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Journal articles on the topic 'Pivotal Response Training'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Suhrheinrich, Jessica. "A sustainable model for training teachers to use pivotal response training." Autism 19, no. 6 (2014): 713–23. http://dx.doi.org/10.1177/1362361314552200.

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Suhrheinrich, Jessica. "Training Teachers to Use Pivotal Response Training With Children With Autism." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 34, no. 4 (2011): 339–49. http://dx.doi.org/10.1177/0888406411406553.

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Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching. The findings suggest that attending a group workshop i

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Suhrheinrich, J., A. C. Stahmer, and L. Schreibman. "A preliminary assessment of teachers’ implementation of pivotal response training." Journal of Speech and Language Pathology – Applied Behavior Analysis 2, no. 1 (2007): 1–13. http://dx.doi.org/10.1037/h0100202.

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Suhrheinrich, Jessica, Aubyn C. Stahmer, Sarah Reed, Laura Schreibman, Erica Reisinger, and David Mandell. "Implementation Challenges in Translating Pivotal Response Training into Community Settings." Journal of Autism and Developmental Disorders 43, no. 12 (2013): 2970–76. http://dx.doi.org/10.1007/s10803-013-1826-7.

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Coolican, Jamesie, Isabel M. Smith, and Susan E. Bryson. "Brief parent training in pivotal response treatment for preschoolers with autism." Journal of Child Psychology and Psychiatry 51, no. 12 (2010): 1321–30. http://dx.doi.org/10.1111/j.1469-7610.2010.02326.x.

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Suhrheinrich, Jessica, Sarah R. Rieth, Kelsey S. Dickson, Scott Roesch, and Aubyn C. Stahmer. "Classroom Pivotal Response Teaching: Teacher Training Outcomes of a Community Efficacy Trial." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 3 (2019): 215–34. http://dx.doi.org/10.1177/0888406419850876.

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Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers ( n = 126) to use CPRT. Training involved 12 hours of small group sessions and additional 1:1 coaching in each teacher’s classroom. Overall, CPRT fidelity was significantly higher at the end of the training year relative to the observation year ( B = 0.24, p = .001) and teachers report using CPRT an average of 47 minutes per

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Verschuur, Rianne, Bibi Huskens, Hubert Korzilius, Leonhard Bakker, Michelle Snijder, and Robert Didden. "Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation." Autism 24, no. 2 (2019): 499–514. http://dx.doi.org/10.1177/1362361319876213.

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In this study, we investigated the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist–child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether child age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 level III certified pivotal response treatment therapists who recorded three 10-min pivotal response treatment sessions and completed four questionnaires to measure therapist characte

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8

Stahmer, Aubyn C. "Teaching symbolic play skills to children with autism using Pivotal Response Training." Journal of Autism and Developmental Disorders 25, no. 2 (1995): 123–41. http://dx.doi.org/10.1007/bf02178500.

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9

Stockall, Nancy, and Lindsay R. Dennis. "Using Pivotal Response Training and Technology to Engage Preschoolers With Autism in Conversations." Intervention in School and Clinic 49, no. 4 (2013): 195–202. http://dx.doi.org/10.1177/1053451213509486.

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Baker-Ericzén, Mary J., Aubyn C. Stahmer, and Amelia Burns. "Child Demographics Associated With Outcomes in a Community-Based Pivotal Response Training Program." Journal of Positive Behavior Interventions 9, no. 1 (2007): 52–60. http://dx.doi.org/10.1177/10983007070090010601.

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Dahiya, Angela V., Daniel Openden, Katrina F. Ostmeyer, Rachel M. Anderson, and Angela Scarpa. "Pivotal response treatment for autism: A brief report on training for rural communities." Journal of Community Psychology 49, no. 7 (2021): 2983–94. http://dx.doi.org/10.1002/jcop.22558.

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12

Jobin, Allison. "Varied treatment response in young children with autism: A relative comparison of structured and naturalistic behavioral approaches." Autism 24, no. 2 (2019): 338–51. http://dx.doi.org/10.1177/1362361319859726.

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Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a sing

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Schwartzman, Jessica M., Kristen Strong, Christina M. Ardel, et al. "Language Improvement Following Pivotal Response Treatment for Children With Developmental Disorders." American Journal on Intellectual and Developmental Disabilities 126, no. 1 (2020): 45–57. http://dx.doi.org/10.1352/1944-7558-126.1.45.

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Abstract Given the high prevalence of communication deficits in developmental disorders, there is need for efficient early interventions. The aim of this pilot study is to examine benefits of pivotal response treatment (PRT) for improving language in young children with developmental disorders without autism spectrum disorder. Parents of 15 children with developmental disorders received weekly PRT parent training for 12 weeks. Standardized parent-rated assessments were administered at baseline and post-treatment to measure changes in language. Structured laboratory observation indicated childr

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14

Stahmer, Aubyn C. "Using pivotal response training to facilitate appropriate play in children with autistic spectrum disorders." Child Language Teaching and Therapy 15, no. 1 (1999): 29–40. http://dx.doi.org/10.1177/026565909901500104.

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Stahmer, A. C. "Using pivotal response training to facilitate appropriate play in children with autistic spectrum disorders." Child Language Teaching and Therapy 15, no. 1 (1999): 29–40. http://dx.doi.org/10.1191/026565999672332808.

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Buckley, Trevor W., Angela P. Ente, and Michael B. Ruef. "Improving a Family’s Overall Quality of Life Through Parent Training in Pivotal Response Treatment." Journal of Positive Behavior Interventions 16, no. 1 (2013): 60–63. http://dx.doi.org/10.1177/1098300713483177.

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Pierce, Karen, and Laura Schreibman. "INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER-IMPLEMENTED PIVOTAL RESPONSE TRAINING." Journal of Applied Behavior Analysis 28, no. 3 (1995): 285–95. http://dx.doi.org/10.1901/jaba.1995.28-285.

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Gengoux, Grace W., Kari L. Berquist, Emma Salzman, et al. "Pivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation." Journal of Autism and Developmental Disorders 45, no. 9 (2015): 2889–98. http://dx.doi.org/10.1007/s10803-015-2452-3.

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Apnoza, Rolla, Erniza Miranda Madjid, and Luh Sarini Y. Savitri. "PENERAPAN PIVOTAL RESPONSE TRAINING OLEH ORANGTUA UNTUK MENINGKATKAN KEMAMPUAN JOINT ATTENTION PADA ANAK DENGAN AUTISM SPECTRUM DISORDER." Jurnal Psikologi 11, no. 1 (2018): 43–59. http://dx.doi.org/10.35760/psi.2018.v11i1.2073.

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Anak dengan Autism Spectrum Disorder (ASD) menunjukkan gangguan pada joint attention yang merupakan kapasitas dalam mengkoordinasikan atensi untuk berbagi ketertarikan pada suatu objek atau kejadian/peristiwa yang ada disekelilingnya dengan sosial partner dalam suatu interaksi. Defisit joint attention tersebut menjadi ciri khas sekaligus menjadi penyebab utama gangguan komunikasi sosial pada anak dengan ASD. Intervensi yang dapat meningkatkan kemampuan joint attention pada anak dengan ASD salah satunya adalah pivotal response training (PRT). Pada intervensi ini melibatkan peran ibu sebagai ter

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Stahmer, Aubyn C., Jessica Suhrheinrich, Sarah Reed, and Laura Schreibman. "What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use." Autism Research and Treatment 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/709861.

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Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of

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21

Brock, Matthew E., Scott A. Dueker, and Mary A. Barczak. "Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training." Journal of Autism and Developmental Disorders 48, no. 6 (2017): 2224–30. http://dx.doi.org/10.1007/s10803-017-3435-3.

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Minjarez, Mendy Boettcher, Emma M. Mercier, Sharon E. Williams, and Antonio Y. Hardan. "Impact of Pivotal Response Training Group Therapy on Stress and Empowerment in Parents of Children With Autism." Journal of Positive Behavior Interventions 15, no. 2 (2012): 71–78. http://dx.doi.org/10.1177/1098300712449055.

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Kim, Nam-Kyung, and Eunhye Park. "The Effects of Using Peer-Mediated Pivotal Response Training on Social Interaction of Elementary School Children with Autism." Special Education Research 7, no. 1 (2008): 215. http://dx.doi.org/10.18541/ser.2008.04.7.1.215.

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McGarry, Elizabeth, Ty Vernon, and Anisha Baktha. "Brief Report: A Pilot Online Pivotal Response Treatment Training Program for Parents of Toddlers with Autism Spectrum Disorder." Journal of Autism and Developmental Disorders 50, no. 9 (2019): 3424–31. http://dx.doi.org/10.1007/s10803-019-04100-2.

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Lydon, Helena, Olive Healy, and Geraldine Leader. "A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder." Research in Autism Spectrum Disorders 5, no. 2 (2011): 872–84. http://dx.doi.org/10.1016/j.rasd.2010.10.002.

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Joanisse, Sophie, Changhyun Lim, James McKendry, Jonathan C. Mcleod, Tanner Stokes, and Stuart M. Phillips. "Recent advances in understanding resistance exercise training-induced skeletal muscle hypertrophy in humans." F1000Research 9 (February 24, 2020): 141. http://dx.doi.org/10.12688/f1000research.21588.1.

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Skeletal muscle plays a pivotal role in the maintenance of physical and metabolic health and, critically, mobility. Accordingly, strategies focused on increasing the quality and quantity of skeletal muscle are relevant, and resistance exercise is foundational to the process of functional hypertrophy. Much of our current understanding of skeletal muscle hypertrophy can be attributed to the development and utilization of stable isotopically labeled tracers. We know that resistance exercise and sufficient protein intake act synergistically and provide the most effective stimuli to enhance skeleta

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Liu, Chongrui, Cong Wang, Hongjie Wang, and Bo Niu. "Influencing factors of employees’ information systems security police compliance: An empirical research in China." E3S Web of Conferences 218 (2020): 04032. http://dx.doi.org/10.1051/e3sconf/202021804032.

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It is widely agreed that information systems security police compliance plays a pivotal role in safeguarding organizational information security. This study empirically investigated organizational and individual factors in predicting employees’ ISSP compliance. With a survey data of 525 civil servants in China, results showed that organizational information security training and information security climate were significantly related to employees’ ISSP compliance. Specifically, information security climate had stronger effect on ISSP compliance than information security training. Furthermore,

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28

Bang, Eun, and Ha-young Choi. "Effects of a Q&A Type Children’s Song Program with Pivotal Response Training on Initiation and Response behaviors of Children with Autism Spectrum Disorder." Journal of Special Education & Rehabilitation Science 57, no. 3 (2018): 259–90. http://dx.doi.org/10.23944/jsers.2018.09.57.3.13.

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29

Huskens, B., and M. Verburg. "FC05-02 - An applied behavior analysis training package in the treatment of autism. The use of principles of pivotal response treatment in a child psychiatric clinic." European Psychiatry 26, S2 (2011): 1835. http://dx.doi.org/10.1016/s0924-9338(11)73539-8.

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IntroductionIn a child psychiatric clinic for Autism Spectrum Disorders (ASD) a long waiting list and outplacement difficulties were a substantial problem in the past years. This problem has been tackled by going back to the main focus of our treatment, ensuring that children are able to go back home to their parents after clinical treatment.By redefining the main goal of clinical treatment in return to the family this problem has been overcome. In the search of tools to empower child and parents we adjusted the principles of Pivotal Response Treatment to our clinical setting.ObjectiveTo empow

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Randolph, Jena K., Janine P. Stichter, Carla T. Schmidt, and Karen V. O’Connor. "Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees." Focus on Autism and Other Developmental Disabilities 26, no. 4 (2011): 230–38. http://dx.doi.org/10.1177/1088357611421503.

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Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college d

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Rezaei, Mohammad, AliReza Moradi, Mehdi Tehrani-Doost, HamidReza Hassanabadi, and Reza Khosrowabadi. "A pilot study on combining risperidone and pivotal response treatment on communication difficulties in children with autism spectrum disorder." Advances in Autism 4, no. 2 (2018): 56–65. http://dx.doi.org/10.1108/aia-11-2017-0024.

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Purpose The purpose of this paper is to investigate the effects of combined risperidone (RIS) and pivotal response treatment (PRT) in children with autism spectrum disorder (ASD). Design/methodology/approach In all, 34 children diagnosed with ASD (mean age of 12.36 years) were randomly divided into two groups: an RIS treatment group (n=18) and an RIS plus PRT (n=16). Communication skills were evaluated with the child communication checklist (CCC). Findings Total score of the CCC was increased in both groups after three months compared with the score prior to treatment. The total score of the C

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Gill, Amanda, David Read, Jodie Williams, and Annette Holian. "Transformative Surgical Team Training." Prehospital and Disaster Medicine 34, s1 (2019): s173. http://dx.doi.org/10.1017/s1049023x19003960.

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Introduction:Sudden onset disasters exceed the capabilities of local health services. Emergency Medical Teams (EMTs), including the Australian Medical Assistance Team (AUSMAT), are a vital element of the Australian Governments capacity to respond to regional and international sudden-onset disasters. AUSMAT has the capacity to deploy an EMT Type 2 surgical field hospital and has been successfully verified by the World Health Organisation (WHO). All AUSMAT members must complete AUSMAT Team Member training. The National Critical Care and Trauma Response Centre, Darwin, Australia is responsible fo

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Byeon, Gwan-seok. "The Effects of Dramatic Play Applied Pivotal Response Training Principle on Social Interactions of Middle-School Students with Autism Spectrum Disorders." Special Education Research 15, no. 3 (2016): 35. http://dx.doi.org/10.18541/ser.2016.08.15.3.35.

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Pierce, Karen, and Laura Schreibman. "MULTIPLE PEER USE OF PIVOTAL RESPONSE TRAINING TO INCREASE SOCIAL BEHAVIORS OF CLASSMATES WITH AUTISM: RESULTS FROM TRAINED AND UNTRAINED PEERS." Journal of Applied Behavior Analysis 30, no. 1 (1997): 157–60. http://dx.doi.org/10.1901/jaba.1997.30-157.

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Verschuur, Rianne, Bibi Huskens, Ludo Verhoeven, and Robert Didden. "Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment." Journal of Autism and Developmental Disorders 47, no. 2 (2016): 490–505. http://dx.doi.org/10.1007/s10803-016-2966-3.

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Vollmer, Maike, Ralph E. Beitel, Christoph E. Schreiner, and Patricia A. Leake. "Passive stimulation and behavioral training differentially transform temporal processing in the inferior colliculus and primary auditory cortex." Journal of Neurophysiology 117, no. 1 (2017): 47–64. http://dx.doi.org/10.1152/jn.00392.2016.

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In profoundly deaf cats, behavioral training with intracochlear electric stimulation (ICES) can improve temporal processing in the primary auditory cortex (AI). To investigate whether similar effects are manifest in the auditory midbrain, ICES was initiated in neonatally deafened cats either during development after short durations of deafness (8 wk of age) or in adulthood after long durations of deafness (≥3.5 yr). All of these animals received behaviorally meaningless, “passive” ICES. Some animals also received behavioral training with ICES. Two long-deaf cats received no ICES prior to acute

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Ballard, Madeleine, Emily Bancroft, Josh Nesbit, et al. "Prioritising the role of community health workers in the COVID-19 response." BMJ Global Health 5, no. 6 (2020): e002550. http://dx.doi.org/10.1136/bmjgh-2020-002550.

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COVID-19 disproportionately affects the poor and vulnerable. Community health workers are poised to play a pivotal role in fighting the pandemic, especially in countries with less resilient health systems. Drawing from practitioner expertise across four WHO regions, this article outlines the targeted actions needed at different stages of the pandemic to achieve the following goals: (1) PROTECT healthcare workers, (2) INTERRUPT the virus, (3) MAINTAIN existing healthcare services while surging their capacity, and (4) SHIELD the most vulnerable from socioeconomic shocks. While decisive action mu

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Pedroso, João A. B., Pedro O. R. de Mendonca, Marco A. S. Fortes, et al. "SOCS3 expression in SF1 cells regulates adrenal differentiation and exercise performance." Journal of Endocrinology 235, no. 3 (2017): 207–22. http://dx.doi.org/10.1530/joe-17-0255.

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Many hormones/cytokines are secreted in response to exercise and cytokine signaling may play a pivotal role in the training adaptations. To investigate the importance of cytokine signaling during vertical ladder climbing, a resistance exercise model, we produced mice lacking SOCS3 protein exclusively in steroidogenic factor-1 (SF1) cells (SF1 Socs3 KO mice). SF1 expression is found in steroidogenic cells of the adrenal cortex and gonads, as well as in neurons of the ventromedial nucleus of the hypothalamus. Histological markers of the fetal adrenal zone (or X-zone in rodents) were still presen

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Robinson, Suzanne Elaine. "Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package." Focus on Autism and Other Developmental Disabilities 26, no. 2 (2011): 105–18. http://dx.doi.org/10.1177/1088357611407063.

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Nefdt, Nicolette, Robert Koegel, George Singer, and Michael Gerber. "The Use of a Self-Directed Learning Program to Provide Introductory Training in Pivotal Response Treatment to Parents of Children With Autism." Journal of Positive Behavior Interventions 12, no. 1 (2009): 23–32. http://dx.doi.org/10.1177/1098300709334796.

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Suhrheinrich, Jessica, and Janice Chan. "Exploring the Effect of Immediate Video Feedback on Coaching." Journal of Special Education Technology 32, no. 1 (2016): 47–53. http://dx.doi.org/10.1177/0162643416681163.

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Although evidence-based practices for autism spectrum disorders exist, they are often not effectively incorporated into school-based programs, indicating a need for enhanced training strategies for educators. This study examined the effects of immediate video feedback during coaching for teachers and paraprofessionals learning Classroom Pivotal Response Teaching (CPRT). Special education teachers, along with their classroom paraprofessionals, were randomly assigned to a coaching as usual (CAU) or a coaching with video enhancement (VE) condition. Both groups received both verbal and written fee

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Zhang, Hanrui, та Cuihua Zhang. "Vasoprotection by Dietary Supplements and Exercise: Role of TNFαSignaling". Experimental Diabetes Research 2012 (2012): 1–6. http://dx.doi.org/10.1155/2012/972679.

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Vascular dysfunction contributes to the pathogenesis of various cardiovascular diseases. Dietary supplements, including fish oil, dietary fibers, and various natural products, and exercise training exert vasoprotective effects. However, the mechanisms underlying the vasoprotective benefits of dietary supplements and physical activity demand extensive investigation. Accumulating evidence suggests that inflammatory cytokine tumor necrosis factor-alpha (TNFα) plays a pivotal role in the dysregulation of macrovascular and microvascular function. TNFαinduces vascular inflammation, monocyte adhesion

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Bizjak, Daniel A., Sebastian V. W. Schulz, Uwe Schumann, et al. "Beneficial Molecular Adaptations in BRCA-Mutation Carriers by Combined HIT/HIRT Intervention: Results from a Pilot Study." Cancers 12, no. 6 (2020): 1526. http://dx.doi.org/10.3390/cancers12061526.

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Based on growing evidence that breast cancer (BRCA) also plays a pivotal role in the regulation of skeletal muscle metabolism and the response to anti-oxidative stress, we examined the influence of regular exercise in human BRCA mutation carriers on their BRCA1 gene/protein expression and inflammatory/oxidative response. Sixteen BRCA-mutation carriers were assigned to an intervention (IG) or control group (CG). IG received a combination of high-intensity interval endurance (HIT) and strength training (HIRT) for six weeks, whereas CG received a low-intensity activity program. Before (T0) and at

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Haase, Tobias Nørresø, Stine Ringholm, Lotte Leick та ін. "Role of PGC-1α in exercise and fasting-induced adaptations in mouse liver". American Journal of Physiology-Regulatory, Integrative and Comparative Physiology 301, № 5 (2011): R1501—R1509. http://dx.doi.org/10.1152/ajpregu.00775.2010.

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The transcriptional coactivator peroxisome proliferator-activated receptor (PPAR)-γ coactivator (PGC)-1α plays a role in regulation of several metabolic pathways. By use of whole body PGC-1α knockout (KO) mice, we investigated the role of PGC-1α in fasting, acute exercise and exercise training-induced regulation of key proteins in gluconeogenesis and metabolism in the liver. In both wild-type (WT) and PGC-1α KO mice liver, the mRNA content of the gluconeogenic proteins glucose-6-phosphatase (G6Pase) and phosphoenolpyruvate carboxykinase (PEPCK) was upregulated during fasting. Pyruvate carboxyl

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Song, Ho Jun, and Chun Jong Kim. "Effect of Intervention of Badminton Play that Applies Pivotal Response Training Principle on Play Spontaneity and Motor Coordination of Child with Autism Spectrum Disorder." JOURNAL OF SPECIAL EDUCATION & REHABILITATION SCIENCE 54, no. 1 (2015): 141. http://dx.doi.org/10.15870/jsers.2015.03.54.1.141.

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Nhan, Carol, Meredith Young, Ilana Bank, et al. "Interdisciplinary Crisis Resource Management Training: How Do Otolaryngology Residents Compare? A Survey Study." OTO Open 2, no. 2 (2018): 2473974X1877040. http://dx.doi.org/10.1177/2473974x18770409.

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Objective Emergent medical crises, such as acute airway obstruction, are often managed by interdisciplinary teams. However, resident training in crisis resource management traditionally occurs in silos. Our objective was to compare the current state of interdisciplinary crisis resource management (IDCRM) training of otolaryngology residents with other disciplines. Methods A survey study examining (1) the frequency with which residents are involved in interdisciplinary crises, (2) the current state of interdisciplinary training, and (3) the desired training was conducted targeting Canadian resi

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Suhrheinrich, Jessica, Sarah R. Rieth, Kelsey S. Dickson, and Aubyn C. Stahmer. "Exploring Associations Between Inner-Context Factors and Implementation Outcomes." Exceptional Children 86, no. 2 (2019): 155–73. http://dx.doi.org/10.1177/0014402919881354.

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Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and outer-context factors on implementation outcomes. This article evaluates how teacher factors (including attitudes toward EBP) and organizational factors (implementation climate and district support) influence training outcomes (fidelity of intervention, repor

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Ostroff, Stephen M. "Emerging Infectious Diseases in the Institutional Setting: Another Hot Zone." Infection Control & Hospital Epidemiology 17, no. 8 (1996): 484–89. http://dx.doi.org/10.1017/s0195941700004604.

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AbstractDuring the closing years of the 20th century, there has been an unprecedented number of newly recognized infectious agents and a resurgence of infectious diseases only recently thought to be conquered. These problems have been compounded by the increasing number of pathogens that have evolved resistance to antimicrobial agents. Hospitals and other institutional settings occupy a pivotal niche in the emergence of infectious agents due to factors such as the large concentrations of ill and immunocompromised persons, evolving technologies in healthcare settings, routine breeches of host d

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Kulkarni, Kalpana Ketan, Anup Pravin Bhandari, and Ashwin Keshavan Unni. "Questionnaire-based Study to Assess Knowledge of Preanalytical Phase of Laboratory Testing Among Trainee Doctors in a Tertiary Care Hospital Medical College." Journal of Laboratory Physicians 12, no. 03 (2020): 178–83. http://dx.doi.org/10.1055/s-0040-1720945.

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Abstract Objective To determine the knowledge base of common laboratory practices related to preanalytical phase of laboratory testing among medical interns and first-year postgraduate residents in a tertiary care hospital medical college. Materials and methods Questionnaire-based survey on preanalytical phase of laboratory testing was conducted among 208 participants, who volunteered and were MBBS interns and first-year postgraduate residents in a medical college, over the period from June 2018 to December 2019. A total of 15-item, multiple-choice questions (MCQs) were included, of which four

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Lloyd-Williams, Mari, and Sheila Payne. "Nurse Specialist Assessment and Management of Palliative Care Patients who are Depressed—a Study of Perceptions and Attitudes." Journal of Palliative Care 18, no. 4 (2002): 270–74. http://dx.doi.org/10.1177/082585970201800404.

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Depression is a frequent symptom in palliative care patients but is often not diagnosed. In the U.K., the majority of patients with advanced cancer are referred to a clinical nurse specialist (CNS) whose remit includes the assessment of psychological symptoms and depression. Clinical nurse specialists have a key role in the diagnosis and management of patients with depression and it is important that they have the skills to do so. A postal questionnaire of all U.K. hospital, hospice, and community palliative care clinical nurse specialist teams was carried out to determine how they assessed de

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