Efficacy of Online Learning Modules for Teaching Dialogic Reading Strategies and Phonemic Awareness

Knowledge Translation Interventions to Increase the Uptake of Evidence-Based Practice Among Pediatric Rehabilitation Professionals: A Systematic Review

AIMS

To summarize evidence on effective knowledge translation (KT) interventions to increase evidence-based practice among pediatric rehabilitation professionals.

METHODS

The PRISMA 2020 Checklist was used for search, selection, and data extraction. The Mixed Methods Appraisal Tool assessed quality, while the Cochrane Effective Practice and Organization of Care described KT interventions.

RESULTS

Our search yielded 7233 records; 29 met the inclusion criteria. Two studies used educational materials alone. The remaining 27 studies used multifaceted KT interventions, combining education with local opinion leaders or knowledge brokers (n = 12), continuous quality improvement (n = 11), reminders (n = 6), communities of practice (n = 6), provider performance monitoring (n = 5), audit and feedback (n = 2), information and communication technology (n = 2), clinical practice guideline (n = 1), or routine patient-reported outcome measures (n = 1). Significant improvements in knowledge (n = 10), skills (n = 6), adherence and use (n = 4), perceptions (n = 3), intentions of use (n = 2), confidence level (n = 1), beliefs and attitudes (n = 3), and professional behavior change (n = 2) were reported. Included studies had a moderate to high-risk bias.

CONCLUSION

Educational and local opinion leaders were common in multifaceted KT interventions, the majority resulting in improved professional knowledge, skills, attitudes and beliefs, and behaviors. Rigorous study designs are needed to confirm these findings.

Development and evaluation of an online professional development course to support delivery of tiered school-based rehabilitation services

PURPOSE

The Facilitating Integration of Rehabilitation Services Through Training (FIRST) Course provides online professional development on tiered service delivery models for rehabilitation professionals working in education settings. Created by content and e-learning experts, this study describes our use of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model and the Successive Approximation Model (SAM) to develop, implement, and evaluate the FIRST Course, and reports the findings of an initial program evaluation.

METHOD

Rehabilitation professionals who completed the FIRST Course were invited to complete a cross-sectional survey to evaluate its utility.

RESULTS

Between May 1, 2020, and August 11, 2023, 314 occupational therapists, 54 physiotherapists, and 170 speech-language pathologists completed the online course and survey. Respondents perceived the FIRST Course content to be relevant to their practice and to meet their learning needs regarding tiered services in education settings. Most respondents viewed the course positively and would recommend it to colleagues. More experienced respondents suggested a need for training on tiered service delivery models beyond an introductory level.

CONCLUSIONS

The ADDIE and SAM instructional design models were successfully applied to develop, implement, and evaluate online professional development for school-based rehabilitation professionals who wish to learn about tiered service delivery models.

Knowledge and Perspectives of Developmental Language Disorders: The Pilot Development of a Survey of Professionals Working in Law Enforcement

PURPOSE

The purpose of this study was to pilot test a survey of professionals within the justice system about their knowledge and perceptions of developmental language disorders (DLDs) and to gather initial data supporting their knowledge and perceptions.

METHOD

One hundred thirty-six adults in Texas with law enforcement jobs, primarily police officers, participated in this study. Participants completed a survey consisting of 78 questions about their background, experiences with DLD, and beliefs about communication. Additionally, 42 adults who did not work in law enforcement completed the survey twice to establish the initial measures of survey reliability.

RESULTS

This survey demonstrated sufficient test-retest reliability with adults not in law enforcement, and results indicated the emergence of two subscales within the survey. Law enforcement professionals appeared to have limited knowledge of DLD, and many linked language-related behaviors with credibility. A majority did agree with giving accommodations to individuals who struggle with language and reported interest in receiving training to recognize and accommodate DLD.

CONCLUSIONS

This pilot study demonstrates a need for collaboration between speech-language pathologists and law enforcement professionals and provides data for a survey that could be used across professional groups in the justice system to measure knowledge and perspectives of DLDs. This work represents an initial step in an iterative process of survey development for law enforcement professionals.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.25033718.

Effects of a Computer Training to Teach Spanish Book-Sharing Strategies to Mothers of Emergent Bilinguals at Risk of Developmental Language Disorders: A Single-Case Design Study

PURPOSE

The purpose of this research is to examine the effects of a computer app-based training program for caregivers on caregiver behavior to enhance Spanish language in emergent bilinguals at risk for developmental language disorders.

METHOD

This study followed a single-case, multiple-baseline design. An app-based language training program was developed based on the Teach-Model-Coach-Review adult learning instructional approach. Six mothers were trained on three language-facilitation strategies (Completion, Distancing, and Questioning) while reading to their children in Spanish. The training focused on one of the three strategies at a time, and mothers were given access to training once a week. Mothers were recorded while they read to their children during three phases: prior to the training (baseline), during 2 training weeks (training phase), and after training was provided (maintenance).

RESULTS

A visual analysis of the data (percent nonoverlapping data complemented with Tau-U analysis) indicated a functional relation between the training program and the use of strategies by the participants for Distancing and Completion, and there was a less robust, moderate effect for Questioning strategy for a couple of participants.

CONCLUSIONS

The computer training may serve as a tool for instructors who want to educate Spanish-speaking mothers in the use of evidence-based language strategies at home. Further research is needed to determine how this parent training could result in long-term use of strategies during reading times and what factors are associated with the learning and subsequent use of these strategies with children.

[Effect of dissipating phlegm and blood stasis simultaneously on AGEs/RAGE axis and oxidative stress in rats with diabetic myocardial microangiopathy]

OBJECTIVE

To investigate the effect of dissipating phlegm and blood stasis simultaneously for protecting cardiac microvascular endothelial cells (CMECs) against high glucose-induced injury and the role of AGEs/RAGE axis in the underlying mechanism.

METHODS

The primary CMECs were isolated from rat heart by enzymatic digestion and identified by immunofluorescence assay. The CMECs exposed to 33 mmol/L glucose for 48 h were divided into model group (MC), resolving phlegm (RP) group, dissipating blood stasis (DBS) group, dissipating phlegm and blood stasis (RPDBS) group and ALT-711 group. After treatment with 10% drug-containing serum and ALT-711 for 48 h, the content of AGEs in the cells were measured with ELISA. The expressions of RAGE mRNA and protein were measured with real-time quantitative PCR, immunofluorescence assay and Western blotting; The activity of NADPH oxidase and ROS level were measured by cytochrome c reduction and fluorescent probe DHE.

RESULTS

High glucose exposure significantly increased the content of AGEs, RAGE expressions at the protein and mRNA levels, NADPH oxidase activity and ROS level in the CMECs (P < 0.01). These changes were significantly mitigated by treatments with RP, DBS, RPDBS and ALT-711 (P < 0.01), among which RPDBS caused the most significant decrements in AGEs content, RAGE expression and NADPH oxidase activity (P < 0.01, P < 0.05). The reduction of ROS level in the RPDBS group was significantly greater than that in RP group (P < 0.01), but similar to that in DBS group (P > 0.05).

CONCLUSION

Dissipating phlegm and blood stasis simultaneously can be helpful for prevention and treatment of diabetic myocardial microangiopathy by suppressing the excessive activation of AGEs-RAGE signal axis and oxidative stress, thus protecting CMECs against high glucose-induced damage. Dissipating phlegm and blood stasis simultaneously is better than either of the therapy alone.