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Biomedical subjects

S Vaughn

Publications and source records attributed to S Vaughn.

At least 19 recordsLinked to original sources
PubMed1996

The effects of inclusion on the social functioning of students with learning disabilities.

The purpose of this study was to provide data on the social functioning (i.e., the degree of peer acceptance, self-concept, loneliness, and social alienation) of students in second, third, and fourth grade who participated in an inclusive classroom for an entire year. The social functioning of students identified as learning disabled (LD; n = 16), low achieving (LA; n = 27), and average/high achieving (AHA; n = 21) was assessed at the beginning and end of the school year. The students with LD were less well liked and more frequently rejected than AHA students. Although students' overall self-worth did not differ by achievement group, the students with LD demonstrated significantly lower academic self-concept scores. The students with LD did not differ on ratings of loneliness, and they demonstrated increases in the number of within-class reciprocal friendships from fall to spring. Discussion focuses on the effects of inclusion on the social functioning of students with LD.

Adolescent↗
PubMed1995

Integration of pharmacology into a problem-based learning curriculum for medical students.

The purpose of this study is threefold: (1) to describe a method of integration of pharmacology subject matter with other disciplines, in a problem-based learning (PBL) curriculum employed at the Northwest Center for Medical Education (NWCME), Indiana University School of Medicine; (2) to present various evaluation methods employed to assess students' learning of pharmacology knowledge; and (3) to compare the academic performance of students who underwent a traditional curriculum versus the PBL curriculum in terms of class evaluations and the standard national board medical licensure examinations. The PBL curriculum is designed for the first 2 years of medical education and consists of six sequential steps: steps 1 and 2 deal with biochemistry and anatomy respectively; steps 3, 4 and 5 deal with physiology, neuroscience and general pathology/microbiology respectively; and step 6 is a multidisciplinary step, which integrates basic science subjects with clinical medicine, emphasizing the mechanism of disease in an organ-system approach. In the PBL curriculum students start learning pharmacology within 6 months of admission. The content and process of pharmacology are spread across the first and in the second year. The pharmacology content is divided into three segments, each of which is integrated with other basic science subjects that have maximum mutual relevance. The three segments are as follows: the general and systemic pharmacology (50%) was included in step 3; the neuropharmacology and toxicology (35%) part was included in step 4; the third segment consisted of antimicrobial agents, anticancer and antiinflammatory agents (15%) and was included in step 5. The class evaluation of student performance in the PBL curriculum consisted of two elements, the content examinations and the process evaluations, which include the tutorial and the triple-jump evaluations of problem-solving skills. In order to assess the overall academic performance of the PBL curriculum and traditional curriculum groups, three classes of students who took the PBLC were compared with three classes of students who underwent a TC for performance in terms of class grades and scores of National Board examinations (NBMEI and/or USMLE I). The PBL curriculum students performed as well as or better than the TC students as measured by the NMBEI and/or USMLE I. The gain in pharmacology knowledge of PBL students is accompanied by the presence of a positive experience that learning pharmacology is enjoyable. Our experience suggests that the segmental integration approach of instruction coupled with a system of content (internal and external examinations) and process (tutorial and triple-jump) evaluations, as outlined in this paper is a contextualized learning method that offers an effective way of imparting pharmacology knowledge to medical students.

Education, Medical, Undergraduate↗
PubMed1995

Parent, teacher, peer, and self-reports of the social competence of students with learning disabilities.

The social competence of students with learning disabilities (LD), low achievement (LA), and average to high achievement (AHA) was examined from the perspectives of parents, teachers, peers, and self, guided by a theoretical model of social competence (Vaughn & Hogan, 1990) that includes social skills, behavior problems, peer relations, and self-perceptions. Parent ratings of social skills did not differ significantly among achievement groups; however, for two factors of behavior problems (internalizing and hyperactivity), students with LD and LA were rated as having more problems than AHA students. Teachers perceived students with LD and LA as demonstrating poorer social skills and more behavior problems than AHA students. Peer ratings indicated that students with LD and LA were less likely by peers than were AHA students, yet only LA students received significantly higher peer rejection. Self-reports differentiated the groups on one factor: cooperation. Discussion focuses on the complexity of social competence as a construct, and explanations of the results are offered.

Child↗
PubMed1995

Responsible inclusion for students with learning disabilities.

The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.

Humans↗
PubMed1993

Which motoric condition is most effective for teaching spelling to students with and without learning disabilities?

The purpose of this study was to determine the efficacy of three motoric conditions (writing, tracing, and computer keyboarding) on the spelling performance of 24 third- and fourth-grade students without learning disabilities (NLD) (15 males, 9 females) and 24 third- and fourth-grade students with learning disabilities (LD) (16 males, 8 females). This study applied empirically based procedures for teaching spelling, examined student performance over time, and incorporated student interviews concerning their preference for motoric condition. For number of words spelled and proportion of bi-grams (correct letter sequences) used correctly, significant differences were found between the LD and NLD groups, both at posttest and follow-up, with the NLD students learning to spell more words and apply more correct bi-grams than the students with LD. There was no significant effect for condition for either words spelled or bi-grams, indicating that students did not learn significantly more words in the writing, tracing, or computer condition. There was also a significant time effect indicating that the accuracy of both groups decreased over time from posttest to follow-up for both words and bi-grams. Interviews revealed that students in both groups preferred the computer condition; however, they believed that they learned best in the writing and tracing conditions.

Child↗
PubMed1993

What do students with learning disabilities think when their general education teachers make adaptations?

The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and average/high achieving (A/HA) classmates. One hundred seventy-nine students participated in this study: 60 mainstreamed students with LD, 59 low achieving students, and 60 average/high achieving students. Students were selected from 60 teachers' classrooms (20 elementary, 20 middle school, and 20 high school). Results from the elementary level indicate that students with LD differ from their LA and A/HA classmates in that the former indicate a stronger preference for opportunities to work in groups with different students, and prefer the teacher to make adaptations when they have difficulty learning. High school and middle school students from both the LA and A/HA groups, but not the LD group, preferred the teacher who made no adaptations in homework and textbooks. Discussion focuses on the role of students' perceptions in teacher decision making.

Adolescent↗
PubMed1991

A review of social interventions for students with learning disabilities.

Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping, group size, intervention duration, intervention procedures, subject selection, and type of interventional model are examined to find patterns that reflect intervention success. Several intervention characteristics and components are associated with social intervention effectiveness: selecting subjects who had social skills difficulties or low peer acceptance, using cognitive-behavioral intervention procedures, providing individual or small group instruction, and applying long-term intervention and training. Discussion focuses on difficulties in comparing studies to determine intervention effectiveness through the examination of outcome measures, a call for revisions in future reporting of social interventions in the literature, and those intervention factors that relate to increases in peer acceptance.

Adolescent↗
PubMed1989

Continuous monitoring of mixed venous oxygen saturation in patients with acute myocardial infarction.

Continuous measurement of mixed venous oxygen saturation (SvO2) has been suggested as an adjunct in monitoring critically ill patients. We evaluated SvO2 monitoring in 24 patients suffering from complicated myocardial infarctions. Cardiac output and arterial lactate levels were measured when there were persistent 5 percent changes in SvO2, and otherwise, every 12 hours or as indicated clinically. Increases in SvO2 by 5 and 10 percent corresponded with an increase in cardiac index in 78.5 percent and 75 percent of measurements, respectively. Decreases in SvO2 by 5 and 10 percent corresponded with decreases in cardiac index in 45.5 percent and 61 percent of measurements. Twenty percent changes in cardiac index showed dissimilar directional changes with SvO2 in 62 percent of cases. Arterial blood lactate levels correlated poorly with SvO2. Survivors had significantly higher mean SvO2 and cardiac indices than nonsurvivors (p less than 0.01). The clinical management of patients with myocardial infarction may not be altered in view of the limitations of SvO2 in reflecting tissue hypoxia. We conclude that continuous monitoring of SvO2 may not be a sensitive measure of cardiac output after acute myocardial infarction.

Aged↗
PubMed1988

Cardiac output changes and continuous mixed venous oxygen saturation measurement in the critically ill.

For many years, the pulmonary artery catheter has been used to monitor cardiac filling pressures and to determine cardiac output in hemodynamically unstable patients. Recently, a new pulmonary artery catheter with fiberoptic capabilities, which provides continuous mixed venous O2 saturation (SvO2) measurements, has become available and has been found to be helpful in managing unstable patients. To determine the efficacy of this device in predicting early changes in cardiac output, we studied 46 patients catheterized with the opticath and 25 with the standard pulmonary artery catheter; we compared changes in the SvO2 with associated cardiac index changes. We found that small changes (5%) in SvO2 did not correlate well with changes in cardiac output, yet larger changes (10%) in SvO2 seemed to correlate better. More importantly, we found that only 50% of the SvO2 changes predicted anticipated changes in cardiac output. As can best be determined from the limitations of a nonrandomized study, the value of continuous SvO2 monitoring as an early predictor of cardiac output change remains questionable.

Cardiac Output↗
PubMed1982

Stress and smoking in hospital nurses.

The smoking behavior of hospital nurses and the association between work-related stress and smoking were studied by means of a questionnaire mailed to the entire direct patient care nursing staff at the University of Michigan Hospital. Prevalence of smoking was considerably lower than in the US nurse population surveyed in 1975 and in the general female population of the same age range surveyed in 1978. Significantly higher scores were obtained for smokers than for non-smokers on scales concerning the physical and emotional stress of the job and the dissatisfaction with its rewards. The results supported more weakly the association of smoking with the perception of stress induced by role ambiguity, by nurse-doctor conflict, and by conflict between nurses. Some personal and situational variables were found to interact with perception of stress and smoking.

Adult↗