Comprehension

This study examines the relationship between a computerized neuropsychological assessment battery, the Automated Neuropsychological Assessment Metrics (ANAM) and a widely used ability measure, Woodcock-Johnson III Tests of Cognitive Ability (WJ-III). Results indicated substantial relationship between the ANAM throughput (accuracy/response time) scores and the WJ-III Cognitive Efficiency cluster. An unexpectedly strong relationship was evident between accuracy scores on the ANAM Logical Reasoning scale and the WJ-III General Intellectual Ability score, purporting to measure the g factor. The findings support the viability of the ANAM as a time- and cost-effective tool for appraisal of cognitive function.

This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness, which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting that morphological awareness cannot be developed entirely independently of reading experience and/or phonological skills. Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation tasks, 115 they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which they use as a compensatory reading strategy.

Using a sample of dental students (N=373) from four Canadian dental schools, this longitudinal study determined whether the new Canadian Dental Association (CDA) structured interview was a predictor of clinical and academic performance. The new interview predicted clinical performance in the third and fourth years of dental school, but not academic performance. The Canadian Dental Aptitude Test (DAT) continued to predict first- and second-year academic performance, but not clinical performance in the senior years. A personality factor, "Conscientiousness," predicted clinical and academic performance to various degrees across the four years of dental school. A second personality factor, "Openness to Experience," predicted third-year academic performance. The results suggest that a combination of scores from the DAT, a valid measure of personality, and a well-designed structured interview will provide the best prediction of those applicants who will do well in both...

, 2000; adapted by Albanese and Molina; 2008]. As expected, the results showed a significant influence of gender, with girls being more empathic than boys, according to all of the teachers' perception. Contrary to our expectations, no systematic age influence emerged. Regarding the relations of children's emotion comprehension with both empathy measures and their prosocial/hostile attitudes, we have found: (1) a low significant relation with the total empathy measure, according to all the teachers, but with the cognitive empathy only according to teachers B; (2) a robust negative relationship of both affective and cognitive empathy with Hostile roles and with Outsider role, contrary to a positive correlation of only affective empathy with Prosocial roles. No relationships emerged between empathy measures and Victim role. Aggr. Behav. 38:150-165, 2012. C 2012 Wiley Periodicals, Inc.

Bullying occurs at approximately the same rate in kindergarten as in elementary school, but few studies inquired into preschool years . This study aimed at: (1) verifying the presence in preschoolers of two additional participant roles (Consoler and Mediator), besides the six traditional roles detected by , grouped in four latent macroroles, by means of teacher report version of the Eight Participant Roles Questionnaire (PRQ) ;

We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD -HPL) and with singleword reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD -HPL on tasks of single-word reading and pseudoword decoding and equivalently well compared to word-reading-matched TYP children on all reading-related tasks except reading comprehension. It appears that the general underlying model of single-word reading is the same in principle for ''typical'' and hyperlexic reading. Yet, the study revealed some dissimilarities between these two types of reading when more fine-grained cognitive and linguistic abilities were considered; these dissimilarities warrant further investigations.

Background: Community pharmacy (CP) is a setting with health promotion and public health potential which could include strategies with a nutrition promotion focus. Research embedded in this setting has explored and produced evidence to inform practice change to develop this potential. The experience of undertaking research in this setting may provide insight into the challenges and key features of intervention research practice. Exploring experienced-based knowledge presents as a productive area of research, extending what can be known beyond the bounds of what is measurable. Objectives: This study aimed to understand the experience of intervention research in CP with a focus on nutrition and to develop guidance for future research practice (intervention design and implementation) in CP based on interventionists' reflections and practice wisdom. Methods: Semi-structured interviews were conducted with 9 researchers with experience in undertaking intervention research in CP with a nutrition component. Content analysis, constant comparison and interpretive description were used in the analysis and interpretation of interview data. Results: Five key lessons were identified-1) utilize existing capacity; 2) navigate and utilize social power and interests; 3) personalize engagement and recruitment; 4) consider the logistics and 5) intervention type considerations. Key challenges for translating research into practice and sustaining change included financial sustainability, physical constraints, logistics, collaboration, and practice change enablers. Personal reflections on research practice identified qualities, such as determination and skills in networking, as key for researching in CP. Conclusions: CP-embedded research is challenging given the complexity of the practice environment. The social context of CP appears central to intervention research and a nuanced understanding of the social context needs to be the basis for intervention design to inform successful implementation. Experiencebased and insider knowledge is useful and needed for nuanced design and development of intervention research in CP.

providers together with components to develop self-regulation of exercise and dietary behaviour. Discussion Revisiting complex interventions through a lens that accounts for complexity can facilitate action on a pressing public health problem like obesity and overweight. Though QCA is an inductive method, this innovative approach has enabled the identification of neglected critical aspects of WMPs, such as the nature of relationships within them, which were previously not considered to be as important as more concrete content such as dietary focus.

CONSTRUCTING COMPETENCE: FORMULATING STANDARDS OF LEGAL COMPETENCE TO MAKE MEDICAL DECISIONS Jessica Wilen Berg, JD Paul S. Appelbaum, MD & Thomas Grisso, Ph.D.* A young woman ... Rodriguez v. Pino, 634 So. ... 31. People v. Delgado, 213 Cal ...

Oral health literacy is emerging as a new public health challenge and poor oral health literacy is increasingly seen as an important predictor of poor oral health outcomes. Within Indigenous populations, there may be benefits to research in using a culturally acceptable, internally consistent and valid instrument to assess oral health literacy. We translated a general health literacy measure, the Health Literacy Management (HeLM) scale to make a dentally relevant scale; Health Literacy in Dentistry (HeLD). This study describes the development and assessment of the reliability and validity of the HeLD in an Indigenous Australian population. The 29 item HeLD scale assesses the components of oral health literacy. The reliability and validity of the seven HeLD subscales were evaluated in a convenience sample of 209 Indigenous Australians with mean age 35 years (range 17-81) and of which 139 were female. The scale was supported by exploratory factor analysis and established seven distinc...

The authors used 2 "visual-world" eye-tracking experiments to examine lexical access using Dutch constructions in which the verb did or did not place semantic constraints on its subsequent subject noun phrase. In Experiment 1, fixations to the picture of a cohort competitor (overlapping with the onset of the referent's name, the subject) did not differ from fixations to a distractor in the constraining-verb condition. In Experiment 2, cross-splicing introduced phonetic information that temporarily biased the input toward the cohort competitor. Fixations to the cohort competitor temporarily increased in both the neutral and constraining conditions. These results favor models in which mapping from the input onto meaning is continuous over models in which contextual effects follow access of an initial form-based competitor set.

The "average" patient has a literacy level of US grade 8 (age 13-14 years), but this may be lower for people with chronic kidney disease (CKD). Current guidelines suggest that patient education materials should be pitched at a literacy level of around 5th grade (age 10-11 years). This study aims to evaluate the readability of written materials targeted at patients with CKD. Systematic review. Patient information materials aimed at adults with CKD and written in English. Patient education materials designed to be printed and read, sourced from practices in Australia and online at all known websites run by relevant international CKD organizations during March 2014. Quantitative analysis of readability using Lexile Analyzer and Flesch-Kincaid tools. We analyzed 80 materials. Both Lexile Analyzer and Flesch-Kincaid analyses suggested that most materials required a minimum of grade 9 (age 14-15 years) schooling to read them. Only 5% of materials were pitched at the recommended level (grade 5). Readability formulas have inherent limitations and do not account for visual information. We did not consider other media through which patients with CKD may access information. Although the study covered materials from the United States, United Kingdom, and Australia, all noninternet materials were sourced locally, and it is possible that some international paper-based materials were missed. Generalizability may be limited due to exclusion of non-English materials. These findings suggest that patient information materials aimed at patients with CKD are pitched above the average patient's literacy level. This issue is compounded by cognitive decline in patients with CKD, who may have lower literacy than the average patient. It suggests that information providers need to consider their audience more carefully when preparing patient information materials, including user testing with a low-literacy patient population.

The present study reports the development of a theoretically motivated measure that provides estimates of a preschooler's ability to recall auditory text, to make text-based inferences, to access knowledge from long-term memory, and to integrate this accessed knowledge with new information from auditory text. This new preschooler component processes task is based on measures developed by and , but it uses pictures and auditory text to make it more suitable for children 4 -6 years of age. The results show that the new task is suitable for understanding the contributions of higher level processes to performance on a measure of language comprehension. In fact, it appears to be a better predictor of language comprehension performance than it is a measure of working memory. In addition, its medium-knowledge integration component is a good predictor of performance on a composite measure of fluid intelligence. Finally, a factor analysis reveals 3 separate clusters of abilities: word decoding skills, higher level processes associated with text-based processing, and higher level processes associated with accessing prior knowledge. 1 The literature includes many terms to describe language comprehension ability (e.g., oral language skills, oral comprehension, reading comprehension, and listening comprehension). In the present study we use the terms reading comprehension ability and reading skills to describe abilities/skills that are exclusively reading. In contrast, we use the terms language comprehension ability and oral language skills to describe abilities/skills that are either (a) exclusively orally based or (b) are primarily but not exclusively oral language/listening. For instance, we describe our standardized measure of language comprehension as a measure of language comprehension because the passages and questions are presented aurally. However, this measure is not exclusively aural as the answer choices for the multiple-choice questions are pictures.

Sex trafficking (ST) victims have unique medical and mental health needs and are often difficult to identify. Our objectives were to evaluate knowledge gaps and training needs of medical providers, to demonstrate the importance of provider training to meet the pediatric ST victim's specific needs, and to highlight barriers to the identification of and response to victims. A survey was sent to providers in specialties that would be most likely to encounter victims of ST. Participants included physicians, nurses, physician assistants, social workers, and patient and family advocates at multiple hospitals and medical clinics in urban, suburban, and rural locations. Of ∼500 survey recipients, 168 participants responded. In 2 clinical vignettes, 48% correctly classified a minor as an ST victim, and 42% correctly distinguished an ST victim from a child abuse victim. In all, 63% of respondents said that they had never received training on how to identify ST victims. Those with training...

Citizens are often asked to sign a variety of legal documents such as contracts, monetary agreements, and consent forms, but the adequacy of how well informed average citizens become when they sign such documents is unclear. A recent survey indicated that respondents signed a variety of legal documents that they did not fully read or understand (Howe and Wogalter, 1994). Participants in that survey also identified characteristics of legal documents that hinder their understanding and offered suggestions for improving understandability. In the current study, these characteristics and suggestions were used to create two different consent forms: a conventional “legalistic” consent form and an improved consent form. These were compared with each other and with a third, one-line, consent form (a control). Understandability was assessed using an objective comprehension test and measures of participants' subjective perceptions of understandability. Consistent with the hypotheses, objec...

We examined processing of verbal irony in three groups of children: (1) 18 children with high-functioning Autism Spectrum Disorder (HFASD), (2) 18 typically-developing children, matched to the first group for verbal ability, and (3) 18 typically-developing children matched to the first group for chronological age. We utilized an irony comprehension task that minimized verbal and pragmatic demands for participants. Results showed that children with HFASD were as accurate as typicallydeveloping children in judging speaker intent for ironic criticisms, but group differences in judgment latencies, eye gaze, and humor evaluations suggested that children with HFASD applied a different processing strategy for irony comprehension; one that resulted in less accurate appreciation of the social functions of irony.

To provide guidelines for the development of two types of closed-set speech-perception tests that can be applied and interpreted in the same way across languages. The guidelines cover the digit triplet and the matrix sentence tests that are most commonly used to test speech recognition in noise. They were developed by a working group on Multilingual Speech Tests of the International Collegium of Rehabilitative Audiology (ICRA). The recommendations are based on reviews of existing evaluations of the digit triplet and matrix tests as well as on the research experience of members of the ICRA Working Group. They represent the results of a consensus process. The resulting recommendations deal with: Test design and word selection; Talker characteristics; Audio recording and stimulus preparation; Masking noise; Test administration; and Test validation. By following these guidelines for the development of any new test of this kind, clinicians and researchers working in any language will be ...

This study investigated the relation between linguistic and spatial working memory (WM) resources and language comprehension for signed compared to spoken language. Sign languages are both linguistic and visual-spatial, and therefore provide a unique window on modality-specific versus modality-independent contributions of WM resources to language processing. Deaf users of American Sign Language (ASL), hearing monolingual English speakers, and hearing ASL-English bilinguals completed several spatial and linguistic serial recall tasks. Additionally, their comprehension of spatial and non-spatial information in ASL and spoken English narratives was assessed. Results from the linguistic serial recall tasks revealed that the often reported advantage for speakers on linguistic short-term memory tasks does not extend to complex WM tasks with a serial recall component. For English, linguistic WM predicted retention of non-spatial information, and both linguistic and spatial WM predicted retention of spatial information. For ASL, spatial WM predicted retention of spatial (but not non-spatial) information, and linguistic WM did not predict retention of either spatial or non-spatial information. Overall, our findings argue against strong assumptions of independent domain-specific subsystems for the storage and processing of linguistic and spatial information and furthermore suggest a less important role for serial encoding in signed than spoken language comprehension.

Discussing Faiciuc's paper, I first tackle the problem of fallacies in deductive reasoning showing how, in a possible world theory, non correct forms of reasoning can be useful strategies for discovery, providing these strategies remain at a hypothesis level. Secondly, everyday reasoning and its specificity in comparison to logical-normative one are analyzed. This topic stresses the notion of interpretation and, in this context, the role of the community and of cultural canons shared by the subject. From this point of view, reasoning does not occur, only, in the brain of a person but in everyday exchanges occurring between individuals and the history of their community.

The study investigated performance on pantomime and imitation of transitive and intransitive gestures in 80 stroke patients, 42 with left (LHD) and 38 with right (RHD) hemisphere damage. Patients were also categorized in two groups based on the time that has elapsed between their stroke and the apraxia assessment: acute-subacute (n = 42) and chronic (n = 38). In addition, patterns of performance in apraxia were examined. We expected that acute-subacute patients would be more impaired than chronic patients and that LHD patients would be more impaired than RHD patients, relative to controls. The hemisphere prediction was confirmed, replicating previous findings. The frequency of apraxia was also higher in all LHD time post-stroke groups. The most common impairment after LHD was impairment in both pantomime and imitation in both transitive and intransitive gestures. Selective deficits in imitation were more frequent after RHD for transitive gestures but for intransitive gestures they were more frequent after LHD. Patients were more impaired on imitation than pantomime, relative to controls. In addition, after looking at both gesture types concurrently, we have described cases of patients who suffered deficits in pantomime of intransitive gestures with preserved performance on transitive gestures. Such cases show that the right hemisphere may be in some cases critical for the successful pantomime of intransitive gestures and the neural networks subserving them may be distinct. Chronic patients were also less impaired than acute-subacute patients, even though the difference did not reach significance. A longitudinal study is needed to examine the recovery patterns in both LHD and RHD patients.

One of the most noticeable problems in autism involves the social use of language such as metaphor and metonymy, both of which are very common in daily language use. The present study is the first to investigate the development of metaphor and metonymy comprehension in autism. Eleven children with autism were compared to 17 typically developing children in a metaphor-metonymy comprehension task. Cross-sectional trajectory analyses were used to compare the development of metaphor and metonymy comprehension using a child-friendly story picture task. Trajectories were constructed linking task performance either to chronological age or to measures of mental age. Children with autism showed an impaired metaphor comprehension in relation to both chronological and mental age, whereas performance on metonymy was delayed and in line with their receptive vocabulary. Our results suggest that understanding of metaphors and metonyms are severely affected at all ages examined in the current study.

Understanding a sentence requires a working memory of the partial products of comprehension, so that linguistic relations between temporally distal parts of the sentence can be rapidly computed. We describe an emerging theoretical framework for this working memory system that incorporates several independently motivated principles of memory: a sharply limited attentional focus, rapid retrieval of item (but not order) information subject to interference from similar items, and activation decay (forgetting over time). A computational model embodying these principles provides an explanation of the functional capacities and severe limitations of human processing, as well as accounts of reading times. The broad implication is that the detailed nature of crosslinguistic sentence processing emerges from the interaction of general principles of human memory with the specialized task of language comprehension.

Introduction: Vocabulary and writing style have been shown to affect the readability of patient-education materials. Readability is generally defined as the ease of understanding or comprehension because of the style of writing. Microsoft Word software (Microsoft Corporation, Bellevue, WA) can quantify and report readability statistics, providing both the Flesch Reading Ease score and the Flesch-Kincaid Grade Level score of selected documents. Methods: This study evaluated the readability of 22 endodontic patient education web sites and 15 endodontic patient education brochures. The web sites and brochures were arbitrarily selected based on availability, reputation of the source, and relevance to endodontic patients. Results: The Flesch Reading Ease score and the Flesch-Kincaid Grade Level score were determined for the 37 selected materials. The Flesch Reading Ease scores varied between 44.4 and 76.6, and the Flesch-Kincaid Grade Level scores ranged between 4.5 and 10.6. Conclusions: These findings remind practitioners that some patients may have difficulty reading some endodontic educational materials. (J Endod 2010;36:1703-1706

Background Over the last decade, health literacy has become a vibrant area of research. Our objective was to evaluate health literacy and its association with socio-demographic variables, self-perception of health and the presence of chronic conditions in primary health-care patients.

When listening to speech under adverse conditions, expectancies resulting from semantic context can have a strong impact on comprehension. Here we ask how minimal variations in semantic context (cloze probability) affect the unfolding comprehension of acoustically degraded speech. Three main results are observed in the brain electric response. First, auditory evoked responses to a degraded sentence's onset (N100) correlate with participants' comprehension scores, but are generally more vigorous for more degraded sentences. Second, a pronounced N400 in response to low-cloze sentence-final words, reflecting the integration effort of words into context, increases linearly with improving speech intelligibility. Conversely, transient enhancement in Gamma band power (γ,~40-70 Hz) during high-cloze sentence-final words (~600 ms) reflects top-down-facilitated integration. This γ-band effect also varies parametrically with signal quality. Third, a negative correlation of N100 amplitude at sentence onset and the later γ-band response is found in moderately degraded speech. This reflects two partly distinct neural strategies when dealing with moderately degraded speech; a more "bottom-up," resource-allocating, and effortful versus a more "top-down," associative and facilitatory strategy. Results also emphasize the non-redundant contributions of phase-locked (evoked) and non-phase-locked (induced) oscillatory brain dynamics in auditory EEG.

This research is discussing about the students’ reading comprehension of the second year MTs.Muhammadiyah 22 Padangsidimpuan. This research employed descriptive quantitative  research. Based on the result of the research, researcher got the description of the data was found that mean score was 56.76. It means that the students’ reading comprehension of the second year MTs.Muhammadiyah 22 Padangsidimpuan was categorized into enough ability. Then, from the result of the hypothesis testing, the researcher found that Z count = -3.57Z table 0.3264. It means the hypothesis was rejected. Thus, the result of mean scores the students’ ability in enough ability and actually it should be accepted hypothesis, but based on the result of that score it is rejected. So, maybe there is a mistake in instrument or in calculation.

In this article, the authors introduce a new theoretical framework for understanding intersensory development. Their approach is based upon insights gained from adults who experience synesthesia, in whom sensory stimuli induce extra cross-modal or intramodal percepts. Synesthesia appears to represent one way that typical developmental mechanisms can play out by magnifying connections present in early life that are pruned and/or inhibited during development but persist in muted form in all adults. As such, the study of synesthesia provides valuable insights into the nature of intersensory development. The authors review evidence on the perceptual reality and neural basis of synesthesia, then summarize developmental models and evidence that its underlying mechanisms are universal in adults. They illustrate how evidence for consistent sensory associations in adults leads to predictions about toddlers' perception and present 3 bodies of work that have confirmed those hypotheses. They end by describing novel hypotheses about intersensory development that arise from this framework. Such intersensory associations appear to reflect intrinsic sensory cortical organization that influences the development of perception and of language and that may constrain the learning of environmentally based associations.

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual’s performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

The perormance of two groups of hospitalized mentally ill patients (schizophrenia and major depression) and two groups of non-mentally-ill patients (patients hospitalized for ischemic heart disease and non-ill primary care patients) was compared on a standardized, objective instrument for assessing patients' understanding of information relevant for patient decision making (consent) about treatment with medication. Generally, hospitalized schizophrenic patients manifested significantly poorer understanding of “informed consent” disclosures about potential medication than did the other groups. Considerable variance, however, was apparent within the schizophrenic group and was related to a number of clinical and demographic variables. The results are interpreted with reference to issues of compatence to consent to or refuse treatment.

In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14-16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading ("Reading Peak" and "Reading Dip") or arithmetic ("Arithmetic Peak" and "Arithmetic Dip") higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the "Arithmetic Peak" subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice.

Multilevel linguistic features have been proposed for discourse analysis, but there have been few applications of multilevel linguistic features to readability models and also few validations of such models. Most traditional readability formulae are based on generalized linear models (GLMs; e.g., discriminant analysis and multiple regression), but these models have to comply with certain statistical assumptions about data properties and include all of the data in formulae construction without pruning the outliers in advance. The use of such readability formulae tends to produce a low text classification accuracy, while using a support vector machine (SVM) in machine learning can enhance the classification outcome. The present study constructed readability models by integrating multilevel linguistic features with SVM, which is more appropriate for text classification. Taking the Chinese language as an example, this study developed 31 linguistic features as the predicting variables at the word, semantic, syntax, and cohesion levels, with grade levels of texts as the criterion variable. The study compared four types of readability models by integrating unilevel and multilevel linguistic features with GLMs and an SVM. The results indicate that adopting a multilevel approach in readability analysis provides a better representation of the complexities of both texts and the reading comprehension process.

Informed consent in medical practice is essential and a global standard that should be sought at all the times doctors interact with patients. Its intensity would vary depending on the invasiveness and risks associated with the anticipated treatment. To our knowledge there has not been any systematic review of consent practices to document best practices and identify areas that need improvement in our setting. The objective of the study was to evaluate the informed consent practices of surgeons at University teaching Hospitals in a low resource setting. A cross-sectional study conducted at three university teaching hospitals in Uganda. Self-guided questionnaires were left at a central location in each of the surgical departments after verbally communicating to the surgeons of the intention of the study. Filled questionnaires were returned at the same location by the respondents for collection by the research team. In addition, 20 in-depth interviews were held with surgeons and a rev...

Seriously ill hospitalized patients have identified communication and decision making about goals of care as high priorities for quality improvement in end-of-life care. Interventions to improve care are more likely to succeed if tailored to existing barriers. To determine, from the perspective of hospital-based clinicians, (1) barriers impeding communication and decision making about goals of care with seriously ill hospitalized patients and their families and (2) their own willingness and the acceptability for other clinicians to engage in this process. Multicenter survey of medical teaching units of nurses, internal medicine residents, and staff physicians from participating units at 13 university-based hospitals from 5 Canadian provinces. Importance of 21 barriers to goals of care discussions rated on a 7-point scale (1 = extremely unimportant; 7 = extremely important). Between September 2012 and March 2013, questionnaires were returned by 1256 of 1617 eligible clinicians, for a...

The goal of this study was to identify unique profiles of readers in a sample of 8-16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity.

Because young children lack reading skills, traditional text-based warnings can be rendered ineffective. Pictorials might be an alternative for text to conveying safety-related information. Surprisingly, very little research has been conducted to explore the comprehensibility of safety symbols by young children. In the current study, 15 young children, aged 3-6 years (M = 4.7 years, SD = 1.2) were asked to: (a) identify the hazards associated with five common household items, (b) interpret the meaning of five associated warning symbols, and then (c) play a matching game where household items were paired with appropriate warning symbols. Results indicated that successful hazard identification varied considerably between household items. All children were able to identify the fall or crush hazard associated with an open window but almost none of them identified the strangulation hazard associated with window-blind cords. When symbol comprehensibility was initially assessed, fewer than half exceeded 50% correct identification but training provided by the experimenter benefited the children in understanding their meaning. Performance on the matching game illustrated that children were able to successfully acquire the safety information after being provided with definitions of the symbols and were able to pair them with the appropriate household items.