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Kim S, Werner P, Richardson A, Anstey KJ. Dementia Stigma Reduction (DESeRvE): Study protocol for a randomized controlled trial of an online intervention program to reduce dementia-related public stigma. Contemp Clin Trials Commun 2019; 14:100351. [PMID: 30997434 DOI: 10.1016/j.conctc.2019.100351] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2018] [Revised: 03/10/2019] [Accepted: 03/20/2019] [Indexed: 01/24/2023] Open
Abstract
Background Dementia is considered to be a highly stigmatized condition leading to significant negative effects on the health and well-being of people with dementia and people supporting someone living with dementia. Even though there has been an increasing amount of research on dementia-related stigma over the past two decades, research on effective, evidence-based approaches to reduce dementia-related public stigma is still lacking. Methods A 2 × 2 factorial randomized controlled trial (RCT) is being conducted to evaluate the feasibility and short-term efficacy of an online intervention program. It compares different approaches to reduce dementia-related public stigma: 1) Education (ED) that is designed to provide written information on dementia; 2) Contact (CT) that is designed to offer indirect virtual contact with people with dementia and/or people supporting someone with dementia; 3) Education plus contact (ED + CT) that is designed to provide both written information on dementia and indirect virtual contact with people with dementia and/or people supporting someone living with dementia; and 4) an active control condition receiving written information on general health. We aim to recruit 500 lay persons aged 40 and over, to complete a questionnaire measuring the level of dementia-related public stigma, assessed with a modified Attribution Questionnaire and dementia knowledge, assessed with the Dementia Knowledge Assessment Scale version 2 at baseline and follow-up assessments (immediately after the intervention and 12 weeks post-intervention). Discussion Results from this trial will provide evidence on the most effective approach in reducing dementia-related public stigma. The results are also likely to form an evidence base for the feasibility of dementia-related public stigma campaigns to educate the general public.
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Wright RS, Waldstein SR, Gerassimakis CS, Sprung MR, Moody DLB, Taylor AD, Al'Najjar E, McNeely JM, Zhang Z, Evans MK, Zonderman AB. Multiple Influences on Cognitive Function Among Urban-Dwelling African Americans. J Racial Ethn Health Disparities 2019; 6:851-860. [PMID: 30915683 DOI: 10.1007/s40615-019-00584-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2019] [Revised: 03/14/2019] [Accepted: 03/18/2019] [Indexed: 10/27/2022]
Abstract
This study examined multiple influences on cognitive function among African Americans, including education, literacy, poverty status, substance use, depressive symptoms, and cardiovascular disease (CVD) risk factors. Baseline data were analyzed from the Healthy Aging in Neighborhoods of Diversity across the Life Span (HANDLS) study. Participants were 987 African Americans (mean age 48.5 years, SD = 9.17) who completed cognitive measures assessing verbal learning and memory, nonverbal memory, working memory, verbal fluency, perceptuo-motor speed, attention, and cognitive flexibility. Using preplanned hierarchical regression, cognitive performance was regressed on the following: (1) age, sex, education, poverty status; (2) literacy; (3) cigarette smoking, illicit substance use; (4) depressive symptoms; and (5) number of CVD risk factors. Results indicated that literacy eliminated the influence of education and poverty status in select instances, but added predictive utility in others. In fully adjusted models, results showed that literacy was the most important influence on cognitive performance across all cognitive domains (p < .001); however, education and poverty status were related to attention and cognitive flexibility. Depressive symptoms and substance use were significant predictors of multiple cognitive outcomes, and CVD risk factors were not associated with cognitive performance. Overall, findings underscore the need to develop cognitive supports for individuals with low literacy, educational attainment, and income, and the importance of treating depressive symptoms and thoroughly examining the role of substance use in this population.
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Affiliation(s)
- R S Wright
- School of Nursing, University of Delaware, Newark, DE, USA.
| | - S R Waldstein
- Department of Psychology, University of Maryland Baltimore County, Baltimore, MD, USA.,Geriatric Research Education & Clinical Center, Baltimore Veterans Affairs Medical Center, Baltimore, MD, USA
| | - C S Gerassimakis
- Department of Behavioral Health and Nutrition, University of Delaware, Newark, DE, USA
| | - M R Sprung
- Department of Psychology, University of Maryland Baltimore County, Baltimore, MD, USA
| | - D L Beatty Moody
- Department of Psychology, University of Maryland Baltimore County, Baltimore, MD, USA
| | - A D Taylor
- Department of Psychology, University of Maryland Baltimore County, Baltimore, MD, USA
| | - E Al'Najjar
- Department of Psychology, University of Maryland Baltimore County, Baltimore, MD, USA
| | - J M McNeely
- Department of Psychology, University of Maryland Baltimore County, Baltimore, MD, USA
| | - Z Zhang
- Christiana Care Value Institute, Newark, DE, USA
| | - M K Evans
- Laboratory of Epidemiology and Population Sciences, National Institute on Aging Intramural Research Program, National Institutes of Health, Baltimore, MD, USA
| | - A B Zonderman
- Laboratory of Epidemiology and Population Sciences, National Institute on Aging Intramural Research Program, National Institutes of Health, Baltimore, MD, USA
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153
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Millar N, Budgell BS. The passive voice and comprehensibility of biomedical texts: An experimental study with 2 cohorts of chiropractic students. J Chiropr Educ 2019; 33:16-20. [PMID: 30070902 PMCID: PMC6417867 DOI: 10.7899/jce-17-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2017] [Revised: 02/01/2018] [Accepted: 03/02/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVE: Authors in the health sciences are encouraged to write in the active voice in the belief that this enhances comprehensibility. Hence, the purpose of this study was to compare objectively measured and subjectively perceived comprehensibility of texts in which one voice or the other was highly prevalent. METHODS: Objectively rated comprehensibility was obtained by presenting 161 2nd-year chiropractic students with questions pertaining to 2 methods sections of biomedical articles, each presented in its original form with high prevalence of the passive voice, and in a manipulated form with all main verbs in the active voice. The difficulties and sensitivities of questions were compared for the 2 forms of each text. Comprehensibility was obtained by asking students to rate the comprehensibility of authentic sentences from biomedical manuscripts and matched manipulated form in which the voice of the main verb had been changed. Differences in comprehensibility between the 2 texts were assessed with a dependent t test. RESULTS: There were no significant differences in the difficulties or sensitivities of questions pertaining to the 2 original texts written in the passive voice versus the active voice ( p > .35 for all comparisons). Students rated sentences written in the passive voice as marginally more comprehensible than sentences written in the active voice ( p = .003 per 2-tailed paired t test). CONCLUSION: The texts written in the active voice were not more comprehensible than texts written in the passive voice. The results of this study do not support editorial guidelines that favor active voice over passive voice.
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St John M, Ponchard C, van Reyk O, Mei C, Pigdon L, Amor DJ, Morgan AT. Speech and language in children with Klinefelter syndrome. J Commun Disord 2019; 78:84-96. [PMID: 30822601 DOI: 10.1016/j.jcomdis.2019.02.003] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2018] [Revised: 01/28/2019] [Accepted: 02/10/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Speech and language deficits are frequent in males with Klinefelter syndrome (KS), yet the research base is slim and specific strengths and deficits in communication have not been well characterised. Nor have studies examined communication abilities across a wide age-range from infancy to adolescence. OBJECTIVE To characterise communication in children and adolescents with KS. METHOD Twenty-six males, aged 1;1-17;4 years, took part in the study. Oromotor, speech, language, literacy and pragmatic abilities were assessed. RESULTS Communication impairment was seen in 92% of cases (24/26), with salient findings being impairments in social-pragmatic language (15/18; 83%), language-memory (12/15; 80%) and literacy (13/17; 76%). Mild to severe receptive and expressive language deficits were common (16/23; 70%), although performance was varied across linguistic domains of semantics, syntax, and morphology. Oromotor impairment (21/21; 100%) and speech impairments were evident from preschool through to adolescence. Whilst speech was highly intelligible (22/26; 85%), articulation errors (12/26; 46%), phonological delay (12/26; 46%), phonological disorder (5/26; 19%) and dysarthria (2/23 8.7%) were observed. Other atypical, yet mild, speech features were noted such as hyponasality (16/23; 70%). CONCLUSIONS Language, literacy and social-pragmatic deficits are common in KS. Data suggested a trend for more notable deficits with age and increasing academic and social demands. We added novel data on the nature of speech production deficits, including persistent phonological errors in a number of cases. Earlier detection and intervention of phonological errors may reduce the risk for later language and literacy challenges and optimise academic, and ultimately social and behavioural difficulties later in life.
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Affiliation(s)
- Miya St John
- University of Melbourne, Parkville, Victoria 3010, Australia; Murdoch Children's Research Institute, 50 Flemington Road, Parkville, Victoria 3052, Australia
| | - Charlotte Ponchard
- University of Melbourne, Parkville, Victoria 3010, Australia; Murdoch Children's Research Institute, 50 Flemington Road, Parkville, Victoria 3052, Australia
| | - Olivia van Reyk
- Murdoch Children's Research Institute, 50 Flemington Road, Parkville, Victoria 3052, Australia
| | - Cristina Mei
- Murdoch Children's Research Institute, 50 Flemington Road, Parkville, Victoria 3052, Australia
| | - Lauren Pigdon
- Murdoch Children's Research Institute, 50 Flemington Road, Parkville, Victoria 3052, Australia
| | - David J Amor
- University of Melbourne, Parkville, Victoria 3010, Australia; Murdoch Children's Research Institute, 50 Flemington Road, Parkville, Victoria 3052, Australia; Royal Children's Hospital, 50 Flemington Road, Parkville, Victoria 3052, Australia; Victorian Clinical Genetics Service, 50 Flemington Road, Parkville, Victoria 3052, Australia
| | - Angela T Morgan
- University of Melbourne, Parkville, Victoria 3010, Australia; Murdoch Children's Research Institute, 50 Flemington Road, Parkville, Victoria 3052, Australia; Royal Children's Hospital, 50 Flemington Road, Parkville, Victoria 3052, Australia.
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Abstract
Accumulated recent research suggests that prior knowledge of multiple languages leads to advantages in learning additional languages. In the current article, we review studies examining potential differences between monolingual and multilingual speakers in novel language learning in an effort to uncover the cognitive mechanisms that underlie such differences. We examine the multilingual advantage in children and adults, across a wide array of languages and learner populations. The majority of this literature focused on vocabulary learning, but studies that address phonology, grammar, and literacy learning are also discussed to provide a comprehensive picture of the way in which multilingualism affects novel language learning. Our synthesis indicates two avenues to the multilingual advantage including direct transfer of prior knowledge and prior skills as well as indirect influences that result from multilingual background and include more general changes to the cognitive-linguistic system. Finally, we highlight topics that are in need of future systematic research.
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Kovelman I, Marks R. Tracking Qualitative Changes in Cognition and Brain Development Through Bilingualism. J Neurolinguistics 2019; 49:255-257. [PMID: 30880873 PMCID: PMC6415689 DOI: 10.1016/j.jneuroling.2018.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
In response to Hernandez and colleagues (2018), we provide commentary on the scientific reasoning that underlies Neuroemergentism. We argue that bilingual language and reading acquisition provide a means for examining and refining the neuroemergentist framework.
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Arciuli J, Bailey B. Efficacy of ABRACADABRA literacy instruction in a school setting for children with autism spectrum disorders. Res Dev Disabil 2019; 85:104-115. [PMID: 30530104 DOI: 10.1016/j.ridd.2018.11.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Revised: 11/04/2018] [Accepted: 11/05/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND There is evidence indicating that instruction using ABRACADABRA (ABRA) - a free web application designed to promote literacy development - may benefit children with autism spectrum disorders (ASD) when administered on an individualized basis in children's homes. AIMS Here, we investigated the efficacy of ABRA instruction administered in small groups of children with ASD within a school setting. METHODS AND PROCEDURES Children were aged 5.83-8.42 years (n = 23). Some children were assigned to an instruction group and received a minimum of 20 h of ABRA instruction over 9 weeks (n = 11). The other children comprised an age- and ability-matched control group (n = 12) and received business as usual literacy instruction. Outcome measures included word-level accuracy, passage-level accuracy, and passage-level comprehension, all assessed using standardized tests that were independent of ABRA. OUTCOMES AND RESULTS ANOVAs comparing pre- versus post-instruction raw scores showed statistically significant improvements in word- and passage-level reading accuracy for the instruction group relative to the control group, with large effect sizes. Gains in reading comprehension for the instruction group were not statistically significant and, in a posthoc correlational analysis, appeared to be related to children's socialisation skills (r = .62). CONCLUSIONS AND IMPLICATIONS Literacy instruction using ABRA is associated with improvement in reading accuracy for children with ASD when administered in small groups within a school setting. Children with ASD may require additional supports to make gains in reading comprehension when literacy instruction using ABRA is delivered in groups.
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158
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Withycombe JS, McFatrich M, Pinheiro L, Hinds PS, Keller FG, Baker JN, Mack JW, Sung L, Waldron MK, Reeve BB. The association of age, literacy, and race on completing patient-reported outcome measures in pediatric oncology. Qual Life Res 2019; 28:1793-1801. [PMID: 30656534 DOI: 10.1007/s11136-019-02109-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/10/2019] [Indexed: 01/22/2023]
Abstract
PURPOSE Age is often used to determine when children can begin completing patient-reported outcome (PRO) instruments or transition to adult instruments. This study's purpose was to determine relationships between literacy, age, and race and their influence on a child's ability to understand and complete a PRO instrument. METHODS The Wide Range Achievement Test was used to evaluate literacy in children and young adults with cancer, participating in a cognitive interview for the Pediatric PRO-CTCAE instrument. 140 participants (7-20 years) were recruited from 8 sites. Logistic regression and multivariable liner regression were used to examine relationships among key variables. RESULTS Higher literacy scores were significantly associated with fewer PRO-CTCAE items being identified as "hard to understand" (p = 0.017). Literacy scores increased with age, but older participants were more likely to fall behind expected reading levels compared with US norms. A 1-year increase in age was associated with a 19% increase in the likelihood for being below the expected WRAT word reading score (OR 1.19; 95% CI 1.06-1.33, p = 0.003). No associations were found between race and literacy. CONCLUSIONS Wide variations in literacy were noted across age groups. All participants were able to complete the Pediatric PRO-CTCAE, although most 7 year olds (63%) required reading assistance. Those with lower literacy skills were able to understand items suggesting that multiple factors may be involved in comprehension (developmental stage, concentration, vocabulary, or prior health experiences). Risk for falling below expected literacy levels increased with age implying a need for literacy consideration for cancer patients.
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Affiliation(s)
- Janice S Withycombe
- Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Road, NE, Atlanta, GA, USA.
| | - Molly McFatrich
- Center for Health Measurement, Department of Population Health Sciences, Duke University School of Medicine, Durham, NC, USA
| | - Laura Pinheiro
- Division of General Internal Medicine, Weill Cornell Medicine, New York, NY, USA
| | - Pamela S Hinds
- Children's National Health System, 111 Michigan Ave., N.W., Office M7655, Washington, D.C., 20010, USA
| | - Frank G Keller
- Aflac Cancer and Blood Disorders Center, Children's Healthcare of Atlanta, 2015 Uppergate Drive, ECC 436, Atlanta, GA, 30322, USA
| | - Justin N Baker
- Saint Jude Children's Research Hospital, 262 Danny Thomas Place MS 260, Memphis, TN, 38105-3678, USA
| | - Jenny W Mack
- Dana-Farber, Harvard Cancer Center, 44 Binney Street, Boston, MA, 02115, USA
| | - Lillian Sung
- Hospital for Sick Children, 555 University Avenue, Toronto, ON, M5G 1X8, Canada
| | - Mia K Waldron
- Children's National Health System, 111 Michigan Ave., N.W., Office M7655, Washington, D.C., 20010, USA
| | - Bryce B Reeve
- Center for Health Measurement, Department of Population Health Sciences, Duke University School of Medicine, Durham, NC, USA
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Abstract
Children who fail to learn to read proficiently are at serious risk of referral to special education, grade retention, dropping out of high school, and entering the juvenile justice system. Accumulating research suggests that instruction regimes that rely on assessment to inform instruction are effective in improving the implementation of personalized instruction and, in turn, student learning. However, teachers find it difficult to interpret assessment results in a way that optimizes learning opportunities for all of the students in their classrooms. This article focuses on the use of language, decoding, and comprehension assessments to develop personalized plans of literacy instruction for students from kindergarten through third grade, and A2i technology designed to support teachers' use of assessment to guide instruction. Results of seven randomized controlled trials demonstrate that personalized literacy instruction is more effective than traditional instruction, and that sustained implementation of personalized literacy instruction first through third grade may prevent the development of serious reading problems. We found effect sizes from .2 to .4 per school year, which translates into about a 2-month advantage. These effects accumulated from first through third grade with a large effect size (d = .7) equivalent to a full grade-equivalent advantage on standardize tests of literacy. These results demonstrate the efficacy of technology-supported personalized data-driven literacy instruction to prevent serious reading difficulties. Implications for translational prevention research in education and healthcare are discussed.
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Abstract
Background Health literacy has been found to be a strong predictor of an individuals’ health, health behavior and health outcomes. Lower literacy has been linked to problems with the use of preventive services, delayed diagnoses of medical conditions, poor adherence to medical instructions, poor self-management skills, increased mortality risks, poor health outcomes, and higher health care costs. The aim of this study is to determine the relationship between oral health literacy (OHL) and oral health status among patients attending a University-affiliated dental clinic. Methods A convenience sample of participants was drawn from the dental patients presenting at School of Dental Medicine (SODM), Case Western Reserve University (CWRU). Information about the subjects’ demographic details, income, family size, insurance type and smoking history were collected using a data collection form. Data about the patients’ periodontal and caries risk assessment, caries experience and periodontal status was extracted from the patients’ electronic dental records. The Comprehensive Measure of Oral Health Knowledge (CMOHK) was used to record the oral health literacy. The median CMOHK score was 18, and this was used to categorize the sample into limited OHL (≤18) and adequate OHL (> 18) groups. A multivariate logistic regression model was built to examine the associations between the various independent variables and OHL levels. Results Data of 150 respondents were analyzed. More than half of the participants were female (55.3%) and the majority were Caucasian (60%). The average age of participants was 53.3 years [standard deviation (SD) 16.8]. Higher percentage of African Americans and individuals with low education had limited OHL levels (p < 0.05). The mean decayed, missing, and filled teeth (DMFT) score for this population was 7.33 ± 2.68. Subjects with limited OHL had significantly higher mean values for missing teeth (p < 0.05) and lower mean values for filled teeth (p < 0.05) as compared with subjects with adequate OHL Significantly, higher percentage of subjects with limited OHL had severe periodontitis as compared with those with adequate OHL (p = 0.04). Multivariate analysis found that the periodontal status was significantly associated with the OHL scores (p = 0.015). Conclusion Subjects with limited OHL levels had poorer periodontal health. Improving the OHL of patients may help in the efforts to improve the adherence to medical instructions, self-management skills and the overall treatment outcomes. Future research could focus on assessing the impact of OHL interventions on the oral health, which could be valuable for clinical practitioners.
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Affiliation(s)
- Jagan Kumar Baskaradoss
- Division of Dental Public Health, Department of Developmental and Preventive Sciences, Faculty of Dentistry, Kuwait University, P.O.Box: 24923, -13110, Safat, Kuwait.
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Morin O, Kelly P, Winters J. Writing, Graphic Codes, and Asynchronous Communication. Top Cogn Sci 2018; 12:727-743. [PMID: 30306732 DOI: 10.1111/tops.12386] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2017] [Revised: 06/11/2018] [Accepted: 08/15/2018] [Indexed: 11/30/2022]
Abstract
We present a theoretical framework bearing on the evolution of written communication. We analyze writing as a special kind of graphic code. Like languages, graphic codes consist of stable, conventional mappings between symbols and meanings, but (unlike spoken or signed languages) their symbols consist of enduring images. This gives them the unique capacity to transmit information in one go across time and space. Yet this capacity usually remains quite unexploited, because most graphic codes are insufficiently informative. They may only be used for mnemonic purposes or as props for oral communication in real-time encounters. Writing systems, unlike other graphic codes, work by encoding a natural language. This allows them to support asynchronous communication in a more powerful and versatile way than any other graphic code. Yet, writing systems will not automatically unlock the capacity to communicate asynchronously. We argue that this capacity is a rarity in non-literate societies, and not so frequent even in literate ones. Asynchronous communication is intrinsically inefficient because asynchrony constrains the amount of information that the interlocutors share and limits possibilities for repair. This would explain why synchronous, face-to-face communication always fosters the development of sophisticated codes (natural languages), but similar codes for asynchronous communication evolve with more difficulties. It also implies that writing cannot have evolved, at first, for supporting asynchronous communication.
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Affiliation(s)
- Olivier Morin
- Minds and Traditions Research Group, Max Planck Institute for the Science of Human History
| | - Piers Kelly
- Minds and Traditions Research Group, Max Planck Institute for the Science of Human History
| | - James Winters
- Minds and Traditions Research Group, Max Planck Institute for the Science of Human History
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163
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Goudsmit M, van Campen J, Schilt T, Hinnen C, Franzen S, Schmand B. One Size Does Not Fit All: Comparative Diagnostic Accuracy of the Rowland Universal Dementia Assessment Scale and the Mini Mental State Examination in a Memory Clinic Population with Very Low Education. Dement Geriatr Cogn Dis Extra 2018; 8:290-305. [PMID: 30323830 PMCID: PMC6180264 DOI: 10.1159/000490174] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Accepted: 05/17/2018] [Indexed: 11/19/2022] Open
Abstract
Background Diagnosing dementia in elderly immigrants is often difficult due to language and cultural barriers, low education, and illiteracy. We compared the diagnostic accuracy of the Rowland Universal Dementia Assessment Scale (RUDAS) to that of the Mini Mental State Examination (MMSE). Methods A total of 144 patients (42 with intact cognition, 44 with mild cognitive impairment [MCI], and 58 with dementia) were administered both instruments and were diagnosed by specialists blinded for MMSE and RUDAS results. Results Areas under the curve for discriminating intact cognition from MCI and dementia were comparable for RUDAS (0.81; 95% confidence interval 0.74–0.88) and MMSE (0.75; 95% confidence interval 0.69–0.85). Education and literacy were not correlated with the RUDAS but had a medium-large correlation with the MMSE (rho = 0.39). Conclusions The study provides additional evidence for the usefulness of the RUDAS in a highly illiterate, culturally diverse geriatric outpatient population.
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Affiliation(s)
- Miriam Goudsmit
- Department of Medical Psychology/Hospital Psychiatry, Medical Centre Slotervaart, Amsterdam, the Netherlands
| | - Jos van Campen
- Department of Geriatrics, Medical Centre Slotervaart, Amsterdam, the Netherlands
| | - Thelma Schilt
- Department of Medical Psychology/Hospital Psychiatry, Medical Centre Slotervaart, Amsterdam, the Netherlands.,Department of Psychology, University of Amsterdam, Amsterdam, the Netherlands
| | - Chris Hinnen
- Department of Medical Psychology/Hospital Psychiatry, Medical Centre Slotervaart, Amsterdam, the Netherlands
| | - Sanne Franzen
- Department of Neurology, Erasmus MC - University Medical Center, Rotterdam, the Netherlands
| | - Ben Schmand
- Department of Psychology, University of Amsterdam, Amsterdam, the Netherlands
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BELOJEVIC G, SOKOLOVA DJOKIC L, GLIGOROVA B, BANJARI I, STOJANOVIC M, STOJANOVIC D. Body Mass Index and the Literacy on Obesity in Relation to Media Following. Iran J Public Health 2018; 47:1166-1171. [PMID: 30186789 PMCID: PMC6123578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND The aim of this study was to investigate the effects of TV, magazines, radio, and internet following on body mass index (BMI) and obesity-related literacy among adults. METHODS In this cross-sectional study, the subjects were recruited from an outpatient center in the city of Sombor, Serbia during Mar-Apr 2013. We collected data by a questionnaire from 657 (397 women; 59%) subjects, aged from 18 to 87 yr (Mean = 45; SD =14). The questionnaire consisted of personal data, body height and weight, frequency of television, radio, magazines and internet following and personal opinion on the impact of smoking, alcohol consumption, stress and physical inactivity on obesity. RESULTS Spearman's rank correlation analysis showed that BMI increased with longer TV viewing with a very weak strength of the correlation (r=0.104; P=0.009) and decreased with more internet following with a weak strength of the correlation (r=-0.200: P<0.001). Multiple linear regression analysis revealed that only internet use had a significant independent effect on BMI. The frequency rise of internet following from "rare" to "often" and "every day" decreased BMI by 0.5 per each grade. Internet followers showed a significantly better knowledge of the importance of smoking (P = 0.003), alcohol consumption (P<0.001) and physical inactivity (P=0.004) for obesity in comparison to non-followers. CONCLUSION Internet is the only media that independently and positively influence weight control and the literacy on obesity among adults.
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Affiliation(s)
- Goran BELOJEVIC
- Institute of Hygiene and Medical Ecology, Faculty of Medicine, University of Belgrade, Belgrade, Serbia,Corresponding Author:
| | | | - Biljana GLIGOROVA
- Faculty of Pedagogy, St Kliment Ohridski, Bitola, Republic of Macedonia
| | - Ines BANJARI
- Dept. of Food and Nutrition Research, Faculty of Food Technology, Josip Juraj Strossmayer University of Osijek, Osijek, Croatia
| | | | - Dusica STOJANOVIC
- Dept. of Hygiene and Human Ecology, Institute of Public Health, Faculty of Medicine, University of Nis, Nis, Serbia
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Mindell JA, Williamson AA. Benefits of a bedtime routine in young children: Sleep, development, and beyond. Sleep Med Rev 2018; 40:93-108. [PMID: 29195725 PMCID: PMC6587181 DOI: 10.1016/j.smrv.2017.10.007] [Citation(s) in RCA: 147] [Impact Index Per Article: 24.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2017] [Revised: 09/03/2017] [Accepted: 10/30/2017] [Indexed: 12/11/2022]
Abstract
This paper presents a conceptual model and reviews the empirical evidence to support a nightly bedtime routine as a key factor in the promotion of not only healthy sleep, but also of broad development and wellbeing in early childhood. A bedtime routine embodies the characteristics of nurturing care and early child stimulation, which are deemed to be essential for positive outcomes, especially for at-risk children. Furthermore, common, adaptive components of a bedtime routine can contribute to an array of positive developmental outcomes beyond improved sleep, inclusive of language development, literacy, child emotional and behavioral regulation, parent-child attachment, and family functioning, among other outcomes. These bedtime routine components include activities in the broad domains of nutrition (e.g., feeding, healthy snack), hygiene (e.g., bathing, oral care), communication (e.g., reading, singing/lullabies) and physical contact (e.g., massage, cuddling/rocking). A bedtime routine can provide multiple benefits to child and family functioning at a time of day that many parents are present with their children. Although additional research on hypothesized routine-related child outcomes and mechanisms of action are needed, promoting a bedtime routine may be a feasible and cost-effective method to promote positive early childhood development worldwide, particularly for socioeconomically disadvantaged and other at-risk young children.
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Affiliation(s)
- Jodi A Mindell
- Department of Psychology, Saint Joseph's University, Philadelphia, PA, USA; Sleep Center, Children's Hospital of Philadelphia, Philadelphia, PA, USA.
| | - Ariel A Williamson
- Sleep Center, Children's Hospital of Philadelphia, Philadelphia, PA, USA; Center for Sleep and Circadian Neurobiology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
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Miller LC, Russell CL, Cheng AL, Zembles S. Testing the efficacy of a scaffolded writing intervention with online degree-completion nursing students: A quasi-experimental design. Nurse Educ Pract 2018; 32:115-121. [PMID: 30269761 DOI: 10.1016/j.nepr.2018.06.011] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Revised: 03/24/2018] [Accepted: 06/24/2018] [Indexed: 11/17/2022]
Abstract
Writing should receive dedicated time in the nursing classroom for students to become competent writers, offering practical experiences for them to critically think and organize their ideas into meaningful messages. The purpose of this pre-post quasi-experimental study was to compare implementation of a scaffolded sequence of writing assignments (intervention) to typical writing assignments (comparison) in final coursework for baccalaureate nursing (BSN) completion students. Student writing self-efficacy and writing competency were measured pre and post coursework using the Post Secondary Writerly Self-Efficacy Scale, 6 + 1 Trait scale and Holistic scale. A convenience sample of 78 BSN-completion students at two Midwestern universities in the US were recruited to participate. The sample was primarily female (83%) and Caucasian (81%). There were no significant differences between the two groups on self-efficacy scores (p = 0.594). Significant group differences were noted on writing competency as assessed by the 6 + 1 Trait scale (p = 0.004) but not the Holistic scale (p = 0.024). No significant correlation between writing self-efficacy scores and writing competency were apparent (Holistic scale, p = 0.601; 6 + 1 Trait scale, p = 0.615). Writing skill-building needs attention to assure student competency. Educational interventions implemented in BSN education must be tested for efficacy and effectiveness.
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Affiliation(s)
- Louise C Miller
- University of Missouri Sinclair School of Nursing, School of Nursing Building, University of Missouri-Columbia, Columbia, MO, 65211, USA.
| | - Cynthia L Russell
- University of Missouri Kansas City School of Nursing and Health Studies, 2464 Charlotte St, Kansas City, MO, 64108, USA.
| | - An-Lin Cheng
- University of Missouri Kansas City School of Medicine, 2411 Holmes St, Kansas City, MO, 64108, USA.
| | - Shawn Zembles
- University of Missouri Kansas City School of Nursing and Health Studies, 2464 Charlotte St, Kansas City, MO, 64108, USA.
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167
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Jasinski MJ, Lumley MA, Soman S, Yee J, Ketterer MW. Family Consultation to Reduce Early Hospital Readmissions among Patients with End Stage Kidney Disease: A Randomized Controlled Trial. Clin J Am Soc Nephrol 2018; 13:850-857. [PMID: 29636355 PMCID: PMC5989676 DOI: 10.2215/cjn.08450817] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2017] [Accepted: 03/22/2018] [Indexed: 11/23/2022]
Abstract
BACKGROUND AND OBJECTIVES The US Centers for Medicare and Medicaid Services have mandated reducing early (30-day) hospital readmissions to improve patient care and reduce costs. Patients with ESKD have elevated early readmission rates, due in part to complex medical regimens but also cognitive impairment, literacy difficulties, low social support, and mood problems. We developed a brief family consultation intervention to address these risk factors and tested whether it would reduce early readmissions. DESIGN, SETTING, PARTICIPANTS, & MEASUREMENTS One hundred twenty hospitalized adults with ESKD (mean age=58 years; 50% men; 86% black, 14% white) were recruited from an urban, inpatient nephrology unit. Patients were randomized to the family consultation (n=60) or treatment-as-usual control (n=60) condition. Family consultations, conducted before discharge at bedside or via telephone, educated the family about the patient's cognitive and behavioral risk factors for readmission, particularly cognitive impairment, and how to compensate for them. Blinded medical record reviews were conducted 30 days later to determine readmission status (primary outcome) and any hospital return visit (readmission, emergency department, or observation; secondary outcome). Logistic regressions tested the effects of the consultation versus control on these outcomes. RESULTS Primary analyses were intent-to-treat. The risk of a 30-day readmission after family consultation (n=12, 20%) was 0.54 compared with treatment-as-usual controls (n=19, 32%), although this effect was not statistically significant (odds ratio, 0.54; 95% confidence interval, 0.23 to 1.24; P=0.15). A similar magnitude, nonsignificant result was observed for any 30-day hospital return visit: family consultation (n=19, 32%) versus controls (n=28, 47%; odds ratio, 0.53; 95% confidence interval, 0.25 to 1.1; P=0.09). Per protocol analyses (excluding three patients who did not receive the assigned consultation) revealed similar results. CONCLUSIONS A brief consultation with family members about the patient's cognitive and psychosocial risk factors had no significant effect on 30-day hospital readmission in patients with ESKD.
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Affiliation(s)
- Matthew J. Jasinski
- Department of Psychology, Wayne State University, Detroit, Michigan; and Departments of
| | - Mark A. Lumley
- Department of Psychology, Wayne State University, Detroit, Michigan; and Departments of
| | | | | | - Mark W. Ketterer
- Psychiatry, Henry Ford Hospital, Henry Ford Health System, Detroit, Michigan
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Linke A, Roach-Fox E, Vriezen E, Prasad AN, Cusack R. Altered activation and functional asymmetry of exner's area but not the visual word form area in a child with sudden-onset, persistent mirror writing. Neuropsychologia 2018; 117:322-331. [PMID: 29870776 DOI: 10.1016/j.neuropsychologia.2018.05.022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Revised: 05/23/2018] [Accepted: 05/25/2018] [Indexed: 01/18/2023]
Abstract
Mirror writing is often produced by healthy children during early acquisition of literacy, and has been observed in adults following neurological disorders or insults. The neural mechanisms responsible for involuntary mirror writing remain debated, but in healthy children, it is typically attributed to the delayed development of a process of overcoming mirror invariance while learning to read and write. We present an unusual case of sudden-onset, persistent mirror writing in a previously typical seven-year-old girl. Using her dominant right hand only, she copied and spontaneously produced all letters, words and sentences, as well as some numbers and objects, in mirror image. Additionally, she frequently misidentified letter orientations in perceptual assessments. Clinical, neuropsychological, and functional neuroimaging studies were carried out over sixteen months. Neurologic and ophthalmologic examinations and a standard clinical MRI scan of the head were normal. Neuropsychological testing revealed average scores on most tests of intellectual function, language function, verbal learning and memory. Visual perception and visual reasoning were average, with the exception of below average form constancy, and mild difficulties on some visual memory tests. Activation and functional connectivity of the reading and writing network was assessed with fMRI. During a reading task, the VWFA showed a strong response to words in mirror but not in normal letter orientation - similar to what has been observed in typically developing children previously - but activation was atypically reduced in right primary visual cortex and Exner's Area. Resting-state connectivity within the reading and writing network was similar to that of age-matched controls, but hemispheric asymmetry between the balance of motor-to-visual input was found for Exner's Area. In summary, this unusual case suggests that a disruption to visual-motor integration rather than to the VWFA can contribute to sudden-onset, persistent mirror writing in the absence of clinically detectable neurological insult.
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Affiliation(s)
- Annika Linke
- The Brain and Mind Institute, Western University, London, ON, N6A 5B7 Canada; San Diego State University, San Diego, CA, USA
| | - Elizabeth Roach-Fox
- Children's Hospital of Western Ontario, 800 Commissioners Road East, London, Ontario, N6A 5W9,Canada
| | - Ellen Vriezen
- Children's Hospital of Western Ontario, 800 Commissioners Road East, London, Ontario, N6A 5W9,Canada
| | - Asuri Narayan Prasad
- Children's Hospital of Western Ontario, 800 Commissioners Road East, London, Ontario, N6A 5W9,Canada; Children's Health Research Institute, 800 Commissioners Road East, London, Ontario, N6C 2V5 Canada
| | - Rhodri Cusack
- The Brain and Mind Institute, Western University, London, ON, N6A 5B7 Canada; Children's Health Research Institute, 800 Commissioners Road East, London, Ontario, N6C 2V5 Canada; Trinity College Institute of Neuroscience, Trinity College Dublin, Dublin 2, Ireland
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169
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Wilson J. Universal screening with automated essay scoring: Evaluating classification accuracy in grades 3 and 4. J Sch Psychol 2018; 68:19-37. [PMID: 29861028 DOI: 10.1016/j.jsp.2017.12.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2017] [Revised: 10/21/2017] [Accepted: 12/18/2017] [Indexed: 10/18/2022]
Abstract
The adoption of the Common Core State Standards and its associated assessments has placed increased focus on writing performance. Consequently, weak writers may be at risk of failing Common Core English language arts (ELA) assessments. Thus, the current study sampled a diverse group of third and fourth grade students (n=100 and 130, respectively) who were administered Fall and Spring writing screeners using the procedures of a Direct Assessment of Writing (DAW). Results were used to predict whether students did or did not attain grade-level standards as evaluated by the summative Smarter Balanced ELA assessment. Writing screeners were scored using the Project Essay Grade (PEG) automated essay scoring system. ROC curve analysis and logistic regression were used to evaluate screening models. Area under the ROC curve (AUC) values for grade 3 were in the acceptable range (Fall=0.74, Spring=0.75). AUCs approached or fell within the excellent range for grade 4 (Fall=0.79, Spring=0.83). Sensitivity-based and d-based cutpoints were selected and measures of diagnostic accuracy, including sensitivity and specificity, are reported. Results indicate that automatically-scored DAW has promise for universal screening for writing risk.
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170
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Almutairi KM, Alonazi WB, Alodhayani A, Vinluan JM, Ahmad M, Alhurishi SA, Alsadhan N, Alsalem MM, Alotaibi NE, Alaqeel AM. A Cross-Sectional Assessment of Literacy and Awareness, Attitudes, and Beliefs About Colorectal Cancer and Its Screening in Riyadh Region. J Cancer Educ 2018; 33:660-667. [PMID: 27804030 DOI: 10.1007/s13187-016-1129-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
This study aims to explore the association between functional health literacy and awareness for, beliefs, and attitudes of patients with colorectal cancer (CRC) and CRC screening test in Riyadh, Saudi Arabia. A total of 256 participants from two different tertiary level hospitals in Riyadh, Saudi Arabia were recruited in this study. The participants were interviewed by a trained researcher between October and December 2015. All respondents answered a three-part questionnaire which included demographic data, questions related to CRC awareness, attitude, behaviour, and short Test of Functional Health Literacy in Adults (STOFHLA). More than half of the participants had an inadequate awareness of functional health literacy skills (FHLS), 16.4 % had marginal of FHLS awareness and 17.6 % had adequate awareness about FHLS as assessed by the STOFHLA. Overall, the majority of the participants in both marginal and adequate aware groups showed a limited awareness about colorectal cancer screening and testing. A significant association was found on awareness of the patients about frequencies that they should have been tested for colorectal cancer and functional health literacy. No significant association was found between functional health literacy as assessed by STOFHLA and concerns of Faecal Occult Blood Test (FOBT) (p = 0.384) and sigmoidoscopy or colonoscopy might cause embarrassment (p = 0.089), harm (p = 0.917), and pain (p = 0.849). The present study revealed a low level of health literacy among Saudi adults in Riyadh region. Although the level of literacy was low, the bigger concern is that of the poor awareness and beliefs of Saudi adults about CRC and CRC screening.
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Affiliation(s)
- Khalid M Almutairi
- Department of Community Health Science, College of Applied Medical Science, King Saud University, P. O. Box: 10219, Riyadh, 11433, Saudi Arabia.
| | - Wadi B Alonazi
- College of Business Administration, King Saud University, Riyadh, Saudi Arabia
| | - Abdulaziz Alodhayani
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Jason M Vinluan
- Department of Community Health Science, College of Applied Medical Science, King Saud University, P. O. Box: 10219, Riyadh, 11433, Saudi Arabia
| | - Mohammad Ahmad
- College of Nursing Saudi Arabia, King Saud University, Riyadh, Saudi Arabia
| | | | - Nourah Alsadhan
- Community Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | - Majed Mohammed Alsalem
- Security Forces Hospital, College of Business Administration, King Saud University, Riyadh, Saudi Arabia
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171
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Patel A, Bakina D, Kirk J, von Lutcken S, Donnelly T, Stone W, Ashley-Collins H, Tibbals K, Ricker L, Adler J, Ewing J, Blechman M, Fox S, Leopold W, Ryan D, Wray D, Turkoz H. Patient counseling materials: The effect of patient health literacy on the comprehension of printed prescription drug information. Res Social Adm Pharm 2018; 14:851-862. [PMID: 29887494 DOI: 10.1016/j.sapharm.2018.04.035] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2017] [Revised: 03/25/2018] [Accepted: 04/30/2018] [Indexed: 11/28/2022]
Abstract
BACKGROUND Counseling patients with written materials relies equally on patients' health literacy to understand their disease and its treatment, and the written materials' effectiveness communicating clearly in accessible and actionable ways. Only about 12% of the US population is adequately health literate. OBJECTIVES To explore the impact of reducing the health literacy demands of written patient health information. METHODS 805 patients were screened for health literacy, and recruited for balanced cohorts of adequate and low literacy, and high and normal blood pressure. Half of each patient cohort received either standard or "health literacy-friendly" drug summaries (i.e. Patient Package Inserts, or PPIs or "leaflets") along with a standardized health literacy assessment scale. RESULTS The literacy-friendly drug summary improved comprehension of drug-related information overall from 50% to 71% correct responses. Adequate literacy patients improved from 58% correct to 90%, while lower literacy patients improved from 42% to 52% correct in response to the health literacy-friendly PPIs. CONCLUSIONS Health literacy demands require special attention in developing and using written drug summary materials. Additionally, pharmacists should be provided additional information and counseling support materials to facilitate communications with low health literacy level patients.
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Affiliation(s)
- Amit Patel
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA.
| | - Daria Bakina
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - Jim Kirk
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | | | - Tom Donnelly
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - William Stone
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | | | - Karen Tibbals
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - Lynn Ricker
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - Jeffrey Adler
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - John Ewing
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | | | - Sherry Fox
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - Will Leopold
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - Daniel Ryan
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - Donna Wray
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
| | - Heather Turkoz
- Intellus Worldwide, PO Box 1449, Minneola, FL 34755, USA
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172
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Abstract
The Seifu et al. article is a start to a timely inquiry on policymakers' perceptions of mathematical modeling and simulations aimed to guide obesity prevention programs. These computational tools have the potential to transform the fields of public health policy. Yet, to be effective, a broad Data and Information Literacy Initiative is needed to instill policymakers with the willingness to become life-long learners, to adapt and accept new technologies, attitudes, information, and creative ways of thinking.
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173
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Chiarello C, Vaden KI, Eckert MA. Orthographic influence on spoken word identification: Behavioral and fMRI evidence. Neuropsychologia 2018; 111:103-111. [PMID: 29371094 PMCID: PMC5866781 DOI: 10.1016/j.neuropsychologia.2018.01.032] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2017] [Revised: 12/20/2017] [Accepted: 01/21/2018] [Indexed: 10/18/2022]
Abstract
The current study investigated behavioral and neuroimaging evidence for orthographic influences on auditory word identification. To assess such influences, the proportion of similar sounding words (i.e. phonological neighbors) that were also spelled similarly (i.e., orthographic neighbors) was computed for each auditorily presented word as the Orthographic-to-Phonological Overlap Ratio (OPOR). Speech intelligibility was manipulated by presenting monosyllabic words in multi-talker babble at two signal-to-noise ratios: + 3 and + 10 dB SNR. Identification rates were lower for high overlap words in the challenging + 3 dB SNR condition. In addition, BOLD contrast increased with OPOR at the more difficult SNR, and decreased with OPOR under more favorable SNR conditions. Both voxel-based and region of interest analyses demonstrated robust effects of OPOR in several cingulo-opercular regions. However, contrary to prior theoretical accounts, no task-related activity was observed in posterior regions associated with phonological or orthographic processing. We suggest that, when processing is difficult, orthographic-to-phonological feature overlap increases the availability of competing responses, which then requires additional support from domain general performance systems in order to produce a single response.
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Affiliation(s)
- Christine Chiarello
- Department of Psychology, University of California, Riverside, CA 92521, United States.
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174
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Jessup RL, Osborne RH, Beauchamp A, Bourne A, Buchbinder R. Differences in health literacy profiles of patients admitted to a public and a private hospital in Melbourne, Australia. BMC Health Serv Res 2018; 18:134. [PMID: 29471836 PMCID: PMC5824469 DOI: 10.1186/s12913-018-2921-4] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2017] [Accepted: 02/06/2018] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Health literacy refers to an individual's ability to find, understand and use health information in order to promote and maintain health. An individual's health literacy may also be influenced by the way health care organisations deliver care. The aim of this study was to investigate the influence of hospital service type (public versus private) on individual health literacy. METHODS Two cross-sectional surveys were conducted using the Health Literacy Questionnaire (HLQ), a multi-dimensional self-report instrument covering nine health literacy domains. Recently discharged private patients (n = 3121) were sent the survey in English, public patients (n = 384) were sent the survey in English, Arabic, Chinese, Vietnamese, Italian or Greek. Eligibility included hospitalisation ≥24 h in last 30 days, aged ≥18 years, no cognitive impairment. Odds ratios were used to assess differences between hospital sociodemographic and health related variables. ANOVA and Cohen's effect sizes compared HLQ scores between hospitals. Chi square and multiple logistic regression were used to determine whether differences between private and public hospital HLQ scores was independent of hospital population sociodemographic differences. ANOVA was used to review associations between HLQ scores and subgroups of demographic, health behaviour and health conditions and these were then compared across the two hospital populations. RESULTS Public hospital participants scored lower than private hospital participants on eight of the nine health literacy domains of the HLQ (scores for Active Appraisal did not differ between the two samples). Six domains, five of which in part measure the impact of how care is delivered on health literacy, remained lower among public hospital participants after controlling for age, education, language and income. Across both hospital populations, participants who were smokers, those who had low physical activity, those with depression and/or anxiety and those with 3 or more chronic conditions reported lower scores on some HLQ domains. CONCLUSIONS Our finding of lower health literacy among patients who had received care at a public hospital in comparison to a private hospital, even after adjustment for sociodemographic and language differences, suggests that private hospitals may possess organisational attributes (environment, structure, values, practices and/or workforce competencies) that result in improved health literacy responsiveness.
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Affiliation(s)
- Rebecca L. Jessup
- Health Systems Improvement Unit, Centre of Population Health Research, School of Health and Social Development, Deakin University, Geelong, Australia
- Monash Department of Clinical Epidemiology, Cabrini Institute, Melbourne, Australia
| | - Richard H. Osborne
- Health Systems Improvement Unit, Centre of Population Health Research, School of Health and Social Development, Deakin University, Geelong, Australia
| | - Alison Beauchamp
- Health Systems Improvement Unit, Centre of Population Health Research, School of Health and Social Development, Deakin University, Geelong, Australia
- Department of Epidemiology and Preventive Medicine, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia
| | - Allison Bourne
- Monash Department of Clinical Epidemiology, Cabrini Institute, Melbourne, Australia
| | - Rachelle Buchbinder
- Monash Department of Clinical Epidemiology, Cabrini Institute, Melbourne, Australia
- Department of Epidemiology and Preventive Medicine, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia
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175
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Abstract
Purpose: To evaluate the readability of online uveitis patient education materials. Methods: A Google search in November 2016 was completed using search term "uveitis" and "uveitis inflammation." The top 50 websites with patient-centered information were selected and analyzed for readability using the Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease Score (FRES), Gunning FOG Index (GFI), and Simple Measure of Gobbledygook (SMOG). Statistical analysis was performed with two-tailed t-tests. Results: The mean word count of the top 50 websites was 1162.7 words, and averaged 16.2 words per sentence. For these websites, the mean FRES was 38.0 (range 4-66, SD = 12.0), mean FKGL was 12.3 (range 6.8-19, SD = 2.4), mean SMOG score was 14.4 (range 9.8-19, SD = 1.8), and the mean Gunning FOG index was 14.0 (range 8.6-19, SD = 2.0). Conclusions: The majority of online patient directed uveitis materials are at a higher reading level than that of the average American adult.
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Affiliation(s)
- Samantha Ayoub
- a Department of Ophthalmology , New York University School of Medicine , New York, New York, USA
| | - Edmund Tsui
- a Department of Ophthalmology , New York University School of Medicine , New York, New York, USA
| | - Taariq Mohammed
- a Department of Ophthalmology , New York University School of Medicine , New York, New York, USA
| | - Joseph Tseng
- b King's County Hospital, SUNY Downstate Medical Center , New York, New York, USA
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Taylor YJ, Laditka SB, Laditka JN, Huber LR, Racine EF. Associations of Household Wealth and Individual Literacy with Prenatal Care in Ten West African Countries. Matern Child Health J 2016; 20:2402-10. [PMID: 27406153 DOI: 10.1007/s10995-016-2068-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Objective To examine associations of household wealth and individual literacy with prenatal care in West Africa. Methods Data on women with recent births in Benin, Burkina Faso, Ghana, Guinea, Liberia, Mali, Nigeria, Niger, Senegal and Sierra Leone were obtained from 2006 to 2010 Demographic and Health Surveys (n = 58,512). Separate logistic regressions estimated associations of literacy and wealth quintiles with prenatal care, controlling for age, parity, marital status, rural/urban residence, religion, multiple births, pregnancy wantedness, and the woman's involvement in decision-making at home. Any prenatal care was defined by ≥1 prenatal care visit. Adequate prenatal care was defined as at least four prenatal care visits beginning in the first trimester, at least one with a skilled provider. Results Seventy-eight percent of women had any prenatal care; 23 % had adequate care. Women who were not literate had lower odds of having any prenatal care (odds ratio, OR 0.29; 95 % confidence interval, CI 0.26-0.33) and lower odds of adequate care (OR 0.73, CI 0.68-0.78). Women in the poorest wealth quintile were substantially less likely to have any prenatal care than women in the wealthiest quintile (OR 0.24, CI 0.11-0.18), and less likely to have adequate care (OR 0.31, CI 0.27-0.35). Conclusions for Practice A substantial percentage of women in West Africa have no prenatal care. Few have adequate care. Illiteracy and poverty are important risk factors for having little or no prenatal care. Increasing education for girls, promoting culturally appropriate messages about prenatal care, and building trust in providers may increase prenatal care.
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177
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Saha S, Riemenschneider H, Müller G, Levin-Zamir D, Van den Broucke S, Schwarz PEH. Comparative analysis of diabetes self-management education programs in the European Union Member States. Prim Care Diabetes 2017; 11:529-537. [PMID: 28663021 DOI: 10.1016/j.pcd.2017.05.011] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/24/2017] [Revised: 04/19/2017] [Accepted: 05/30/2017] [Indexed: 01/13/2023]
Abstract
Diabetes self-management education (DSME) is generally considered as an integral part of diabetes care. The availability of different types of self-management in the European Union Member States (EUMS) remains uncertain. The aim of this study is to perform a comparative analysis of existing DSME programs (DSMEP) implemented in EUMS. Unpublished data regarding DSME in the EUMS was assessed with Diabetes Literacy Survey using wiki tool (WT) targeting patients and different stakeholders. An additional literature review (LR) was performed in PubMed to identify published studies regarding DSMEP in the EUMS from 2004 to 2014. A total of 102 DSMEP implemented in EUMS were reported in the WT and 154 programs were identified from the LR. Comparative analysis of the data indicated that a majority of programs are aimed at adults and only a minority at children and elderly. Only a small percentage of the programs utilize information technology for teaching and learning, and only one out of five programs pay attention to depression. The identified DSMEP aimed primarily to empower patients through increasing knowledge and changing attitudes and beliefs towards diabetes. This study provides an overview of the present state-of-the-art on diabetes self-management education programs in the 28 EUMS. To increase participation, existing DSMEP should be made more accessible to the patients as well as tailored to specific patient groups.
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Affiliation(s)
- Sarama Saha
- Medical Clinic 3, University Hospital Carl Gustav Carus, Technische Universität Dresden, Germany
| | - Henna Riemenschneider
- Medical Clinic 3, University Hospital Carl Gustav Carus, Technische Universität Dresden, Germany.
| | - Gabriele Müller
- Center for Evidence-based Healthcare, Medical Faculty, University Hospital Carl Gustav Carus, Technische Universität Dresden, Germany
| | - Diane Levin-Zamir
- Clalit Health Services, University of Haifa School of Public Health, Israel
| | | | - Peter E H Schwarz
- Medical Clinic 3, University Hospital Carl Gustav Carus, Technische Universität Dresden, Germany
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178
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Jacob G, Ford-Jones L, Wong PD, Warman D, Lovett MW. Literacy promotion by health care professionals: A comprehensive biomedical and psychosocial approach. Paediatr Child Health 2017; 23:6-11. [PMID: 29479273 DOI: 10.1093/pch/pxx143] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Literacy is the ability to read, write and understand print. Proficiency in literacy is fundamental to social inclusion and strongly linked to health outcomes. Thus, improving literacy is important for lifelong health promotion. Poverty, inadequate hearing, speech and vision and learning disabilities may challenge literacy development. In our review, we explore these topics and suggest recommendations to: Mitigate the Effects of Poverty, Access Comprehensive Medical Assessments, Promote Early Childhood Education and Advocate for Early Intervention and Remediation Programs.
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Affiliation(s)
| | - Lee Ford-Jones
- Faculty of Medicine, University of Toronto.,The Hospital for Sick Children.,Department of Pediatrics.,Social Pediatrics
| | - Peter D Wong
- Faculty of Medicine, University of Toronto.,The Hospital for Sick Children
| | | | - Maureen W Lovett
- Faculty of Medicine, University of Toronto.,The Hospital for Sick Children.,Department of Pediatrics.,Learning Disabilities Research Program
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Piñar P, Carlson MT, Morford JP, Dussias PE. Bilingual deaf readers' use of semantic and syntactic cues in the processing of English relative clauses. Biling (Camb Engl) 2017; 20:980-998. [PMID: 29308049 PMCID: PMC5754007 DOI: 10.1017/s1366728916000602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Eye fixation measures were used to examine English relative clause processing by adult ASL-English bilingual deaf readers. Participants processed subject relative clauses faster than object relative clauses, but expected animacy cues eliminated processing difficulty in object relative clauses. This brings into question previous claims that deaf readers' sentence processing strategies are qualitatively different from those of hearing English native speakers. Measures of English comprehension predicted reading speed, but not differences in syntactic processing. However, a trend for ASL self-ratings to predict the ability to handle syntactic complexity approached significance. Results suggest a need to explore how objective ASL proficiency measures might provide insights into deaf readers' ability to exploit syntactic cues in English.
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Affiliation(s)
- Pilar Piñar
- Department of World Languages and Cultures, Gallaudet University
| | - Matthew T Carlson
- Department of Spanish, Italian, and Portuguese, Penn State University
| | | | - Paola E Dussias
- Department of Spanish, Italian, and Portuguese, Penn State University
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180
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Kakarmath S, Denis V, Encinas-Martin M, Borgonovi F, Subramanian SV. Association between literacy and self-rated poor health in 33 high- and upper middle-income countries. Int J Public Health 2018; 63:213-22. [PMID: 28965206 DOI: 10.1007/s00038-017-1037-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2017] [Revised: 09/13/2017] [Accepted: 09/16/2017] [Indexed: 10/18/2022] Open
Abstract
OBJECTIVES To assess the relationship between general literacy proficiency and self-rated poor health by analyzing data from the Programme for the International Assessment of Adult Competencies, an international survey conducted from 2011 to 2015 in 33 high- and upper middle-income countries and national sub-regions. METHODS Logistic regression was used to model general literacy proficiency as a predictor of self-rated poor health. RESULTS Data from 167,062 adults aged 25-65 years were analyzed. The mean overall prevalence of self-rated poor health was 24%. The odds ratio of self-rated poor health for those in the lowest level of general literacy proficiency compared to those in the highest level was 2.5 (95% CI 2.2-3.0) in the unadjusted model, and 1.9 (95% CI 1.6-2.2) in the adjusted model. This association was robust over time and across countries. General literacy proficiency attenuated 22% of the effect of self-education on self-rated poor health, in addition to a substantial independent effect of its own. CONCLUSIONS Our study provides robust and generalizable evidence that general literacy proficiency is independently associated with self-rated poor health. These results offer a potential modifiable target for policy interventions to reduce educational inequities in health.
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181
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Perry EL, Carter PA, Becker HA, Garcia AA, Mackert M, Johnson KE. Health Literacy in Adolescents With Sickle Cell Disease. J Pediatr Nurs 2017; 36:191-196. [PMID: 28888502 DOI: 10.1016/j.pedn.2017.05.012] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2016] [Revised: 05/05/2017] [Accepted: 05/31/2017] [Indexed: 11/30/2022]
Abstract
PURPOSE To evaluate health literacy in a cohort of 75 adolescents with sickle cell disease (SCD). DESIGN AND METHODS This cross-sectional, descriptive correlational study included assessment of demographic measures and appraisal of data resulting from completion of the REALM-Teen and Newest Vital Sign (NVS) instruments by 75 Black, non-Hispanic adolescents with SCD. Convenience sampling was utilized. Inclusion criteria were a diagnosis of one of the four primary genotypes of SCD and age 10-19years. RESULTS Thirty-seven males and 38 females were recruited for the study. Their mean age was 14.7years (SD=2.2; range 8.1). Their grade level ranged from 4 to 12 (mean 8.7; SD=2.2). Scores on the REALM-Teen ranged from 12 to 66 (mean 53.7; SD=12.8). Scores on the NVS ranged from 0 to 6 (mean 2.37; SD=1.33). These health literacy scores were lower using both the REALM-Teen and the NVS instruments when compared to scores in all healthy adolescents and adults. Current grade level and health literacy scores showed a moderately high positive correlation (r=0.52, p<0.01). Health literacy scores were also significantly positively correlated with age (r=0.49, p<0.01) and income (r=0.37, p<0.01). CONCLUSIONS Health literacy in adolescents with SCD is suboptimal. Future research should include identifying facilitators and barriers to health literacy levels in a larger cohort of adolescents with SCD. PRACTICE IMPLICATIONS Health literacy is a potential facilitator of successful health outcomes for all adolescents. This study lays a solid foundation for future adolescent health literacy initiatives.
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Affiliation(s)
- Elizabeth L Perry
- The University of Texas at Austin, School of Nursing, Austin, TX USA; Baylor University, Louise Herrington School of Nursing, 3700 Worth Street, Dallas, TX USA.
| | - Patricia A Carter
- The University of Texas at Austin, School of Nursing, Austin, TX USA.
| | - Heather A Becker
- The University of Texas at Austin, School of Nursing, Austin, TX USA.
| | | | - Michael Mackert
- The University of Texas at Austin, Stan Richards School of Advertising and Public Relations, Austin, TX USA.
| | - Karen E Johnson
- The University of Texas at Austin, School of Nursing, Austin, TX USA.
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182
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Santos J, Kislaya I, Antunes L, Santos AJ, Rodrigues APP, Neto M, Dias CM. [Diabetes: Socioeconomic Inequalities in the Portuguese Population in 2014]. ACTA MEDICA PORT 2017; 30:561-567. [PMID: 28926330 DOI: 10.20344/amp.8235] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2016] [Accepted: 04/11/2017] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Diabetes is a major public health problem and it is related to socioeconomic factors. The aim of this study is to describe socioeconomic inequalities in the distribution of diabetes in the population with 25 years or more, resident in Portugal in 2014. MATERIAL AND METHODS Data from the Health National Survey 2014 was analysed, n = 16 786. We estimated the prevalence of diabetes in the population and stratified by socioeconomic variables namely educational level and income. The extent of socioeconomic inequalities was assessed using concentration index and the relative index of inequality. RESULTS Diabetes was found to be concentrated among the people with lower educational levels (concentration index = -0.26) and lower income quintiles (concentration index = -0.14). Relative index of inequality also showed a lower degree of inequality among the most educated (0,20; CI 95% = [0,12; 0,32]) and with higher income (0,59; CI 95% = [0,48; 0,74]). DISCUSSION Distribution of diabetes is associated with education and income. Previous studies have shown that although income might reflect lifestyle patterns, education reflects better social factors that are important for establishing healthier behaviours. Also, the National Health Service, of universal coverage and free of charge, might have contributed to reduce inequalities in the access to health by those with the lowest income. CONCLUSION Supporting 'Health in All Policies' might reduce inequalities, namely by improving population educational level and actions that promote health literacy.
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Affiliation(s)
- Joana Santos
- Departamento de Epidemiologia. Instituto Nacional de Saúde Dr. Ricardo Jorge. Lisboa. Portugal
| | - Irina Kislaya
- Departamento de Epidemiologia. Instituto Nacional de Saúde Dr. Ricardo Jorge. Lisboa. Portugal
| | - Liliana Antunes
- Departamento de Epidemiologia. Instituto Nacional de Saúde Dr. Ricardo Jorge. Lisboa. Portugal
| | - Ana João Santos
- Departamento de Epidemiologia. Instituto Nacional de Saúde Dr. Ricardo Jorge. Lisboa. Portugal
| | | | - Mariana Neto
- Departamento de Epidemiologia. Instituto Nacional de Saúde Dr. Ricardo Jorge. Lisboa. Portugal
| | - Carlos Matias Dias
- Departamento de Epidemiologia. Instituto Nacional de Saúde Dr. Ricardo Jorge. Lisboa. Portugal
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Abstract
As coverage is expanded in health systems that rely on consumers to choose health insurance plans that best meet their needs, interest in whether consumers possess sufficient understanding of health insurance to make good coverage decisions is growing. The recent IJHPR article by Green and colleagues—examining understanding of supplementary health insurance (SHI) among Israeli consumers—provides an important and timely answer to the above question. Indeed, their study addresses similar problems to the ones identified in the US health care market, with two notable findings. First, they show that overall—regardless of demographic variables—there are low levels of knowledge about SHI, which the literature has come to refer to more broadly as “health insurance literacy.” Second, they find a significant disparity in health insurance literacy between different SES groups, where Jews were significantly more knowledgeable about SHI compared to their Arab counterparts. The authors’ findings are consistent with a growing body of literature from the U.S. and elsewhere, including our own, presenting evidence that consumers struggle with understanding and using health insurance. Studies in the U.S. have also found that difficulties are generally more acute for populations considered the most vulnerable and consequently most in need of adequate and affordable health insurance coverage. The authors’ findings call attention to the need to tailor communication strategies aimed at mitigating health insurance literacy and, ultimately, access and outcomes disparities among vulnerable populations in Israel and elsewhere. It also raises the importance of creating insurance choice environments in health systems relying on consumers to make coverage decisions that facilitate the decision process by using “choice architecture” to, among other things, simplify plan information and highlight meaningful differences between coverage options.
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Affiliation(s)
- Andrew J Barnes
- Health Behavior and Policy, School of Medicine, Virginia Commonwealth University, 830 E Main St, 9th Floor, Richmond, Virginia, 23219, USA.
| | - Yaniv Hanoch
- School of Psychology, Plymouth University, B204, Portland Square, Drake Circus, Plymouth, Devon, PL4 8AA, UK
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184
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Hansberry DR, Agarwal N, John ES, John AM, Agarwal P, Reynolds JC, Baker SR. Evaluation of internet-based patient education materials from internal medicine subspecialty organizations: will patients understand them? Intern Emerg Med 2017; 12:535-543. [PMID: 28138915 DOI: 10.1007/s11739-017-1611-2] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2016] [Accepted: 01/18/2017] [Indexed: 11/26/2022]
Abstract
The majority of Americans use the Internet daily, if not more often, and many search online for health information to better understand a diagnosis they have been given or to research treatment options. The average American reads at an eighth-grade level. The purpose of this study is to evaluate the readability of online patient education materials on the websites of 14 professional organizations representing the major internal medicine subspecialties. We used ten well-established quantitative readability scales to assess written text from patient education materials published on the websites of the major professional organizations representing the following subspecialty groups: allergy and immunology, cardiology, endocrinology, gastroenterology, geriatrics, hematology, hospice and palliative care, infectious disease, nephrology, oncology, pulmonology and critical care, rheumatology, sleep medicine, and sports medicine. Collectively the 540 articles analyzed were written at an 11th-grade level (SD 1.4 grade levels). The sleep medicine and nephrology websites had the most readable materials, written at an academic grade level of 8.5 ± 1.5 and 9.0 ± 0.2, respectively. Material at the infectious disease site was written at the most difficult level, with average readability corresponding to grades 13.9 ± 0.3. None of the patient education materials we reviewed conformed to the American Medical Association (AMA) and the National Institutes of Health (NIH) guidelines requiring that patient education articles be written at a third- to seventh-grade reading level. If these online resources were rewritten, it is likely that more patients would derive benefit from reading them.
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Affiliation(s)
- David R Hansberry
- Department of Radiology, Thomas Jefferson University Hospitals, 132 South 10th Street, Philadelphia, PA, 19107, USA.
| | - Nitin Agarwal
- Department of Neurological Surgery, University of Pittsburgh Medical Center, Pittsburgh, PA, USA
| | - Elizabeth S John
- Department of Medicine, University of Central Florida College of Medicine, Orlando, FL, USA
| | - Ann M John
- Department of Medicine, New Jersey Medical School, Rutgers, The State University of New Jersey, Newark, NJ, USA
| | - Prateek Agarwal
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - James C Reynolds
- Division of Gastroenterology, Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Stephen R Baker
- Department of Radiology, New Jersey Medical School, Rutgers, The State University of New Jersey, Newark, NJ, USA
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185
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McGinnity CJ, Smith AB, Yaakub SN, Weidenbach Gerbase S, Gammerman A, Tyson AL, Bell TK, Elmasri M, Barker GJ, Richardson MP, Pal DK. Decreased functional connectivity within a language subnetwork in benign epilepsy with centrotemporal spikes. Epilepsia Open 2017; 2:214-225. [PMID: 29588950 PMCID: PMC5719846 DOI: 10.1002/epi4.12051] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2017] [Indexed: 01/11/2023] Open
Abstract
Objective Benign epilepsy with centrotemporal spikes (BECTS, also known as Rolandic epilepsy) is a common epilepsy syndrome that is associated with literacy and language impairments. The neural mechanisms of the syndrome are not known. The primary objective of this study was to test the hypothesis that functional connectivity within the language network is decreased in children with BECTS. We also tested the hypothesis that siblings of children with BECTS have similar abnormalities. Methods Echo planar magnetic resonance (MR) imaging data were acquired from 25 children with BECTS, 12 siblings, and 20 healthy controls, at rest. After preprocessing with particular attention to intrascan motion, the mean signal was extracted from each of 90 regions of interest. Sparse, undirected graphs were constructed from adjacency matrices consisting of Spearman's rank correlation coefficients. Global and nodal graph metrics and subnetwork and pairwise connectivity were compared between groups. Results There were no significant differences in graph metrics between groups. Children with BECTS had decreased functional connectivity relative to controls within a four-node subnetwork, which consisted of the left inferior frontal gyrus, the left superior frontal gyrus, the left supramarginal gyrus, and the right inferior parietal lobe (p = 0.04). A similar but nonsignificant decrease was also observed for the siblings. The BECTS groups had significant increases in connectivity within a five-node, five-edge frontal subnetwork. Significance The results provide further evidence of decreased functional connectivity between key mediators of speech processing, language, and reading in children with BECTS. We hypothesize that these decreases reflect delayed lateralization of the language network and contribute to specific cognitive impairments.
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Affiliation(s)
- Colm J. McGinnity
- Department of Basic and Clinical NeuroscienceInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
| | - Anna B. Smith
- Department of Basic and Clinical NeuroscienceInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
| | - Siti N. Yaakub
- Department of Basic and Clinical NeuroscienceInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
| | - Sofia Weidenbach Gerbase
- Department of Basic and Clinical NeuroscienceInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
| | - Anya Gammerman
- Faculty of Life Sciences & MedicineSchool of Bioscience EducationKing's College LondonLondonUnited Kingdom
| | - Adam L. Tyson
- Department of Forensic and Neurodevelopmental SciencesInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
- Centre for Developmental NeurobiologyInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
| | - Tiffany K. Bell
- Department of Basic and Clinical NeuroscienceInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
| | - Marwa Elmasri
- Faculty of Life Sciences & MedicineSchool of Bioscience EducationKing's College LondonLondonUnited Kingdom
| | - Gareth J. Barker
- Department of NeuroimagingInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
| | - Mark P. Richardson
- Department of Basic and Clinical NeuroscienceInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
| | - Deb K. Pal
- Department of Basic and Clinical NeuroscienceInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUnited Kingdom
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186
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Loughlin-Presnal JE, Bierman KL. Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten. J Sch Psychol 2017; 62:67-80. [PMID: 28646976 DOI: 10.1016/j.jsp.2017.03.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, Mage=4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families.
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187
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McDowall PS, Taumoepeau M, Schaughency E. Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample. J Sch Psychol 2017. [PMID: 28646973 DOI: 10.1016/j.jsp.2017.03.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention".
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Affiliation(s)
- Philippa S McDowall
- Department of Psychology, University of Otago, PO Box 56, Dunedin 9054, New Zealand
| | - Mele Taumoepeau
- Department of Psychology, University of Otago, PO Box 56, Dunedin 9054, New Zealand.
| | - Elizabeth Schaughency
- Department of Psychology, University of Otago, PO Box 56, Dunedin 9054, New Zealand.
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188
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Horowitz-Kraus T, Schmitz R, Hutton JS, Schumacher J. How to create a successful reader? Milestones in reading development from birth to adolescence. Acta Paediatr 2017; 106:534-544. [PMID: 28067419 DOI: 10.1111/apa.13738] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/24/2016] [Revised: 12/19/2016] [Accepted: 12/30/2016] [Indexed: 12/01/2022]
Abstract
Reading is one of the most important academic abilities that establishes the foundation for a child's success in school. Therefore, early and accurate diagnosis of reading challenges is crucial for prevention of later academic failure. One challenge in early detection of reading difficulties is that the ability to read typically is acquired explicitly when a child is four to six years of age. However, reading ability relies on development of more basic abilities prior to reading acquisition, starting from birth. CONCLUSION Language, cognitive control and literacy milestones can be evaluated and trained from birth to better acquire reading later in life.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Center; Faculty of Education in Science and Technology; Technion Haifa Israel
- Reading and Literacy Discovery Center; Cincinnati Children's Hospital Medical Center; Cincinnati OH USA
- Pediatric Neuroimaging Research Center; Cincinnati Children's Hospital Medical Center; Cincinnati OH USA
| | - Rachelle Schmitz
- Reading and Literacy Discovery Center; Cincinnati Children's Hospital Medical Center; Cincinnati OH USA
| | - John S. Hutton
- Reading and Literacy Discovery Center; Cincinnati Children's Hospital Medical Center; Cincinnati OH USA
| | - Jayna Schumacher
- Reading and Literacy Discovery Center; Cincinnati Children's Hospital Medical Center; Cincinnati OH USA
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189
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Sternäng O, Lövdén M, Kabir ZN, Hamadani JD, Wahlin Å. Different Context but Similar Cognitive Structures: Older Adults in Rural Bangladesh. J Cross Cult Gerontol 2017; 31:143-56. [PMID: 26860478 DOI: 10.1007/s10823-016-9284-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Most research in cognitive aging is based on literate participants from high-income and Western populations. The extent to which findings generalize to low-income and illiterate populations is unknown. The main aim was to examine the structure of between-person differences in cognitive functions among elderly from rural Bangladesh. We used data from the Poverty and Health in Aging (PHA) project in Bangladesh. The participants (n = 452) were in the age range 60-92 years. Structural equation modeling was used to estimate the fit of a five-factor model (episodic recall, episodic recognition, verbal fluency, semantic knowledge, processing speed) and to examine whether the model generalized across age, sex, and literacy. This study demonstrates that an established model of cognition is valid also among older persons from rural Bangladesh. The model demonstrated strong (or scalar) invariance for age, and partial strong invariance for sex and literacy. Semantic knowledge and processing speed showed weak (or metric) sex invariance, and semantic knowledge demonstrated also sensitivity to illiteracy. In general, women performed poorer on all abilities. The structure of individual cognitive differences established in Western populations also fits a population in rural Bangladesh well. This is an important prerequisite for comparisons of cognitive functioning (e.g., declarative memory) across cultures. It is also worth noting that absolute sex differences in cognitive performance among rural elderly in Bangladesh differ from those usually found in Western samples.
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Affiliation(s)
- Ola Sternäng
- Institute of Gerontology, School of Health and Welfare, Jönköping University, Box 1026, SE-551 11, Jönköping, Sweden. .,Stockholm Brain Institute, Stockholm, Sweden.
| | - Martin Lövdén
- Aging Research Center, Karolinska Institutet, Solna, Sweden
| | - Zarina N Kabir
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Solna, Sweden
| | - Jena D Hamadani
- International Centre for Diarrhoeal Disease Research, Dhaka, Bangladesh
| | - Åke Wahlin
- Institute of Gerontology, School of Health and Welfare, Jönköping University, Box 1026, SE-551 11, Jönköping, Sweden.,Aging Research Center, Karolinska Institutet, Solna, Sweden.,Department of Psychology, Stockholm University, Stockholm, Sweden.,School of Medicine, University of Queensland, Brisbane, Australia
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190
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Fougner V, Kørvel-Hanquist A, Koch A, Dammeyer J, Niclasen J, Lous J, Homøe P. Early childhood otitis media and later school performance - A prospective cohort study of associations. Int J Pediatr Otorhinolaryngol 2017; 94:87-94. [PMID: 28167020 DOI: 10.1016/j.ijporl.2017.01.016] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Revised: 12/22/2016] [Accepted: 01/11/2017] [Indexed: 11/28/2022]
Abstract
INTRODUCTION Otitis media (OM) is a common disease in childhood and hearing loss (HL) is the most common complication. Prolonged HL may lead to language delay and cognitive difficulties. However, the consequences of HL due to OM are not fully understood. The aim of this study was to determine the possible association between number of OM episodes in childhood and self-rated school performance controlling for potential confounders. METHODS Prospectively gathered systematic interview data on OM episodes in early childhood and school performance at 11 years of age were obtained from The Danish National Birth Cohort, involving >100,000 individual pregnancies and their offspring. We defined four exposure groups (0, 1-3, 4-6 and ≥7 OM episodes) and assessed general school performance, mathematics and literacy. Possible confounders were recognized à priori and associations were determined using proportional odds regression. RESULTS Out of 94,745 successful pregnancies, 35,946 children without malformations and their parents completed a questionnaire at age 11 years. No associations were observed between number of OM episodes and school performance, even in children with ≥7 OM episodes. CONCLUSION This national birth-cohort study did not support the hypothesis that the number of OM episodes in childhood is associated with reduced self-reported school performance in children at 11 years of age.
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Affiliation(s)
- Vincent Fougner
- University of Copenhagen, Faculty of Health and Medical Sciences, Denmark.
| | - Asbjørn Kørvel-Hanquist
- Department of Otorhinolaryngology and Maxillofacial Surgery, Zealand University Hospital, Køge, Denmark
| | - Anders Koch
- Center for Infectious Disease Epidemiology, Department of Epidemiology Research, Statens Serum Institute, Copenhagen, Denmark
| | | | - Janni Niclasen
- University of Copenhagen, Department of Psychology, Denmark; Center for Collaborative Health, Aarhus University, Denmark
| | - Jørgen Lous
- Research Unit for General Practice, Institute of Public Health, University of Southern, Denmark
| | - Preben Homøe
- Department of Otorhinolaryngology and Maxillofacial Surgery, Zealand University Hospital, Køge, Denmark
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191
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Lah S, Castles A, Smith ML. Reading in children with temporal lobe epilepsy: A systematic review. Epilepsy Behav 2017; 68:84-94. [PMID: 28131931 DOI: 10.1016/j.yebeh.2016.12.021] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/22/2016] [Revised: 12/15/2016] [Accepted: 12/17/2016] [Indexed: 10/20/2022]
Abstract
OBJECTIVE Children with epilepsy have higher rates of reading difficulties compared to the general population. Reading difficulties are associated with lower academic attainments, higher school drop-out rates, greater risk of unemployment, lower income, and poorer adjustment. We examined the literature dealing with reading in children with the most common type of focal epilepsy, temporal lobe epilepsy (TLE), in relation to: presence of reading difficulties, contributing factors, and efficacy of treatments for reading difficulties. METHODS We searched databases (MEDLINE, EMBASE, PsycINFO and PubMed) for studies published before September 2016. Included studies (i) reported on a group of children with TLE, (ii) used a standardized reading test or included a control group, (iii) involved original research published in peer reviewed journals in the English language. RESULTS Of 2018 citations obtained through literature searches, six met inclusion criteria. Reading accuracy and/or reading comprehension were assessed using different tests. All but one study found statistical evidence of reading difficulties in children with TLE. Only two studies examined relations between cognitive deficits and reading. One found that memory contributed to reading accuracy and comprehension. Another found evidence of a small decline in reading accuracy, which was not associated with a decline in memory post-surgery. Several studies were underpowered, giving false negative findings and not allowing relations between epilepsy factors, underlying cognitive deficits, and reading to be adequately examined. No study examined efficacy of reading intervention in this patient population. SIGNIFICANCE We showed that reading difficulties that are present in children with TLE are under researched, yet they have significant functional consequences through childhood and into adulthood. There is an urgent need to identify risk factors and investigate efficacy of treatments for reading difficulties in children with TLE, as this will enable early identification and evidence-based treatment to be delivered in clinical practice.
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Affiliation(s)
- Suncica Lah
- Department of Psychology, University of Sydney, Sydney, NSW, Australia; ARC Centre of Excellence in Cognition and Its Disorders, Australia.
| | - Anne Castles
- ARC Centre of Excellence in Cognition and Its Disorders, Australia
| | - Mary Lou Smith
- ARC Centre of Excellence in Cognition and Its Disorders, Australia; Department of Psychology, University of Toronto Mississauga, Mississauga, ON, Canada; Neuroscience and Mental Health Program, Hospital for Sick Children, Toronto, ON, Canada
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192
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Oliveira BSFD, Justi FRDR. Morphological priming development in Brazilian Portuguese-speaking children. Psicol Reflex Crit 2017; 30:4. [PMID: 32026057 PMCID: PMC6967254 DOI: 10.1186/s41155-017-0058-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2016] [Accepted: 01/18/2017] [Indexed: 11/23/2022] Open
Abstract
Many studies have shown that, while reading, the brain works a sort of
decomposing process of words, reducing them to its morphemes. Moreover, many studies
have shown that morphological awareness, which is the ability to reflect upon the
structure of words, may contribute to reading in Brazilian Portuguese. The present
study investigated morphological priming in children and evaluated the correlation
between morphological priming and morphological awareness scores. One hundred and
forty-one children took part in this research: 35 second graders, 33 third graders,
33 fourth graders, and 40 fifth graders. They performed a lexical decision task
(LDT) and morphological awareness task. Results indicate that as early as the second
grade, children show some degree of morphological priming effects. In addition,
children from the fifth grade presented morphological priming effects similar to
those of a skilled reader. No correlations between morphological awareness scores
and morphological priming effects were found.
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193
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Marlow LAV, Meisel SF, Wardle J. Ethnic minority women prefer strong recommendations to be screened for cancer. BMC Public Health 2017; 17:164. [PMID: 28158990 PMCID: PMC5291956 DOI: 10.1186/s12889-017-4093-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2016] [Accepted: 01/31/2017] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Cancer screening invitations can explicitly recommend attendance or encourage individuals to consider the risks and benefits before deciding for themselves. Public preferences for these approaches might vary. We explored ethnic minority women's preferences for a strong recommendation to be screened. METHODS Women aged 30-60 years from Indian, Pakistani, Bangladeshi, Caribbean, African and white British backgrounds (n = 120 per group) completed face-to-face interviews with a multi-lingual interviewer. The interview included a question on which approach to screening invitations they would prefer: i) A strong recommendation from the National Health Service (NHS) to go for screening, ii) A statement that the NHS thinks you should go for screening, but it's up to you to decide, iii) No recommendation. Analyses examined predictors of preference for a strong recommendation. RESULTS Preferences varied by ethnicity (χ 2(5) = 98.20, p <.001). All ethnic minority groups had a preference for a strong recommendation to be screened (53-86% across ethnic groups vs 31% white British). Socio-demographic factors (marital status, education and employment), and indicators of acculturation (main language and migration status), contributed to explaining recommendation preferences (χ 2(5) = 35.95 and χ 2(3) = 11.59, respectively, both p <.001), but did not mediate the ethnicity effect entirely. Self-rated comprehension of written health information did not contribute to the model. CONCLUSIONS A strong recommendation to participate in cancer screening appears to be important for ethnic minority women, particularly non-English speakers. Future research could explore how to best arrive at a consensus that respects patient autonomy while also accommodating those that would prefer to be guided by a trusted source.
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Affiliation(s)
- Laura A V Marlow
- Cancer Research UK Health Behaviour Research Centre, Department of Epidemiology & Public Health, UCL, Gower Street, London, WC1E 6BT, UK.
| | - Susanne F Meisel
- Cancer Research UK Health Behaviour Research Centre, Department of Epidemiology & Public Health, UCL, Gower Street, London, WC1E 6BT, UK
| | - Jane Wardle
- Cancer Research UK Health Behaviour Research Centre, Department of Epidemiology & Public Health, UCL, Gower Street, London, WC1E 6BT, UK
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194
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Maxwell J, Weill C, Damico J. Investigating the use of appropriation in the writing of a child with autism: A case study. J Commun Disord 2017; 65:10-21. [PMID: 28073100 DOI: 10.1016/j.jcomdis.2016.12.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2015] [Revised: 12/14/2016] [Accepted: 12/18/2016] [Indexed: 06/06/2023]
Abstract
This case study investigated how a 10year old child with ASD (Autism Spectrum Disorder), Kameron (pseudonym), utilized appropriation as a writing strategy in the context of group therapy. Using the same questions as Lensmire and Beals (1994) in their study of a typically developing third-grader, written products were collected over the course of one semester and analyzed, along with video, audio, and participant observation data, to consider the following questions: 1) Where did the material come from? 2) What was taken? and 3) How was it used? Analysis of the process of Kameron's writing revealed utilization of appropriation as a strategy for 2 of the 4 written products. Material was appropriated from both adult authored texts performed via read alouds and from topics and values located in the local peer culture. Kameron's appropriation of shared experiences provided substance to initiate and engage in a shared peer culture. Increased engagement in the writing process and fewer off task behaviors were noted when appropriations were evidenced compared to the writing pieces where no appropriation occurred. The results demonstrate the powerful implications of both a process oriented and strength-based approach to writing and greater social awareness than expected in children with ASD.
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Affiliation(s)
- Jamie Maxwell
- University of Louisiana at Lafayette, Department of Communicative Disorders, P.O. Box 43170, Lafayette LA, 70504-3170, USA.
| | - Christine Weill
- University of Louisiana at Lafayette, Department of Communicative Disorders, P.O. Box 43170, Lafayette LA, 70504-3170, USA
| | - Jack Damico
- University of Louisiana at Lafayette, Department of Communicative Disorders, P.O. Box 43170, Lafayette LA, 70504-3170, USA
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195
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Männel C, Schaadt G, Illner FK, van der Meer E, Friederici AD. Phonological abilities in literacy-impaired children: Brain potentials reveal deficient phoneme discrimination, but intact prosodic processing. Dev Cogn Neurosci 2016; 23:14-25. [PMID: 28011436 PMCID: PMC6987698 DOI: 10.1016/j.dcn.2016.11.007] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2016] [Revised: 11/16/2016] [Accepted: 11/23/2016] [Indexed: 01/26/2023] Open
Abstract
Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental phonology), findings concerning their prosodic processing (i.e., suprasegmental phonology) are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental phonology, we analyzed the Mismatch Negativity (MMN) during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental phonology, we analyzed the Closure Positive Shift (CPS) that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness.
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Affiliation(s)
- Claudia Männel
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.
| | - Gesa Schaadt
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Department of Psychology, Humboldt-Universität zu Berlin, Germany
| | | | - Elke van der Meer
- Department of Psychology, Humboldt-Universität zu Berlin, Germany; Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Germany
| | - Angela D Friederici
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Germany
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196
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Abstract
In this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes, which interact with instruction as child-characteristic-by-instruction (CXI) interaction effects. The processes develop over time and in the context of classroom, home, peer, community, and other influences to affect children's development of proficient reading comprehension. I first describe models of reading comprehension. I then review the basic processes in the model, the role of instruction, and CXI interactions in the context of the lattice model. I then discuss implications for instruction and research.
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197
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van Beusekom MM, Grootens-Wiegers P, Bos MJW, Guchelaar HJ, van den Broek JM. Low literacy and written drug information: information-seeking, leaflet evaluation and preferences, and roles for images. Int J Clin Pharm 2016; 38:1372-1379. [PMID: 27655308 PMCID: PMC5124048 DOI: 10.1007/s11096-016-0376-4] [Citation(s) in RCA: 44] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Accepted: 08/30/2016] [Indexed: 12/20/2022]
Abstract
Background Low-literate patients are at risk to misinterpret written drug information. For the (co-) design of targeted patient information, it is key to involve this group in determining their communication barriers and information needs. Objective To gain insight into how people with low literacy use and evaluate written drug information, and to identify ways in which they feel the patient leaflet can be improved, and in particular how images could be used. Setting Food banks and an education institution for Dutch language training in the Netherlands. Method Semi-structured focus groups and individual interviews were held with low-literate participants (n = 45). The thematic framework approach was used for analysis to identify themes in the data. Main outcome measure Low-literate people’s experience with patient information leaflets, ideas for improvements, and perceptions on possible uses for visuals. Results Patient information leaflets were considered discouraging to use, and information difficult to find and understand. Many rely on alternative information sources. The leaflet should be shorter, and improved in terms of organisation, legibility and readability. Participants thought images could increase the leaflet’s appeal, help ask questions, provide an overview, help understand textual information, aid recall, reassure, and even lead to increased confidence, empowerment and feeling of safety. Conclusion Already at the stages of paying attention to the leaflet and maintaining interest in the message, low-literate patients experience barriers in the communication process through written drug information. Short, structured, visual/textual explanations can lower the motivational threshold to use the leaflet, improve understanding, and empower the low-literate target group.
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Affiliation(s)
- Mara M van Beusekom
- Clinical Pharmacy and Toxicology, Leiden University Medical Center, Leiden, The Netherlands. .,Science Communication and Society, Leiden University, Leiden, The Netherlands.
| | | | - Mark J W Bos
- Science Communication and Society, Leiden University, Leiden, The Netherlands.,Communication, Faculty Management and Organisation, The Hague University of Applied Sciences, The Hague, The Netherlands
| | - Henk-Jan Guchelaar
- Clinical Pharmacy and Toxicology, Leiden University Medical Center, Leiden, The Netherlands
| | - Jos M van den Broek
- Clinical Pharmacy and Toxicology, Leiden University Medical Center, Leiden, The Netherlands.,Science Communication and Society, Leiden University, Leiden, The Netherlands
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198
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Samadi A, Asghari F. Readability of informed consent forms in clinical trials conducted in a skin research center. J Med Ethics Hist Med 2016; 9:7. [PMID: 27471590 PMCID: PMC4958927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2016] [Accepted: 05/18/2016] [Indexed: 11/02/2022] Open
Abstract
Obtaining informed consents is one of the most fundamental principles in conducting a clinical trial. In order for the consent to be informed, the patient must receive and comprehend the information appropriately. Complexity of the consent form is a common problem that has been shown to be a major barrier to comprehension for many patients. The objective of this study was to assess the readability of different templates of informed consent forms (ICFs) used in clinical trials in the Center for Research and Training in Skin Diseases and Leprosy (CRTSDL), Tehran, Iran. This study was conducted on ICFs of 45 clinical trials of the CRTSDL affiliated with Tehran University of Medical Sciences. ICFs were tested for reading difficulty, using the readability assessments formula adjusted for the Persian language including the Flesch-Kincaid reading ease score, Flesch-Kincaid grade level, and Gunning fog index. Mean readability score of the whole text of ICFs as well as their 7 main information parts were calculated. The mean ± SD Flesch Reading Ease score for all ICFs was 31.96 ± 5.62 that is in the difficult range. The mean ± SD grade level was calculated as 10.71 ± 1.8 (8.23-14.09) using the Flesch-Kincaid formula and 14.64 ± 1.22 (12.67-18.27) using the Gunning fog index. These results indicate that the text is expected to be understandable for an average student in the 11(th) grade, while the ethics committee recommend grade level 8 as the standard readability level for ICFs. The results showed that the readability scores of ICFs assessed in our study were not in the acceptable range. This means they were too complex to be understood by the general population. Ethics committees must examine the simplicity and readability of ICFs used in clinical trials.
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Affiliation(s)
- Aniseh Samadi
- MD, Pharmaceutical, Cosmeceutical, and Hygienic Evaluation Lab (DermaLab), Center for Research and Training in Skin Diseases and Leprosy, Tehran University of Medical Sciences, Tehran, Iran
| | - Fariba Asghari
- Associate Professor, Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
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199
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Ebert KD, Scott CM. Bringing the Simple View of Reading to the clinic: Relationships between oral and written language skills in a clinical sample. J Commun Disord 2016; 62:147-160. [PMID: 27428381 DOI: 10.1016/j.jcomdis.2016.07.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2015] [Revised: 06/21/2016] [Accepted: 07/04/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE The Simple View of Reading (SVR) predicts subtypes of reading disorder based on weaknesses in word recognition, listening comprehension, or both. This practice-based research study explores predictions of the SVR within a clinical practice setting. METHOD The study is a retrospective analysis of 112 assessment records from school-aged children (aged 6.0-16.7) referred for speech-language evaluation. Available scores within four areas (listening comprehension, word recognition, reading comprehension, and oral expression) were extracted and then converted to composites. Composite scores were used to categorize children into SVR subtypes. We examined the distribution of children across subtypes and the relationships among the four constructs. RESULTS Children were distributed across all SVR subtypes, but few had impairments only in word recognition. Children with impairments in listening comprehension or word recognition showed poorer reading comprehension than those that did not, but there was imperfect prediction of reading comprehension impairment at an individual level. There were more significant correlations among constructs for younger children. Oral expression and listening comprehension were closely related across analyses. CONCLUSIONS The SVR is a clinically useful model for capturing variation and explaining relationships among oral and written language in school-age children.
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200
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Tubaishat A, Habiballah L. eHealth literacy among undergraduate nursing students. Nurse Educ Today 2016; 42:47-52. [PMID: 27237352 DOI: 10.1016/j.nedt.2016.04.003] [Citation(s) in RCA: 65] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2015] [Revised: 03/01/2016] [Accepted: 04/14/2016] [Indexed: 05/11/2023]
Abstract
BACKGROUND The Internet has become a major source of health related information. Nursing students, as future healthcare providers, should be skilled in locating, using and evaluating online health information. AIM The main purpose of this study was to assess eHealth literacy among nursing students in Jordan, as well as to explore factors associated with eHealth literacy. METHODS A descriptive cross sectional survey was conducted in two universities in Jordan, one public and one private. A total of 541 students completed the eHealth literacy scale (eHEALS). Some additional personal and demographical variables were collected to explore their relation to eHealth literacy. RESULTS Students have a moderate self-perceived level of eHealth literacy (M=3.62, SD=0.58). They are aware of the available online health resources and know how to search, locate, and use these resources. Yet, they lack skills to evaluate them and cannot differentiate between high and low quality resources. Factors that are related to eHealth literacy include type of university, type of student admission, academic level, students' internet skills, and their perception of the usefulness and importance of the internet. On the other hand, age, gender, grade point average (GPA), and frequency of internet use were found not to significantly affect eHealth literacy. CONCLUSION This study represents a baseline reference for eHealth literacy in Jordan. Students have some of the necessary skills, while others still need to be improved. Nursing educators and administrators should incorporate eHealth literacy skills into the curriculum.
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Affiliation(s)
- Ahmad Tubaishat
- Al al-Bayt University, Faculty of Nursing, Adult Health Nursing Department, Mafraq, Jordan.
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