Planning and Self-Assessment in Articulatory Training

1979 ◽  
Vol 44 (4) ◽  
pp. 504-512 ◽  
Author(s):  
Dennis M. Ruscello ◽  
Ralph L. Shelton
Keyword(s):  
Training Group ◽  
Acquisition Training ◽  
Speech Sounds ◽  
Self Assessment ◽  
Response Acquisition ◽  
Articulatory Movements ◽  
Production Group ◽  
Group 2 ◽  
Assessment Procedures ◽  
Group 1

Children misarticulating the /r/ or /s/ speech sounds or both were identified, and assigned randomly to one of two groups. Each group received speech lessons that were similar. However, during response acquisition training, Group 1 was requested to plan articulatory movements mentally, produce the target sound, and assess the production. Group 2 practiced the training units without using the planning and assessment procedures. Group 1 exceeded Group 2 on generalization measures when the planning and assessment training was in effect.

Follow-up over 20 months confirms gains of online behavioural training in frequent episodic migraine

Cephalalgia ◽  
2016 ◽  
Vol 37 (3) ◽  
pp. 236-250 ◽  
Author(s):  
Marjolijn J Sorbi ◽  
Yannick Balk ◽  
Annet M Kleiboer ◽  
Emile GM Couturier
Keyword(s):  
Training Group ◽  
Episodic Migraine ◽  
Self Management ◽  
Treatment As Usual ◽  
Adequate Treatment ◽  
Headache Diary ◽  
Group 2 ◽  
Group 1

Aim This study examined the change over 20 months in 178 participants with frequent episodic migraine under adequate treatment as usual, who had completed online behavioural training (oBT) in migraine self-management either directly (group 1, n = 120) or after 10 months of watchful waiting (group 2, n = 58). Methods Participants completed questionnaires and an online headache diary and migraine monitor following the International Classification of Headache Disorders at T0 (baseline), T1 (post-training), T2 (6-month follow-up; extended baseline in group 2), T3 (post-training, group 2 only) and T4 (group 1: 16-month follow-up; group 2: 6-month follow-up). Statistical analyses were conducted on the observed data without imputation of missing observations. Results Both groups were highly comparable. The data over time revealed benefits in response to oBT, with significant between-group differences in the change achieved in the training episodes T2–T0 (group 1) and T4–T2 (group 2). Improved attack frequency ( M = –23%) was higher in participants with more (i.e. 4–6) attacks per month at baseline, and the effects of oBT were durable over 16 months of follow-up. Conclusions oBT is beneficial in frequent episodic migraine, which deserves special efforts in care. Self-management variants such as oBT reach patients easily and supplement these efforts with durable results.

scholarly journals A pilot study of the effect of force feedback training on students learning flexion-distraction chiropractic technique*

2018 ◽  
Vol 33 (2) ◽  
pp. 100-105
Author(s):  
Robert M. Rowell ◽  
M. Ram Gudavalli ◽  
Steven Silverman
Keyword(s):  
Force Feedback ◽  
Training Group ◽  
Force Transducer ◽  
Force Measurements ◽  
Feedback Training ◽  
Traditional Training ◽  
Baseline Group ◽  
Group 2 ◽  
Chiropractic Students ◽  
Group 1

Objective: We compared traditional training alone and with the addition of force feedback training for learning flexion-distraction chiropractic technique. Methods: Participants were randomly allocated to two groups (traditional or traditional plus force feedback training). Students' forces were measured before training and after force feedback training. Students rated the helpfulness of the training and the comfort of the force transducer. Results: Thirty-one students were enrolled. Both groups delivered similar forces at baseline. Group 1 students' subsequent force measurements were higher after force feedback training. Group 2 students' forces were unchanged. Group 2 students were trained with force feedback for week 2 of the class, and forces were higher after feedback and similar to those in group 1. Students rated the training as very or somewhat helpful. Students also experienced discomfort as a patient and a student-doctor due to the force transducer that was used. Students who received force feedback training learned to deliver higher forces, which were closer to the forces delivered by experienced doctors of chiropractic. Students who did not receive force feedback continued to deliver lower forces. Conclusion: Force feedback helped students deliver forces closer to the desired force level and to learn this delivery faster than students who were not trained with force feedback.

scholarly journals The effects of interprofessional diabetes education on the knowledge of medical, dentistry and nursing students

2018 ◽  
Vol 46 (2) ◽  
pp. 145
Author(s):  
Maja Račić ◽  
Bojan N. Joksimović ◽  
Smiljka Cicmil ◽  
Srebrenka Kusmuk ◽  
Nedeljka Ivković ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Multiple Choice Questions ◽  
Self Assessment ◽  
Cross Sectional ◽  
Mean Values ◽  
Significant Difference ◽  
Teamwork Skills ◽  
Group 2 ◽  
The Impact ◽  
Group 1

<div class="WordSection1"><p><strong>Objectives</strong>. Interprofessional teamwork is best attained through education that promotes mutual trust and effective communication. The primary aim of the study was to evaluate the impact of interprofessional learning on knowledge about diabetes. <strong>Methods</strong>. The cross-sectional study included students of medicine, dentistry and nursing at the Faculty of Medicine Foča, Bosnia and Herzegovina. The students were randomly allocated into one of two groups. Group 1 attended an interprofessional course on diabetes while group 2 was divided into three subgroups and each of the subgroups attended an uniprofessional diabetes course. The measuring instrument used in the course in order to assess the participants’ knowledge about diabetic care was a test containing multiple-choice questions about diabetes. The Interprofessional Questionnaire was used to explore the attitudes, views, values and beliefs of students regarding interprofessional education (IPE). <strong>Results</strong>. No statistically significant difference in total score on the test was found between the groups at baseline, but at follow-up the difference was highly statistically significant (F=10.87; p=0.002). The students from Group 1 had better results (21.82 points), compared to Group 2 (18.77 points). The statistically significant difference was observed in mean values (t=-3.997; p=0.001), between Groups 1 and 2; the students from Group 1 obtained 20.42 points, which is considered to indicate a respectively positive self-assessment of communication and teamwork skills. However, Group 2 indicated a negative self-assessment of communication and teamwork skills. <strong>Conclusion</strong>. The findings suggest that IPE activities may provide health profession students with valuable collaborative learning opportunities.</p></div>

Effects of Exposure to Psychophysical Scaling on Lingual Vibrotactile Magnitude Estimation and Magnitude Production

1986 ◽  
Vol 63 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Donald Fucci ◽  
Daniel Harris ◽  
Elise Mc Math ◽  
Linda Petrosino
Keyword(s):  
Magnitude Estimation ◽  
Prior Exposure ◽  
Magnitude Production ◽  
Production Values ◽  
Psychophysical Scaling ◽  
Significant Difference ◽  
Scaling Methods ◽  
Production Group ◽  
Group 2 ◽  
Group 1

The purpose of the present study was to determine if the results obtained by the scaling methods of magnitude estimation and magnitude production could be influenced by providing subjects with prior exposure to psychophysical scaling in the form of magnitude estimation or magnitude production. Group 1 ( n = 10, Mage = 21.1 yr.) performed lingual vibrotactile-magnitude estimation followed by lingual vibrotactile magnitude production. Group 2 ( n = 10, Mage = 19.7 yr.) performed lingual vibrotactile-magnitude production (using the magnitude-estimation responses provided by Group 1), followed by lingual vibrotactile-magnitude estimation. For the magnitude estimations there was no over-all statistically significant difference between the two groups, but there was for the magnitude-production values. Magnitude-estimation scaling was apparently not influenced by prior exposure to magnitude production, while magnitude-production scaling was influenced by prior exposure to magnitude estimation. The results are discussed in terms of how subjective scaling behavior in psychophysical experimentation may be influenced by the interaction between an absolute internal scaling mechanism and parameters set by the experimenter, such as scaling method and range of stimulus intensity.

Improving Patient Education of Facial Fractures Using 3-Dimensional Computed Tomography

2021 ◽  
pp. 019459982110285
Author(s):  
Peter Wickwire ◽  
Sukhraj Kahlon ◽  
Soroush Kazemi ◽  
Travis Tollefson ◽  
Toby Steele ◽  
...  
Keyword(s):  
Computed Tomography ◽  
Patient Education ◽  
Self Assessment ◽  
3 Dimensional ◽  
Complex Fracture ◽  
Zygomaticomaxillary Complex Fracture ◽  
Assessment Survey ◽  
Group 2 ◽  
Zygomaticomaxillary Complex ◽  
Group 1

Objective Advances in 3-dimensional modeling have revolutionized presurgical planning for maxillofacial reconstruction, yet little is known about how this technology may affect patient education. This study was designed to evaluate the efficacy of 2-dimensional computed tomography versus 3-dimensional computed tomography for patient education in maxillofacial reconstruction. Study Design Crossover study. Setting General otolaryngology outpatients from a tertiary referral center were recruited. Methods A single computed tomography data set of a zygomaticomaxillary complex fracture was used to generate 2 educational video tutorials: one in a 2-dimensional format and one in a 3-dimensional format. The tutorials were embedded into the QualtricsXM platform. Participants were randomly assigned into 2 groups. Group 1 viewed the 2-dimensional tutorial, took a self-assessment survey, took an information recall survey, viewed the 3-dimensional tutorial, and finally took a tutorial comparison survey. Group 2 followed the same sequence but viewed the 3-dimensional tutorial followed by the 2-dimensional tutorial. Results Group 2 participants (viewing the 3-dimensional tutorial first) scored better on the self-assessment survey than their counterparts in group 1 did ( P = .023). Group 2 also scored better on the recall survey ( P = .042). Of all participants, 61% preferred the 3-dimensional tutorial, and 31% preferred the use of both tutorials together in the comparison survey. Conclusions Three-dimensional patient educational tutorial regarding a zygomaticomaxillary complex fracture resulted in better knowledge retention and was preferred over the 2-dimensional format.

scholarly journals O impacto da formação no desempenho da arbitragem no futebo

2021 ◽  
Vol 21 (1) ◽  
pp. 43-59
Author(s):  
Sérgio Mendes ◽  
Bruno Travassos ◽  
Ema P. Oliveira
Keyword(s):  
Training Programs ◽  
Training Group ◽  
Training Model ◽  
Structured Interview ◽  
Formal Training ◽  
Career Academy ◽  
Group 3 ◽  
Group 2 ◽  
The Impact ◽  
Group 1

Los responsables del arbitraje a nivel mundial han alentado el desarrollo de programas de formación formal, adecuados a las necesidades de la actividad de los árbitros de fútbol. De ahí que, este estudio tuvo como objetivo: i) analizar las percepciones de los árbitros expertos sobre la introducción de programas de formación formal a lo largo de su carrera (Academia de Arbitraje - AA - para árbitros de fútbol) en Portugal; ii) comprobar el impacto de AA en las calificaciones de los árbitros entre los árbitros que participaron en este modelo de capacitación y los que no lo hicieron. Para ello, se realizaron 2 estudios complementarios. En el estudio 1, se entrevistó a cinco expertos portugueses en arbitraje de fútbol, partiendo de una entrevista semiestructurada, con el análisis de contenido. En el estudio 2, se recogieron las calificaciones de los árbitros de la plantilla nacional 2009-18 (N = 243), que se agruparon de acuerdo con su formación: Grupo 1 (n = 82) promovidos directamente; Grupo 2 (n = 86) promovidos de categoría tras su formación en AA; Grupo 3 (n = 75) los que no fueron promovidos. Los resultados del estudio 1 revelaron: i) un cambio significativo en la estructuración de la formación de los árbitros portugueses tras la temporada 2013-14; ii) la existencia de lagunas en el proceso formativo y de clasificación; iii) la existencia de una cultura de individualismo y exigencia en el sector. Los resultados del estudio 2 solo revelaron diferencias significativas entre G3 y G2. Se concluye que se observaron mejoras en el proceso de formación, aunque no hubo mejoras significativas en el desempeño a nivel de la clasificación. La variable experiencia se identificó como un factor que influyó positivamente en la clasificación. Those responsible for global football refereeing have encouraged the development of formal training programs that meet the requirements of referee activity. Thus, this study aimed to: i) analyze the perceptions of expert referees about the introduction of formal training programs throughout the career (Academy of refereeing - AA - for football referees) in Portugal; (ii) verify the impact of the AA on the referees' performance in referees who participated in this training model and those who did not participate. For this purpose, 2 complementary studies were conducted. In study 1, five Portuguese football refereeing experts were interviewed, based on a semi-structured interview, with content analysis. In study 2, the performance of the referees of the national ranking of 2009-18 (N=243) were collected, and were grouped according to their training: Group 1 (n=82)  promoted directly; Group 2 (n=86) promoted from categories after training in AA; Group 3 (n=75) elements that have not been promoted. The results of study 1 revealed: i) a significant change in the training curriculum of Portuguese referees since 2013-14; (ii) the existence of gaps in the formative and classification process; iii) the existence of a culture of individualism and competition in the sector. The results of study 2 revealed only significant differences between the G3 and G2 groups. It was concluded that improvements in the training process were realized, although there were no significant improvements in performance. Experience was identified as the variable that positively influenced the referees’ performance. Os responsáveis pela arbitragem em termos mundiais têm estimulado o desenvolvimento de programas de formação formal que respondam às exigências da atividade de árbitro de futebol. Assim, este estudo pretendeu: i) analisar a perceções de árbitros especialistas sobre a introdução de programas de formação formais ao longo da carreira (Academia de Arbitragem – AA - para árbitros de futebol) em Portugal; ii) verificar o impacto da AA nas classificações dos árbitros entre árbitros que participaram neste modelo de formação e os que não integraram. Para tal foram realizados 2 estudos complementares. No estudo 1 foram entrevistados cinco especialistas portugueses de arbitragem de futebol, a partir de uma entrevista semiestruturada, com respetiva análise de conteúdo. No estudo 2 recolheram-se as classificações dos árbitros dos quadros nacionais de 2009-18 (N=243), tendo sido agrupadas de acordo com a sua formação: Grupo 1 (n=82) promovidos diretamente; Grupo 2 (n=86) promovidos de categorias após formação na AA; Grupo 3 (n=75) elementos que não foram promovidos. Os resultados do estudo 1 revelaram: i) uma mudança significativa na estruturação da formação dos árbitros portugueses a partir da época de 2013-14; ii) a existência de lacunas no processo formativo e classificativo; iii) a existência de uma cultura de individualismo e exigência no setor. Os resultados do estudo 2 apenas revelaram diferenças significativas entre o G3 e o G2. Conclui-se que foram percecionadas melhorias no processo de formação, embora não se verificaram melhorias significativas no desempenho classificativo. A variável experiência foi identificada como fator que influiu positivamente o desempenho classificativo.

The Effect of Training Volume and Growth on Gymnastic Performance in Young Women

1999 ◽  
Vol 11 (4) ◽  
pp. 349-363 ◽  
Author(s):  
Joanne E. Richards ◽  
Timothy R. Ackland ◽  
Bruce C. Elliott
Keyword(s):  
Vertical Jump ◽  
High Volume ◽  
Training Group ◽  
Analysis Of Covariance ◽  
Whole Body ◽  
Training Volume ◽  
Moderate Volume ◽  
Group 2 ◽  
Trunk Musculature ◽  
Group 1

Thirty-seven females, aged initially between 10 and 13.5 years, completed a mixed longitudinal study over 3.3 years to investigate the effect of training volume and growth upon gymnastic performance. Gymnasts undergoing high volume training (mean = 30 hrs/week: Group 1) and moderate volume training (mean = 15 hrs/week: Group 2) were tested at 4-month intervals on growth measures including height, mass, skinfolds, and segment lengths, as well as the strength of lower limb, upper limb, and trunk musculature. Functional gymnastic development was observed through the assessment of generic, whole body rotation tasks, a vertical jump, and a v-sit action. The high training volume gymnasts were significantly smaller but markedly stronger than those gymnasts in Group 2 despite the size disadvantage. Consequently, Group 1 gymnasts were able to produce higher velocities for front and backward rotations and a faster v-sit action. These training group differences remained significant after initial size differences were taken into account via an analysis of covariance.

scholarly journals The effect of formal, neonatal communication-intervention training on mothers in kangaroo care

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
Alta Kritzinger ◽  
Elise Van Rooyen
Keyword(s):  
Sensory Stimulation ◽  
Training Group ◽  
Communication Intervention ◽  
Related Factors ◽  
Intervention Training ◽  
Communication Interaction ◽  
Group 2 ◽  
The Individual ◽  
Positive Effect ◽  
Group 1

Background: Due to low-birth-weight, preterm birth, HIV and/or AIDS and poverty-related factors, South Africa presents with an increased prevalence of infants at risk of language delay. A Kangaroo Mother Care (KMC) unit offers unique opportunities for training.Aim: The aim of the present study was to determine if formal, neonatal communication-intervention training had an effect on mothers’ knowledge and communication interaction with their high-risk infants.Methods: Three groups of mothers participated: Group 1 was trained whilst practicing KMC; Group 2 was not trained but practiced KMC; and Group 3 was also not trained but practiced sporadic KMC. Ten mothers per group were matched for age, education level and birth order of their infants. The individual training was based on graded sensory stimulation and responsive mother-infant communication interaction, which emphasised talking and singing by the mother.Results: Significant differences were found in mother-infant communication interaction between all three groups, which indicated a positive effect on Group 1 with training. Group 2, KMC without training, also had a positive effect on interaction. However, Group 1 mothers with training demonstrated better knowledge of their infants and were more responsive during interaction than the other two groups.Conclusion: The present study suggests that neonatal communication-intervention training adds value to a KMC programme.

scholarly journals Effects of Batting Practice and Visual Training Focused on Pitch Type and Speed on Batting Ability and Visual Function

2019 ◽  
Vol 70 (1) ◽  
pp. 5-13 ◽  
Author(s):  
Yoshimitsu Kohmura ◽  
Manabu Nakata ◽  
Atsushi Kubota ◽  
Yukihiro Aoba ◽  
Kazuhiro Aoki ◽  
...  
Keyword(s):  
Visual Acuity ◽  
Visual Function ◽  
Training Group ◽  
Dynamic Visual Acuity ◽  
Visual Training ◽  
Group 6 ◽  
Hand Eye Coordination ◽  
Group 5 ◽  
Group 2 ◽  
Group 1

Abstract This study aimed to examine the effects of batting practice and visual training focused on the pitch type and speed on batting ability and visual function. A total of 46 participants took part in 12 training sessions for 4 weeks. The participants were divided into six groups according to the training type as follows: Group 1, batting practice with a fastball at 100 km/h; Group 2, tracking (watching) a fastball at 100 km/h; Group 3, batting practice with a fastball at 115 km/h; Group 4, tracking a fastball at 115 km/h; Group 5, batting practice with a curve ball at 100 km/h; and Group 6, tracking a curve ball at 100 km/h. Dynamic visual acuity, depth perception, hand-eye coordination, and batting ability were measured before and after training. Group 1 showed significant improvement in batting ability in the tests with 100 km/h fastballs and curve balls, while Groups 3 and 5 showed significant improvement in batting ability with 100 km/h fastballs and curve balls, respectively. Group 6 also showed significant improvement in batting ability with 100 km/h fastballs. Moreover, Groups 2 and 4 showed significant improvement in Dynamic visual acuity and hand-eye coordination, respectively. The results of the present study suggest that batting practice and visual training improve batting ability for the same pitch types and speeds as those encountered in practice. Therefore, visual training may be an effective method for improving batting ability and visual function in coaching settings.

Metabolic effects of nandrolone decanoate and resistance training in men with HIV

2002 ◽  
Vol 283 (6) ◽  
pp. E1214-E1222 ◽  
Author(s):  
Fred R. Sattler ◽  
E. Todd Schroeder ◽  
Michael P. Dube ◽  
S. Victoria Jaque ◽  
Carmen Martinez ◽  
...  
Keyword(s):  
Resistance Training ◽  
Hdl Cholesterol ◽  
Training Group ◽  
Metabolic Effects ◽  
High Dose ◽  
Model Assessment ◽  
Nandrolone Decanoate ◽  
Immunodeficiency Virus ◽  
Group 2 ◽  
Group 1

Thirty human immunodeficiency virus (HIV)-infected men were randomized to a high dose of nandrolone decanoate weekly ( group 1) or nandrolone plus resistance training ( group 2) for 12 wk. For the two groups, nandrolone had no significant effects on total cholesterol, LDL cholesterol, LDL phenotype, or fasting triglycerides, although triglycerides decreased by 66 ± 124 mg/dl for the entire population ( P = 0.01). Group 2 subjects had a favorable increase of 5.2 ± 7.7Å in LDL particle size ( P = 0.03), whereas there was no change in group 1. Lipoprotein(a) decreased by 7.3 ± 6.8 mg/dl for group 1 ( P = 0.002) and by 6.9 ± 8.1 for group 2 ( P= 0.013). However, HDL cholesterol decreased by 8.7 ± 7.4 mg/dl for group 1 ( P < 0.001) and by 10.6 ± 5.9 for group 2 ( P < 0.001). Percentages of HDL2b(9.7–12 nm) and HDL2a(8.8–9.7 nm) subfractions decreased similarly for the two groups, whereas HDL3a(8.2–8.8 nm) and HDL3b(7.8–8.2 nm) increased in the groups during study therapy ( P ≤ 0.02 for all comparisons). There was no evidence of a decreased insulin sensitivity in either group, whereas fasting glucose, fasting insulin, and homeostasis model assessment improved in group 2( P < 0.05). These metabolic effects were favorable (other than for HDL), but changes were generally transient (except for HDL in group 2), with measurements returning to baseline 2 mo after the interventions were completed.

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