Utility of a novel perceptual-motor control test for identification of sport-related concussion beyond current clinical assessments     

Shawn R. Eagle  Anthony P. Kontos  Aaron Sinnott  Meaghan Beckner  Bradley C. Nindl  Shawn D. Flanagan 《Journal of sports sciences》2020,38(15):1799-1805

ABSTRACT

Clinically feasible metrics, that can inform the concussion recovery decision making process by evaluating a unique domain beyond current testing domains (e.g., balance, neurocognition, symptoms, vestibular/ocular function) are still in need. The purpose of this study was to compare perceptual-motor control in adolescent athletes ≤21 days of sport-related concussion and healthy controls and evaluate the association of perceptual-motor control to the outcomes of commonly-used sport-related concussion clinical assessments. Athletes (age: 12-18 years) with sport-related concussion (n = 48) and healthy controls (n = 24) completed the Perception-Action Coupling Task (PACT), whose outcomes are mean reaction, movement, initiation, response time, and accuracy. ImPACT outcomes are verbal/visual memory scores, motor processing speed, and reaction time. Vestibular-Ocular Motor Screen (VOMS) outcomes are symptoms from: smooth pursuit, horizontal/vertical saccades, near-point of convergence, horizontal/vestibular ocular-reflex, and visual motion sensitivity. CONCUSSED demonstrated ~5% deficit in overall perceptual-motor accuracy during PACT compared to CONTROLS (p = 0.03). PACT accuracy negatively correlated with smooth pursuits(r = -0.29), and horizontal (r = -0.35)/vertical (r = -0.30) saccades. The C5.0 decision tree determined PACT accuracy was the most relevant predictor of sport-related concussion when no visual motion sensitivity symptoms were reported and Visual Memory was >66. Perceptual-motor control tests may complement current sport-related concussion assessments when neurocognition and vestibular/ocular motor system are not grossly impaired.  相似文献   

The daily report card: A simplified and flexible package for classroom behavior management     

Edward H. Dougherty  Anne Dougherty 《Psychology in the schools》1977,14(2):191-195

There is a growing need for rapid low cost, and proven behavior management techniques for classroom teachers. Often, an uncomplicated system of feedback to pupils at frequent intervals, backed by reinforcers delivered at home by cooperating parents, is sufficient to decrease problem behavior and accelerate homework and classwork completion. The present paper presents a system consisting of report cards, instructions for students, parents, and teachers, which is designed to accomplish these objectives. One application of the daily report card in a regular fourth-grade classroom will be presented. In this case, a behavior problem (talkouts), and homework assignment completion were targeted and recorded during a baseline period, and then sequentially remediated using a multiple baseline design. The results indicated rapid improvement with a minimum of teacher time and effort. The use of the card with various problem behaviors in classrooms is discussed as a valuable consultation tool for school intervention.  相似文献   

SUPERVISION AND MENTORING FOR EARLY CAREER SCHOOL PSYCHOLOGISTS: AVAILABILITY,ACCESS, STRUCTURE,AND IMPLICATIONS     

Daniel S. Newman  Meaghan C. Guiney  Sarah Valley‐Gray  Courtenay A. Barrett 《Psychology in the schools》2016,53(5):502-516

This study is the first national survey of supervision and mentoring practices for early career school psychologists (ECSPs). Respondents included 700 participants, 38% of whom reported having access to professional supervision. Time, availability, and proximity to a supervisor were found to be the most common barriers to accessing supervision and mentoring; access to technology, supervisor interest, and cost were not found to be as significant. Nearly 30% of ECSPs reported feeling pressure to practice outside their boundaries of competence because they did not have access to mentoring or supervision, suggesting a potential ethical concern. Results demonstrate the need to provide more supervision and mentoring opportunities for ECSPs, particularly given the National Association of School Psychologist's requirement that first‐time Nationally Certified School Psychologist renewal applicants complete a year of mentoring or supervision. Implications of the results, strategies to support the barriers to access, and future directions for research are addressed.  相似文献   

Learning the Colonial Past in a Colonial Present: Students and Teachers Confront the Spanish Conquest in Post-Conflict Guatemala     

Deirdre M. Dougherty  Beth C. Rubin 《Educational Studies A Journal of the American Educational Studies Association》2016,52(3):216-236

In Guatemala, three centuries after Spanish conquest and in the wake of more than three decades of internal conflict, the framers of the 1996 Accord for a Firm and Lasting Peace placed educational reform at the center of efforts to make peace with this contentious past. This article, based on a multisite qualitative study, describes how Guatemalan teachers, working within an ostensibly standardized national curriculum aimed at creating a common historical narrative, differed in their presentation of Spanish colonialism. In the social studies classrooms of two different settings, a private school serving affluent Ladino students and a public school serving low-income indigenous students, young people constructed usable pasts amid distinct approaches to this era. In the first, a static, fixed version of colonial history distanced these young people from their indigenous cocitizens; students described the colonial era as part of a completed and distant past. In the second classroom, the teacher framed colonialism as an enduring part of students’ lives; students articulated the continued reach of the colonial era through language loss, structural inequality, and cultural devaluation. In this postconflict setting, curricular attempts to use historical study to create a new, unified, national identity were met with local challenges embedded in distinct historical memories.  相似文献   

Sensemaking and Emotions in Organizations: Accounting for Emotions in a Rational(ized) Context     

Debbie S. Dougherty  Kristina Drumheller 《Communication Studies》2013,64(2):215-238

Organizations tend to be guided by a rationality/emotionality duality in which rational behavior is privileged over emotional behavior. Consequently, emotions in organizations have historically been undervalued in favor of rationality. Despite the privileging of rationality, however, organizations are emotion-laden environments. The present study uses sensemaking theory to explore how employees manage the rationality/emotionality duality in the workplace. Using a qualitative analysis of 38 emotional experiences derived from 19 interviews, it was found that participants accept the duality by orienting toward emotions that are associated with the disruption or enhancement of “rational” business practices. Further, participants tended to reinforce the dichotomy by carefully controlling their emotions in organizations through denial of emotions, reframing their experiences, by rationally reciting their emotional experiences, or by relegating emotions at work to appropriate time and place.  相似文献   

Teaching Castells [Review of the book Castells and the Media,by Philip N. Howard]     

Meghan Dougherty 《广播与电子媒介杂志》2013,57(3):435-437

This study examines gender role and sexual content in television advertising messages, and the cognitive elaborations of adolescents processing these messages. Adolescents viewed and commented on television advertisements of beer and non-beer products in the contexts of sports and entertainment programming. Results found that a majority of the ads contained traditional gender role content. Fewer ads combined sexual with traditional gender role content. The adolescents' comments criticized female imagery, while their comments on male portrayals were relatively neutral. More than half the respondents challenged ad content, including product claims, realism, and production techniques, with females counterarguing more than males.  相似文献   

Annual report of the board of managers,for the year 1864     

James Dougherty 《Journal of The Franklin Institute》1865,79(2):140-144

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On the testing of standards and standardized achievement testing: Panacea,placebo, or pandora's box?     

Diane E. Meaghan  François R. Casas 《Interchange》1995,26(1):33-58

Parents and educators concerned with the quality of education in Canadian schools have been subjected to a concerted campaign (through editorials, columns, and letters to the editor in major dailies and magazines, as well as a spate of books with alarmist titles) aimed at convincing them that the lack of adequate testing represents a major shortcoming and a stumbling block to educational reform. Provincewide and nationwide standardized achievement tests are offered as an indispensable tool to understand what works and what does not, to let parents know how schools are doing and how well their children are performing, and to make teachers and school boards accountable. Provincial education authorities are finding it increasingly difficult to resist the pressure, with Ontario the latest to jump on the testing bandwagon. However, although concerns about school curricula and about the best methods for testing student learning and performance are legitimate, the belief that standardized achievement tests are part of the solution to many ills allegedly afflicting our educational system does not stand up to the increasingly clear evidence of the many problems associated with the construction and administration of these tests, as well as the misuse and abuse of test scores. Far from being a panacea, this approach has proved to be fraught with dangers and adverse effects, from a narrowing of the curriculum to overemphasis of routine processes at the expense of higher learning skills, with virtually no empirical support for the purported benefits. With Canadian students facing the risk of being subjected to the same abuses as their U.S. counterparts, this paper reviews recent contributions and attempts to alert educators and policymakers to the serious deficiencies of this type of testing.  相似文献   

Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers     

McKenna  Meaghan  Soto-Boykin  Xigrid  Cheng  Ke  Haynes  Elizabeth  Osorio  Amanda  Altshuler  Joan 《Early Childhood Education Journal》2021,49(5):815-827

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Individual differences and the development of joint attention in infancy   总被引：4，自引：0，他引：4  

Mundy P  Block J  Delgado C  Pomares Y  Van Hecke AV  Parlade MV 《Child development》2007,78(3):938-954

This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test-retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most joint attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of joint attention acts at each age, but did not exhibit different age-related patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development.  相似文献