Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Jaime B. Lee ◽  
McKay Moore Sohlberg
Keyword(s):  
Reading Comprehension ◽  
Primary Outcome Measure ◽  
Effect Sizes ◽  
Repeated Measure ◽  
Future Research ◽  
Attention Training ◽  
Single Subject ◽  
Baseline Design ◽  
Treatment Research ◽  
The Impact

PurposeThis pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia.MethodA single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week intervention using Attention Process Training—3 (APT–3). The primary outcome measure was a maze reading task. Pre- and posttesting included attention and reading comprehension measures. Visual inspection of graphed performance data across conditions was used as the primary method of analysis. Treatment effect sizes were calculated for changes in reading comprehension probes from baseline to maintenance phases.ResultsTwo of the study's 4 participants demonstrated improvements in maze reading, with corresponding effect sizes that were small in magnitude according to benchmarks for aphasia treatment research. All 4 participants made improvements on select standardized measures of attention.ConclusionInterventions that include a metacognitive component with direct attention training may elicit improvements in participants' attention and allocation of resources. Maze passage reading is a repeated measure that appears sensitive to treatment-related changes in reading comprehension. Issues for future research related to measurement, candidacy, and clinical delivery are discussed.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

Effects of Cognitive-Behavioral Intervention on the School Performance of Students with Emotional or Behavioral Disorders and Anxiety

2009 ◽  
Vol 34 (4) ◽  
pp. 184-195 ◽  
Author(s):  
Naomi A. Schoenfeld ◽  
Sarup R. Mathur
Keyword(s):  
Behavioral Disorders ◽  
Treatment Success ◽  
Maladaptive Behavior ◽  
Cognitive Behavioral ◽  
Future Research ◽  
Single Subject ◽  
Clinical Settings ◽  
Baseline Design ◽  
School Based ◽  
Emotional Or Behavioral Disorders

Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using a single-subject, multiple-baseline design across students, this study examined changes in anxiety, maladaptive behavior, and academic engagement as functions of participation in the cognitive-behavioral anxiety intervention, FRIENDS for Life. All 3 participants showed improvement across all measures. Implications for the implementation of a school-based intervention for EBD students who experience high degrees of anxiety, as well as study limitations and directions for future research, are discussed.

A-53 The Relationship between Age and TMT-A Performance in Patients with Heart Failure

2021 ◽  
Vol 36 (6) ◽  
pp. 1095-1095
Author(s):  
Nicholas S Lackey ◽  
Natasha Nemanim ◽  
Alexander O Hauson ◽  
Eric J Connors ◽  
Anna Pollard ◽  
...  
Keyword(s):  
Heart Failure ◽  
Effect Size ◽  
Significant Proportion ◽  
Effect Sizes ◽  
Medium Effect ◽  
Future Research ◽  
Medium Effect Size ◽  
Meta Regression ◽  
The Impact ◽  
The Relationship

Abstract Objective A previous meta-analysis utilized the Trail Making Test A (TMT-A) to measure the impact of heart failure (HF) on attention. A near medium effect size with moderate heterogeneity was observed, the HF group performed worse than healthy controls (HC). This study explores if the age of the HF group moderates differences in the performance of individuals with HF versus HC on TMT-A. Data Selection Two researchers searched eight databases, extracted data, and calculated effect sizes as part of a larger study. Inclusion criteria were: (a) adults with HF (New York Heart Association severity II or higher), (b) comparison to a HC group, (c) standardized neuropsychological/cognitive testing, and (d) adequate data to calculate effect sizes. Exclusion criteria were: (a) participants had other types of major organ failure, (b) the article was not in English, or (c) there was a risk of sample overlap with another included study. A total of six articles were included in this sub-study (Total HF n = 602 and HC n = 342). The unrestricted maximum likelihood computational model was used for the meta-regression. Data Synthesis Studies included in the meta-regression evidenced a statistically significant medium effect size estimate with moderate heterogeneity (k = 6, g = 0.636, p < 0.001, I2 = 56.85%). The meta-regression was statistically significant (slope = −0.0515, p = 0.0016, Qmodel = 9.86, df = 1, p = 0.0016). Conclusions Individuals with HF performed worse on the TMT-A than HC. Age accounted for a significant proportion of the observed heterogeneity in the meta-regression. Future research should examine the relationship of age on cognition in individuals with HF.

A-54 The Relationship between Age and MMSE Performance Amongst Individuals with Heart Failure

2021 ◽  
Vol 36 (6) ◽  
pp. 1096-1096
Author(s):  
Natasha Nemanim ◽  
Nicholas Lackey ◽  
Eric J Connors ◽  
Alexander O Hauson ◽  
Anna Pollard ◽  
...  
Keyword(s):  
Heart Failure ◽  
Meta Analysis ◽  
Included Study ◽  
Effect Sizes ◽  
Medium Effect ◽  
Future Research ◽  
Global Cognition ◽  
Meta Regression ◽  
K 12 ◽  
The Impact

Abstract Objective A previous meta-analysis assessing the impact of heart failure (HF) on cognition found the HF group performed more poorly than the healthy control (HC) on global cognition measures. The study observed a medium effect and moderate heterogeneity when using the Mini-Mental Status Examination (MMSE) to measure HF’s impact on global cognition. The current meta-regression explores whether the mean age of the HF group moderates performance on the MMSE when comparing HF patients to HC. Data Selection Two researchers independently searched eight databases, extracted data, and calculated effect sizes as part of a larger study. Inclusion criteria were: (a) adults with a diagnosis of HF, (b) comparison of HF patients to HC, and (c) adequate data to calculate effect sizes. Articles were excluded if patients had other types of organ failure, the article was not available in English, or there was a risk of sample overlap with another included study. Twelve articles (HF n = 1166 and HC n = 1948) were included. The unrestricted maximum likelihood computational model was used for the meta-regression. Data Synthesis Studies included in the meta-regression evidenced a statistically significant medium effect size estimate with moderate heterogeneity (k = 12, g = 0.671, p < 0.001, I2 = 80.91%). The meta-regression was statistically significant (slope = −0.023, p = 0.0022, Qmodel = 5.26, df = 1, p = 0.022). Conclusions Individuals with HF performed more poorly on the MMSE than HC. Larger effect sizes on the MMSE were observed in studies with participants who were younger compared to studies with participants who were older. Future research should continue to delineate the impact of age on global cognition in individuals with HF.

scholarly journals Predicting Intelligibility: An Investigation of Speech Sound Accuracy in Childhood Apraxia of Speech

CommonHealth ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 44-56
Author(s):  
Kyra Skoog ◽  
Edwin Maas
Keyword(s):  
Speech Sound ◽  
Primary Outcome Measure ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Treatment Research ◽  
Speech Accuracy ◽  
Communicative Success ◽  
Listening Experiment ◽  
The Impact ◽  
The Relationship

Background: Childhood apraxia of speech (CAS) is a pediatric speech disorder that significantly affects communication and life participation. Most CAS treatment research uses speech accuracy as primary outcome measure, on the assumption that accuracy predicts communicative success. However, this relationship has not yet been examined in this population, limiting our understanding of the impact of available treatments. Purpose: The purpose of this study is to explore the relationship between speech accuracy and intelligibility in children with CAS. Intelligibility is defined here as the proportion of words correctly understood by an unfamiliar listener. Methods: Adult listeners, who were unfamiliar with children with CAS, listened to recordings of children with CAS producing single words, and typed what they heard the child say. Separately, and prior to the listening experiment, the children’s words were scored for accuracy using various measures, including the percent phonemes (sounds) correct (PPC), percent consonants correct (PCC), and percent vowels correct (PVC). The relationship between these accuracy measures and intelligibility were examined descriptively. Results: Preliminary findings suggest that there is a positive relationship between intelligibility and PPC and PCC in children with CAS. Conclusions: Implications of these findings for clinical practice as well as future treatment research are discussed.

scholarly journals Effects of consultation on professional learning communities

2018 ◽  
Author(s):  
◽  
June Laney Preast
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Future Research ◽  
Baseline Phase ◽  
Baseline Design ◽  
Collaborative Engagement ◽  
Rti Model ◽  
Problem Solving Teams ◽  
The Impact

School consultation has been used to increase fidelity of implementation for team processes (Burns, Peters, and Noell, 2008) and resulting interventions (Noell, Witt, Gilbertson, Ranier, and Freeland, 1997). Professional learning communities are teacher teams with the overall purpose of changing educator behavior through collaborative engagement with colleagues and use of data to inform instructional practices (DuFour, Eaker, and DuFour, 2005; McLaughlin and Talbert, 2006). School-based teams, such as problem-solving teams, do not often follow implementation guidelines (Burns and Symington, 2002), thus hindering a crucial element of a successful response to intervention (RTI) model (Burns and Coolong-Chaffin, 2006). The discussion of student data and intervention strategies happening within PLCs is important for the continuation of an RTI model within schools (Burns and Gibbons, 2012). ... Each team was observed with the rubric using a multiple baseline design, including baseline, intervention, and maintenance phases. The intervention phase involved the researcher providing consultation on an identified area of weakness and guiding the team through an intervention, using an instructional consultation framework. The results from the study indicated a change in PLC implementation when consultation was added. Each team displayed an improvement in their implementation of PLC practices that was maintained after consultation ended. However, the improvements for each team during the intervention and maintenance phases were small, in comparison to the baseline phase. Future research is needed to determine the impact of consultation with PLCs on student outcomes. Implications for research and practice, limitations, and future directions are discussed.

scholarly journals INEQUALITIES IN HEALTHY AGING: THE DIFFERENTIAL IMPACT OF EDUCATION AND WEALTH ACROSS COHORT STUDIES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S799-S799
Author(s):  
Yu-Tzu Wu ◽  
Christina Daskalopoulou ◽  
Graciela Muniz Terrera ◽  
Martin Prince ◽  
Matthew Prina
Keyword(s):  
Cohort Studies ◽  
Healthy Aging ◽  
Effect Sizes ◽  
Future Research ◽  
Multilevel Regression ◽  
Differential Impact ◽  
Regression Modelling ◽  
Symposium Abstract ◽  
The Impact ◽  
Retirement Study

Abstract Several studies have investigated longitudinal changes in health status and functional ability but few have examined whether inequalities in healthy ageing varied across different countries. The aim of this study is to investigate trajectories of health metric scores (generated in previous symposium abstract) over the ageing process and examine the impact of education and wealth on the trajectories across eight cohorts in the ATHLOS consortium (N=135,828) using multilevel regression modelling. After adjusting for age, gender and study, higher levels of education (9.52; 95% CI: 9.30, 9.74) and wealth (8.06; 95% CI: 7.84, 8.28) were associated with higher baseline scores but had minimal impacts on decline rates. These effect sizes varied across different cohort studies and the inequality gradient was found to be strongest in the Health Retirement Study from US. Future research may investigate potential mechanisms which might explain the differential impact of education and wealth in different societies.

The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis

2021 ◽  
pp. 136216882199413
Author(s):  
Jui-Teng Li ◽  
Fuhui Tong ◽  
Beverly J. Irby ◽  
Rafael Lara-Alecio ◽  
Hector Rivera
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategies ◽  
English Learners ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Research Literature ◽  
School Level ◽  
Effect Sizes ◽  
Learning Context ◽  
The Impact

This meta-analysis includes experimental and quasi-experimental studies of reading interventions for English learners (ELs) coupled with four specific instructional strategies. The purposes of this meta-analysis were two-fold: (1) to identify the effects of the four instructional strategies (i.e. scaffolding, graphic organizers, interactive read aloud, and leveled questions) on ELs’ reading comprehension; and (2) to evaluate the combined effect of these four strategies when used together on ELs’ reading comprehension. In addition to considering that different studies might have varying effect sizes on ELs’ reading comprehension, we also conducted moderator analyses to explore potential moderators that might affect the variation between selected studies. Our moderators were school level, intervention duration, language learning context, and sample size. After an extensive search of research literature, 23 studies were identified that met the inclusion criteria of this meta-analysis study with a total of 2,284 participants. Mean effect sizes among these studies ranged from –.05 to 2.23, depending on instructional strategies. These studies were associated with increased reading comprehension across varied school levels, methodological features, and settings. Our findings showed that each of the four instructional strategies is beneficial for ELs’ reading comprehension. We also found an additional potential benefit on ELs’ reading comprehension when these four instructional strategies are used together throughout a lesson. Our findings also revealed that intervention duration was the only significant moderator, suggesting that the longer the treatment is, the greater the impact will be on ELs’ comprehension.

scholarly journals Is Internationalization Beneficial to Innovation? Evidence from a Meta-analysis

2021 ◽  
Author(s):  
Sasa Ding ◽  
Frank McDonald ◽  
Yingqi Wei
Keyword(s):  
Research Design ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Future Research ◽  
Causal Inferences ◽  
Analytical Review ◽  
Key Aspects ◽  
The Impact ◽  
Design Factors

AbstractThis paper conducts a meta-analytical review to examine the impact of internationalization on innovation, with particular attention to the role of research design factors that may confound causal inferences. The existing literature is examined (1) to determine the average effect of internationalization on innovation and (2) to assess how variations in key aspects of research design has affected results. Analysis of 99 studies reveals that the effects of internationalization on innovation are diverse but are generally positive, albeit the effect sizes are mostly small to moderate. The inferred magnitude of such effects is influenced by research design factors and that country-context matters. The results suggest that internationalization measurements, data characteristics and statistical artifacts affect the variations in effect sizes. We conclude with a discussion of opportunities and challenges in future research on the internationalization-innovation nexus.

Beyond Comprehension Strategy Instruction: What's Next?

2017 ◽  
Vol 48 (2) ◽  
pp. 84-91 ◽  
Author(s):  
Amy M. Elleman ◽  
Donald L. Compton
Keyword(s):  
Reading Comprehension ◽  
Analogical Reasoning ◽  
Knowledge Building ◽  
Strategy Instruction ◽  
Language Instruction ◽  
Future Research ◽  
Comprehension Instruction ◽  
Comprehension Strategy Instruction ◽  
Research And Practice ◽  
The Impact

Purpose In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. Method We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. Results We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes. Conclusions Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

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