Human Ecology, The University of Tennessee. Phyllis M. Davidson is Associate Professor, School of Home Economics, Tennessee Technological University.     

An examination of the evidence-based literacy research in deaf education

The ability to read and write for a variety of purposes is essential to success in school and in contemporary society. The purpose of this investigation was to conduct an exhaustive review of the literature and a meta-analysis of literacy research in the field of deaf education. Computer and manual searches of 40 years of peer-reviewed journal articles were conducted. A total of 964 articles related to literacy and deafness were identified and examined; 22 articles met the criteria for inclusion in the review. Results indicate that (a) no two studies examined the same dimension of literacy; (b) there was a paucity of well-designed group studies; (c) there were no systematic replication of studies; (d) there is limited data to establish evidenced-based practices. Consequently, increasing the quantity and improving the quality of research in the field is recommended.