Patterns of Asthma Medication Use across the Transition to High School

Abstract Objective Adherence to asthma controller medications is suboptimal among adolescents. We evaluated predictors of adherence and longitudinal patterns of medication use between 8th and 10th grade among a sample of youth of diverse race/ethnicity. Methods Eighth graders with asthma on controller medications (N = 62; 40.0% non-Latino white; 23.7% Black; 37.3% Latino; 37.3% female) completed measures of medication beliefs, responsibility for asthma management, and family cohesion. Objective methods tracked medication use longitudinally. Results Adherence declined during the high school transition, from 48.0% in eighth grade to 34.1% in tenth grade (F = 5.35, p < .01). Males had lower adherence (b = −10.11, SE = 5.37, p = .02, f2 = 0.11), as did Latino youth (b = −12.21, SE = 8.23, p = .03, f2 = 0.12). Family cohesion was associated with higher adherence (b = 4.38, SE = 1.98, p = .04, f2 = 0.06). Latent class models (LCMs) suggested a three-class model of longitudinal adherence patterns. This included low, declining adherence (Class 1 = 29%; higher proportion male, p = .02), high, sustained adherence (Class 2 = 26%, high family cohesion, p = .05, higher proportion female, p = .02), and low, sustained adherence (Class 3 = 45%; higher proportion Latino, p = .05, higher proportion male, p = .02). Conclusions Asthma medication adherence declined between 8th and 10th grade. LCMs indicated some youth have stable patterns of adherence (high or low), whereas others demonstrate declines. Gender differences were observed, and family cohesion was associated with higher, sustained adherence. Interventions building on family resources and targeting the barriers adolescents face are necessary to improve asthma management during this vulnerable period.

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Medication Errors in Adolescents Using Asthma Controller Medications

Global Pediatric Health ◽

10.1177/2333794x20981341 ◽

2020 ◽

Vol 7 ◽

pp. 2333794X2098134

Author(s):

Henry Clark ◽

Delesha Carpenter ◽

Kathleen Walsh ◽

Scott A. Davis ◽

Nacire Garcia ◽

...

Keyword(s):

Medical Record ◽

Medication Errors ◽

Medication Use ◽

Persistent Asthma ◽

Cross Sectional Study ◽

Asthma Medication ◽

Sectional Study ◽

Cross Sectional ◽

Controller Medication ◽

Controller Medications

The purpose of this study was to describe the number and types of errors that adolescents and caregivers report making when using asthma controller medications. A total of 319 adolescents ages 11 to 17 with persistent asthma and their caregivers participated in this cross-sectional study. Adolescent and caregiver reports of asthma medication use were compared to the prescribed directions in the medical record. An error was defined as discrepancies between reported use and the prescribed directions. About 38% of adolescents reported 1 error in using asthma controller medications, 16% reported 2 errors, and 5% reported 3 or more errors. About 42% of caregivers reported 1 error in adolescents using asthma controller medications, 14% reported 2 errors, while 6% reported 3 or more errors. The type of error most frequently reported by both was not taking the medication at all. Providers should ask open-ended questions of adolescents with asthma during visits so they can detect and educate families on how to overcome errors in taking controller medication use.

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Asthma Medication Use Drops Following Tonsillectomy

Family Practice News ◽

10.1016/s0300-7073(06)73049-3 ◽

2006 ◽

Vol 36 (8) ◽

pp. 62

Author(s):

MICHELE G. SULLIVAN

Keyword(s):

Medication Use ◽

Asthma Medication

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THE READABILITY OF READING TEXTS IN ENGLISH TEXTBOOK FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KABANJAHE 2016/2017

10.24114/reg.v6i3.6709 ◽

2017 ◽

Vol 6 (3) ◽

Author(s):

Rinaldi Masda Syahputra And Johan Sinulingga

Keyword(s):

High School ◽

Elementary School ◽

High School Students ◽

School Students ◽

10Th Grade ◽

8Th Grade ◽

English Textbooks ◽

Readability Formula ◽

Reading Texts

This research analyzed the readability of reading texts taken from English textbooks for grade VIII students of SMP Negeri 1 Kabanjahe of 2016/2017 entitled English in Focus published by Pusat Perbukuan Departemen Pendidikan Nasional. Being important a textbook as the most used in sources of a class, textbook should be readable and appropriate for the students especially for the reading texts inside it. The goal of this research was to find out how is the readability of those reading texts in the textbook.To describe and investigate the readability, this research used a readability formula measurement called SMOG Grading Formula which is found by G. Harry Mc. Laughlin. The source of the data were 20 reading texts taken randomly from English in Focus textbook.The major findings of the study showed that the readability of 20 reading texts were in the variety level for students within 5th elementary school to the 10th grade high school students level, and it found that 13 of 20 reading texts or about 65% of the data are appropriate for the 8th grade students who are the user of the book. Meanwhile, this research also found reading texts which are not appropriate for the students. There are 3 reading texts are too easy and 4 are too difficult for them. So, 35% reading texts in the data is not appropriate for 8th grade students.

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Developmental Measurement of Mental Attention

International Journal of Behavioral Development ◽

10.1177/016502549401700110 ◽

1994 ◽

Vol 17 (1) ◽

pp. 161-200 ◽

Cited By ~ 66

Author(s):

Juan Pascual-Leone ◽

Raymond Baillargeon

Keyword(s):

Latent Class ◽

Latent Class Models ◽

Categorical Data Analysis ◽

Test Items ◽

Mental Demand ◽

Mental Attention ◽

Constructivist Model ◽

Discrete Manner ◽

Analysis System ◽

Data Analysis System

A dialectical constructivist model of mental attention ("effort") and of working memory is briefly presented, and used to explicate subjects' processing in misleading test items. We illustrate with task analyses of the Figural Intersections Test (FIT). We semantically derive a set of 10 Theoretical Structural Predictions (TSP) that stipulate relations between mental attentional resources (mental-power: Mp) and the systematically varied mental demand of items (mental-demand: Md), as they jointly codetermine probable performance (conditional probabilities of passing and failing). These predictions are evaluated on first approximation using a known family of ordered Latent Class models, all probabilistic versions of Guttman's unidimensional scale. Parameters of these models were estimated using the Categorical Data Analysis System of Eliason (1990). Main results are: (1) Data fit Lazarsfeld's latent-distance model, providing initial support for our 10 predictions; (2) The M-power of children (latent Mp-classes) when assessed behaviourally may increase with age in a discrete manner, and have the potential to generate interval scales of measurement; (3) In the light of our results what statisticians often consider "error of measurement" appears (in part) to be signal, not noise: The organismic signal of misleading (Y-) processes that in their dialectical (trade-off) interaction with success-producing (X-) processes generate performance.

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Stepfamily Involvement in and out of School and (Step)children’s College Preparation Behaviors: A Latent Cluster Analysis

Journal of Family Issues ◽

10.1177/0192513x21993874 ◽

2021 ◽

pp. 0192513X2199387

Author(s):

Jacqueline Bible ◽

David T. Lardier ◽

Frank Perrone ◽

Brad van Eeden-Moorefield

Keyword(s):

High School ◽

Cluster Analysis ◽

Longitudinal Study ◽

Latent Class Analysis ◽

College Preparation ◽

Latent Class ◽

Educational Experiences ◽

Class Analysis ◽

Out Of School

Using a latent class analysis (LCA) with data from a subsample of children in stepfamilies ( N = 6,637) from the 2009 High School Longitudinal Study (HSLS), this study examined how stepfamily involvement in their (step)child’s education in and outside of school influenced their (step)child’s college preparation. Stepfamily involvement in their (step)child’s education in school (e.g., help with homework) and outside of school (e.g., educational experiences such as going to a museum) may help overcome challenges associated with academic and college preparation for children in stepfamilies. Results broadly indicate students with higher stepfamily involvement in education in and out of school had (step)parents who believed that college was attainable, students engaged in more activities that would prepare them for their future, and students took more AP/IB level courses and tests. Together, findings suggest that stepfamily involvement in education both in and out of school is important for their (step)child’s college preparation behaviors.

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