The second study expands the current literature regarding instructional quality thresholds. Limited research has addressed the question of whether there is a minimum level of instructional quality that must be experienced in order to see significant changes in children's academic performance, and the limited research has focused primarily on preschoolers. The goal of study two was to determine if high-quality first-grade instructional support predicted children's first-, third-, and fifth-grade academic performance. Using piecewise regression analyses, results did not show evidence of a relation between first-grade instructional support quality and children's academic performance at any grade. Possible reasons for inconsistencies in findings from this study and previous research are discussed, including differences in sample characteristics and measurement tools. Because instructional quality remains at the forefront of discussions by educators and policy makers, the inconsistencies in research findings argue for further research that may clarify thresholds of instructional support quality that must be met in order for various subgroups of children to gain the skills needed for long-term academic success.
ested data, hierarchical linear modeling or multilevel modeling (MLM; Raudenbush & Bryk, 2002) has the ability to predict outcomes for each level of analysis and across multiple levels (accounting for relationships between levels) providing a significant advantage over single-level analyses. When multilevel data contain missingness, multilevel multiple imputation (MLMI) techniques may be used to model both the missingness and the clustered nature of the data. With categorical multilevel data with missingness, categorical MLMI must be used. Two such routines for MLMI with continuous and categorical data were explored with missing at random (MAR) data: a formal Bayesian imputation and analysis routine in JAGS (R/JAGS) and a common MLM procedure of imputation via Bayesian estimation in BLImP with frequentist analysis of the multilevel model in Mplus (BLImP/Mplus). Manipulated variables included interclass correlations, number of clusters, and the rate of missingness. Results showed that with continuous data, R/JAGS returned more accurate parameter estimates than BLImP/Mplus for almost all parameters of interest across levels of the manipulated variables. Both R/JAGS and BLImP/Mplus encountered convergence issues and returned inaccurate parameter estimates when imputing and analyzing dichotomous data. Follow-up studies showed that JAGS and BLImP returned similar imputed datasets but the choice of analysis software for MLM impacted the recovery of accurate parameter estimates. Implications of these findings and recommendations for further research will be discussed.
This mental health video series features three animated videos about anxiety disorders, resources and treatment options, and the stigma surrounding mental illness for youth ages 16-25, parents, and educators. Anxiety disorders are the most common type of mental disorder in the United States, so it is imperative that all people understand the signs, symptoms, and treatment options in order to best assist and support those in need of services.
Within the pediatric hospitalization experience, fear and anxiety are two emotions commonly felt by children of all ages. Hospitalized children can greatly benefit from interventions designed to help them cope with these emotions throughout their medical experiences. This study draws on each of our clinical experiences as volunteers at Phoenix Children’s Hospital, and uses a qualitative analysis of three semi-structured interviews with currently employed Child Life Specialists to understand and analyze the use of medical play, a form of play intervention with a medical theme or medical equipment. We explore the goals and benefits of medical play for hospitalized pediatric patients, the process of using medical play as an intervention, including the activity design process, the assessments and adjustments made throughout the child’s hospitalization, and the considerations and limitations to implementing medical play activities. Ultimately, we found that the element of fun that defines play can be channeled into medical play activities implemented by skilled Child Life Specialists, who are experts in their field, in clinical settings to promote several different and beneficial goals, including pediatric patient coping.
Within the pediatric hospitalization experience, fear and anxiety are two emotions commonly felt by children of all ages. Hospitalized children can greatly benefit from interventions designed to help them cope with these emotions throughout their medical experiences. This study draws on each of our clinical experiences as volunteers at Phoenix Children’s Hospital, and uses a qualitative analysis of three semi-structured interviews with currently employed Child Life Specialists to understand and analyze the use of medical play, a form of play intervention with a medical theme or medical equipment. We explore the goals and benefits of medical play for hospitalized pediatric patients, the process of using medical play as an intervention, including the activity design process, the assessments and adjustments made throughout the child’s hospitalization, and the considerations and limitations to implementing medical play activities. Ultimately, we found that the element of fun that defines play can be channeled into medical play activities implemented by skilled Child Life Specialists, who are experts in their field, in clinical settings to promote several different and beneficial goals, including pediatric patient coping.