Ultrasonography-Based Dynamic Assessment on an Adult for Postoperative Effects of Double Kidney Transplant From a 6-Month-Old Donor

2020 ◽  
Vol 18 (5) ◽  
pp. 633-635
Author(s):  
Dongyong Zhu ◽  
Qichao Zheng ◽  
Meng Wu
Keyword(s):  
Kidney Transplant ◽  
Dynamic Assessment ◽  
Old Donor

scholarly journals En bloc kidney transplant from an 18-month-old donor to an adult recipient: Case report and literature review

2013 ◽  
Vol 4 (11) ◽  
pp. 948-951
Author(s):  
B. Patrice Mwipatayi ◽  
Chee Weng Leong ◽  
Pradeep Subramanian ◽  
Alarick Picardo
Keyword(s):  
Case Report ◽  
Literature Review ◽  
Kidney Transplant ◽  
En Bloc ◽  
Adult Recipient ◽  
Old Donor

Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1226-1240
Author(s):  
Janet L. Patterson ◽  
Barbara L. Rodríguez ◽  
Philip S. Dale
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Language Impairment ◽  
Dual Language ◽  
Dynamic Assessment ◽  
Dual Language Learners ◽  
Achievement Testing ◽  
Potential Applications ◽  
Language Screening ◽  
Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Clinical Issues: Dynamic Assessment of Children From Culturally Diverse Backgrounds

2004 ◽  
Vol 11 (2) ◽  
pp. 2-5
Author(s):  
Ronald B. Gillam ◽  
Elizabeth D. Penña
Keyword(s):  
Culturally Diverse ◽  
Dynamic Assessment ◽  
Clinical Issues ◽  
Diverse Backgrounds

1631: Evolved Techniques in Hand Assisted Laparoscopic Donor Nephrectomy Improve Outcomes in Kidney Transplant Recipients

2005 ◽  
Vol 173 (4S) ◽  
pp. 441-442
Author(s):  
Peter C. Fisher ◽  
Jeffrey S. Montgomery ◽  
Willam K. Johnston ◽  
J. Stuart Wolf
Keyword(s):  
Kidney Transplant ◽  
Donor Nephrectomy ◽  
Transplant Recipients ◽  
Kidney Transplant Recipients ◽  
Laparoscopic Donor Nephrectomy

1548: Racial Disparities in Kidney-Transplant Graft Outcomes, with a Proposal to Improve Graft Success Rates

2005 ◽  
Vol 173 (4S) ◽  
pp. 419-419
Author(s):  
Constance Marks ◽  
Carlumandarlo E.B. Zaramo ◽  
Joan M. Alster ◽  
Charles Modlin
Keyword(s):  
Racial Disparities ◽  
Kidney Transplant ◽  
Success Rates ◽  
Graft Success

Assessing learning potential in patients with brain injury: dynamic assessment

1998 ◽  
Vol 11 (3) ◽  
pp. 227-238 ◽  
Author(s):  
S Kolakowsky
Keyword(s):  
Brain Injury ◽  
Dynamic Assessment ◽  
Learning Potential

Major Study Supports Early Withdrawal of Corticosteroids After Kidney Transplant

2008 ◽  
Vol 1 (4) ◽  
pp. 2
Author(s):  
BRUCE JANCIN
Keyword(s):  
Kidney Transplant ◽  
Early Withdrawal ◽  
Major Study
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