A Longitudinal Study of High‐Risk Children: Educational Outcomes     

Byron Egeland  Brian Abery 《International Journal of Disability, Development & Education》1991,38(3):271-287

DATA FROM the Mother‐Child Project, a longitudinal study of high‐risk children, indicated that the percentage of children referred for school‐based problems was approximately 40% in grades one, two and three. Basically all of the children who were referred were receiving some form of educational services. Similarly, the majority of children achieving below the 25th percentile on a standardized achievement test were receiving special educational services. The reasons some of the low‐achieving students were not receiving services were higher social adjustment, better work habits and a past educational history of success as compared to those low‐achieving students who were receiving services. Greater differences between served and unserved groups were found on historical rather than current measures, which suggests that the chronicity of educational problems had a major impact in determining which students received services. The results suggest that across the large number of schools serving high‐risk children in our sample, excellent decisions were made in terms of who received special educational assistance. There did not appear to be any bias in the referral process or in making the decision of whom to serve. This finding contradicts the results of other investigators in this area. The results from the current investigation indicate that a high proportion of high‐risk children were having difficulty in school. We were encouraged to find, however, that the high‐risk students in need of special assistance were being served.  相似文献   

Getting to the heart of performance     

Byron Stock 《Performance Improvement》1996,35(8):6-13

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Washability of fine sizes of coal on tables,with particular reference to Washington and Alaskan coals     

Byron M. Bird 《Journal of The Franklin Institute》1927,204(2):273-274

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The angiogenetic effect of intramuscular administration of b-FGF and a-FGF on cardiac muscle: the influence of exercise on muscle angiogenesis     

Efthimiadou A  Asimakopoulos B  Nikolettos N  Giatromanolaki A  Sivridis E  Lialiaris TS  Papachristou DN  Kontoleon E 《Journal of sports sciences》2006,24(8):849-854

Although angiogenetic therapy using recombinant growth factors holds much hope for the treatment of ischaemic diseases, there are still many unanswered questions, including the method of administration, the correct dose of these factors, and the duration of the therapeutic approach. Exercise has also been suggested to induce neovascularizaiton in muscles. We evaluated the angiogenetic effects of the intramuscular administration of basic-fibroblast growth factor (b-FGF) and acidic-fibroblast growth factor (a-FGF) in rat heart, compared with rats who exercised daily. In conclusion, both the intramuscular administration of b-FGF and exercise increased significantly angiogenesis in the heart in contrast to the intramuscular administration of a-FGF, which was ineffective.  相似文献   

A canonical correlation analysis of demographic information and the behavior problem checklist     

John Touliatos  Byron W. Lindholm 《Psychology in the schools》1976,13(1):15-18

The purpose of the present study was to do a canonical correlation analysis of demographic information and the Behavior Problem Checklist (BPCL) in order (a) to employ the demographic information in a manner that had not been possible using other methods, and (b) to examine the four factors on the BPCL as a general measure of mental health and mental illness. Subjects were 2,314 children who differed in grade in school, sex, social class, ethnic group status, and type of class in school (i.e., regular or special education). Teachers provided the demographic information and the BPCL ratings. It was found that the four factors on the BPCL were significantly correlated. It was also found that there were four canonical correlations between the demographic information and the BPCL ratings of which three were and one was not significant. The meanings of the four canonical correlations were described for the demographic information and for the four factors on the BPCL.  相似文献   

Methodological Issues in Cross-Syndrome Comparisons: Matching Procedures, Sensitivity (Se), and Specificity (Sp)     

Carolyn B. Mervis  & Byron F. Robinson 《Monographs of the Society for Research in Child Development》1999,64(1):115-130

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The Scientist as School Teacher     

Waksman  Byron H. 《Journal of Science Education and Technology》2003,12(1):51-57

Many scientists, driven by the teaching impulse, idealism, or the wish to see science thrive in the United States, take up one or another form of school teaching or participate in programs designed to enhance science teachers' knowledge of science and science teaching skills. Funding is available, from governmental and private sources, to support innovative programs designed to increase the supply of well-trained science teachers. The provision of new funds to support graduate programs in fundamental science that provide a separate track for graduate students who choose a career in teaching, in preference to a career in the laboratory, is a particularly promising development. It is essential that such programs include proper training in pedagogy. Above all, the Nation must recognize the need to provide proper long-term salary support for science teachers in the public schools countrywide, if any of the programs to improve teaching is to succeed.  相似文献   

Qualitative review synthesis: the relationship between inattention and academic achievement     

Sarah Anne Gray  Katherine Dueck  Maria Rogers  Rosemary Tannock 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):17-35

Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.

Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.

Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.

Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.

Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed.  相似文献   

Response-independent habituation of the orienting response in the preweanling rat     

Rick Richardson  Harlene Hayne  Byron A. Campbell 《Learning & behavior》1992,20(1):17-24

The effect of pattern of stimulus presentation on habituation of the cardiac component of the orienting response to an auditory stimulus was investigated in four experiments. The duration of stimulus presentation was held constant, but some animals were given six 10-sec stimulus presentations and others were given a single 60-sec stimulus. During the first 10 sec of the auditory stimulus, heart rate (HR) decreased approximately 40 beats per minute (bpm) in both groups, but during subsequent 10-sec epochs, the changes in HR were markedly different in the two groups. For those animals given a single 60-sec stimulus, the cardiac orienting response did not habituate; that is, HR either continued to decrease or remained approximately 40 bpm below baseline. In contrast, those animals given six 10-sec stimulus presentations showed smaller decreases in HR with each successive stimulus presentation, and after approximately four presentations, no detectable change in HR was observed. Despite these dramatic differences in habituation of the cardiac component of the orienting response, neither group oriented to the auditory stimulus when it was presented again following a short retention interval. Moreover, with increasing retention intervals, both groups showed the same forgetting function (reappearance of the orienting response). The implications of these findings for theories of the orienting response as well as theories of habituation are discussed.  相似文献   

Dyslexia quotient: An index of reading ability     

Carl L. Kline M.D.  Marjorie Ashbrenner M.A.  Byron Barrington PhD  Louis Reimer M.S.W. 《Annals of dyslexia》1968,18(1):23-31

Summary A new index for expressing degree of reading disability in children is presented. Called the Dyslexia Quotient (D. Q.), it has the advantages of being simple to calculate and of being expressed in round numbers. Standardization of this new index is presented. In addition, the use of the Dyslexia Quotient in 50 patients who completed intensive dyslexia therapy is presented. An age-improvement distribution diagram, using the D. Q. is given. The authors suggest that the Dyslexia Quotient offers a valuable universal means of indicating degree of reading disability at any grade or age level.  相似文献