scholarly journals Rapid assessment of rashtriya bal swasthya karyakram program implementation and beneficiary feedback at two district early intervention centers in Chhattisgarh State in India

2021 ◽  
Vol 19 (1) ◽  
pp. 3
Author(s):  
ShrutiAtul Prabhu ◽  
NikhilKeshav Shukla ◽  
MandalaSai Roshni
Keyword(s):  
Early Intervention ◽  
Program Implementation ◽  
Rapid Assessment

scholarly journals Perception and Outcome of PEM Fellows following POCUS Curriculum Implementation

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Steven Dawson ◽  
Ben Nti
Keyword(s):  
Program Implementation ◽  
Curriculum Implementation ◽  
Point Of Care ◽  
Rapid Assessment ◽  
Image Interpretation ◽  
Pediatric Emergency ◽  
Comfort Level ◽  
Average Score ◽  
Implementation Barriers ◽  
Point Of Care Ultrasonography

Introduction: Point-of-care ultrasonography (POCUS) in the emergency department provides the clinician with a real-time, non-invasive and rapid assessment of their patients. Currently, there is a lack of published POCUS curriculum guidelines for pediatric emergency medicine (PEM) trainees. In this regard, we developed a POCUS curriculum for fellows at a newly established PEM fellowship at our institution to understand their perception and its effectiveness. Methods: We enrolled all current PEM fellows (n = 4) who had limited to no prior experience with POCUS to participate in program implementation in January 2018. Their progress was followed over time until graduation. The curriculum included didactics hands-on training in the presence (supervised) and absence (solo) of an expert instructor. In addition to the curriculum, the fellows were also required to complete a pre- and post-survey assessment. Results: Before curriculum implementation, barriers of POCUS common to all fellows (100%) included image interpretation and comfort level. Conversely, this improved with only 1 fellow (25%) suggesting these barriers. Interestingly, nearly all fellows (75%) found POCUS to be time-consuming following the curriculum implementation. Knowledge-base assessment showed improvement from an average score of 50% pre-test versus 79% post-test. The number of scans increased with time, but qualitative measures of image acquisition had a minimal improvement on a self-assessment quality assurance (QA) Likert scale. Average solo QA rating by an expert was higher (Mean 3.23 + SEM 0.15) than the average by the fellows' selfassessment (3.07 + 0.18). Overall sensitivity of POCUS examinations was 90.32% (61.92%93.07%) and specificity was 99.11% (94.07%-99.57%). Conclusion: POCUS curriculum implementation can improve the PEM fellow's skills while enhancing their experience. While there are challenges for the utilization of POCUS, this study shows that the implementation of such a curriculum may have a positive effect on skill, knowledge development as well as perception.

Zone-axis ALCHEMI for the rapid assessment of site occupancies in garnets

1986 ◽  
Vol 44 ◽  
pp. 706-707
Author(s):  
M.T. Otten ◽  
P.R. Buseck
Keyword(s):  
Single Crystals ◽  
Rapid Assessment ◽  
Site Occupancy ◽  
Zone Axis ◽  
Synthetic Compounds ◽  
X Ray ◽  
Large Group ◽  
Crystallographic Planes

ALCHEMI (Atom Location by CHannelling-Enhanced Microanalysis) is a TEM technique for determining site occupancies in single crystals. The method uses the channelling of incident electrons along specific crystallographic planes. This channelling results in enhanced x-ray emission from the atoms on those planes, thereby providing the required site-occupancy information. ALCHEMI has been applied with success to spinel, olivine and feldspar. For the garnets, which form a large group of important minerals and synthetic compounds, the channelling effect is weaker, and significant results are more difficult to obtain. It was found, however, that the channelling effect is pronounced for low-index zone-axis orientations, yielding a method for assessing site occupancies that is rapid and easy to perform.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

Bottom Line: Who Pays the Bill for Early Intervention Services?

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 26-27
Author(s):  
Janet McCarty ◽  
Laurie Havens
Keyword(s):  
Early Intervention ◽  
Private Insurance ◽  
Infants And Toddlers ◽  
Bottom Line ◽  
Early Intervention Services ◽  
Intervention Services

Medicaid, federal education funds and private insurance all cover the costs of speech-language and hearing services for infants and toddlers. Learn who pays for what.

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