The Understanding Words Reading Intervention: Evidence From a Case Series Design

2012 ◽  
Vol 36 (2) ◽  
pp. 134-154
Author(s):  
Craig Wright ◽  
Elizabeth G. Conlon ◽  
Michalle Wright
Keyword(s):  
Struggling Readers ◽  
Reading Intervention ◽  
Word Reading ◽  
Case Series ◽  
Maintenance Phase ◽  
Preliminary Evidence ◽  
Regular Word ◽  
Irregular Word ◽  
Education Professionals ◽  
Series Design

Using a case-series design with double baseline and 10-week maintenance phase, 5 struggling readers from middle- to high-income families (age range 6.4–7.9 years) completed a 5-times-weekly intervention (96 sessions) administered by a parent. All participants completed the intervention with phonological decoding, text-reading accuracy and reading comprehension scores above the 30th percentile. Regular-word reading improved significantly, and 3 out of 5 participants achieved average levels at postintervention testing. Growth of 0.58 standard deviations (SD) was seen in one participant on a test of irregular-word reading. The other 4 participants made growth of > 0.8 SD. However, only 1 participant achieved average levels at postintervention testing on the irregular-word reading measure. Results provide preliminary support for the effectiveness of the intervention in improving word-level decoding and comprehension in struggling readers. Most important, the data provide preliminary evidence that some parents can function as paraprofessionals and provide effective reading intervention for struggling readers. Special education professionals may be able to work around limited funding for struggling readers by recruiting, training, and supervising parents.

scholarly journals Increasing Anticipatory Pleasure in Major Depression through Enhancing Episodic Future Thinking: A Randomized Single-Case Series Trial

2019 ◽  
Author(s):  
David John Hallford ◽  
Manoj Kumar Sharma ◽  
David W. Austin
Keyword(s):  
Major Depressive Disorder ◽  
Major Depression ◽  
Mental Imagery ◽  
Single Case ◽  
Case Series ◽  
Episodic Future Thinking ◽  
Future Thinking ◽  
Major Depressive ◽  
Positive Events ◽  
Series Design

Depressed individuals have difficulty anticipating pleasure, which can impact motivation and functioning. One factor in this may be impairments in their episodic future thinking (EFT). This study examined whether enhancing EFT through increasing detail/vividness and mental imagery would increase anticipatory pleasure among individuals with Major Depressive Disorder. A randomized start-point, single case series design was used. Depressed outpatients (N = 7) completed surveys through the day over two weeks to nominate upcoming positive events and rate them on EFT detail/vividness, mental imagery, and anticipatory pleasure. At a randomized start-point, activities to enhance the detail/vividness and mental imagery for these upcoming events were introduced. Significant increases in detail and imagery were observed when EFT activities were introduced, which correlated with increases in how pleasurable it was thought the activities would be and how pleasurable it was thinking about them. Enhancing EFT may be a mechanism to increase anticipatory pleasure in depression. Implications for treatment are discussed.

scholarly journals Smoking and Stroke in Appalachian Kentucky

2018 ◽  
pp. 1-4
Author(s):  
Dignan Mark ◽  
Dignan Mark ◽  
Kitzman Patrick ◽  
S Gutti Subhash ◽  
N Gutti Swathi ◽  
...  
Keyword(s):  
Medical Records ◽  
Case Series ◽  
Eastern Region ◽  
Retrospective Case ◽  
Series Design ◽  
Stroke Prevalence ◽  
Appalachian Kentucky ◽  
The Mean ◽  
Stroke Type ◽  
Stroke Belt

This project used a retrospective case series design to investigate factors associated with stroke in a rural area in Appalachian Kentucky. The south-eastern region of the U.S. is often referred to as the ‘stroke belt,’ and includes the Appalachian region of the state of Kentucky. Data were collected from medical records of patients from a neurology practice and regional hospital with a diagnosis of stroke from March 2012 through November 2015. Data were collected without personal identifiers and included demographic characteristics, stroke type, treatments received, and referrals for additional care including rehabilitation. Data from a total of 84 stroke cases diagnosed between March 2012 and November 2015 were included. Of the 84 cases, 46 (54.8%) were female and all but one was Caucasian. The distribution by race is consistent with the population of the region. The stroke cases ranged in age from 41 to 92 (M=66.3) and the age at stroke diagnosis ranged from 40 to 90 (M=65.7). Fourteen (16.7%) had evidence of a previous stroke at diagnosis. For smokers, the mean age at diagnosis was 62.7 for smokers while for non-smokers it was 67.5. The study reported smoking rates that were nearly three-times the national average, and the smokers in this study were found to have stroke onset approximately five-years earlier than non-smokers. The results from this case series support the need for further investigation on stroke prevalence and factors contributing to continued risk for stroke in Appalachia.

scholarly journals Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

2019 ◽  
Author(s):  
Brianna L. Yamasaki ◽  
Karla Kay McGregor ◽  
James R. Booth
Keyword(s):  
Phonological Processing ◽  
Semantic Processing ◽  
Reading Skills ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Preliminary Evidence ◽  
Reading Growth ◽  
Best Fitting ◽  
And Performance ◽  
Performance Results

According to the Interactive Specialization Theory, cognitive skill development is facilitated by a process of neural specialization. In line with this theory, the current study investigated whether neural specialization for phonological and semantic processing at 5-to-6 years old was predictive of growth in word reading skills from 5-to-8 years old. Specifically, four regression models were estimated in which reading growth was predicted from: (1) an intercept-only model, (2) measures of semantic and phonological neural specialization, (3) performance on semantic and phonological behavioral tasks, or (4) a combination of neural specialization and behavioral performance. Results from the preregistered analyses revealed little evidence in favor of the hypothesis that early semantic and phonological skills predict growth in reading. However, results from the exploratory analyses, which included a larger sample, focused exclusively on the phonological predictors, and investigated relative growth in reading, demonstrated strong evidence that variability in phonological processing is predictive of growth in word reading skills. Specifically, the best fitting model included both measures of phonological neural specialization within the posterior superior temporal gyrus and performance on a phonological behavioral task. This work provides important preliminary evidence in favor of the Interactive Specialization Theory and, more specifically, for the role of phonological neural specialization in the development of early word reading skills.

scholarly journals Risk of Infective Endocarditis After Invasive Dental Treatments

Circulation ◽  
2018 ◽  
Vol 138 (4) ◽  
pp. 356-363 ◽  
Author(s):  
Tzu-Ting Chen ◽  
Yi-Chun Yeh ◽  
Kuo-Liong Chien ◽  
Mei-Shu Lai ◽  
Yu-Kang Tu
Keyword(s):  
Infective Endocarditis ◽  
Confidence Interval ◽  
Regression Model ◽  
Conditional Logistic Regression ◽  
Case Series ◽  
Crossover Design ◽  
The Self ◽  
Series Design ◽  
Case Crossover ◽  
Study Designs

Background: Invasive dental treatments (IDTs) can yield temporary bacteremia and have therefore been considered a potential risk factor of infective endocarditis (IE). It is hypothesized that, through the trauma caused by IDTs, bacteria gain entry to the bloodstream and may attach to abnormal heart valves or damaged heart tissue, giving rise to IE. However, the association between IDTs and IE remains controversial. The aim of this study is to estimate the association between IDTs and IE. Methods: The data in this study were obtained from the Health Insurance Database in Taiwan. We selected 2 case-only study designs, case-crossover and self-controlled case series, to analyze the data. The advantage of these methods is that confounding factors that do not vary with time are adjusted for implicitly. In the case-crossover design, a conditional logistic regression model with exposure to IDTs was used to estimate the risks of IE following an IDT with 4, 8, 12, and 16 weeks delay, respectively. In the self-controlled case series design, a conditional Poisson regression model was used to estimate the risk of IE for the risk periods of 1 to 4, 5 to 8, 9 to 12, and 13 to 16 weeks following an IDT. Results: In total, 9120 and 8181 patients with IE were included in case-crossover design and self-controlled case series design, respectively. In the case-crossover design, 277 cases and 249 controls received IDTs during the exposure period, and the odds ratio was 1.12 (95% confidence interval, 0.94–1.34) for 4 weeks. In the self-controlled case series design, we observed that 407 IEs occurred during the first 4 weeks after IDTs, and the age-adjusted incidence rate ratio was 1.14 (95% confidence interval, 1.02–1.26) for 1 to 4 weeks after IDTs. Conclusions: In both study designs, we did not observe a clinically larger risk for IE in the short periods after IDTs. We also found no association between IDTs and IE among patients with a high risk of IE. Therefore, antibiotic prophylaxis for the prevention of IE is not required for the Taiwanese population.

scholarly journals Risks of suicide attempts after prescription of zolpidem in people with depression: a nationwide population study in South Korea

SLEEP ◽  
2019 ◽  
Vol 43 (3) ◽  
Author(s):  
Hyewon Kim ◽  
Yuwon Kim ◽  
Woojae Myung ◽  
Maurizio Fava ◽  
David Mischoulon ◽  
...  
Keyword(s):  
Suicide Attempt ◽  
Medical Records ◽  
Suicide Attempts ◽  
Case Series ◽  
Population Based ◽  
Additional Increase ◽  
Series Design ◽  
Increased Risk ◽  
Before And After ◽  
Rate Ratios

Abstract Objectives To investigate the association between zolpidem prescription and suicide attempts in people with depression Methods A nationwide, population-based electronic medical records database from the Health Insurance Review & Assessment Service of South was used to investigate the incidence rate ratios (IRRs) of suicide attempts and probable suicide attempts in people with depression before and after zolpidem prescription using self-controlled case series design. Results In a total of 445 people who attempted suicide and 23 141 people who attempted probable suicide attempt, the IRRs of suicidal behavior during the risk periods before and after zolpidem prescription increased compared with those at the baseline. The IRRs gradually increased and peaked immediately before the prescription of zolpidem. The IRR was 70.06 (95% CI: 25.58–191.90) on day 2 before zolpidem prescription and 63.35 (95% CI: 22.99–174.59) on day 1 after zolpidem prescription in the suicide attempt group. The IRR was 24.07 (95% CI: 20.50–28.26) on the day before zolpidem prescription and 14.96 (95% CI: 12.21–18.34) on the day after zolpidem prescription in the probable suicide attempt group. The ratios declined eventually after zolpidem was prescribed. Conclusions Although zolpidem prescription was associated with an increased risk of suicide attempts in people with depression, the risk increased and peaked immediately before zolpidem prescription. The risk declined gradually thereafter. This result indicates that the risk of suicide attempts increases at the time of zolpidem prescription. However, zolpidem prescription does not contribute to additional increase in the risk of suicide attempts.

Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District

2018 ◽  
Vol 27 (3) ◽  
pp. 234-252
Author(s):  
Kathryn C. Auletto ◽  
Mary-Kate Sableski
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Reading Intervention ◽  
Intervention Program ◽  
Research Question ◽  
Intervention Programs ◽  
Primary Data ◽  
Urban District ◽  
Reading Intervention Program ◽  
Long Term Impact

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

scholarly journals Variability of input in preposition learning by preschoolers with developmental language disorder and typically-developing language

2019 ◽  
Vol 35 (1) ◽  
pp. 55-74
Author(s):  
Katrina Nicholas ◽  
Mary Alt ◽  
Ella Hauwiller
Keyword(s):  
High Performance ◽  
Language Disorder ◽  
Case Series ◽  
High Variability ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Vocabulary Skills ◽  
Series Design

The purpose of this study was to investigate the role of variability in teaching prepositions to preschoolers with typical development (TD) and developmental language disorder (DLD). Input variability during teaching can enhance learning, but is target dependent. We hypothesized that high variability of objects would improve preposition learning. We also examined other characteristics (e.g. vocabulary skills) of children who responded to treatment. We used a case series design, repeated across children ( n = 18) to contrast how preschoolers learned prepositions in conditions that manipulated variability of objects and labels across three treatment sessions. We contrasted a high versus low variability condition for objects and labels for one group of typically-developing (TD) children ( n = 6). In other groups (TD, n = 6; DLD, n = 6), we contrasted high versus low object variability only. Visual inspection and descriptive statistics were used to characterize gains. Half ( n = 3) of TD participants showed a low variability advantage for the condition that combined object and label variability. In the condition that only contrasted object variability, the majority ( n = 4) of TD participants showed a high variability advantage, compared to only two participants with DLD. In the high object variability condition, high receptive vocabulary scores were significantly correlated with high performance of learning prepositions ( rs = 0.71, p < 0.05). Combining high variability for objects and labels when teaching prepositions was not effective. However, high variability for objects can create a learning advantage for learning prepositions for children with typically developing language, but not all learners. Characteristics of different learners (e.g. receptive vocabulary scores) and language status (impaired or unimpaired) should be taken into consideration for future studies.

Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

2010 ◽  
Vol 76 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Carolyn A. Denton ◽  
Kim Nimon ◽  
Patricia G. Mathes ◽  
Elizabeth A. Swanson ◽  
Caroline Kethley ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Intervention ◽  
Word Reading ◽  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
Supplemental Reading ◽  
Early Reading Intervention ◽  
To Receive ◽  
Typical School

This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 40). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.

Signal detection of adverse events with imperfect confirmation rates in vaccine safety studies using self-controlled case series design

2014 ◽  
Vol 56 (3) ◽  
pp. 513-525 ◽  
Author(s):  
Stanley Xu ◽  
Sophia Newcomer ◽  
Jennifer Nelson ◽  
Lei Qian ◽  
David McClure ◽  
...  
Keyword(s):  
Adverse Events ◽  
Signal Detection ◽  
Case Series ◽  
Vaccine Safety ◽  
Series Design ◽  
Safety Studies
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