scholarly journals News from the Field

2018 ◽  
Vol 79 (7) ◽  
pp. 346
Author(s):  
David Free
Keyword(s):  
At Risk ◽  
Information Literacy ◽  
Digital Images ◽  
Penn State

Penn State presents information literacy awardsNewberry Library releases 200,000 digital images from Americana collectionsTemple University joins PorticoCLIR Recordings at Risk grantsLibrary Assessment Conference travel grantsEBSCO, Five Colleges Consortium announce EBSCO FOLIO beta partnership

scholarly journals Anxiety sensitivity dimensions in young individuals with at-risk-mental states

2020 ◽  
Vol 23 (1) ◽  
Author(s):  
Andrea Pozza ◽  
Anna Meneghelli ◽  
Maria Meliante ◽  
Luisa Amato ◽  
Davide Dèttore
Keyword(s):  
At Risk ◽  
Anxiety Sensitivity ◽  
Mental States ◽  
First Episode ◽  
Sensitivity Index ◽  
Significance Level ◽  
Social Concerns ◽  
Penn State ◽  
State Worry ◽  
At Risk Mental States

Anxiety Sensitivity (AS) is a transdiagnostic risk factor involved in the development and maintenance of different psychopathological conditions including anxiety disorders and psychosis. It consists of Physical Concerns (e.g., the belief that palpitations lead to a cardiac arrest), Social Concerns (the belief that observable anxiety reactions will elicit social rejection), and Cognitive Concerns (the belief that cognitive difficulties lead to mental incapacitation). No study investigated whether specific AS dimensions are related to At-Risk Mental States (ARMS). This study compared AS dimensions between young individuals with ARMS, patients after a recently occurred First-Episode Psychosis (FEP) and matched community controls. Based on models of ARMS and previous evidence, it was hypothesized that ARMS individuals have higher physical, social and cognitive concerns than FEP patients and controls. Thirty individuals with ARMS and 30 with FEP and 30 controls recruited from the general population completed the Anxiety Sensitivity Index-3 (ASI-3) and Penn State Worry Questionnaire. ARMS and FEP individuals had higher scores than controls on ASI-3 Cognitive Concerns [F(2,87)= 11.48, p<.001]. Individuals with ARMS had higher ASI-3 Physical Concerns scores than FEP patients [F(2,87)= 5.10, p<.01] and at a marginal significance level than controls. No between-group difference was found on Social Concerns. Higher ASI-3 Physical Concerns scores [B = -.324, Wald’s χ2(1) = 8.29, p < .01] and psychiatric comorbidities [B = -2.726, Wald’s χ2(1) = 9.33, p < .01] were significantly related to ARMS than FEP. Higher ASI-3 Social Concerns scores were related to FEP, despite at a marginal significance level [B =.213, Wald’s χ2(1) = 3.79, p = .052]. Interventions for AS Cognitive/Physical Concerns could be incorporated in the treatment of ARMS. A replication of the findings is required. Future longitudinal studies should examine whether Cognitive Concerns predict development of FEP in ARMS to improve early detection and prevention strategies.

scholarly journals News from the Field

2018 ◽  
Vol 79 (11) ◽  
pp. 594
Author(s):  
David Free
Keyword(s):  
At Risk ◽  
Penn State

Penn State to renovate Pattee LibraryNominations sought for ACRL Board of DirectorsUniversity of Mississippi library named 2018 Federal Depository Library of the YearCLIR announces Recordings at Risk grantsDigital Library Federation names Futures fellowsSpringer launches interdisciplinary portal on urban studiesOCLC, Taylor & Francis partner on catalog recordsCLOCKSS formalizes perpetual preservation plan

scholarly journals Developing health information literacy in disengaged at-risk populations

2019 ◽  
Vol 75 (1) ◽  
pp. 172-189
Author(s):  
Steven Buchanan ◽  
Emma Nicol
Keyword(s):  
At Risk ◽  
Health Information ◽  
Information Literacy ◽  
Information Needs ◽  
Pedagogical Practices ◽  
Information Need ◽  
Content Type ◽  
At Risk Populations ◽  
Survey Interviews ◽  
Family Nurses

PurposeThe purpose of this paper is to advance our understanding of the challenges of health information literacy (IL) education in disadvantaged and disengaged at-risk populations; and from the perspective of professionals out with information professions occupying everyday support roles.Design/methodology/approachA qualitative in-depth case study. The participants were a team of UK Family Nurses providing outreach support to young expectant mothers from areas of multiple deprivations, and the mothers themselves. The data collection methods were observation, survey, interviews and focus groups.FindingsInformation needs of mothers are multiple, and not always recognised as information problems, or revealed. Several felt overwhelmed, and actively avoided health information. There is low awareness and/or use of state sources of online health information. Family nurses provide an important information intermediary role, but are unfamiliar with IL concepts and models; consequently, there is limited evidence of client transitions to independent information seeking, or underpinning pedagogical practices to achieve such goals.Research limitations/implicationsFurther research is required into appropriate pedagogical approaches to IL education adaptable to semi-structured everyday situations. Recognition of information need requires particular attention, including methods of elicitation and specification in the problematic context.Practical implicationsIn an era of digital transitions and public service reforms, the authors raise important questions regarding the true reach of public health policy.Originality/valueThe paper holistically examines nurse–client information behaviours, and extends the discussion of low IL in nurses beyond issues of evidence-based practice to issues of developing healthcare self-efficacy in at-risk clients.

scholarly journals With Our Powers Combined: Teaming Up with the Writing Center to Improve Information Literacy

2018 ◽  
Vol 6 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Emily Lauren Mross
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Writing Center ◽  
Learning Center ◽  
State University ◽  
Pennsylvania State University ◽  
Research Papers ◽  
Writing Courses ◽  
Willingness To Seek Help ◽  
Penn State

Write, Research, Revise (WRR) is a partnership between the Library and the Russell E. Horn Learning Center at Penn State Harrisburg, a campus of The Pennsylvania State University serving approximately 5,000 graduate and undergraduate students. This program provides two-on-one appointments, combining research and writing help for students in freshman-level, introductory writing courses. During WRR, participants have a scheduled appointment with a librarian and a writing tutor to comprehensively workshop nearly-completed research papers. At the appointment, students receive feedback and strategies to improve both the writing and research components of their assignments. Participating students and course faculty responded positively to the program. None of the participants previously utilized individual research assistance from campus librarians, and they indicated a greater willingness to seek help from the library in the future.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Exploring the Validity and Operational Impact of Using Allied Health Assistants to Conduct Dysphagia Screening for Low-Risk Patients Within the Acute Hospital Setting

2020 ◽  
Vol 29 (4) ◽  
pp. 1944-1955 ◽  
Author(s):  
Maria Schwarz ◽  
Elizabeth C. Ward ◽  
Petrea Cornwell ◽  
Anne Coccetti ◽  
Pamela D'Netto ◽  
...  
Keyword(s):  
At Risk ◽  
Allied Health ◽  
Assessment Tool ◽  
Hospital Setting ◽  
Low Risk ◽  
False Negatives ◽  
Exact Agreement ◽  
Risk Patients ◽  
Impact Phase ◽  
Operational Impact

Purpose The purpose of this study was to examine (a) the agreement between allied health assistants (AHAs) and speech-language pathologists (SLPs) when completing dysphagia screening for low-risk referrals and at-risk patients under a delegation model and (b) the operational impact of this delegation model. Method All AHAs worked in the adult acute inpatient settings across three hospitals and completed training and competency evaluation prior to conducting independent screening. Screening (pass/fail) was based on results from pre-screening exclusionary questions in combination with a water swallow test and the Eating Assessment Tool. To examine the agreement of AHAs' decision making with SLPs, AHAs ( n = 7) and SLPs ( n = 8) conducted an independent, simultaneous dysphagia screening on 51 adult inpatients classified as low-risk/at-risk referrals. To examine operational impact, AHAs independently completed screening on 48 low-risk/at-risk patients, with subsequent clinical swallow evaluation conducted by an SLP with patients who failed screening. Results Exact agreement between AHAs and SLPs on overall pass/fail screening criteria for the first 51 patients was 100%. Exact agreement for the two tools was 100% for the Eating Assessment Tool and 96% for the water swallow test. In the operational impact phase ( n = 48), 58% of patients failed AHA screening, with only 10% false positives on subjective SLP assessment and nil identified false negatives. Conclusion AHAs demonstrated the ability to reliably conduct dysphagia screening on a cohort of low-risk patients, with a low rate of false negatives. Data support high level of agreement and positive operational impact of using trained AHAs to perform dysphagia screening in low-risk patients.

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