Assessing the quality of reporting of studies using Vascular Quality Initiative (VQI) data.

OBJECTIVE: The Society for Vascular Surgery Vascular Quality Initiative (VQI) has become an increasingly popular data source for retrospective observational vascular surgery studies. There are published guidelines on the reporting of data in such studies to promote transparency and rigor, but these have not been used to evaluate studies using VQI data. Our objective was to appraise the methodological reporting quality of studies using VQI data by evaluating their adherence to these guidelines. METHODS: The Society for Vascular Surgery VQI publication repository was queried for all articles published in 2020. The REporting of studies Conducted using Observational Routinely-collected Health Data (RECORD) statement and the Journal of American Medical Association-Surgical Section (JAMA-Surgery) checklist were utilized to assess the quality of each article's reporting. Five and three items from the RECORD statement and JAMA-Surgery checklist were excluded, respectively, because they were either inapplicable or nonassessable. Journal impact factor (IF) was queried for each article to elucidate any difference in reporting standards between high and low IF journals. RESULTS: Ninety studies were identified and analyzed. The median score on the RECORD checklist was 6 (of 8). The most commonly missed item was discussing data cleaning methods (93% missed). The median score on the JAMA-Surgery checklist was 3 (of 7). The most commonly missed items were the identification of competing risks (98% missed), the use of a flow chart to clearly define sample exclusion and inclusion criteria (84% missed), and the inclusion of a solid research question and hypothesis (81% missed). There were no differences in JAMA-Surgery checklist or RECORD statement median scores among studies published in low vs high IF journals. CONCLUSIONS: Studies using VQI data demonstrate a poor to moderate adherence to reporting standards. Key areas for improvement in research reporting include articulating a clear hypothesis, using flow charts to clearly define inclusion and exclusion criteria, identifying competing risks, and discussing data cleaning methods. Additionally, future efforts should center on creating tailored instruments to better guide reporting in studies using VQI data.

Homelessness and child protection involvement: Temporal links and risks to student attendance and school mobility.

BACKGROUND: The experience of homelessness and child protection involvement pose risks to children's school success. Elucidating processes by which these interrelated systems affect child well-being is important for guiding policy and practice. OBJECTIVE: This study examines the temporal relation between emergency shelter or transitional housing use and child protection involvement among school-aged children. We evaluated effects of both risk indicators on school attendance and school mobility. PARTICIPANT AND SETTING: Using integrated administrative data, we identified 3278 children (ages 4 to 15) whose families used emergency or transitional housing in Hennepin and Ramsey County of Minnesota during the 2014 and 2015 academic years. A propensity-score-matched comparison group of 2613 children who did not use emergency or transitional housing. METHOD: Through a series of logistic regressions and generalized estimating equations, we tested the temporal associations of emergency/transitional housing and child protection involvement as well as how both experiences affected school attendance and mobility. RESULTS: Experiences of emergency or transitional housing often proceeded or occurred concurrently with child protection involvement and increased the likelihood of child protection services. Emergency or transitional housing and child protection involvement posed risks for lower school attendance and greater school mobility. CONCLUSIONS: A multisystem approach to assist families across social services may be important for stabilizing children's housing and bolstering their success at school. A two-generation approach focused on residential and school stability and enhancing family resources could boost adaptive success of family members across contexts.

Reprint of: Homelessness and child protection involvement: Temporal links and risks to student attendance and school mobility.

BACKGROUND: The experience of homelessness and child protection involvement pose risks to children's school success. Elucidating processes by which these interrelated systems affect child well-being is important for guiding policy and practice. OBJECTIVE: This study examines the temporal relation between emergency shelter or transitional housing use and child protection involvement among school-aged children. We evaluated effects of both risk indicators on school attendance and school mobility. PARTICIPANT AND SETTING: Using integrated administrative data, we identified 3278 children (ages 4 to 15) whose families used emergency or transitional housing in Hennepin and Ramsey County of Minnesota during the 2014 and 2015 academic years. A propensity-score-matched comparison group of 2613 children who did not use emergency or transitional housing. METHOD: Through a series of logistic regressions and generalized estimating equations, we tested the temporal associations of emergency/transitional housing and child protection involvement as well as how both experiences affected school attendance and mobility. RESULTS: Experiences of emergency or transitional housing often proceeded or occurred concurrently with child protection involvement and increased the likelihood of child protection services. Emergency or transitional housing and child protection involvement posed risks for lower school attendance and greater school mobility. CONCLUSIONS: A multisystem approach to assist families across social services may be important for stabilizing children's housing and bolstering their success at school. A two-generation approach focused on residential and school stability and enhancing family resources could boost adaptive success of family members across contexts.

Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process.

Check-in/Check-out (CICO) is a widely implemented evidence-based program for supporting students with at-risk levels of social and emotional behavior concerns. It is comprised of several core features described in the previous literature, including practice elements, which are the specific actions that are delivered directly to students, and implementation components, which are actions that support the implementation by adults. Practice elements and implementation components are both important to implementation but have been combined and conflated in descriptions of CICO implementation. Well-defined and differentiated practice elements could provide improved clarity in communicating implementation expectations to front-line implementers as well as support future research into essential active ingredients and measures of front-line intervention fidelity. The purpose of the present study was to distill, differentiate, and operationally define the student-facing practice elements of CICO. A panel of research experts and practice experts participated in a three-round modified e-Delphi process that led to the identification and operational definition of 19 discreet practice elements organized into five domains. Results are discussed in terms in implications for future development of measures of commitment and intervention fidelity, future research into active ingredients of CICO, and in terms of how well-defined practice elements can improve communication of implementation expectations for front-line implementers of CICO such as teachers. Supplementary Information: The online version contains supplementary material available at 10.1007/s12310-021-09495-x.

An empirical examination of sex differences in scoring preschool children's aggression.

Sex differences in adults' observations and ratings of children's aggression was studied in a sample of preschool children (N=89, mean age=44.00months, SD=8.48). When examining the direct observations made by trained observers, male observers, relative to female observers, more frequently recorded aggressive bouts, especially of boys. On rating scales assessing aggression, trained male raters also gave higher aggressive ratings than female raters. Lastly, we compared the ratings of trained female raters and female teachers on the same scale and found no differences. Results are discussed in terms male raters' and observers' prior experiences in activating their experiential schemata where males' greater experience in aggression, relative to that of females, leads them to perceive greater levels of aggression.

Behavioral and social cognitive processes in preschool children's social dominance.

This longitudinal, naturalistic study addressed behavioral and social cognitive processes implicated in preschool children's social dominance. In the first objective, we examined the degree to which peer aggression, affiliation, and postaggression reconciliation predicted social dominance across a school year. Consistent with predictions, all three predicted dominance early in the year while only affiliation predicted dominance later in the year, suggesting that aggression, affiliation, and reconciliation were used to establish social dominance where affiliation was used to maintain it. In the second, exploratory, objective we tested the relative importance of social dominance and reconciliation (the Machiavellian and Vygotskian intelligence hypotheses, respectively) in predicting theory of mind/false belief. Results indicated that social dominance accounted for significant variance, beyond that related to reconciliation and affiliation, in predicting theory of mind/false belief status. Results are discussed in terms of specific behavioral and social cognitive processes employed in establishing and maintaining social dominance.

The influence of road salt on seasonal mixing, redox stratification and methane concentrations in urban kettle lakes.

Influxes of saline water from roads treated with deicers can alter the density structure of urban lakes. This can diminish or halt turnover events, such that lakes may transition from dimixis to monomixis or meromixis. In nutrient-rich lakes, this lack of turnover can produce persistent hypolimnetic anoxia. We hypothesized that diminished turnover in urban lakes impacted by road salt inputs would lead to increased accumulation of methane in the hypolimnia, with the potential for greater release of methane to the atmosphere via ebullition and from larger storage fluxes of methane when turnover events do occur. The lake water columns of two urban lakes (Woods Lake and Asylum Lake), previously suggested to have transitioned to meromixis and monomixis because of road salt deicer inputs, were sampled monthly from March 2016 to June 2017. A nearby rural lake (North Lake) less likely to be impacted by road salt and maintaining seasonal mixing, was also sampled for comparison. Lake column water was analyzed for conductivity, temperature, dissolved oxygen, ferrous iron, manganese, sulfide, calcium, magnesium, sodium, chloride and methane concentrations as a function of depth. All three lakes are eutrophic with at least seasonally anoxic hypolimnia. Our data are consistent with prior studies suggesting that Woods Lake has transitioned to meromixis and Asylum Lake to monomixis due to an influx of dense saline water from roads treated with deicers. In contrast, rural North Lake, which had much lower chloride, sodium and conductivity levels, was dimictic. The diminished or absent turnover in the two urban lakes during fall and spring resulted in persistently anoxic, redox-stratified hypolimnia, with much larger accumulations of methane compared to the rural lake. This study demonstrates that road salt deicers impact lake mixing and biogeochemistry, especially methane concentrations, with the potential for significant increases in greenhouse gas emissions from urban lakes.

A Preliminary Investigation of the Empirical Validity of Study Quality Appraisal.

When classifying the evidence base of practices, special education scholars typically appraise study quality to identify and exclude from consideration in their reviews unacceptable-quality studies that are likely biased and might bias review findings if included. However, study quality appraisals used in the process of identifying evidence-based practices for students with learning and other disabilities have not been empirically validated (e.g., studies classified as unacceptable quality shown to have different, and presumably more biased, effects than high-quality studies). Using Gersten et al.'s (2005) approach for appraising the quality of group experimental studies in special education, we examined whether (a) studies classified as unacceptable quality and high quality had meaningfully different effects and (b) unacceptable-quality studies were more likely to have outlying effects than high-quality studies among 36 group experimental studies that investigated the effectiveness of instructional practices for students with learning disabilities. Our preliminary analyses found that the effects of unacceptable-quality studies were not meaningfully different from the effects of high-quality studies. We discuss implications of these findings and call for more research to be conducted in this area.

A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties.

This article reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to an SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed posttest administered 9 weeks later. Given students' difficulties with proportional problem-solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem-solving performance.

Evaluating increased effort for item disposal to improve recycling at a university.

An evaluation of increased response effort to dispose of items was conducted to improve recycling at a university. Signs prompting individuals to recycle and notifying them of the location of trash and recycling receptacles were posted in each phase. During the intervention, trashcans were removed from the classrooms, and one large trashcan was available in the hallway next to the recycling receptacles. Results showed that correct recycling increased, and trash left in classrooms increased initially during the second intervention phase before returning to baseline levels.

The Effects of Schema-Based Instruction on the Proportional Thinking of Students With Mathematics Difficulties With and Without Reading Difficulties.

This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment (SBI) on measures of proportional problem solving. Results indicated that students in the SBI condition significantly outperformed students in the control condition on a measure of proportional problem solving administered at posttest (g = 0.40) and again 6 weeks later (g = 0.42). The interaction between treatment group and students' difficulty status was not significant, which indicates that SBI was equally effective for both students with MD and those with MDRD. Further analyses revealed that SBI was particularly effective at improving students' performance on items related to percents. Finally, students with MD significantly outperformed students with MDRD on all measures of proportional problem solving. These findings suggest that interventions designed to include effective instructional features (e.g., SBI) promote student understanding of mathematical ideas.

Reduction of aggression evoked by sounds using noncontingent reinforcement and time-out.

Some individuals with developmental disabilities engage in problem behavior to escape or avoid auditory stimuli. In this study, a 6-year-old boy with autism engaged in severe aggression in the presence of specific sounds. Following an assessment based on the procedures described by McCord, Iwata, Galensky, Ellingson, and Thomson (2001), we treated negatively reinforced behavior using noncontingent reinforcement and time-out from positive reinforcement in the absence of extinction. Treatment was effective in reducing aggression across multiple sounds.

A longitudinal study of preschool children's (Homo sapiens) sex segregation.

In this 2-year longitudinal study, we hypothesized that sex of the human child (Homo sapiens), differences in physical activity, and time of the year would interact to influence preschool children's sex segregation. We also hypothesized that activity would differentially relate to peer rejection for boys and girls. Consistent with the first hypothesis, high-activity girls started off as the most integrated group but became more segregated with time, whereas high-activity boys remained the most segregated group across the duration of the study. The second hypothesis was also supported: For girls only, activity was significantly related to peer rejection during Year 1 only, the time when high-activity girls also interacted frequently with boys. Results are discussed in terms of sexual selection theory and gender boundary violations.