Frequency importance functions in simulated bimodal cochlear-implant users with spectral holes.

Frequency importance functions (FIFs) for simulated bimodal hearing were derived using sentence perception scores measured in quiet and noise. Acoustic hearing was simulated using low-pass filtering. Electric hearing was simulated using a six-channel vocoder with three input frequency ranges, resulting in overlap, meet, and gap maps, relative to the acoustic cutoff frequency. Spectral holes present in the speech spectra were created within electric stimulation by setting amplitude(s) of channels to zero. FIFs were significantly different between frequency maps. In quiet, the three FIFs were similar with gradually increasing weights with channels 5 and 6 compared to the first three channels. However, the most and least weighted channels slightly varied depending on the maps. In noise, the patterns of the three FIFs were similar to those in quiet, with steeper increasing weights with channels 5 and 6 compared to the first four channels. Thus, channels 5 and 6 contributed to speech perception the most, while channels 1 and 2 contributed the least, regardless of frequency maps. Results suggest that the contribution of cochlear implant frequency bands for bimodal speech perception depends on the degree of frequency overlap between acoustic and electric stimulation and if noise is absent or present.

Evaluation of the priority primary care centre program to reduce emergency department burden in regional Victoria, Australia: a mixed-method study.

INTRODUCTION: In Australia, the Victorian State Government has established a number of priority primary care centres (PPCCs) across the state to address the increasing demand for emergency departments (EDs). PPCCs are general practitioner-led, free-of-charge services that aim to provide care for conditions that require urgent attention but do not require the high-acuity care of an ED. This study aims to evaluate the implementation processes, outcomes and the impact of the PPCC on reducing ED demand within Barwon, Warrnambool and Grampians Health Services in the Western region of Victoria, Australia. METHODS AND ANALYSIS: This is a convergent mixed-method study. Qualitative data collection will be undertaken through semistructured interviews to understand the experiences of PPCC patients, PPCC clinical staff, PPCC managerial and administrative staff and ED clinical staff. A documentary analysis will be conducted on the materials relating to the implementation of the PPCC. The quantitative component will involve interrupted time series analysis of de-identified administrative data, comprising ED presentation records and PPCC clinical records. Implementation science frameworks will be integrated throughout the study. The RE-AIM framework is a guide used for the planning and evaluation of programmes through five outcomes: reach, effectiveness, adoption, implementation and maintenance. The Consolidated Framework for Implementation Research will be integrated. ETHICS AND DISSEMINATION: This study has received ethical approval from Deakin University HREC (Ref No. 2023-046) and Barwon Health HREC (Ref No. 94374). Findings will be disseminated as reports, presentations and peer-reviewed journal articles.

Describing Occupational Therapy Services in Primary Care Settings: A Qualitative Study.

As occupational therapists gain recognition for their work in primary care, it is important to explore the services they provide within these settings. A qualitative study was employed whereby six licensed occupational therapists within the United States were invited via email to engage in semi-structured interviews. Interview transcripts were analyzed individually by six researchers and as a team using consensus coding. Four themes emerged: "Primary Care Benefits", "Occupational Therapy Process and Distinct Value", "Primary Care Interventions", and "Complexities of Primary Care: Patient Conditions and Challenges." Occupational therapists described a range of benefits to being positioned within primary care. Problem solving around patient barriers, funding and logistical challenges are important considerations. Emphasizing 'occupation-based practice' and 'doing' within therapy are vital for occupational therapists who wish to advocate for their services and apply their distinct skill set within primary care settings.

The impact of the first COVID-19 lockdown in the UK for doctoral and early career researchers.

Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research endeavours were changed radically by lockdowns in response to the COVID-19 pandemic. The aim of this study was to explore the perceived benefits and challenges of the national lockdown in the UK from the perspective of doctoral researchers and ECRs. We present analysis of qualitative survey data from 1,142 doctoral researchers and ECRs on their experiences of the first UK lockdown collected from April 16, 2020-May 14, 2020. Our findings suggest considerable heterogeneity in how the pandemic impacted this key group of academic workers. Challenges arising from the lockdown largely cohered around a poor work environment, limited access to resources, perceptions of pressure, and negative psychological outcomes. Conversely, respondents also highlighted several benefits in the early stages of the pandemic, with the change to working from home creating more time, resulting in greater productivity and a better work-life balance. Collectively, findings indicate the importance of considering the personal circumstances and needs of individual researchers. We discuss the implications for support these researchers require to rebuild their careers in the wake of the initial disruption.

The sibling familiarity effect: Is within?person facial variability shared across siblings?

Humans are experts at familiar face recognition, but poor at unfamiliar face recognition. Familiarity is created when a face is encountered across varied conditions, but the way in which a person's appearance varies is identity?specific, so familiarity with one identity does not benefit recognition of other individuals. However, the faces of biological siblings share structural similarities, so we explored whether the benefits of familiarity are shared across siblings. Results show that familiarity with one half of a sibling pair improves kin detection (experiment 1), and that unfamiliar face matching is more accurate when targets are the siblings of familiar versus unfamiliar individuals (experiment 2). PCA applied to facial images of celebrities and their siblings demonstrates that faces are generally better reconstructed in the principal components of a same?sex sibling than those of an unrelated individual. When we encounter the unfamiliar sibling of someone we already know, our pre?existing representation of their familiar relation may usefully inform processing of the unfamiliar face. This can benefit both kin detection and identity processing, but the benefits are constrained by the degree to which facial variability is shared.

Reliability and clinical utility of the chronic pain classification in the 11th Revision of the International Classification of Diseases from a global perspective: results from India, Cuba, and New Zealand.

ABSTRACT: Chronic pain affects 1 in 5 persons and contributes substantially to the global burden of disease. The 11th Revision of the International Classification of Diseases (ICD-11) includes a comprehensive classification of chronic pain. The aim of this ecological implementation field study was to evaluate the classification's interrater reliability and clinical utility in countries with different income levels. The study was conducted in 4 pain clinics in Cuba, India, and New Zealand. Twenty-one clinicians used the ICD-11 to diagnose and code n = 353 patients with chronic pain. Of these, 111 were assessed by 2 clinicians, and Fleiss' kappa was calculated to establish interrater reliability for any diagnosis assigned to ≥15 patients. The clinicians rated the clinical utility of all diagnoses. The interrater reliability could be calculated for 11 diagnoses. It was substantial for 10 diagnoses and moderate for 1 (kappa: 0.596-0.783). The mean clinical utility of the ICD-11 chronic pain diagnoses was rated as 8.45 ± 1.69/10. Clinical utility was rated higher for ICD-11 than for the commonly used classification systems (P < 0.001, η2 = 0.25) and differed between all centers (P < 0.001, η2 = 0.60). The utility of the ICD-11 diagnoses was rated higher than the commonly used diagnoses in Dunedin and Havana, and no difference was found in Kolkata and Hyderabad. The study showed the high interrater reliability of the new chronic pain diagnoses. The perceived clinical utility of the diagnoses indicates their superiority or equality compared with the classification systems currently used in pain clinics. These results suggest the global applicability of the classification in specialized pain treatment settings.

Short-Term Retest Performance in Young versus Older Adults: Consideration of Integrated Speed-Accuracy Measures.

OBJECTIVES: The current research addressed gaps in the literature regarding short-term computerized cognitive retest performance in young and older adults using two integrated speed-accuracy metrics. The aims were: (a) to advance the aging literature on short-term retest performance using a computerized cognitive battery and a retest schedule that included both within- and between-day time points, and (b) to assess the test-retest reliability of two integrated speed-accuracy metrics, inverse efficiency scores (IES) and balanced integration scores (BIS). METHOD: Twenty young (18-23 years) and thirty older (65-71 years) men completed a battery measuring a range of cognitive functions, six times over three testing days, each 1 week apart. RESULT: Compared to young adults, older adults exhibited steeper within- and between-day performance gains in IES and BIS, which may reflect a combination of lower initial cognitive ability and familiarity, indicating that older adults may require more familiarization on computerized tests. Relative to unadjusted reaction times, IES reliability appeared comparable in older adults, but slightly lower among young adults. The reliability of BIS was lower than unadjusted reaction times and IES in both age groups. DISCUSSION: Our findings provide guidance for researchers wanting to combine speed and accuracy into a single performance metric in repeated testing contexts.

Sluggish Cognitive Tempo and Daytime Sleepiness Mediate Relationships Between Sleep and Academic Performance.

OBJECTIVE: Sleep difficulties, daytime sleepiness, and sluggish cognitive tempo (SCT) are associated with impairments in academic performance. SCT refers to symptoms of sluggishness, tiredness/lethargy, and slowed thinking/processing, but despite symptom overlap with sleepiness, research examining interrelations of SCT with sleep and daytime sleepiness is limited. The aims of this study were to evaluate the relationship between SCT and daytime sleepiness and to examine pathways between sleep, daytime sleepiness, SCT, and academic performance. METHOD: Participants were a community sample of 1628 parents/caregivers of children aged between 6 and 10 years who completed questionnaires about their child's behavior, sleep, and academic performance. Confirmatory factor analysis was used to examine whether SCT was distinct from daytime sleepiness. Then, structural equation modeling was used to examine direct and indirect pathways between sleep (sleep-disordered breathing [SDB] symptoms, sleep duration, and latency), daytime sleepiness, SCT, and academic performance in reading, writing, and math. RESULTS: SCT and daytime sleepiness were distinct but moderately correlated (r = 0.33, p ≤ 0.001). Sleep, in particular SDB symptoms, predicted increased SCT and daytime sleepiness. SCT was directly and negatively associated with all domains of academic performance, daytime sleepiness was associated with poorer reading performance, and longer sleep duration was directly associated with poorer math performance. SCT and, to a lesser extent, daytime sleepiness mediated effects of sleep on academic performance. CONCLUSION: SCT symptoms are important for understanding how sleep difficulties affect academic performance in children. Sleep, daytime sleepiness, and SCT are interrelated but distinct factors that affect children's academic performance.

Survivors' Decision-Making around Legal Initiation for Historic CSA: An Interpretative Phenomenological Analysis.

Research shows disclosure of CSA is influenced by interpersonal, intrapersonal and systemic factors, but there is limited understanding of factors that may influence survivors' decisions as to whether to initiate legal proceedings against perpetrators or not. This understanding is necessary to support CSA survivors who may wish to pursue criminal conviction. This study aimed to qualitatively explore decision-making around legal initiation of historic abuse for adult survivors of CSA. Participants were attending psychological trauma services in Scotland and were identified for the study via treating clinicians. Seven participants engaged in individual semi-structured interviews. Data were generated using interpretative phenomenological analysis. Two main themes emerged: 1) awareness and preparedness for the legal process and 2) weighing up the possible outcomes of legal initiation. Six subordinate themes were identified. Like decision-making around disclosure, barriers and facilitators exist to legal initiation. Similar barriers included fear of harm and the impact of trauma on perceptions of self, others and systems. Similar facilitators included supportive relationships and increased visibility of CSA prosecutions. Legal initiation may require a distinct foundation of supportive factors, including information about the legal process.

Repeated computerized cognitive testing: Performance shifts and test-retest reliability in healthy older adults.

Introduction: Repeated cognitive assessment is frequently required to monitor changes in cognitive functioning in older adults, but studies of repeated computerized testing in this population are scarce. To provide new insight into retest effects this study examined within- and between-day performance shifts and test-retest reliability among healthy older adults for test scores from a computerized cognitive battery. Method: Thirty older men (65-71 years) completed the battery six times. Testing occurred twice on each of three testing days, separated by 1 week. Results: Reaction times (RTs) on tasks intended to measure inhibition (Anti), response switching (Pro/Anti), selective attention (Simon and Flanker), and working memory (2-back) typically showed practice effects, which were most prominent between the first two time points. In most cases, these RTs showed moderate to good test-retest reliability (intraclass correlation coefficient, ICC, range = .34 to .93) with lower reliability between the first two time points. Two-back accuracy rates showed similar results. In contrast, RTs on a basic visuomotor task (Pro) and on compatible trials of the Simon task showed increases at later time points, presumably because of boredom, but demonstrated mostly moderate to good reliability (ICC range = .49 to .83). Scoring metrics from a computerized version of the Corsi Block-Tapping task (intended to measure short-term and working memory) and cost scores (performance differences between two related conditions/tasks) intended to isolate specific cognitive functions tended to show poor reliability (ICC range = -.23 to .62). Conclusions: Most of the RT tasks investigated showed suitability for use in repeated testing among older adults, although longer familiarization periods appear to be warranted in many cases to reduce practice effects and improve initial reliability. However, poor reliability indicated that scoring metrics from the computerized Corsi Block-Tapping task and cost scores are unsuitable for repeated testing.

Sibling influences on prosocial behavior.

Sibling relationships are characterized by familiarity and emotional intensity. Alongside frequent shared play, sibling interactions feature complementary interactions (e.g. teaching, caregiving) reflecting age-related asymmetries in socio-cognitive skills. These aspects may underpin sibling influences on prosocial behavior: theoretical accounts of social influences on prosocial behavior highlight emotion sharing, goal alignment, the intrinsically rewarding nature of social interaction, and scaffolding of social norms. Taking a fine-grained approach to prosocial behavior, we examine these processes in relation to sibling influences on children's comforting, sharing, and helping. Emergent themes include: developmental change in the nature of sibling influences on prosocial behavior, the need to consider sibling influences in the wider family context, and the importance of individual differences in the quality of sibling relationships.

Family support and gains in school readiness: A longitudinal study.

BACKGROUND: Traditional measures of school readiness are labour-intensive and do not assess family support. AIMS: The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness. SAMPLE: Five hundred and seventy-eight children (270 boys; 74.2% White British) were included at Time 1 aged 2.58-5.84 years (Mage  = 3.98 years, SD = 0.66). METHOD: Teachers and nursery workers completed BESSI questionnaires for each participant on two occasions separated by 6 months. RESULTS: The four latent factors of the BESSI (i.e., Behavioural Adjustment, Language and Cognition, Daily Living Skills and Family Support) exhibited longitudinal measurement invariance and individual differences in ratings on each factor showed strong stability over time. BESSI ratings were also sensitive to improvements over time. Auto-regressive models showed that family support and family income (as measured by eligibility for pupil premium support) at Time 1 each uniquely predicted child outcomes at Time 2. CONCLUSIONS: These findings highlight the importance of family contexts for children's school readiness.

School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index.

BACKGROUND: There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, . British Journal of Educational Psychology, 85(3), 332-356.), but has yet to be evaluated as a tool for detecting children who may have SEND. AIMS: Addressing this gap, this study aimed to assess whether BESSI scores (i) show measurement invariance across SEND status; (ii) show unique associations with SEND status; and (iii) are sensitive and specific to SEND status. SAMPLE: Eighty-four teachers and nursery staff completed BESSI ratings for 2106 British children aged 2.5-5.5 years (48.9% male, 20% ethnic minority, 9.3% with a statement of SEND). METHOD: We applied multilevel confirmatory factor analyses, regression analyses, and ROC analyses to examine each of the study questions, using the BESSI subscales (Behavioural Adjustment, Language and Cognition, Daily Living Skills, and Family Support) as dependent variables. RESULTS: The four BESSI subscales were reliable and showed measurement invariance across SEND status. Over and above effects of age, gender, family income, ethnicity, and family size, SEND status predicted substantial unique variance in BESSI scores. ROC analyses showed that in detecting children identified as having SEND, a cut-off score of 8.50 on the BESSI total score produced good levels of sensitivity and specificity; gender-specific analyses indicated a lower cut-off score of 6.50 for girls. CONCLUSION: The BESSI appears to be a useful tool in screening children for more detailed assessment of SEND.

Repeated computerized cognitive testing: Performance shifts and test-retest reliability in healthy young adults.

Many longitudinal studies entail repeated computerized cognitive testing. However, few of the measures frequently employed for assessing cognitive changes have been examined for within- and between-day retest effects over multiple time points. To address gaps in the repeated cognitive assessment literature, in the current study 20 male undergraduate students completed a computerized cognitive battery 6 times over 3 testing days, each 1 week apart. Performance shifts and test-retest reliability (TRR) varied for different measured variables. Reaction times (RTs) on tasks designed to measure inhibition, switching, and selective attention generally showed good TRR, and few or only gradual improvements over time, suggesting that these measures are suitable for use in repeated testing, and that the inclusion of brief familiarization periods sufficed to resolve initial practice effects. Similar findings were observed for both accuracy and speed on a 2-back working memory task. In contrast, RTs on a basic visuomotor task showed worsening performance across time (likely reflecting boredom effects) and poor TRR, suggesting unsuitability for measuring change in cognitive performance. Cost scores designed to assess inhibition, switching, and selective attention showed poor TRR, as did scoring metrics from visuospatial short-term and working memory tasks (Corsi block paradigm). This low reliability suggests that these scores may not be suitable for use in repeated assessment, and calls into question their validity as measures of the specified cognitive functions. Researchers planning studies entailing computerized assessment of cognitive functioning in healthy young adults should consider the current results when selecting suitable cognitive tasks and measures. (PsycINFO Database Record

Attachment Style Is Related to Quality of Life for Assistance Dog Owners.

Attachment styles have been shown to affect quality of life. Growing interest in the value of companion animals highlights that owning a dog can also affect quality of life, yet little research has explored the role of the attachment bond in affecting the relationship between dog ownership and quality of life. Given that the impact of dog ownership on quality of life may be greater for assistance dog owners than pet dog owners, we explored how anxious attachment and avoidance attachment styles to an assistance dog affected owner quality of life (n = 73). Regression analysis revealed that higher anxious attachment to the dog predicted enhanced quality of life. It is suggested that the unique, interdependent relationship between an individual and their assistance dog may mean that an anxious attachment style is not necessarily detrimental. Feelings that indicate attachment insecurity in other relationships may reflect more positive aspects of the assistance dog owner relationship, such as the level of support that the dog provides its owner.

Theory of mind in middle childhood: Longitudinal associations with executive function and social competence.

The vast majority of studies on theory of mind (ToM) have focused on the preschool years. Extending the developmental scope of ToM research presents opportunities to both reassess theoretical accounts of ToM and test its predictive utility. The twin aims of this longitudinal study were to examine developmental relations between ToM, executive function (EF), and teacher-rated social competence in middle childhood. One hundred thirty-seven children (69 males) were followed across a 4-year period spanning middle childhood (M ages at Waves 1 and 2 = 6.05, SD = .35, and 10.81, SD = .35, respectively). Individual differences in ToM were moderately stable across middle childhood. Although there were concurrent associations between ToM and EF at both time points, there were no longitudinal links between these constructs. In contrast, there were concurrent and longitudinal links between ToM and teacher-rated social competence, such that individual differences in ToM predicted later social competence at school. These results are discussed in light of competing theories about the links between ToM and EF and the importance of individual differences in ToM for children's social lives. (PsycINFO Database Record

Shared recovery: Couples' experiences after treatment for colorectal cancer.

PURPOSE: Completing cancer treatment involves significant challenges for patients as well as their families. This study aimed to explore couples' experiences of colorectal (bowel) cancer, focusing on the transition after treatment. METHOD: Separate, semi-structured interviews were conducted within 12 months of completing treatment with a purposeful sample of ten participants, comprising five patient-partner dyads. Data were analysed using the Framework approach, incorporating dyadic analysis to compare narratives within as well as between couples. RESULTS: Three main themes were elaborated: the process of recovery, the relationship dynamics, and the mixed experiences of healthcare services. The lasting impact of cancer following completion of treatment was evident for patients as well as their partners, and was shaped by their reciprocal influence on each other. CONCLUSIONS: The findings underscore the value of a systemic approach for supporting couples during recovery from colorectal cancer and demonstrate the need for consistency of healthcare provision across the cancer trajectory, including post-treatment.

Measuring the foundations of school readiness: Introducing a new questionnaire for teachers - The Brief Early Skills and Support Index (BESSI).

BACKGROUND: Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. AIMS: Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support Index (BESSI). SAMPLE: The main sample, recruited from the north-west of England, included 1,456 children (49% male), aged 2.5 to 5.5 years. A second sample consisting of 258 children (44% male) aged 3 to 5.5 years was recruited to assess the test-retest reliability of the BESSI across a 1-month interval. METHODS: Following development and pilot work with early years teachers, a streamlined (30 items) version of the BESSI was sent to 98 teachers and nursery staff, who rated the children in their class. RESULTS: The best-fitting model included four latent factors: Three child factors (Behavioural Adjustment, Language and Cognition, and Daily Living Skills) and one Family Support factor. The three child factors exhibited measurement invariance across gender. All four factors showed good internal consistency and test-retest reliability. Structural equation modelling showed that (1) boys had more problems than girls on all three child factors; (2) older children showed better Language and Cognition and Daily Living Skills than younger children; and (3) children eligible for free school meals (an index of financial hardship) had more problems on all four latent factors. Family Support latent scores predicted all three child latent factors and accounted for their correlation with financial hardship. CONCLUSIONS: The BESSI is a promising brief teacher-report screening tool that appears suitable for children aged 2.5 to 5.5 and provides a broader perspective upon school readiness than previous measures.