#3118 Tic-severity moderators: a systematic review on the subjectivity of external and internal factors in moderating tic-severity in Tourette’s syndrome

2021 ◽  
Vol 92 (8) ◽  
pp. A10.2-A11
Author(s):  
Francesca Conti ◽  
Himanshu Tyagi
Keyword(s):  
Meta Analysis ◽  
Subjective Effects ◽  
Holistic Approach ◽  
Research Literature ◽  
Future Research ◽  
Internal Factors ◽  
Moderating Variables ◽  
Assessment And Treatment ◽  
Tic Severity ◽  
Neutral Effect

ObjectivesChanges in the severity of tics in Tourettes syndrome (TS), as seen with variations in the intensity or frequency of tics, can be moderated by a variety of independent simple or complex factors suchasexternalorinternalstimulioverlaidwithpsychologicalandphysiological variables. Identifying such moderators has important clinical implications as it can aid clinicians in adjusting interventions. Here we review research literature related to tic-severity moderators and their tic-worsening, tic-improving and neutral effects in individuals with TS with the aim to create a clinical inventory of moderating variables.MethodsA literature search using terms relating to tic severity, tic frequency, factors and moderators was conducted on Ovid Medline, Psych Info, APA Psych Articles, ProQuest,Scopus and PubMed following PRISMA guidelines. The criteria for this review included any published study, review and meta-analysis after the last review in 2008, investigating external and internal factors that had a tic-worsening, improving or neutral effect on children, adolescents or adults with TS and comorbidities.Results225 studies were initially identified after deduplication. A variety of tic severity moderators were identified with the most prominent being the effects of exe, sleep, distraction and comorbidities such as ADHD. However, an interesting finding was the high variability in these tic-moderating effects, as the same factor was tic-worsening in some patients and tic-improving in others, highlighting the subjectivity of these effects on tic severity. It was also noted that most of there viewed research did not report the possibility of a neutral effect.ConclusionsAs previous research has looked at these moderators in a dichotomous way, clinicians and researchers should be made more aware of the existence and variability of these tic severity moderators and of their highly subjective effects. This also has important, direct implications for the psychological assessment and treatment of tics. This review invites future research and clinicians to take this holistic approach on the effects ontic severity into consideration.

scholarly journals A clinical inventory of moderators of tic severity in Tourette's Syndrome

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S245-S246
Author(s):  
Francesca Conti ◽  
Himanshu Tyagi
Keyword(s):  
Thematic Analysis ◽  
Subjective Effects ◽  
Tourette's Syndrome ◽  
Tourette’S Syndrome ◽  
Moderating Variables ◽  
Mesh Terms ◽  
Academic Activities ◽  
Tic Severity ◽  
Peer Victimisation ◽  
Watching Tv

AimsChanges in the severity of tics in Tourette's syndrome (TS), as seen with variations in the intensity or frequency of tics, can be moderated by a variety of independent factors such as external or internal stimuli. Identifying such moderators has important clinical implications as it can aid clinicians in adjusting interventions. Hence, based on our previous review of tic-severity moderators, we developed a clinical inventory of moderating variables for motor and vocal tics for inclusion in the new version of the Queen Square Proforma for Tourette's Syndrome to aid initial assessments in the National Tourette Syndrome Service's Outpatient Clinic for Adults.MethodA review of tic-severity moderators was previously carried out by the authors to investigate the kinds of moderators and their worsening, improving or neutral effects on tic severity. Based on this a semantic thematic analysis of the identified moderators was carried out and themes were developed based on appropriate and relevant MeSH terms in order to create the categories and items of the clinical inventory.ResultSeventy-three different tic severity moderators were identified, the most common being exercise, sleep, peer victimisation, psychosocial stress, watching TV, academic activities and distraction. Twenty-nine themes emerged from the thematic analysis which were then used to update the clinical inventory of tic severity moderators. The review also highlighted the subjectivity of these moderators’ effects on tic severity as some moderators were tic-worsening in some individuals and tic-improving or neutral in others, which is contrary to the current dichotomous understanding.ConclusionThe updated clinical inventory of tic severity moderators invites researchers and clinicians to be more aware of the existence, variability and subjective effects of these tic severity moderators in individuals with TS, as these have been previously looked in a dichotomous way. By better identifying tic-severity moderators and their worsening, improving or neutral effects on tic severity this clinician rated inventory will have potentially important, direct implications for the management and treatment of tics.

Trends and Developments in the Literature on Community Libraries in Africa

Libri ◽  
2014 ◽  
Vol 64 (4) ◽  
Author(s):  
Espen Stranger-Johannessen
Keyword(s):  
Meta Analysis ◽  
Academic Research ◽  
Community Support ◽  
Research Literature ◽  
Empirical Literature ◽  
Future Research ◽  
Limited Attention ◽  
Theoretical Frameworks ◽  
Starting Point ◽  
Community Libraries

AbstractCommunity libraries in Africa are growing in number, and are increasingly subject to academic research. The literature on community libraries spans 30 years, and this review shows how there has been a shift from conceptual to empirical publications. The early, conceptual literature stressed that community libraries should be by and for the community, support development, actively reach out, and provide relevant materials. These publications can to some extent be seen as reactions to the colonial legacy that national library services carried on after independence. The empirical research was analyzed using Kuhlthau’s (1999) framework for school libraries as a starting point. The major function of this framework is to provide a meta-analysis of the research, and further to relate this meta-analysis to the larger context in which this research is situated. The empirical literature reported mainly on student use. Much of the literature addressed lower-level issues, skills and outcomes, such as materials offered or borrowed, increased reading, and change in attitudes. However, limited attention was given to utilisation as an outcome. Attempts to find a causal relationship between library use and improved grades have been inconclusive. A major limitation of this framework is that it does not address the community aspect of these libraries that the empirical literature emphasized. This dual aspect of community libraries merits further exploration, and there is a need to develop theoretical frameworks that fit better with the realities of African communities and their libraries. There is also need for more research comparing community libraries across countries as well as within countries. The scholarly significance of this study is that is provides a comprehensive, critical review of the literature on community libraries in Africa and identifies caveats in the research literature. This will support future research on community libraries in Africa, an under-researched area.

scholarly journals A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110591
Author(s):  
Dennis Murphy Odo
Keyword(s):  
Word Reading ◽  
Meta Analysis ◽  
Research Literature ◽  
Future Research ◽  
Instructional Interventions ◽  
Phonics Instruction ◽  
L2 Reading ◽  
Beginning Learners ◽  
Phonics Intervention ◽  
The Impact

Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies containing 3,841 participants in total. Effect sizes were recorded for the effect of various PA and/or phonics instructional interventions on word and pseudo word reading. Results demonstrated that L2 PA and phonics instruction has a moderate effect on L2 word reading ( g = 0.53) and a large effect on pseudo word reading ( g = 1.51). Moderator analyses revealed effects of a number of moderators including testing method, type of PA/phonics intervention, and context where the intervention occurred. Based upon these conclusions, policymakers and educators can provide beginning learners of English as an L2 with PA and phonics instruction that will enable them to read, understand and enjoy English better. Future research should also strive to adhere to more stringent standards of excellence in educational research.

scholarly journals The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Peipei Mao ◽  
Zhihui Cai ◽  
Jinbo He ◽  
Xinjie Chen ◽  
Xitao Fan
Keyword(s):  
Academic Achievement ◽  
Science Achievement ◽  
Meta Analysis ◽  
Research Literature ◽  
Effect Sizes ◽  
Future Research ◽  
School Students ◽  
Societal Relevance ◽  
The Relationship ◽  
Attitude Toward Science

Science education is attracting increasing attention and many researchers focus on the issue about the attitude-achievement relationship in science, but there is still no consistent conclusion. By using a three-level meta-analytic approach, the aim of the current study was to investigate the relationship between attitude toward science and academic achievement in learning science among primary and secondary school students, and to explore if some study characteristics could have contributed to the inconsistent findings with regard to this relationship as observed in the research literature. A total of 37 studies with 132 effect sizes involving a total of 1,042,537 participants were identified. The meta-analytic results revealed that there was an overall positive and moderate relationship between attitude toward science and learning achievement in science (r = 0.248, p < 0.001). The results further found that this association was moderated by the type of attitude and larger effect sizes were shown in self-efficacy than in interest, societal relevance of attitude toward science, and mixed attitude. Moreover, the effect sizes of studies with unstandardized measure to assess science achievement were larger than those with standardized measure. Possible explanations for these findings and its implications for future research directions were also discussed in this review.

scholarly journals Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis

2017 ◽  
Vol 51 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Sarah G. Wood ◽  
Jerad H. Moxley ◽  
Elizabeth L. Tighe ◽  
Richard K. Wagner
Keyword(s):  
Reading Comprehension ◽  
Meta Analysis ◽  
Read Aloud ◽  
Future Research ◽  
Text To Speech ◽  
Speech Technology ◽  
Random Effects Models ◽  
Written Text ◽  
Moderating Variables ◽  
Weighted Effect Size

Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students’ reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at improving reading comprehension. This study addresses this gap in the research by conducting a meta-analysis on the effects of text-to-speech technology and related read-aloud tools on reading comprehension for students with reading difficulties. Random effects models yielded an average weighted effect size of ([Formula: see text] = .35, with a 95% confidence interval of .14 to .56, p < .01). Moderator effects of study design were found to explain some of the variance. Taken together, this suggests that text-to-speech technologies may assist students with reading comprehension. However, more studies are needed to further explore the moderating variables of text-to-speech and read-aloud tools’ effectiveness for improving reading comprehension. Implications and recommendations for future research are discussed.

scholarly journals Athletes’ Age, Sex, and Years of Education Moderate the Acute Neuropsychological Impact of Sports-Related Concussion: A Meta-analysis

2013 ◽  
Vol 20 (1) ◽  
pp. 64-80 ◽  
Author(s):  
Brooke K. Dougan ◽  
Mark S. Horswill ◽  
Gina M. Geffen
Keyword(s):  
Meta Analysis ◽  
Return To Play ◽  
Future Research ◽  
Post Injury ◽  
Research Directions ◽  
Moderating Variables ◽  
Neuropsychological Dysfunction ◽  
Systematic Effects ◽  
Future Research Directions ◽  
Time Since Injury

AbstractThe objective of this study is to determine which pre-existing athlete characteristics, if any, are associated with greater deficits in functioning following sports-related concussion, after controlling for factors previously shown to moderate this effect (e.g., time since injury). Ninety-one independent samples of concussion were included in a fixed+systematic effects meta-analysis (n = 3,801 concussed athletes; 5,631 controls). Moderating variables were assessed using analogue-to-ANOVA and meta-regression analyses. Post-injury assessments first conducted 1–10 days following sports-related concussion revealed significant neuropsychological dysfunction, postural instability and post-concussion symptom reporting (d = −0.54, −1.10, and −1.14, respectively). During this interval, females (d = −0.87), adolescent athletes competing in high school competitions (d = −0.60), and those with 10 years of education (d = −1.32) demonstrated larger post-concussion neuropsychological deficits than males (d = −0.42), adults (d = −0.25), athletes competing at other levels of competition (d = −0.43 to −0.41), or those with 16 years of education (d = −0.15), respectively. However, these sub-groups’ differential impairment/recovery beyond 10 days could not be reliably quantified from available literature. Pre-existing athlete characteristics, particularly age, sex and education, were demonstrated to be significant modifiers of neuropsychological outcomes within 10 days of a sports-related concussion. Implications for return-to-play decision-making and future research directions are discussed. (JINS, 2013, 19, 1–17).

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

Roles of externalisation activities in the design process

2016 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Maral Babapour Chafi
Keyword(s):  
Design Process ◽  
Design Research ◽  
Research Literature ◽  
Physical Models ◽  
Future Research ◽  
Knowledge Gaps ◽  
Design Processes ◽  
Digital Modelling

Designers engage in various activities, dealing with different materials and media to externalise and represent their form ideas. This paper presents a review of design research literature regarding externalisation activities in design process: sketching, building physical models and digital modelling. The aim has been to review research on the roles of media and representations in design processes, and highlight knowledge gaps and questions for future research.

Chasing the Anchor: A Systematic Review and Meta-analysis of Perceptual Anchoring Deficits in Developmental Dyslexia

2020 ◽  
Author(s):  
Kurt D Shulver ◽  
Nicholas A Badcock
Keyword(s):  
Systematic Review ◽  
Reading Ability ◽  
English Language ◽  
Prediction Interval ◽  
Meta Analysis ◽  
Visual Assessment ◽  
Individual Performance ◽  
Future Research ◽  
Significant Heterogeneity ◽  
Eligibility Criteria

We report the results of a systematic review and meta-analysis investigating the relationship between perceptual anchoring and dyslexia. Our goal was to assess the direction and degree of effect between perceptual anchoring and reading ability in typical and atypical (dyslexic) readers. We performed a literature search of experiments explicitly assessing perceptual anchoring and reading ability using PsycInfo (Ovid, 1860 to 2020), MEDLINE (Ovid, 1860 to 2019), EMBASE (Ovid, 1883 to 2019), and PubMed for all available years up to June (2020). Our eligibility criteria consisted of English-language articles and, at minimum, one experimental group identified as dyslexic - either by reading assessment at the time, or by previous diagnosis. We assessed for risk of bias using an adapted version of the Newcastle-Ottawa scale. Six studies were included in this review, but only five (n = 280 participants) were included in the meta-analysis (we were unable to access the necessary data for one study).The overall effect was negative, large and statistically significant; g = -0.87, 95% CI [-1.47, 0.27]: a negative effect size indicating less perceptual anchoring in dyslexic versus non-dyslexic groups. Visual assessment of funnel plot and Egger’s test suggest minimal bias but with significant heterogeneity; Q (4) = 9.70, PI (prediction interval) [-2.32, -0.58]. The primary limitation of the current review is the small number of included studies. We discuss methodological limitations, such as limited power, and how future research may redress these concerns. The variability of effect sizes appears consistent with the inherent variability within subtypes of dyslexia. This level of dispersion seems indicative of the how we define cut-off thresholds between typical reading and dyslexia populations, but also the methodological tools we use to investigate individual performance.

Autobiographical Memory Impairments as a Transdiagnostic Feature of Mental Illness: A meta-analysis of autobiographical memory specificity and overgenerality amongst people with psychiatric diagnoses

2020 ◽  
Author(s):  
Tom Joseph Barry ◽  
David John Hallford ◽  
Keisuke Takano
Keyword(s):  
Autobiographical Memory ◽  
Memory Retrieval ◽  
Keyword Search ◽  
Meta Analysis ◽  
Future Research ◽  
Psychiatric Diagnoses ◽  
Schizophrenia Spectrum Disorders ◽  
Memory Impairments ◽  
Memory Specificity ◽  
Causal Mechanisms

Decades of research has examined the difficulty that people with psychiatric diagnoses, such as Major Depressive Disorder, Schizophrenia Spectrum Disorders, and Posttraumatic Stress Disorder, have in recalling specific autobiographical memories from events that lasted less than a day. Instead, they seem to retrieve general events that have occurred many times or which occurred over longer periods of time, termed overgeneral memory. We present the first transdiagnostic meta-analysis of memory specificity/overgenerality, and the first meta-regression of proposed causal mechanisms. A keyword search of Embase, PsycARTICLES and PsycINFO databases yielded 74 studies that compared people with and without psychiatric diagnoses on the retrieval of specific (k = 85) or general memories (k = 56). Multi-level meta-analysis confirmed that people with psychiatric diagnoses typically recall fewer specific (g = -0.864, 95% CI[-1.030, -0.698]) and more general (g = .712, 95% CI[0.524, 0.900]) memories than diagnoses-free people. The size of these effects did not differ between diagnostic groups. There were no consistent moderators; effect sizes were not explained by methodological factors such as cue valence, or demographic variables such as participants’ age. There was also no support for the contribution of underlying processes that are thought to be involved in specific/general memory retrieval (e.g., rumination). Our findings confirm that deficits in autobiographical memory retrieval are a transdiagnostic factor associated with a broad range of psychiatric problems, but future research should explore novel causal mechanisms such as encoding deficits and the social processes involved in memory sharing and rehearsal.

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