Name: universal screening for prevention of reading, writing, and math disabilities in spanish
Uploaded: 2020-07-18T13:00:00
Description: Watch this Scientific Journal Video about Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish at JoVE.com

We gratefully acknowledge the support of the Spanish government through its Plan Nacional I+D+i (R+D+i National Research Plan of the Spanish Ministry of Economics and Competitiveness), project ref. PSI2009-11662; ref. EDU2012-35098, and PSI2015-65009-R&#160;with first author as principal investigator. We also thank the ULLMedia team and B&#225;rbara Carolina de Le&#243;n P&#233;rez for their participation in the production of the video. Finally, we would like to express our very great appreciation to Sally Frances Burgues and Vijuni Ashok Melwani for lending us their voices to the recordings.

The protocol follows the guidelines of the Ethics Committee of the Universidad de La Laguna (ULL). To be able to participate in the study, parents were required to sign a consent form. Both schools and families were informed about the purpose of the study.
NOTE: We designed a set of CBMs based on indicators of basic early reading, writing, and math skills (Indicadores del Progreso de Aprendizaje en Lectura, Escritura y Matem&#225;ticas, IPAL20, IPAE<sup class="xref"...

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E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Early+Grade+Writing+Assessment+(EGWA):+A+report+and+a+model+instrument.">Early Grade Writing Assessment (EGWA): A report and a model instrument.</a> The United Nations Educational, Scientific and Cultural Organization. , (2018).</li><li>Yuste-Hernanz, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> BADyG: Bater&#237;a de aptitudes diferenciales y generales [The Battery of Differential and General Abilities] 2nd ed. , (2002).</li><li>Grégoire, J., Nöel, M. 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Over the last years, the Spanish government has been placing the main emphasis on a prevention system32, allowing the design of new proposals orientated to the early detection and intervention of students at risk for LD. Nevertheless, there is a lack of screening and progress monitoring tools adapted to the Spanish curriculum and which can be used by Spanish-speaking teachers. The design and standardization of the CBMs above mentioned in the Canary Islands have permitted the pilot testing of the R...

Response to Intervention (RtI) model is a multi-tier method for preventing and identifying learning disabilities (LD). The National Center on Response to Intervention1 defined the four essential components of RtI: a) multi-level instructional and behavioral system for preventing school failure; b) universal screening; c) progress monitoring; and d) data-based decisions. The first step in the multi-level process is the identification of children at risk for LD using universal screening with all students. Curriculum-Based Measurement (CBM) is the most commonly used assessment tool, both for universal screening and progress monitoring of foundational skills (i.e., reading, writing, and math), tracking student&#8217;s performance academic areas in which the student does not reach the basic goals established in the school curriculum2. Universal screening is defined as a systematic assessment of a population to identify those individuals who are at risk3.
In the context of the RtI model, universal screening is performed in the general classroom as a first step in identifying students at risk of not meeting the standards of performance required in one or more academic areas4. Universal screening is generally conducted three times per school year (e.g., fall, winter, and spring)5,6. Different classification criteria have been used to select the best cut-off score to identify low performance and at-risk students for reading, math, and writing, ranging from 10th percentile to 35th percentile7,8 or 40th percentile9. However, the most commonly used to detect at-risk students have been the 20th&#160;and 25th percentiles10,11.
Students detected at risk for learning problems or students not showing an adequate response to the core instruction are selected to receive more intense instruction in subsequent tiers12. According to Deno13, the use of CBM allows teachers and other education professionals to determine whether students benefit adequately from the intervention program that is received in the ordinary classroom.
An ideal screener should be practical; in other words, it must be low-cost, brief, easy to administrate, score, and interpret and be tied to the instruction14. Due to the need for CBMs to be repeatedly administered to the students, they must include alternate forms, which should be easily and rapidly administered by teachers. CBMs are designed based on literature evidence and the local curriculum and must be standardized, reliable, and valid13,15 , providing teachers with an efficient and brief tool in order to determine students&#8217; risk status16,17, and assess intervention effectiveness18,19. In this regard, CBMs must meet several technical features: reliability, criterion validity, classification accuracy, and growth rate detention. To meet the need for screening critical reading, writing, and math abilities of Spanish monolingual-children within the context of the RtI model, the following CBMs were designed.

<table>
	<tbody>
		<tr>
			<td>Indicadores de Progreso de Aprendizaje en Escritura (IPAE) [Indicators of Basic Early Writing Skills].</td>
			<td>Ediciones Pir&#225;mide</td>
			<td>978-84-368-3981-4</td>
			<td>Curriculum-Based Measure</td>
		</tr>
		<tr>
			<td>Indicadores de Progreso de Aprendizaje en Lectura (IPAL) [Indicators of Basic Early Reading Skills]</td>
			<td>Ediciones Pir&#225;mide</td>
			<td>978-84-368-3981-4</td>
			<td>Curriculum-Based Measure</td>
		</tr>
		<tr>
			<td>Indicadores de Progreso de Aprendizaje en Matem&#225;ticas (IPAM) [Indicators of Basic Early Math Skills].</td>
			<td>Ediciones Pir&#225;mide</td>
			<td>978-84-368-3981-4</td>
			<td>Curriculum-Based Measure</td>
		</tr>
		<tr>
			<td>Stopwatch 1/1005 Kalenji 100</td>
			<td>OXYLANE</td>
			<td>02.314.041/001-88</td>
			<td>1/100 Stopwatch with 1 lap times</td>
		</tr>
	</tbody>
</table>

universal screening for prevention of reading, writing, and math disabilities in spanish

The purpose of this study was to describe a Spanish protocol that includes reading, writing, and math Curriculum-Based Measures (CBMs) aimed at early detection of students at risk of presenting learning disabilities (LD). Early identification of LD is a critical component of the Response to Intervention (RtI) model. In early grades, the screening of foundational skills mentioned above can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. We designed different CBMs based on indicators of basic early reading, writing, and math skills [Indicadores de Progreso de Aprendizaje en Lectura, Escritura y Matem&#225;ticas, IPAL, IPAE, and IPAM respectively]&#160;that aim to fulfill the twofold objective of universal screening and evaluation of the Spanish students&#8217; progress. For reading, IPAL includes alphabetic principle, phonological awareness, concepts about print, and riddles in kindergarten. In first and second grades, IPAL includes alphabetic principle, nonsense words fluency, maze sentences, and oral reading fluency. In addition, it includes phonemic segmentation for first grade and prosody for second grade. For writing, IPAE includes copying letters, writing allographs, dictated letters, dictated words with arbitrary spelling, dictated words with rule-based spelling, dictated nonsense words, dictated sentences, writing sentences, and writing a story for first-third grades. Finally, for math, IPAM includes number comparison, missing number, number identification, quantity array, and counting aloud for kindergarten, and number comparison, multi-digit computation, missing number, single-digit computation, and place value for first-third grades.

In this study, the students were classified following these criteria: at-risk &#8804;20th (i.e., math and writing) or &#8804;25th (i.e., reading), low-performance &#8804;40th, average performance &#8804;60th, and optimal performance &#62;60th. For all the parallel forms of each CBM described above, a composite score was created in order to classify students at risk in reading (IPAL), writing (IPAE), and math (IPAM). These composite scores were calculated by averaging...

Watch this Scientific Journal Video about Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish at JoVE.com

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

This work presents a protocol to administrate Spanish Curriculum-Based Measures for the early detection of reading, math, and writing difficulties. These tools could help practitioners and applied researchers working in the context of the Response to Intervention model.

The purpose of this study was to describe a Spanish protocol that includes reading, writing, and math Curriculum-Based Measures (CBMs) aimed at early ...

The response to Intervention Model, integrates assessment and intervention within a multilevel prevention system, in order to identify students at risk for poor learning outcomes and maximize their achievement. The RTL model uses screening and progress monitoring tools to make database decisions and adjust the intervention to the student's needs. The most common universal screening used in the RTL model has been the Curriculum Based Measurement.Also known as CBM. CBM allows assessing student performances several times through the school year and can be easily administered by teachers. CBMs must be standardized, congruent with the local curriculum, brief, valid and reliable.Three curriculum based measures have been included in this study, Indicators of Basic Early Reading Skills, IPAL. Indicators of Basic Early Math Skills, IPAM and Indicators of Basic Early Writing Skills, IPAE. Those three CBMs have been designed based on the first evidence, being the tasks included in each of them proved to be effective for detecting students at risk for later failure or learning disabilities.These measures can be used through different rates. The IPAL, can be used from kindergarten to second grade, the IPAM, from kindergarten to third grade, and the IPAE, from the first grade to the third grade. Furthermore, only IPAL and IPAM for kindergarten are administered individually.While IPAM for primary education and IPAE, are administered in a group. To note a student's risk status, the direct cause of every task of that APAL, APAM or IPAE must be introduced on the RTL website. The information allows the identifications of students'risk status using red, to identify at risk students, yellow, for low performance, blue, for average performance and green for optimal performance.Furthermore, this website creates graphs that allow students'general progress to be monitored for each specific skill throughout the school year. Next, we are going to see some examples of how to administer some of the tasks of IPAL, IPAE and IPAM respectively, To administer this protocol properly, it is important to follow the same structure that is going to be shown in the following examples. We are going to do some reading activities and this activity, there are many mixed letters.Your task will be to tell me the name of each letter, okay? You have to name them from right to left, starting here, and then go down to the next line. This way until I tell you to stop, okay?You should do it as fast as you can while trying to not to make many mistakes. Let's do an example, tell me the name of this letter and what is the name of this one? Well done.Do you understand? Put your finger under the first letter and start, when I say start, okay.Start. Now here is what we are going to do, I'm going to tell you a word and you told me all the sounds the word has.Let's do an example. If I tell you soku'the sounds in soku'are, s-o-k-u. What are the sounds of soku'S-o-k-u.Next, good. Continue with the next one. The next one is, mupa'tell me the sounds in mupa'Remember to tell me the sound, not the name of the letter.The sounds, what are the sounds? M-u-p-a.Very good, let's do another example. The next word is, osu'O-s-u.Very good. Do you understand what needs to be done? Okay, now we'll tell you a series of words and you'll tell me the sounds of each one as fast as you can while trying not to make mistakes, okay?Let's start with the first one, fasa'F-a-s-a. Here, we have a series of invented words, okay? Your task will be to read them as fast as you can, while trying not to make mistakes.Let's begin with an example, can you read this one? All right, do understand what you should do? Well, look at this first one, you have to start here, but wait, you have to listen to my signal to start, you start here.You continue this way and then the next line, this way until I tell you to stop. Remember, do it as fast as you can, while trying not to make mistakes, okay? Put your finger under the word and wait for my signal.Now we are going to do this to read some sentences that are missing a word, okay? It's like a riddle. Your task will be to read the sentence and tell me which word completes it, okay?Let's read the first sentence here. Keep reading. Okay, which one would be right?All right, do you understand what to do? You can read it aloud or you can point it with your finger, okay? You'll have to do it fast as you can, while trying not to make mistakes.When you finish the page, continue with the next one until I tell you to stop. Do you understand what to do? Okay, wait for me to give you the signal.Ready?Start.Which one is it? Go on. All right, we've come to the last activity, we are going to be reading a story.Your task will be to read it as fast as you can, while not trying to make mistakes. Start there and continue until I tell you to stop, okay? Put your finger under the word and we'll get started.In this task you can see many uppercase letters, what we have to do is write the lowered case letter. What is the lowered case of the letter, D? Try to write it here, inside the little dots.Let's make the first example. Next we have the letter O, we will try to make the letter O inside the little dots. We will be doing the letters following the rules.Try to do it as quickly as you can, but without making mistakes. When I say mark, you make a mark just below the letter you are writing and then continue writing. When I say pencils above, we lift the pencil and stop writing.Are you ready? Let's start. Now, I am going to dictate a series of invented words, words that do not exist.The first example will be written here between these two lines. The first example is bamboo'the second example is betinakhn'Now I'm going to dictate 20 words to you and you have to write them on these lines. Now I can't tell you anything or help you, you have to write the word as you know best.I will dictate each word twice and you write it, and then we move onto the next one. The first word we are going to write is don von'We will make dictation of sentences, we have to write here between these two lines. The examples sentence that I'm going to dictate now, the phrase is, the house is big'I'm going to start dictating some sentences, I'm going to go slowly.Every phrase I'm going to repeat twice and you are writing it. The first sentence begins like this, the witch asked the wolf for help to create a bomb bell'the witch asked the wolf to help to create a bomb bell'The first task we will do here is quantity discrimination. What we have to do is choose which one of those two numbers is the largest.In this first square, we have a number four and number one. The number four has been circled because it's large. Do you agree?Very good. Before turning the page and beginning with the first line of items, we need to know two things. When I say start, I can begin to write, when I say stop, you must stop writing.You have to complete the task following this order. If you reach the end of the page, you must turn it and continue. If you do not know how to solve a task, leave it blank and continue with the next one, work quickly and quietly, and try to do your best.If you make a mistake you can cross it out and continue, start. In this task, we are going to complete numerical sequences. In the first square, we can see the first sequence.As you can see, we have two numbers and a missing number. We have the numbers, one and two. So which one should be the next?Let's count, one, two and three. Here we have to complete each sequence, following the order of the rows. First row, second row and third row.If you reach the end of the page, you must turn the page and continue. Are you ready? Start.This task is named Single Digit Computation.We have to solve addition and subtraction problems with single digit numbers. The first examples, four plus one, how much is it? Five.Now we are going to solve additions and subtractions like the ones we did in the example.When I say, start, you start. Work quickly and quietly, and try to do your best. Are you ready?Start.In this task we have some squares, we have to guess which number is being represented. Each square is a unit, therefore, if we have five squares, which number is it representing? The number five, right?This is because there are five squares. Here we have a column, each column has 10 squares. Every column will always have 10 squares.Which number is being represented here? The number 10. Now we are going to see a lot of drawings like this.We have to guess which number is being represented. One, two, start. The Web RTL Data System, webrtl.ull.es from the Universidad de La Lagunato, enables schools to enter and monitor student scores, from IPAL, IPAE and IPAM. Teachers are commonly expected to collect, score and use much of the associated student performance data. Charts and graphs are an excellent progress monitoring tool and can help identify trends in a child's educational and behavioral progress, before and after interventions.This graph shows IPAL screening for each skill corresponding to the beginning, middle, end of the school year. This is an example of students'letter sound knowledge, progress monitoring data, chartered in the line graph. To sum up, we concluded that in the Spanish language, there is a lack of standardized tools for both conducting universal screening and monitoring students'progress and intervention effectiveness.This study points out the validity, reliability of the Spanish IPAL, IPAE and IPAM CBMs, for kindergarten and elementary grades, when used as universal screening tools in the fall, winter and spring. The obtained data, allow comparison of students'learning, rating, reading, writing, maths, and knowledge of whether or not students are reaching a learning curve, similar to the normative population. This information is used to determine the degree of deviation of a student, and therefore the risks that status.Furthermore, teachers will be able to use the information through the CBMs, to determine the most appropriate intervention strategies based on the needs of an individual child.

universal-screening-for-prevention-reading-writing-math-disabilities

Research

JoVE Journal

Behavior

Training Synesthetic Letter-color Associations by Reading in Color

Synesthesia is a rare condition in which a stimulus from one modality automatically and consistently triggers unusual sensations in the same and/or other modalities. A relatively common and well-studied type is grapheme-color synesthesia, defined as the consistent experience of color when viewing, hearing and thinking about letters, words and numbers. We describe our method for investigating to what extent synesthetic associations between letters and colors can be learned by reading in color in nonsynesthetes. Reading in color is a special method for training associations in the sense that the associations are learned implicitly while the reader reads text as he or she normally would and it does not require explicit computer-directed training methods. In this protocol, participants are given specially prepared books to read in which four high-frequency letters are paired with four high-frequency colors. Participants receive unique sets of letter-color pairs based on their pre-existing preferences for colored letters. A modified Stroop task is administered before and after reading in order to test for learned letter-color associations and changes in brain activation. In addition to objective testing, a reading experience questionnaire is administered that is designed to probe for differences in subjective experience. A subset of questions may predict how well an individual learned the associations from reading in color. Importantly, we are not claiming that this method will cause each individual to develop grapheme-color synesthesia, only that it is possible for certain individuals to form letter-color associations by reading in color and these associations are similar in some aspects to those seen in developmental grapheme-color synesthetes. The method is quite flexible and can be used to investigate different aspects and outcomes of training synesthetic associations, including learning-induced changes in brain function and structure.

Reading in color is a new method for training letter-color associations that are typically found only in grapheme-color synesthetes. It involves an implicit form of training that has potential for long-term associative training methods&#160;because the training is a byproduct of reading and any text can be colored.

Synesthesia is a rare condition in which a stimulus from one modality automatically and consistently triggers unusual sensations in the same and/or other ...

Automated, Quantitative Cognitive/Behavioral Screening of Mice: For Genetics, Pharmacology, Animal Cognition and Undergraduate Instruction

We describe a high-throughput, high-volume, fully automated, live-in 24/7 behavioral testing system for assessing the effects of genetic and pharmacological manipulations on basic mechanisms of cognition and learning in mice. A standard polypropylene mouse housing tub is connected through an acrylic tube to a standard commercial mouse test box. The test box has 3 hoppers, 2 of which are connected to pellet feeders. All are internally illuminable with an LED and monitored for head entries by infrared (IR) beams. Mice live in the environment, which eliminates handling during screening. They obtain their food during two or more daily feeding periods by performing in operant (instrumental) and Pavlovian (classical) protocols, for which we have written protocol-control software and quasi-real-time data analysis and graphing software. The data analysis and graphing routines are written in a MATLAB-based language created to simplify greatly the analysis of large time-stamped behavioral and physiological event records and to preserve a full data trail from raw data through all intermediate analyses to the published graphs and statistics within a single data structure. The data-analysis code harvests the data several times a day and subjects it to statistical and graphical analyses, which are automatically stored in the &#34;cloud&#34; and on in-lab computers. Thus, the progress of individual mice is visualized and quantified daily. The data-analysis code talks to the protocol-control code, permitting the automated advance from protocol to protocol of individual subjects. The behavioral protocols implemented are matching, autoshaping, timed hopper-switching, risk assessment in timed hopper-switching, impulsivity measurement, and the circadian anticipation of food availability. Open-source protocol-control and data-analysis code makes the addition of new protocols simple. Eight test environments fit in a 48 in x 24 in x 78 in&#160;cabinet; two such cabinets (16 environments) may be controlled by one computer.

Fully automated system for measuring physiologically meaningful properties of the mechanisms mediating spatial localization, temporal localization, duration, rate&#160;and probability estimation, risk assessment, impulsivity, and the accuracy and precision of memory, in order to assess the effects of genetic and pharmacological manipulations on foundational mechanisms of cognition in mice.

We describe a high-throughput, high-volume, fully automated, live-in 24/7 behavioral testing system for assessing the effects of genetic and ...

Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities

Objective and easy measurement of sensory processing is extremely difficult in nonverbal or vulnerable pediatric patients. We developed a new methodology to quantitatively assess children&#39;s cortical processing of light touch, speech sounds and the multisensory processing of the 2 stimuli, without requiring active subject participation or causing children discomfort. To accomplish this we developed a dual channel, time and strength calibrated air puff stimulator that allows both tactile stimulation and sham control. We combined this with the use of event-related potential methodology to allow for high temporal resolution of signals from the primary and secondary somatosensory cortices as well as higher order processing. This methodology also allowed us to measure a multisensory response to auditory-tactile stimulation.

Objective and easy measurement of sensory processing is extremely difficult in nonverbal or vulnerable pediatric patients. We developed a new methodology to quantitatively assess infants and children&#39;s cortical processing of light touch, speech sounds, and the multisensory processing of the 2 stimuli, without requiring active subject participation or causing discomfort in vulnerable patients.

Objective and easy measurement of sensory processing is extremely difficult in nonverbal or vulnerable pediatric patients. We developed a new methodology ...

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Regressive eye movements are eye movements that move backwards through the text and comprise approximately 10-25% of eye movements during reading. As such, understanding the causes and mechanisms of regressions plays an important role in understanding eye movement behavior. Inhibition of return (IOR) is an oculomotor effect that results in increased latency to return attention to a previously attended target versus a target that was not previously attended. Thus, IOR may affect regressions. This paper describes how to design materials to distinguish between regressions caused by comprehension-related and oculomotor processes; the latter is subject to IOR. The method allows researchers to identify IOR and control the causes of regressions. While the method requires tightly controlled materials and large numbers of participants and materials, it allows researchers to distinguish and control the types of regressions that occur in their reading studies.

The method was designed to investigate the role of inhibition of return (IOR) in regressive eye movements during reading. The focus is on differentiating between regressions triggered as a result of comprehension difficulty versus those triggered from oculomotor error, including the role of IOR in the two types of regressions.

Regressive eye movements are eye movements that move backwards through the text and comprise approximately 10-25% of eye movements during reading. As ...

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

The Simple View of Reading is a popular model of reading that claims that reading is the product of decoding and language, with each component uniquely predicting reading comprehension. Although researchers have argued whether the sum rather than the product of the components is the better predictor, no researchers have partitioned the variance explained to examine the extent to which the components share variance in predicting reading. To decompose the variance, we subtract the R2 for the language-only model from the full model to obtain the unique R2 for decoding. Second, we subtract the R2 for the decoding-only model from the full model to obtain the unique R2 for language. Third, to obtain the common variance explained by language and decoding, we subtract the sum of the two unique R2 from the R2 for the full model. The method is demonstrated in a regression approach with data from students in grades 1 (n = 372), 6 (n = 309), and 10 (n = 122) using an observed measure of language (receptive vocabulary), decoding (timed word reading), and reading comprehension (standardized test). Results reveal a relatively large amount of variance in reading comprehension explained in grade 1 by the common variance in decoding and language. By grade 10, however, it is the unique effect of language and the common effect of language and decoding that explained the majority of variance in reading comprehension. Results are discussed in the context of an expanded version of the Simple View of Reading that considers unique and shared effects of language and decoding in predicting reading comprehension.

Here we present a protocol for decomposing the variance in reading comprehension into the unique and common effects of language and decoding.

The Simple View of Reading is a popular model of reading that claims that reading is the product of decoding and language, with each component uniquely ...

Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity

Physical activity (PA) assessment needs tools that are inexpensive and easy to administer. Common questionnaires inquire time spent in light, moderate, and vigorous PA. However, inaccuracies may occur due to individually different understanding of PA intensity levels. Alternatively used direct measures (e.g., accelerometers) are susceptible to reactivity bias and may lack the ability to capture certain activities. Compared to accelerometer measurement, respondents report more time spent in higher-intensity PA. A video that visualizes PA intensity levels might help to overcome this problem. This report describes the design of a randomized controlled trial as a methodology to investigate the effect of a video on the difference between self-reported and directly measured PA. It is hypothesized that the video reduces the mean difference between the two measures. Individuals from the general population are recruited. Hip-worn accelerometers are used to collect directly measured PA data on seven consecutive days. Afterwards, participants are randomly allocated to the experimental and the control group. The experimental group receives a video demonstration on PA intensity levels and subsequent PA assessment via self-administered computer-assisted questionnaire. The control group receives PA assessment only. Thereafter, the data are processed to compare the difference between self-reported and accelerometer-based moderate-to-vigorous physical activity (MVPA) between the study groups using a two-sample t-test. This methodology is appropriate for investigating the effect of any existing or self-produced video on the difference between the two measurement methods. It can be used not only for persons from the general population, but for a variety of other populations and contexts as accurate measures are needed to evaluate PA levels.

This protocol describes a randomized controlled trial as a method to test the effect of a video demonstration on the intra-individual difference between self-reported and accelerometer-based moderate-to-vigorous physical activity.

Physical activity (PA) assessment needs tools that are inexpensive and easy to administer. Common questionnaires inquire time spent in light, moderate, ...

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Valid and efficient measures for assessing the quality of parent-child relationships are needed to facilitate research and evidence-based practice with parents. This paper focuses on such a method, namely Five-Minute Speech Sample-Coherence (FMSS-Coherence). In this method, a parent is asked to speak for five uninterrupted minutes about her/his child and their relationship. The resulted narrative is coded for coherence, namely the extent to which the parent provides&#160;in the narrative&#160;a clear, consistent, multidimensional and well-supported portrayal of the child. FMSS-Coherence is based on attachment research that shows that the coherence of parents&#8217; narratives is indicative of the quality of the parent-child relationship and child adjustment. It overcomes the limitations of attachment narrative measures which are typically labor intensive. FMSS-Coherence is less nuanced than extant attachment narrative measures. Yet, studies of families from different cultural backgrounds, across different child ages and in the context of typically developing children as well as children with special needs suggest that coherence can be reliably evaluated using the FMSS procedure. Furthermore, parents&#8217; FMSS-Coherence is associated with parenting quality and children&#8217;s socio-emotional adjustment. Thus, it holds promise for researchers and practitioners who seek a relatively time- and cost-effective method for assessing the coherence of parents&#8217; narratives regarding their child.

Assessing the Coherence of Parents&#039; Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

This paper introduces a method for assessing the coherence of parents' short narratives regarding their child and their relationship using the five-minute speech sample procedure.

Valid and efficient measures for assessing the quality of parent-child relationships are needed to facilitate research and evidence-based practice with ...

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

The Cholesky decomposition method is the gold standard used in the field of behavioral genetics. The method is popular because it is easy to program and solve. Using this method, researchers can explore individual differences in longitudinal relations of different variables across multiple time points. The method allows investigators to decompose variance into (1) unique&#160;genetic, shared and non-shared environmental effects that arise at specific time points as well as (2) overlapping genetic, shared and non-shared environmental effects that carry over from one time point to another. However, the method does not identify the mechanisms or origins underlying these effects. The current report focuses on application of the Cholesky decomposition method in the field of educational psychology. Specifically, it discusses individual differences in longitudinal relations between kindergarten letter knowledge, kindergarten phonological awareness, first grade word-level reading skills, and seventh grade reading comprehension.

This paper demonstrates use of the gold standard method in behavioral genetics, the Cholesky decomposition method, to estimate unique, overlapping genetic and environmental influences on different variables to answer longitudinally motivated research questions.

The Cholesky decomposition method is the gold standard used in the field of behavioral genetics. The method is popular because it is easy to program and ...

Breakfast Habits among Schoolchildren in the City of Uruguaiana, Brazil

Breakfast is the first and most important meal of the day, and omitting it is associated with a greater probability of overweight and school absenteeism. The eating habits constituted in children depend on social, educational and economic factors, and they usually perpetuate into adulthood. For this reason, the most propitious stage for health promotion interventions on healthy nutrition is childhood. Specifically, in Brazil, malnutrition is relevant in children from low-income families although, currently, there are few studies that relate nutrition with the social factors. In this study, a reliability analysis of the Eating&#160;Habits of the School&#160;Population questionnaire was conducted, and the items referring to the breakfast habits and to some sociodemographic variables were selected. Subsequently, a total of 470&#160;fourth&#160;grade pupils self-completed the questionnaire in 12&#160;schools in Uruguaiana&#160;(Brazil). More than 50% of the mothers and more than 70% of the fathers worked in diverse areas of services and sales in stores or supermarkets. With regards to the hypothesis contrast, a significant relation was observed between the frequency of having breakfast with the father or the mother and having had breakfast&#160;(p&#160;&#60;&#160;0.001). This type of study favors a population analysis for the subsequent design and execution of health promotion activities.

This article describes the breakfast habits and the factors related to schoolchildren in a city of Brazil&#160;(Uruguaiana). To this end, a transcultural adaptation was performed of a questionnaire validated in Spain, and 470&#160;boys and girls from twelve&#160;schools were interviewed.

Breakfast is the first and most important meal of the day, and omitting it is associated with a greater probability of overweight and school absenteeism. ...

Investigating Migraine-Like Behavior Using Light Aversion in Mice

Migraine is a complex neurological disorder characterized by headache and sensory abnormalities, such as hypersensitivity to light, observed as photophobia. Whilst it is impossible to confirm that a mouse is experiencing migraine, light aversion can be used as a behavioral surrogate for the migraine symptom of photophobia. To test for light aversion, we utilize the light/dark assay to measure the time mice freely choose to spend in either a light or dark environment. The assay has been refined by introducing two critical modifications: pre-exposures to the chamber prior to running the test procedure and adjustable chamber lighting, permitting the use of a range of light intensities from 55 lux to 27,000 lux. Because the choice to spend more time in the dark is also indicative of anxiety, we also utilize a light-independent anxiety test, the open field assay, to distinguish anxiety from light-aversive behavior. Here, we describe a modified test paradigm for the light/dark and open field assays. The application of these assays is described for intraperitoneal injection of calcitonin gene-related peptide (CGRP) in two mouse strains and for optogenetic brain stimulation studies.

Rodents are not able to report migraine symptoms. Here, we describe a manageable test paradigm (light/dark and open field assays) to measure light aversion, one of the most common and bothersome symptoms in patients with migraines.