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Children with learning problems require early intervention. If it is evidence based and implemented with integrity and intensity, it will accelerate the academic progress of many students. This is the hope and expectation of the many supporters of responsiveness-to-intervention (RTI). A minority of children, however, will not respond sufficiently to such intervention because of learning disorders like specific learning disabilities (SLD). Some RTI models do not include research-backed methods to identify these children, nor do RTI practitioners often produce the data necessary to develop individualized instruction for them. The authors suggest practitioners go beyond typical RTI assessment data documenting responsiveness/ unresponsiveness to conduct comprehensive evaluations of these most difficult-to-teach students and to include in their evaluations carefully chosen cognitive measures. This special issue presents the work of teams of researchers, which suggests that cognitive and neuropsychological assessments can provide information to further understand SLD, which in turn can guide development of promising interventions. 相似文献
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Robin B. Devin 《Medical reference services quarterly》2013,32(1):44-55
This article compares libraries in the United States that serve allied health programs at universities without medical schools. Although these university libraries all serve a similar array of health sciences programs, the organization of their library services differ dramatically. There is also little similarity in their collections, particularly in their choice of indexing and abstracting databases. Yet librarians serving as liaisons to allied health programs at universities without medical schools face comparable challenges in meeting the needs of their users. All reported concerns about gaps in their collections and felt hard pressed to provide optimal library service. 相似文献
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Chantal A. Vella Katrina Taylor Devin Drummer 《European Journal of Sport Science》2017,17(9):1203-1211
Background: High-intensity interval training (HIIT) has been shown to improve cardiometabolic health during supervised lab-based studies but adherence, enjoyment, and health benefits of HIIT performed independently are yet to be understood. We compared adherence, enjoyment, and cardiometabolic outcomes after 8 weeks of HIIT or moderate-intensity continuous training (MICT), matched for energy expenditure, in overweight and obese young adults. Methods: 17 adults were randomized to HIIT or MICT. After completing 12 sessions of supervised training over 3 weeks, participants were asked to independently perform HIIT or MICT for 30 min, 4 times/week for 5 weeks. Cardiometabolic outcomes included cardiorespiratory fitness (VO2 peak), lipids, and inflammatory markers. Exercise enjoyment was measured by the validated Physical Activity Enjoyment Scale. Results: Exercise adherence (93.4?±?3.1% vs. 93.1?±?3.7%, respectively) and mean enjoyment across the intervention (100.1?±?4.3 vs. 100.3?±?4.4, respectively) were high, with no differences between HIIT and MICT (p?>?.05). Similarly, enjoyment levels did not change over time in either group (p?>?.05). After training, HIIT exhibited a greater decrease in low-density lipoprotein cholesterol than MICT (?0.66?mmol?L?1 vs. ?0.03?mmol?L?1, respectively) and a greater increase in VO2 peak than MICT (p?<?.05, +2.6?mL?kg?min?1 vs. +0.4?mL?kg?min?1, respectively). Interleukin-6 and C-reactive protein increased in HIIT (+0.5?pg?mL?1 and +?31.4?nmol?L?1, respectively) and decreased in MICT (?0.6?pg?mL?1 and ?6.7?nmol?L?1, respectively, p?<?.05). Conclusions: Our novel findings suggest that HIIT is enjoyable and has high unsupervised adherence rates in overweight and obese adults. However, HIIT may be associated with an increase in inflammation with short-term exercise in this population. 相似文献
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Brendesha M. Tynes Devin English Juan Del Toro Naila A. Smith Fantasy T. Lozada David R. Williams 《Child development》2020,91(5):1577-1593
This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th–12th grade (N = 522; Mgrade = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Results showed four individual and three vicarious ORD trajectories, with the majority of participants starting out with low experiences and increasing over time. Older African American adolescents and people who spend more time online are at greatest risk for poor psychological functioning. 相似文献
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The biological world includes many negatively valenced activities, like predation, parasitism, and disease. Do children’s books cover these activities? And how do parents discuss them with their children? In a content analysis of children’s nature books (Study 1), we found that negatively valenced concepts were rarely depicted across genres and reading levels. When parents encountered negative information in books (Studies 2–3), they did not omit it but rather elaborated on it, adding their own comments and questions, and their children (ages 3–11) were more likely to remember the negative information but less likely to generalize that information beyond the animal in the book. These findings suggest that early input relevant to biological competition may hamper children’s developing understanding of ecology and evolution. 相似文献
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Marianne Devin 《Studies in Continuing Education》2013,35(8):57-72
One of the results of a lack of overall co‐ordination of adult education in Australia is a very incomplete record of activities. Attempting to use existing data for research can be a very frustrating business. The form of the material available varies from State to State, is incomplete and uneven in quality. The peripheral nature of adult education in relation to education as a whole often results in only brief mention in official reports or no comment at all. The voluntary area, due for the most part to the spontaneous and informal nature of many agencies, is particularly poorly recorded. This paper discusses some of the problems facing researchers and brings together existing studies which have attempted to survey arrangements for the organisation and administration of adult education on a national basis. 相似文献
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Examining learning rates in the evaluation of academic interventions that target reading fluency 
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下载免费PDF全文 Benjamin G. Solomon Brian C. Poncy Devin J. Caravello Emily M. Schweiger 《Psychology in the schools》2018,55(2):151-164
The purpose of the current study is to determine whether single‐case intervention studies targeting reading fluency, ranked by traditional outcome metrics (i.e., effect sizes derived from phase differences), were discrepant with rankings based on instructional efficiency, including growth per session and minutes of instruction. Converging with prior findings, we found great variability in reported sessions and minutes of instruction across studies, as well as divergences in rankings based on outcome variables. These findings raise questions as to how literature syntheses on the topic of academic intervention are interpreted and how selection of evidence‐based intervention occurs. 相似文献