The Prediction of Adolescents At-Risk for Attempting Suicide Using Tree-Based Statistical Models

2011 ◽  
Author(s):  
Eric E. Pierson ◽  
Holmes W. Finch
Keyword(s):  
At Risk ◽  
Statistical Models

74 Computational medicine in women's health: improved prediction of pregnancies at risk using new statistical models in parameter evaluation

2007 ◽  
Vol 119 ◽  
pp. S117
Author(s):  
R.B. Zotz ◽  
A. Gerhardt ◽  
S. Marzotko ◽  
K.J. Wagner ◽  
H.G. Bender ◽  
...  
Keyword(s):  
At Risk ◽  
Women’S Health ◽  
Women's Health ◽  
Statistical Models ◽  
Parameter Evaluation

scholarly journals Importance of Poverty Levels in Regime Change

2017 ◽  
Vol 8 (2) ◽  
pp. 267-280
Author(s):  
Kristobal Miguel Meléndez Aguilar
Keyword(s):  
Economic Growth ◽  
At Risk ◽  
Statistical Models ◽  
Regime Change ◽  
Social Variables ◽  
Economic Variables ◽  
Democratic Regimes ◽  
Poverty Levels ◽  
Political Variables

Abstract The wave of democratization of the Nineties may be coming to an end, non democratic regimes are becoming attractive because they have had better performance. Venezuela, Ecuador, Bangladesh, Thailand, Pakistan, Gambia, Madagascar and Mozambique are countries that were democratic in 1990, but they already had other type of regime in 2010. Through analysing economic variables, non democratic countries had had lower inequality levels, higher rates of economic growth, but higher poverty levels. Through analysing political variables, democratic countries had had higher polarization levels from 1990 to 2010. Through analysing democratic countries that changed their regime from 1990 to 2010 and through analysing changes in some economic, political and social variables, it was found that the polarization levels were relevant for changing regime from 1990 to 2000, while poverty levels were relevant for changing regime from 2000 to 2010. This hypothesis is supported with six statistical models that use ivprobit. As conclusion, democratic countries that do not reduce poverty levels may be at risk of change regime.

scholarly journals Redesigning a First Year Physiology Course using Learning Analytics to Improve Student Performance

2021 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Mark T. Williams ◽  
Lesley Jan Lluka ◽  
Prasad Chunduri
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Student Learning ◽  
Student Performance ◽  
Statistical Models ◽  
Learning Analytics ◽  
First Year ◽  
Learning Context ◽  
Assessment Tasks ◽  
Course Outcomes

Learning analytics (LA), a fast emerging concept in higher education, is used to understand and optimize the student learning process and the envi-ronment in which it occurs. Knowledge obtained from the LA paradigm is often utilized to construct statistical models aimed at identifying students who are at risk of failing the unit/course, and to subsequently design inter-ventions that are targeted towards improving the course outcomes for these students. In previous studies, models were constructed using a wide variety of variables, but emerging evidence suggests that the models constructed us-ing course-specific variables are more accurate, and provide a better under-standing of the learning context. For our current study, student performance in the various course assessment tasks was used as a basis for the predictive models and future intervention design, as they are conventionally used to evaluate student learning outcomes and the degree to which the various course learning objectives are met. Further, students in our course are pri-marily first-year university students, who are still unfamiliar with the learning and assessment context of higher education, and this prevents them from adequately preparing for the tasks, and consequently reduces their course performance and outcome. We first constructed statistical models that would be used to identify students who are at risk of failing the course and to identify assessment tasks that students in our course find challeng-ing, as a guide for the design of future interventional activities. Every con-structed predictive model had an excellent capacity to discriminate between students who passed the course and those who failed. Analysis revealed that not only at-risk students, but the whole cohort, would benefit from in-terventions improving their conceptual understanding and ability to con-struct high-scoring answers to Short Answer Questions.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Exploring the Validity and Operational Impact of Using Allied Health Assistants to Conduct Dysphagia Screening for Low-Risk Patients Within the Acute Hospital Setting

2020 ◽  
Vol 29 (4) ◽  
pp. 1944-1955 ◽  
Author(s):  
Maria Schwarz ◽  
Elizabeth C. Ward ◽  
Petrea Cornwell ◽  
Anne Coccetti ◽  
Pamela D'Netto ◽  
...  
Keyword(s):  
At Risk ◽  
Allied Health ◽  
Assessment Tool ◽  
Hospital Setting ◽  
Low Risk ◽  
False Negatives ◽  
Exact Agreement ◽  
Risk Patients ◽  
Impact Phase ◽  
Operational Impact

Purpose The purpose of this study was to examine (a) the agreement between allied health assistants (AHAs) and speech-language pathologists (SLPs) when completing dysphagia screening for low-risk referrals and at-risk patients under a delegation model and (b) the operational impact of this delegation model. Method All AHAs worked in the adult acute inpatient settings across three hospitals and completed training and competency evaluation prior to conducting independent screening. Screening (pass/fail) was based on results from pre-screening exclusionary questions in combination with a water swallow test and the Eating Assessment Tool. To examine the agreement of AHAs' decision making with SLPs, AHAs ( n = 7) and SLPs ( n = 8) conducted an independent, simultaneous dysphagia screening on 51 adult inpatients classified as low-risk/at-risk referrals. To examine operational impact, AHAs independently completed screening on 48 low-risk/at-risk patients, with subsequent clinical swallow evaluation conducted by an SLP with patients who failed screening. Results Exact agreement between AHAs and SLPs on overall pass/fail screening criteria for the first 51 patients was 100%. Exact agreement for the two tools was 100% for the Eating Assessment Tool and 96% for the water swallow test. In the operational impact phase ( n = 48), 58% of patients failed AHA screening, with only 10% false positives on subjective SLP assessment and nil identified false negatives. Conclusion AHAs demonstrated the ability to reliably conduct dysphagia screening on a cohort of low-risk patients, with a low rate of false negatives. Data support high level of agreement and positive operational impact of using trained AHAs to perform dysphagia screening in low-risk patients.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

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