Psychology

Objective: There is limited research on the use of telerehabilitation platforms in service delivery for people with acquired brain injury (ABI), especially technologies that support delivery of services into the home. This qualitative study aimed to explore the perspectives of rehabilitation coordinators, individuals with ABI and family caregivers on the usability and acceptability of videoconferencing in community-based rehabilitation. Participants' experiences and perceptions of telerehabilitation and their impressions of a particular videoconferencing system were investigated. Method: Guided by the Technology Acceptance Model (Davis, 1989), semi-structured interviews were conducted with 30 participants from a community-based ABI service, including 13 multidisciplinary rehabilitation coordinators, 9 individuals with ABI and 8 family caregivers. During the interview they were shown a paper prototype of a telehealth portal for videoconferencing that was available for use. Interview transcripts were coded by two researchers and analysed thematically. Results: Videoconferencing was used on average for 2% of client consultations. Four major themes depicted factors influencing the uptake of videoconferencing platforms; namely, the context or impetus for use, perceived benefits, potential problems and parameters around use, and balancing the service and user needs. Participants identified beneficial uses of videoconferencing in service delivery and strategies for promoting a positive user experience. Conclusions: Perceptions of the usability of videoconferencing to provide services in the home were largely positive; however, consideration of use on a case-by-case basis and a trial implementation was recommended to enhance successful uptake into service delivery.

ObjectivesConsidering the adverse outcomes of COVID‐19, it is essential to provide adequate support and care for people with dementia and informal carers. Technology can reduce the distress associated with social distancing rules and the decreased access to in‐person services. This study aimed to explore the use of technology and its perceived effects across different settings and countries.MethodsThe sample was composed of 127 informal carers and 15 people with dementia from the UK, Italy, Australia and Poland. Semi‐structured interviews explored participants' experiences of using technology and their perceived effects. Transcripts were analysed by researchers in each country using an inductive approach.ResultsThree overarching themes were developed: (1) Technology kept us alive during COVID‐19; (2) Remote care was anything but easy; (3) Perceived technology limitations. Many similarities emerged between countries supporting the role of technology for being socially engaged, ha...

not have their frailty status assessed. However, trends in population ageing require frailty screening and monitoring at the population level for more effective planning of health services (Morley et al., 2013). Thus, at the population level, existing tools are not suitable to provide timely frailty assessments. Therefore, a reliable, automated and cost-effective frailty measurement tool is required to meet the healthcare needs of the ageing-population, occurring across the globe. With the increasing digitization of routinely-collected data and analytical power, including artificial intelligence algorithms, frailty can be detected and monitored more effectively at the population level. In this study, we systematically reviewed articles that developed and validated automated frailty measurement tools using routinely-collected (administrative) health data. Since frailty measurement using routinely-collected health data is a relatively new development, this systematic review implicitly tests the hypothesis that these tools are available and clinically effective. We also discuss opportunities and challenges to apply these tools to healthcare practices. A systematic literature search was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher, Liberati, Tetzlaff, & Altman, 2009) for articles published in six databases: PubMed, EMBASE, MEDLINE, CINAHL, Scopus and Web of Science. The literature search was conducted from April to December 2019. We also conducted a hand search from the references of the selected articles and contacted authors of the hospital frailty risk score to increase the number of relevant studies. There is no reporting guideline for prediction models using administrative data. Therefore, we report the findings using the guidelines for meta-

The current study focuses on the short-term effect of MARIO, a social robot, on quality of life, depression, and perceived social support in persons with dementia (PWD) and evaluates their acceptability of MARIO. Ten PWD in one nursing home took part in a 4-week pilot study, where each participant had up to 12 sessions with MARIO. Sessions comprised engagement in music, news, reminiscence, games, and calendar applications. Standardized questionnaires were administered before and after the 4-week period. Participants had a sustained interest in MARIO during their interactions and an acceptance of MARIO's appearance, sound, and applications. Consequently, participants spent more time socially engaged. No statistically significant differences were found in quality of life, depression, and perceived social support. PWD can engage with a social robot in a real-world nursing home. Future research should incorporate a larger sample and longer intervention period. [ Journal of Gerontolo...

The COVID-19 pandemic pushed many schools to create hybrid learning systems due to drastic changes in the learning environment. Technology and knowledge have advanced swiftly in the 21st century. As the foundation of education, the school is expected to foster students' 4C skills, one of which is critical thinking. This study aimed to analyze how students' critical thinking skills changed after studying harmonic motion using the guided inquiry model and scientific approach. The study used a quantitative method with the pre-experimental design's one-group pre-test post-test procedure. A 10-question essay was used to obtain data from 31 students in grade X IPA 3. The findings indicated that students' critical thinking skills improved, with an N-Gain score of 0.72. As well as implications for this study, there were significant differences in critical thinking participants were educated with the T-test sample pair after using the santific suppression with the guided inqu...

This study investigates the link between perceived public support for entrepreneurship and individuals' entrepreneurial intention. Using samples from the US and Poland, we show that positive perception of public support is indirectly related to entrepreneurial intentions of university students. This takes place through relationships with personal attitude to entrepreneurship, entrepreneurial self-efficacy and risk attitudes. Such links are explained by the reciprocity theory wherein individuals' attitudes and beliefs are associated with a feeling of mutuality towards the supportive actions of society. From a cross-national perspective, we find that while perceived public support exhibits similar relationships across Poland and the US, attitude to risk has a greater positive association with entrepreneurial intentions among US students. These findings hold important implications for theory and practice.

This study investigates the link between perceived public support for entrepreneurship and individuals' entrepreneurial intention. Using samples from the US and Poland, we show that positive perception of public support is indirectly related to entrepreneurial intentions of university students. This takes place through relationships with personal attitude to entrepreneurship, entrepreneurial self-efficacy and risk attitudes. Such links are explained by the reciprocity theory wherein individuals' attitudes and beliefs are associated with a feeling of mutuality towards the supportive actions of society. From a cross-national perspective, we find that while perceived public support exhibits similar relationships across Poland and the US, attitude to risk has a greater positive association with entrepreneurial intentions among US students. These findings hold important implications for theory and practice.

Research Design & Methods: California, Bay Area business students were administered a survey combining commercial entrepreneurship models and adding factors of motivation. Two stages of statistical analysis were performed based on the process and content theories of motivation. We used structural equation modelling to validate the model and paired samples t-test analysis to examine the differences between the motives underlying social entrepreneurship intentions. Findings: 202 out of 364 students reported social entrepreneurial intentions. For the process-based motives, perceived feasibility and perceived desirability to start a social enterprise as well as exposure to entrepreneurship are significant predictors of students' intention to form a social enterprise. In addition, perceived feasibility is determined by entrepreneurship education and entrepreneurial self-efficacy, and perceived desirability is determined by students' desire for self-realisation and autonomy. For the content-based motives, the principal-component analysis indicates that students are motivated by the need for achievement and independence. The findings provide insights into the formation of social entrepreneurial intentions as well practical implications for how to motivate future social entrepreneurs. The study empirically shows the motives influencing a student's intent to form a social enterprise.

Aims and objective: Drawing on the findings of a grounded theory study aimed at exploring how power is exercised in nurse-manager relationships in the hospital setting, this paper examines the empirical and pragmatic adequacy of grounded theory as a methodology to advance the concept of empowerment in the area of nursing leadership and management. The evidence on staff nurse empowerment has highlighted the magnitude of individual and organizational outcomes, but has not fully explicated the micro-level processes underlying how power is exercised, shared or created within the nurse-manager relationship.

Modernization brings social change, including in the fields of science, technology, philosophy, economy, and other things. With the influence of the times and the development of products that are increasingly fast and dynamic, it has an impact on people's consumption patterns, especially at the age of teenagers. This type of research is descriptive quantitative research, namely research that uses data in the form of numbers that are analyzed using statistical analysis. This study aims to determine whether or not there is an influence of lifestyle and self-concept on consumptive behavior in students of the Department of Economics Education STKIP Pembangunan Indonesian Makassar. The results of this study indicate that simultaneously Lifestyle and Self-Concept have a significant influence on student consumer behavior with a significance value of 0.004. While partially Lifestyle has a significant influence on Consumptive Behavior with a significance value of 0.010 and Self-Concept has no significant influence on Consumptive Behavior with a significance value of 0.297. This research can be used as a reference to find out about student lifestyles in the higher education sector because previous research focused on upper-middle level research.

 Modernization brings social change, including in the fields of science, technology, philosophy, economy and other things. With the influence of the times and the development of products that are increasingly fast and dynamic, it has an impact on people's consumption patterns, especially at the age of teenagers. This type of research is descriptive quantitative research, namely research that uses data in the form of numbers that are analyzed using statistical analysis. This study aims to determine whether or not there is an influence of lifestyle and self-concept on consumptive behavior in students of the Department of Economics Education STKIP Pembangunan Indonesian Makassar. This study consists of two variables, namely the independent variable and the dependent variable. The independent variables in this study are lifestyle (X1) and self-concept (X2) while the dependent variable is consumptive behavior (Y). The results of this study indicate that simultaneously Lifestyle and S...

This seminar is aimed to support students who wish to develop their Master Thesis in the field of Organizational Behavior. It will provide an overview of the most relevant and recent theories/models regarding the dynamic of Individuals in Organizations, focusing in the individual attributes of workers (Attitudes, Needs and Motivations, Personality Traits, Psychological capital: hope, optimism, resilience, self-efficacy) and how they affect their individual performance, motivation and work engagement. This Seminar targets students who wish to understand how these variables affect the group and individual performance, and to boost their ability to promote more positive and successful working contexts, as well as developing the individual traits associated to higher levels of work engagement, internal motivation and performance.

The purpose of this study is to analyze and describe the ability of mathematical connections in terms of self efficacy in Triangle and Segiempat material which is guided by the mathematical connection and self efficacy indicators. This research method is descriptive research by using qualitative approach. This research was conducted in SMP Negeri in Kabupaten Bandung. The subject of this research is the students of class VIII consisting of 20 students. The instrument used in this research is a matter of mathematical connection test, non test in the form of Self efficacy questionnaire, and interview. Based on the conclusions from the results of research and discussion in general can be concluded that the ability of mathematical connections in terms of self efficacy of junior high school students is the difference in the ability of mathematical connections at each level of student self efficacy. The ability of mathematical connections in review of the student's self efficacy indic...

Many phenomena are complex and therefore difficult to measure and to evaluate. Research, in the last years, has been focusing on the development and use of a system of Composite Indicators in order to obtain a global description of a complex phenomenon and to convey a suitable synthesis of information. The existing literature offers several alternative methods for obtaining a Composite Indicators. The work focuses on building them through to Structural Equation Modeling, specifically with the use of Partial Least Squares-Path Modeling. In recent years many advances have been developed, in the context of these models to solve some problems related to the role that the Composite Indicators play within that system; in particular, the research focuses on a particular aspect linked to the high level of abstraction, when a Composite Indicator is manifold, lacks its own manifest variables and is described by various underlying blocks. In this regard we have proposed two alternative methods for analyzing and studying higher-order construct Composite Indicator, on the calculation of the estimates for the determination of endogenous block, so as to be the best estimated and represented by the blocks below.

Makalah ini mencoba untuk menganalisis cara yang sistematis guna menentukan unsur dan jenis kalimat bahasa Indonesia. Hal ini perlu dilakukan karena penentuan yang benar terhadap unsu kalimat berdampak terhadap pemahaman yang benar pula terhadap makna kalimat. Metode agih digunakan untuk menganalisis data penelitian ini. Temuan penelitian menunjukkan bahwa kalima yang memiliki verba serial memerlukan penanganan khusus untuk menentukan kata kerja yang mana yang memiliki peran sentral. Urutan verba tidak selalu menunjukkan tingka kemaknawiannya. Perilaku semantis verbalah yang menentukan derajat kemaknawian suatu verb di dalam kalimat berverba serial.

The paper tests if the translation of Javanese local cultural terms can denotatively be conveyed in English. The tool employed for this purpose is componential analysis of meaning, which can objectively asses the accuracy of the translation. In addition to this analysis, this study also discusses connotative assigned to the cultural terms by native speakers of Javanese and English. Connotative meanings were determined by collecting data from native speakers via questionnaires. The responses indicate which connotative meanings the respondents assigned to local cultural terms and their English equivalents. The findings indicate that at the denotative level, local cultural terms are very problematic. It is driven by the fact that though translators have tried to find the closest equivalents in the target language, there are still semantic features that differentiate both the source text and the target text. It demonstrates that full intertranslatability of cultural terms is not possible at denotative level. This study classifies the results of the translation into five classifications: (1) both the denotation and the connotation are different; (2) different denotations but the same connotations; (3) both of denotations and connotations are identical or near identical; (4) generic target text; and (5) specific target text. The findings show that respondents can attribute connotations to cultural terms only if they have been exposed to them and are familiar with the concepts that they convey. The connotations can semantically be classified into good or bad; active or passive; and strong or weak. It is also shown that people of the same cultural background do not always have the same connotations. Their prior knowledge plays and important role in determining what kind of connotations they yield. It is clear that connotations consist of posteriori knowledge.

This paper tries to address the semantic typology of two Indonesian words berat and keras as words that function to intensify another word preceding. The thing to be analyzed is the semantic dimensions of Indonesian collocations involving the two words mentioned. It is necessary to understand the semantic nature of the two words, for there are some Indonesian collocations involving the two words which are syntactically and naturally acceptable in the standard Indonesian, yet they are hard to interpret semantically. Implying that the two words are components with which a communication process involving the two can runs smoothly, the entailment is to what extent the two words mean significantly to make the real intentions of Indonesian speakers get communicated well. From the data analyzed in this paper, it is found that there are two semantic typologies for the words berat and keras. Those two are positive, and negative. Those words have negative meaning when they collocate with something naturally unwanted. The word berat has positive meaning when it collocates with nominal deverbal involving reasoning processes. The word berat has negative meaning when it collocates with nominative agentive mostly involving physical dimensions. The word keras has positive meaning when it collocates with nominative agentive involving cognitive dimensions.

This randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions-1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in the study. Both interventions were implemented with fidelity for 45 minutes daily for 27 weeks in small groups of 4 students (or 5 in grade 2). The standalone intervention significantly improved grade 2 spelling outcomes relative to the embedded intervention; there were some differential impacts due to cohort and baseline and, in kindergarten, to English-learner status. On average, students in schools in both interventions showed similar improvement in reading and language outcomes and similar percentile gains to those in recent systematic reviews. Results are discussed with respect to alignment of Tier 2 instruction with Tier 1 instruction.

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to normreferenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction.

Educators need to understand how students are identified as at risk for reading problems. This study found that the classification and regression tree (CART) model-a type of predictive modeling that presents results in an easy-to-interpret "tree" format-predicted poor performance on the reading comprehension subtest of the Stanford Achievement Test as accurately as the logistic regression model, which is more difficult to interpret. The CART model's ease of communication enables parents, teachers, principals, and school district leaders to better understand how a student is predicted to be at risk. U . S . D e p a r t m e n t o f E d u c a t i o n At Florida State University REL 2014-036 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States.

Educators need to understand how students are identified as at risk for reading problems. This study found that the classification and regression tree (CART) model-a type of predictive modeling that presents results in an easy-to-interpret "tree" format-predicted poor performance on the reading comprehension subtest of the Stanford Achievement Test as accurately as the logistic regression model, which is more difficult to interpret. The CART model's ease of communication enables parents, teachers, principals, and school district leaders to better understand how a student is predicted to be at risk. U . S . D e p a r t m e n t o f E d u c a t i o n At Florida State University REL 2014-036 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States.

Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what constitutes a screening assessment, we summarize efforts to develop short (3-5 min), teacher-administered screens that used multivariate strategies for variable selection, item response theory to select items that are most discriminating at a threshold for predicting risk, and statistical decision theory. These methods optimize prediction and lower the burden on teachers by reducing the number of items needed to evaluate risk. A specific goal of these efforts was to minimize decision errors that would result in the failure to identify a child as at risk of dyslexia/reading problems (false negatives) despite the inevitable increase in identifications of children who eventually perform in the typical range (false positives). Five screens, developed for different periods during kindergarten, Grade 1, and Grade 2, predicted outcomes measured later in the same school year (Grade 2) or in the subsequent year (Grade 1). The results of this approach to development are applicable to other screening methods, especially those that attempt to predict those children at risk of dyslexia prior to the onset of reading instruction. Without reliable and valid early predictive screening measures that reduce the burden on teachers, early intervention and prevention of dyslexia and related reading problems will be difficult.

The Institute of Education Sciences (IES) publishes practice guides in education to provide educators with the best available evidence and expertise on current challenges in education. The What Works Clearinghouse (WWC) develops practice guides in conjunction with an expert panel, combining the panel's expertise with the findings of existing rigorous research to produce specific recommendations for addressing these challenges. The WWC and the panel rate the strength of the research evidence supporting each of their recommendations. See Appendix A for a full description of practice guides. The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade, and as a set, these guides offer recommendations for preparing students to be successful readers. Both guides recommend some practices that can and should be implemented beginning in kindergarten, and both guides also suggest some instructional practices that can be implemented after students have mastered early reading skills. This guide synthesizes the best available research on foundational reading skills and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed. Practice guides published by IES are available on the WWC website at . This guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. Teachers can use the guide when planning instruction to support the development of foundational reading skills among students in grades K-3 and in diverse contexts. Professional-development providers, program developers, and researchers can also use this guide. Professional-development providers can use the guide to implement evidence-based instruction and align instruction with state standards or to prompt teacher discussion in professional learning communities. Program developers can use the guide to create more effective early-reading curricula and interventions. Finally, researchers may find opportunities to test the effectiveness of various approaches to foundational reading education and explore gaps or variations in the reading-instruction literature.

We would like to acknowledge the following individuals for their leadership in executing the work funded by the above two IES grants: Dr. Adrea Truckenmiller, Karl Hook, and Nathan Day. We also would like to thank the numerous school districts administrators and teachers who participated in the research funded by these two grants.

This randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions-1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in the study. Both interventions were implemented with fidelity for 45 minutes daily for 27 weeks in small groups of 4 students (or 5 in grade 2). The standalone intervention significantly improved grade 2 spelling outcomes relative to the embedded intervention; there were some differential impacts due to cohort and baseline and, in kindergarten, to English-learner status. On average, students in schools in both interventions showed similar improvement in reading and language outcomes and similar percentile gains to those in recent systematic reviews. Results are discussed with respect to alignment of Tier 2 instruction with Tier 1 instruction.

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to normreferenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction.

Educators need to understand how students are identified as at risk for reading problems. This study found that the classification and regression tree (CART) model-a type of predictive modeling that presents results in an easy-to-interpret "tree" format-predicted poor performance on the reading comprehension subtest of the Stanford Achievement Test as accurately as the logistic regression model, which is more difficult to interpret. The CART model's ease of communication enables parents, teachers, principals, and school district leaders to better understand how a student is predicted to be at risk. U . S . D e p a r t m e n t o f E d u c a t i o n At Florida State University REL 2014-036 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States.

The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a groupadministered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor.

This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension.

This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper, paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction. These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level were much greater than at the school level, and differences in urban schools were twice that of rural schools.

Five years of reading comprehension data in Florida Reading First schools were analyzed to address questions regarding student improvement, reduction in the achievement gap, efficacy of site visits to schools making no achievement gains, and effects of student mobility on growth in reading comprehension. Participants were 120,000 students (about 30,000 each in grades K–3) in the 318 schools in the first cohort of Florida Reading First from 2003 to 2008. Outcome measures were the reading comprehension scores on the Stanford Achievement Test (SAT-10) and the Florida Comprehensive Assessment Test (FCAT). The percentage of students on grade level (at or above the 40th percentile) increased, and the percentage of students at high risk (below the 20th percentile) decreased over the five years. Racial/ethnic minority, economically disadvantaged, and English language learner groups improved performance as well, but there was no evidence of narrowing the achievement gap. Reduction in risk fo...

First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction improved in word reading at a faster rate and had higher word-recognition skills than those receiving implicit code instruction. Effects of instructional group on word recognition were moderated by initial levels of phonological processing and were most apparent in children with poorer initial phonological processing skills. Group differences in reading comprehension paralleled those for word recognition but were less robust. Groups did not differ in spelling achievement or in vocabulary growth. Results show advantages for reading instructional programs that emphasize explicit instruction in the alphabetic principle for at-risk children. Learning to speak one's native language is a natural process in that explicit teaching is not required. Reading, in contrast, has been called an "unnatural act" (Gough & Hillinger, 1980) to emphasize the fact that one's writing system relates to speech in an arbitrary way and, therefore, has to be taught . What needs to be taught is the alphabetic principle: that letters in a word relate to speech in a conventional and intentional way. For many children, insight into this principle will develop through informal instruction at home and nondirective activities at school. However, as many as one in five children have difficulty learning to read Shaywitz, Fletcher, & Shaywitz, 1994). There may always be a small

Responding by rats was reinforced by intravenous infusions of 0.5 mg/kg methamphetamine hydrochloride. The effects of intraperitoneal injections of various doses of methamphetamine, alpha-methyl-para-tyrosine (AMPT) and 3, 4-dihydroxyphenylalanine (1-DOPA) were determined on this baseline. Intraperitoneally-administered methamphetamine produced a dose-related pause in responding, apparently indicating drug satiation. Injections of AMPT caused responding either to increase at low doses, or, at intermediate and high doses, to increase, then cease altogether, and finally return at a high rate which decreases to baseline. Injections of 1-DOPA had no noticeable effect on drug responding. Some biochemical implications of these data were discussed.

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This chapter outlines mentalizing group therapy (MBT-G), which is based on Sigmund Karterud's work in Oslo and Peter Fonagy's and Anthony Bateman's work in London (Bateman and Fonagy 2016; annafreud. org 2018). We will also present how the focus of the group work is modified to make it more appropriate for eating disorders. The group sessions are by many of the patients with an eating disorder experienced as a challenging part of the treatment programme. This corresponds to frequently observed psychological traits in eating disordered patients, like outer-directedness with an obsessive preoccupation about others' ideas about oneself and one's body. This is also described more in-depth in the preface from Peter Fonagy, Chaps. 2 and 3. This treatment context immediately and inevitably activates the core pathology of eating disorders as self-disorders, and therefore groups are challenging to participate in and to run. The aim of our treatment structure is to organize different therapeutic contexts in such ways that they separately, and, not least, together, enhance competences for reflexivity and self-regulation as well as symptom reduction. A rationale for a combination of different therapeutic contexts is that mentalizing is challenged in different ways and at different levels in the different contexts, as it is in everyday life, and the different settings provide diverse opportunities to practice. Group participation challenges mentalizing, and therefore, some modifications in therapeutic stance from more traditional psychodynamic group therapy are needed, hopefully to prevent iatrogenic effects and to promote change. The tradition of mentalizing aspires to make group therapy more efficient through approaches with the specific focus on stimulating mentalizing itself. Given the right conditions, a combined treatment will enhance both group and individual potential. Mentalizing group therapy (MBT-G) is based on psychodynamic principles, with the focus on what is going on here and now and the group process. But there are also Box 9.7 A Summary of the MBT-G for Eating Disorders -Two therapists as a rule. -Active role models. -The topic of comparison of bodily shape should be addressed in the group. -Translation from body to mind to relationships. -Be aware of covert feelings. -Look for bodily reactions in the group members. -Exercises and work in pairs to enhance interaction in the group. -Mind-body work to stimulate affect.

The Title of the Book We have chosen Hunger as the title of this book, hunger in both its concrete and metaphorical meanings. It may refer to physical hunger, as it may refer to unfulfilled desires and needs. As a metaphor originally based in physiology, it may refer to the hunger for meaning, rest, control, security, response, respect or attachment. Hungry hearts is a well-known metaphor for love. In eating disorders we experience all this, and it is a central part of the pathology of eating disorders how concrete and metaphor collapse in bewildering ways. Mental and relational phenomena are experienced via bodily behaviour and bodily sensations. The person with an eating disorder may experience emotional distress as the feeling of getting fatter. The bingeing person may have gained the insight that filling oneself with food is a tool to get away from oneself, to calm down or to seek time-out and oblivion. And the restrictive person's self-starvation is an attempt to gain control and mastery in life. But they lose control over the desire to establish control. This is an essential aspect of eating disorders. We can call it concretism. We borrow from a film title in 2003 by Sofia Coppola Lost in Translation, about an American in Tokyo. We propose that the eating-disordered patient is "lost in translation". She or he is stuck in the isomorphism of body and mind, concrete and metaphor. In the context of this book, concretization represents a form of impaired mentalizing and will often function as a limitation for traditional psychotherapeutic work. A therapeutic treatment will be effective to the extent that it is able to enhance the patient's psychological, physiological and social capacities without generating too many iatrogenic effects. Treatments of eating disorders need to be improved. The

This study aims to explore caregivers' experiences of eating disorder services and subsequent impacts on the caregiving burden and patient outcomes. Thematic analysis was employed to investigate qualitative data from a caregiver‐targeted online survey run by BEAT, the UK's largest eating disorder charity. Six hundred and 16 caregivers completed the survey. Participants' experiences of eating disorder treatment were predominantly negative, characterised by three main themes: (a) Barriers to care: enduring obstacles caregivers face in accessing support for their loved ones, (b) Experiences of services: high levels of unmet needs for caregivers and patients alike, (c) Affected domains: the pervasive impact of caregiving, influenced by experiences of services. This study is the largest of its kind to explore caregivers' experiences of eating disorder treatment services and aims to give voice to this overlooked group within research. Notably, little has been done to addre...

ObjectiveThis systematic review assesses the average duration of untreated eating disorder (DUED) in help‐seeking populations at the time of first eating disorder (ED) treatment and investigates the relationship between DUED and symptom severity/clinical outcomes.MethodPRISMA guidelines were followed throughout. Selected studies provided information on either: (i) length of DUED, (ii) components of DUED, (iii) cross‐sectional associations between DUED and symptom severity, (iv) associations between DUED and clinical outcomes, or (v) experimental manipulation of DUED. Study quality was assessed.ResultsFourteen studies from seven countries were included. Across studies, average DUED weighted by sample size was 29.9 months for anorexia nervosa, 53.0 months for bulimia nervosa and 67.4 months for binge eating disorder. A younger age at time of first treatment was indicative of shorter DUED. Retrospective studies suggest that a shorter DUED may be related to a greater likelihood of remis...

Background: Mentalizing, the mental capacity to understand oneself and others in terms of mental states, has been found to be reduced in some mental disorders such as Borderline Personality Disorder (BPD). Some studies have suggested that Eating Disorders (EDs) may also be associated with impairments in mentalizing, but studies have not always yielded consistent results. This is the first study to systematically investigate mentalizing impairments in patients with Bulimia Nervosa (BN) compared with controls. In addition, we investigated whether impairments in mentalizing were related to BPD features, rather than BN per se, given the high comorbidity between BPD and BN. Methods: Patients with BN (n = 53) and healthy controls (HCs; n = 87) completed a battery of measures assessing mentalizing including the Reflective Function Questionnaires (RFQ), the Object Relations Inventory (ORI; Differentiation-Relatedness Scales) and the Reading The Mind in The Eyes Test (RMET). Results: Patients with BN scored significantly lower than HCs on all tests of mentalizing, with moderate to large between-group effect sizes. These differences were partially accounted for by BPD features as assessed with the Zanarini Rating Scale for Borderline Personality Disorder (ZAN-BPD), and partially by bulimic symptoms measured with the Eating Disorder Examination Questionnaire (EDE-Q). Conclusions: Patients with BN have significantly lower levels of mentalizing as assessed with a broad range of tests compared to HCs. These differences were related to both bulimic symptoms and BPD features. Although further research in larger samples is needed, if replicated, these findings suggest that poor mentalizing may be a significant factor in BN patients and should be addressed in treatment, regardless of the presence of BPD features.