What do screening tools measure? Lessons learned from SCREEN II and SNAQ65+

Brief nutrition screening tools are desired for research and practice. Seniors in the Community: Risk Evaluation for Eating and Nutrition (SCREEN-II, 14 items) and the abbreviated version SCREEN-II-AB (8 items) are valid and reliable nutrition screening tools for older adults. This exploratory study used a retrospective cross-sectional design to determine the construct validity of a subset of 3 items (weight loss, appetite, and swallowing difficulty) currently on the SCREEN-II and SCREEN-II-AB tools. Secondary data on community-dwelling senior males (n = 522, mean ± SD age = 86.7 ± 3.0 years) in the Manitoba Follow-up Study (MFUS) study were available for analysis. Participants completed the mailed MFUS Nutrition Survey that included SCREEN-II items and questions pertaining to self-rated health, diet healthiness, and rating of the importance of nutrition towards successful aging as the constructs for comparison. Self-perceived health status (F = 14.7, P < 0.001), diet healthiness (ρ = 0.17, P = 0.002) and the rating of nutrition's importance to aging (ρ = 0.10, P = 0.03) were correlated with the 3-item score. Inferences were consistent with associations between these construct variables and the full SCREEN-II. Three items from SCREEN-II and SCREEN-II-AB demonstrate initial construct validity with self-perceived health status and diet healthiness ratings by older males; further exploration for criterion and predictive validity in more diverse samples is needed.

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Prevalence and Determinants of Undernutrition in A Sample of Dutch Community-Dwelling Older Adults: Results from Two Online Screening Tools

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16091562 ◽

2019 ◽

Vol 16 (9) ◽

pp. 1562 ◽

Cited By ~ 5

Author(s):

Jos W. Borkent ◽

Elke Naumann ◽

Emmelyne Vasse ◽

Ellen van der Heijden ◽

Marian A. E. de van der Schueren

Keyword(s):

Risk Factors ◽

Older Adults ◽

Healthy Aging ◽

General Information ◽

Community Dwelling ◽

Screening Tools ◽

Nutritional Risk ◽

Cross Sectional ◽

Increased Risk ◽

Screen Ii

To stimulate undernutrition screening among Dutch community-dwelling adults, a website was developed with general information on healthy eating for healthy aging and self-tests. Based on cross-sectional data obtained from the self-tests, we studied nutritional risk factors (early determinants) as well as risk of undernutrition (late symptoms). SCREEN II (n = 2470) was used to asses nutritional risk factors. This tool consists of 16 items regarding nutritional intake, perception of body weight, appetite, oral health and meal preparation. An adjusted SNAQ65+ (n = 687) was used to assess risk of undernutrition. This four-item tool contains questions on weight loss, appetite, walking stairs and body mass index. Differences between age-groups (65–74, 75–84, ≥85) were tested by logistic regression. Overall prevalence of nutritional risk factors was 84.1%, and increased risk of undernutrition was 56.8%. Participants aged ≥85 scored worst on almost all items of the SCREEN II and the SNAQ65+. In conclusion: A large proportion of older adults reported early determinants for increased nutrition risk, while a smaller, yet remarkable proportion scored positive on undernutrition risk. Internet screening may be a useful, contemporary, and easy, accessible way to reach older adults who are at nutritional risk and may thus contribute to early identification and prevention of undernutrition.

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Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00092 ◽

2020 ◽

Vol 5 (1) ◽

pp. 88-96

Author(s):

Mary R. T. Kennedy

Keyword(s):

College Students ◽

Traumatic Brain Injury ◽

Brain Injury ◽

Sense Of Self ◽

Scientific Evidence ◽

Sudden Onset ◽

Lessons Learned ◽

Speech Language Pathologists ◽

The Brain ◽

Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

American Journal of Audiology ◽

10.1044/2020_aja-19-00072 ◽

2020 ◽

Vol 29 (3S) ◽

pp. 638-647 ◽

Cited By ~ 2

Author(s):

Janine F. J. Meijerink ◽

Marieke Pronk ◽

Sophia E. Kramer

Keyword(s):

Large Scale ◽

Hearing Aid ◽

Critical Discussion ◽

Lessons Learned ◽

Research Note ◽

Support Program ◽

Large Sample Size ◽

Long Term Effects ◽

Communication Program ◽

Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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ASHA Voices: Lessons Learned From Stuttering Struggles and Beatboxing Sounds

Blog post Digital Object Group ◽

10.1044/asha-voices-lessons-learned-from-stuttering-struggles-and-beatboxing-sounds ◽

2020 ◽

Keyword(s):

Lessons Learned

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Lessons Learned: My Path from PhD to Postdoc to Tenure Track

10.1044/cred-pvd-lfs004 ◽

2014 ◽

Vol 4 (1) ◽

pp. 1-17

Author(s):

Cara Stepp

Keyword(s):

Lessons Learned ◽

Tenure Track

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Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld24.3.100 ◽

2014 ◽

Vol 24 (3) ◽

pp. 100-105 ◽

Cited By ~ 1

Author(s):

Darlene Williamson

Keyword(s):

Group Treatment ◽

Treatment Protocol ◽

Lessons Learned ◽

Group Program ◽

Community Based ◽

Multiple Treatment ◽

Use Of Technology ◽

Communication Impairments ◽

Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

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Experience With Grant Writing: Where Do I Even Begin?

Perspectives on School-Based Issues ◽

10.1044/sbi11.1.21 ◽

2010 ◽

Vol 11 (1) ◽

pp. 21-24

Author(s):

Nicole M. Mancini

Keyword(s):

Lessons Learned ◽

Economic Situation ◽

Grant Writing ◽

Personal Journey ◽

Know How ◽

Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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