scholarly journals A-83 The Applicability of the Word Accentuation Test (WAT) in a Diverse Spanish Speaking Population: A Pilot Study

2019 ◽  
Vol 34 (6) ◽  
pp. 943-943
Author(s):  
D Gonzalez ◽  
R Facchini ◽  
C Marquez ◽  
D Masur ◽  
J McGinley ◽  
...  
Keyword(s):  
Pilot Study ◽  
Medical Center ◽  
Spanish Speakers ◽  
Severe Dementia ◽  
Spanish Speaking ◽  
Montefiore Medical ◽  
Valid Estimate ◽  
Neuropsychological Evaluations ◽  
Vocabulary Subtest ◽  
Spanish Speaking Population

Abstract Objective A valid estimate of premorbid ability (PA) is important when attempting to identify cognitive decline. Measures of PA in English have been widely validated, but there is a lack of PA instruments for Spanish speakers. The findings of a pilot study assessing the feasibility of using the Word Accentuation Test (WAT) as a PA measure in a diverse, traditionally underserved, Spanish speaking population are described. Method The WAT was administered as part of comprehensive neuropsychological evaluations and neurobehavioral status exams (NBSE) completed with Spanish speaking patients at Montefiore Medical Center (MMC) in a 6-month period. Sixty-one patients completed the WAT- 12 as part of comprehensive testing (mean age 60 (SD 11.05) range 43-80, 67% female) and 49 during NBSEs within the context of multidisciplinary memory disorders clinics (mean age 74.35 (SD 8.60) range 51-93, 80% female). T-tests and correlations with WAT performances were completed. Results Overall, our population correctly read an average of 19.67 (SD 7.61) words. There was no statistical difference by gender or age, but years of education predicted WAT performance (p = .004). For those individuals who had comprehensive cognitive evaluations, WAT scores were correlated with performance on the vocabulary subtest of the EIWA-III (p = .003). All patients without severe dementia were able to complete the task. Conclusions Analysis of pilot data from our diverse Spanish population demonstrated that the WAT is an PA appropriate task that appears to have good correlation with years of education and vocabulary performance. Additional research is necessary to validate the measure in this cohort and other cohorts.

scholarly journals Spanish adaptation of the Ambivalent Classism Inventory (ACI)

2021 ◽  
Vol 53 ◽  
Author(s):  
Mario Sainz ◽  
◽  
Roberto M. Lobato ◽  
Gloria Jiménez-Moya ◽  
◽  
...  
Keyword(s):  
Factor Structure ◽  
Spanish Speakers ◽  
English Speakers ◽  
Poor People ◽  
Negative Consequences ◽  
Divergent Validity ◽  
Spanish Speaking ◽  
The Poor ◽  
Convergent And Divergent Validity ◽  
Spanish Speaking Population

Introduction: Hostile and benevolent classism influence the derogation of poor people and groups, with negative consequences. The present study aims to adapt and validate the Ambivalent Classism Inventory (ACI) to obtain an adequate tool for expanding research on this topic among the Spanish-speaking population. Method: Toward this end, the researchers back-translated the ACI version originally developed for English speakers. Exploratory and confirmatory analyses verify the ACI’s reliability and factor structure with a sample of Mexican participants. Results: The results demonstrated that the adapted scale’s psychometric properties are acceptable. Its original and factor structure are similar to those of the original scale:hostile classism (12 items), protective paternalism (4 items), and complementary class differentiation (4 items). Furthermore, the study tests the convergent and divergent validity of the scale´s sub-dimensions concerning other ideological and socioeconomic variables. Conclusion:The proposed ACI adaptation should contribute to understanding attitudes toward the poor as well as their consequences among Spanish speakers.

Abstract TP283: Association Between Spanish Language and Emergency Medical Service Use in Ischemic Stroke Patients Treated with IV-tPA

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Sara K Rostanski ◽  
Benjamin R Kummer ◽  
Joshua I Stillman ◽  
Randolph S Marshall ◽  
Olajide Williams ◽  
...  
Keyword(s):  
Ischemic Stroke ◽  
Service Use ◽  
Medical Center ◽  
Academic Medical Center ◽  
Spanish Speakers ◽  
Primary Language ◽  
Spanish Speaking ◽  
Emergency Medical ◽  
Academic Medical ◽  
Iv Tpa

Introduction: Use of emergency medical services (EMS) is associated with decreased door-to-needle time in acute ischemic stroke. While racial and ethnic disparities in EMS use are well documented, the role of patient language in EMS use has been understudied. We sought to characterize EMS use by patient language among IV-tPA treated patients at a single center with a large Spanish-speaking patient population. Methods: We identified all patients who received IV-tPA over five years (7/2011-6/2016) at an academic medical center in New York City. Primary language, EMS use, pre-notification, and patient demographics were recorded from the EMR. We compared baseline characteristics, EMS use, and stroke pre-notification between English and Spanish-speaking patients. Logistic regression was used to measure the association between primary patient language and EMS use, adjusting for potential confounders. Results: Over the study period, 391 patients received IV-tPA; 208 (53%) primarily spoke English and 174 (45%) primarily spoke Spanish. Nine patients (2%) spoke other languages and were excluded. Mean age (66 vs. 69, p=0.09), male sex (43% vs. 33%, p=0.05) and median NIHSS (7 vs. 6, p=0.12) did not differ between English and Spanish-speaking patients. Of the 380 (97%) patients with EMS data, EMS use was higher among Spanish-speaking patients (69% vs. 80%, p<0.01). Pre-notification did not differ by language (63% vs. 61%, p=0.8). In a multivariable model adjusting for age, sex, and initial NIHSS, Spanish speakers remained more likely to use EMS (OR 1.9, 95% CI 1.1-3.2, p=0.02). Conclusion: Among patients treated with IV-tPA at an urban academic medical center, EMS usage was higher in Spanish-speakers compared to English-speakers. Although language is not an exact surrogate for ethnicity, these findings are in contrast to previously published work demonstrating low rates of EMS usage among Hispanics. Future studies should evaluate differences in EMS utilization according to primary language as well as ethnicity.

Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate

2016 ◽  
Vol 1 (5) ◽  
pp. 41-49
Author(s):  
Ellen Moore
Keyword(s):  
Cleft Palate ◽  
The United States ◽  
Culturally Competent ◽  
Speech Language Pathology ◽  
Spanish Speaking ◽  
Appropriate Treatment ◽  
Oral Pressure ◽  
Language Pathology ◽  
History Of ◽  
Spanish Speaking Population

As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.

scholarly journals Validity of the Danish Physical Activity Scale, adapted to Spanish speaking population

2021 ◽  
Vol 53 (5) ◽  
pp. 101949
Author(s):  
Ana M. Valles-Medina ◽  
Sergio I. Castillo-Anaya ◽  
Thelma L. Sevilla-Mena ◽  
Mette Aadahl
Keyword(s):  
Physical Activity ◽  
Spanish Speaking ◽  
Activity Scale ◽  
Spanish Speaking Population ◽  
Physical Activity Scale

scholarly journals The Impact of Enhanced Antimicrobial Stewardship Support on Antibiotic Starts in Long-Term Care Facilities

2020 ◽  
Vol 41 (S1) ◽  
pp. s527-s527
Author(s):  
Gabriela Andujar-Vazquez ◽  
Kirthana Beaulac ◽  
Shira Doron ◽  
David R Snydman
Keyword(s):  
Public Health ◽  
Pilot Study ◽  
Infection Control ◽  
Antimicrobial Stewardship ◽  
Long Term Care ◽  
Medical Center ◽  
Term Care ◽  
Care Facilities ◽  
The Impact

Background: The Tufts Medical Center Antimicrobial Stewardship (ASP) Team has partnered with the Massachusetts Department of Public Health (MDPH) to provide broad-based educational programs (BBEP) to long-term care facilities (LTCFs) in an effort to improve ASP and infection control practices. LTCFs have consistently expressed interest in individualized and hands-on involvement by ASP experts, yet they lack resources. The goal of this study was to determine whether “enhanced” individualized guidance provided by an ASP expert would lead to antibiotic start decreases in LTCFs participating in our pilot study. Methods: A pilot study was conducted to test the feasibility and efficacy of providing enhanced ASP and infection control practices to LTCFs. In total, 10 facilities already participating in MDPH BBEP and submitting monthly antibiotic start data were enrolled, were stratified by bed size and presence of dementia unit, and were randomized 1:1 to the “enhanced” group (defined as reviewing protocols and antibiotic start cases, providing lectures and feedback to staff and answering questions) versus the “nonenhanced” group. Antibiotic start data were validated and collected prospectively from January 2018 to July 2019, and the interventions began in April 2019. Due to staff turnover and lack of engagement, intervention was not possible in 2 of the 5 LTCFs randomized to the enhanced group, which were therefore analyzed as a nonenhanced group. An incidence rate ratios (IRRs) with 95% CIs were calculated comparing the antibiotic start rate per 1,000 resident days between periods in the pilot groups. Results: The average bed sizes for enhanced groups versus nonenhanced groups were 121 (±71.0) versus 108 (±32.8); the average resident days per facility per month were 3,415.7 (±2,131.2) versus 2,911.4 (±964.3). Comparatively, 3 facilities in the enhanced group had dementia unit versus 4 in the nonenhanced group. In the per protocol analysis, the antibiotic start rate in the enhanced group before versus after the intervention was 11.35 versus 9.41 starts per 1,000 resident days (IRR, 0.829; 95% CI, 0.794–0.865). The antibiotic start rate in the nonenhanced group before versus after the intervention was 7.90 versus 8.23 antibiotic starts per 1,000 resident days (IRR, 1.048; 95% CI, 1.007–1.089). Physician hours required for ASP for the enhanced group totaled 8.9 (±2.2) per facility per month. Conclusions: Although the number of hours required for intervention by an expert was not onerous, maintaining engagement proved difficult and in 2 facilities could not be achieved. A statistically significant 20% decrease in the antibiotic start rate was achieved in the enhanced group after interventions, potentially reflecting the benefit of enhanced ASP support by an expert.Funding: This study was funded by the Leadership in Epidemiology, Antimicrobial Stewardship, and Public Health (LEAP) fellowship training grant award from the CDC.Disclosures: None

Diabetes self-management among low-income spanish-speaking patients: A pilot study

2005 ◽  
Vol 29 (3) ◽  
pp. 225-235 ◽  
Author(s):  
Milagros C. Rosal ◽  
Barbara Olendzki ◽  
George W. Reed ◽  
Olga Gumieniak ◽  
Jeffrey Scavron ◽  
...  
Keyword(s):  
Pilot Study ◽  
Low Income ◽  
Self Management ◽  
Spanish Speaking

Classroom Instruction for Young Spanish Speakers

1974 ◽  
Vol 41 (1) ◽  
pp. 16-19
Author(s):  
Joyce Evans ◽  
A. E. Guevara
Keyword(s):  
Mexican American ◽  
English Language ◽  
Cultural Background ◽  
Spanish Speakers ◽  
Instructional Materials ◽  
Bilingual Instruction ◽  
Spanish Speaking ◽  
Spanish Speaker ◽  
American Children ◽  
Certified Teacher

Bilingual instruction for the education of Mexican American children, particularly instruction in Spanish, is a problem in many parts of the country. Instructional materials developed specifically for the Spanish speaking child are not always available and a literal translation of English language materials into Spanish may be inadequate and/or inaccurate. Programs designed for the Spanish speaker and taught by a certified teacher who is bilingual are preferable. When this is not immediately possible, temporary solutions or arrangements can be implemented within schools and/or preschool centers in order to build upon the child's native language and cultural background.

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