Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “SPECIALISM”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 559 records · Page 31Linked to original sources
PubMed1998

Children in special education programs: attention deficit hyperactivity disorder, use of services, and unmet needs.

OBJECTIVES: Attention deficit hyperactivity disorder (ADHD), a common psychiatric condition, may impair a child's ability to learn and to form social relationships, tasks critical to healthy development. This study describes the prevalence of the disorder among children in special education programs and identifies the extent and predictors of unmet service needs. METHODS: A 2-stage screening protocol of a countywide population of second- through fourth-grade students in special education was conducted to (1) screen for ADHD, employing standardized parent and teacher questionnaires, and determine health services use (n = 499) and (2) perform diagnostic assessments of ADHD (n = 318). RESULTS: Almost half of the children qualified for a diagnosis of ADHD, yet only half of those were reportedly receiving care for the condition, mainly in the general health care sector. Girls were more than 3 times as likely as boys to have unmet service needs; minority status, low income, and health maintenance organization coverage also emerged as possible risk factors for unmet service needs. CONCLUSIONS: ADHD is a common yet often untreated condition among children in special education. Mental health services for children with this disorder should be integrated with general health care and special education programs.

Attention Deficit Disorder with Hyperactivity↗
PubMed1996

Effects of teacher assistance teams on special education referrals in elementary schools.

School-based problem-solving teams recently have received much attention as a possible support for children who are at risk for school failure and for over-referral to special education. However, no controlled studies of the effects of such teams on numbers of referrals for special education or for proportion of appropriate referrals for special education have been conducted. The lack of adequate research concerning school-based problem-solving teams, coupled with the widespread promotion of their use, suggests that further study of such teams is important. In this study, we investigated the effect of one team model, Teacher Assistance Teams, on special education referrals in elementary schools of a large urban district. To address limitations of previous research, schools with such teams were compared with those without across several years of implementation. Analysis yielded a significant decrease in referrals in both groups of schools but no significant differences between groups. These findings may be explained by the context in which both groups of schools functioned.

Child↗
PubMed2001

Using virtual reality to teach special populations how to cope in crisis: the case of a virtual earthquake.

The unique characteristics of special populations such as pre-school children and Down syndrome kids in crisis and their distorted self-image were never studied before, because of the difficulty of crisis reproduction. This study proposes a VR setting that tries to model some special population's behaviour in the time of crises and offers them a training scenario. The sample population consisted of 30 pre-school children and 20 children with Down syndrome. The VR setting involved a high-speed PC, a VPL EyePhone 1, a MR toolkit, a vibrations plate, a motion capture system and other sensors. The system measured and modelled the typical behaviour of these special populations in a Virtual Earthquake scenario with sight and sound and calculated a VR anthropomorphic model that reproduced their behaviour and emotional state. Afterwards one group received an emotionally enhanced VR self-image as feedback for their training, one group received a plain VR self-image and another group received verbal instructions. The findings strongly suggest that the training was a lot more biased by the emotionally enhanced VR self-image than the other approaches. These findings could highlight the special role of the self-image to therapy and training and the interesting role of imagination to emotions, motives and learning. Further studies could be done with various scenarios in order to measure the best-biased behaviour and establish the most natural and affective VR model. This presentation is going to highlight the main findings and some theories behind them.

Adaptation, Psychological↗
PubMed2001

Intrinsic motivation among regular, special, and alternative education high school students.

This study examined motivationally related variables among three types of high school students. In particular, students' perceptions of competence, control, parental autonomy support, teacher autonomy support, peer autonomy support, and academic coping were investigated. Two hundred fifty-one juniors and seniors (104 regular education, 93 alternative education, and 54 special education) from a large Southern California school district participated. Significant group differences were found on measures of perceived competence, academic coping, and parental autonomy support. Specifically, regular education students had a higher level of self-reported academic competence than did special education students. Further, regular education and special education students reported that their parents were more involved in their lives as compared with alternative education students. Finally, regular education students reported a higher level of academic anxiety than did special education and alternative education students; however, regular education students had the highest level of positive coping. The implications of these findings are discussed.

Achievement↗
PubMed2002

[Specialized tertiary care facilities for adults with congenital heart disease in North America and the United Kingdom: future directions in Japan].

Specialized tertiary care facilities have been established to care for the increasing numbers of adults with congenital heart disease. Because this cardiovascular subspecialty is relatively new, the dedicated facilities have evolved without preexisting guidelines. Therefore, a mini-review was conducted of specialized tertiary care facilities for adults with congenital heart disease in North America and the United Kingdom, to illuminate the future directions of continuous management of these patients in Japan. Specialized tertiary care was provided by integrated collaborative teams that involve medical and pediatric cardiologists, cardiac surgeons, and non-cardiac consultants. Continuing growth of this relatively new patient population and further evolution of specialized care facilities can be anticipated.

Adult↗
PubMed1992

Educating students with mild handicaps in general classrooms: essential teaching practices for general and special educators.

This study was designed to identify and validate essential teaching practices needed by both general and special educators to successfully educate students with mild handicaps in general classrooms. An interdisciplinary panel of 105 experts, evenly divided into university-based and field-based participants from 35 states, identified 96 of 125 practices in six categories as being essential for effective teaching of mainstreamed students with mild handicaps. Based on a two-round Delphi procedure, a substantial majority (82%) of these teaching practices were seen as being essential for both general and special educators across all six rated categories. Panel ratings were significantly higher for special educators than general educators on four of the six categories. No significant differences in ratings were found for university-based versus field-based panelists, or for field-based panelists who were professionals directly involved in elementary or secondary teaching roles versus administrators, supervisors, and consultants. Based on essential teaching practices validated in this study, implications for preservice teacher preparation and staff development programs for general and special educators are discussed.

Persons with Disabilities↗
PubMed2004

[Primary care approach to children with special needs].

Children with special needs have medical, educational, social and emotional needs which are significantly greater than the average needs of their healthy peers. They and their families have to struggle with the physical, economical and emotional burden imposed on them by their special needs. The role of primary physicians is to lead a team that is capable of diagnosing, treating and coordinating treatment and support for the child and the family. Case management and anticipatory guidance are the cornerstone of the art of dealing with children who have special needs. Primary community physicians are expected to conduct a survey in order to identify the children with special needs in the community and to prepare an intervention plan for each of them. Early detection and proper management of the problems are expected to help these children to maximize their potential and integration in society.

Child↗
PubMed2004

[Specialized medical service for polytrauma in a large city].

On the basis of studying of trauma epidemiolgy in a large city, principles of optimal organization of specialized medical service for patients with polytrauma have been developed. Urgent specialized service and further treatment of patients with this pathology should be fulfilled in a special department organized on the basis of a multi-profile hospital. The center of this department represents a specialized unit for patients with multiple and combined traumas supplied with all necessary specialists and means required for the management of this difficult group of patients.

Catchment Area, Health↗
PubMed2006

Suicide attempts among adolescent Mexican American students enrolled in special education classes.

Suicide is the second leading cause of death among school-aged students between the ages of 15 and 19. There is an increasing frequency of suicide and other self-destructive behaviors among Mexican American youth and students in special education classrooms for emotional and behavioral disabilities. Recognizing Mexican American youth in special education classes as a separate risk group, this study (a) identifies factors that contribute to suicide, (b) reviews the signs and characteristics associated with these factors, (c) interviews Mexican American students in special education who have either exhibited various characteristics of suicidal thoughts and/or have attempted suicide, (d) explores effective prevention programs, and (e) provides suggestions for school personnel. Interviews with five adolescent Mexican American special education students support previous research findings that depression, substance abuse, social and interpersonal conflict, family distress, and school stress are primary characteristics related to suicidal minority youth.

Adolescent↗
PubMed1991

Teacher competency testing: what are special education teachers expected to know?

Teacher competency testing (TCT) is a current manifestation of education reform; 48 of the 50 states are actively planning or implementing teacher testing programs, and 25 (plus the District of Columbia) are developing or administering tests in specific subject areas to include special education. This article presents the results of a nationwide survey that addressed TCT in special education. Responses were collected from 46 states and the District of Columbia. Analyses of results revealed that states vary in their use of teacher competency tests and that specific special education teacher competency tests are used or being actively studied in about half the states. Implications for the practice of special education are provided.

Certification↗
PubMed1989

[Specialization of physicians of the Industrial Health Care System in occupational medicine].

One of the principal issues concerning the analysis of industrial health care functioning is the problem of the practitioners' qualifications, including specialization. In the present paper the authors focus their attention on specializations of practitioners employed in regional Industrial Health Care Complexes. The analysis refers to two groups of problems concerning: a) those practitioners who are specialists in occupational health, and b) those who are going to obtain such specialization. The authors refer to the personnel of the industrial health care as a whole and pay special attention to those who are employed in the districts where seats of Industrial Health Care Complexes are located.

Education, Medical↗
PubMed1989

Dietetic specialization: opinions of directors of departments of dietetics.

The need for specialists in dietetic practice was studied by surveying a stratified, random sample of 750 directors of departments of dietetics from nonfederal, general medical-surgical hospitals with more than 75 beds. The response rate was 72%. The majority of respondents were directors who considered themselves generalists. Five demographic variables used in data analysis were hospital size, education level, registration status, years of experience, and perception of practice as generalist or specialist. Student's t-test and analysis of variance were the principal methods of statistical analysis. Results indicated that respondents supported dietetic specialization; however, they emphasized the value of undergraduate generalist preparation as enhancing job performance and preventing fragmentation of the profession. Respondents indicated that specialization should follow professional work experience and additional education. Respondents stressed that The American Dietetic Association should be responsible for determining the process of dietetic specialization. Education level was the variable most likely to affect response. Respondents with education beyond the baccalaureate level were more likely than those with only a bachelor's degree to agree that specialization should occur after professional experience and at the graduate level.

Analysis of Variance↗
PubMed1978

[Ten years of research and teaching at the special education department of the teachers' training college in cologne (author's transl)].

On the occasion of the 10th anniversary of the special education department the teachers' training college an "academic week" was held in Cologne from June 20-24, 1976. Many German and foreign educational scientists and social paedagogues reported on the problems and research findings in the different fields of education and rehabilitation of the disabled. Since 1966 this department has experienced an unexpectedly rapid development. The majority of today's approximately 2600 students are pursuing studies to become teachers at schools for maladjusted children, the deaf, mentally disabled, physically handicapped, for children with learning disorders, with speech disorders and the hard of hearing. Approximately 250 students are trying to obtain a degree in education. Since the beginning of this decade, research work has been considerably intensified and is not mainly concentrating on the following five aspects: Studies of the theoretical, terminological and methodological approaches of special education--research projects concentrating on the social-scientific aspects of the problem of disability and the disabled--psychological studies of the learning and performance behaviour and the work load capacity of children at special schools--projects to ameliorate the communication and language capacity of the disabled--studies in connection with the planning and organisation of learning and instructional processes such as didactive and communication aids at special schools.

Adult↗
PubMedDate not supplied

Role transformation of special care unit nurses: a comparative study.

To investigate whether special care unit nurses have characteristics different from nurses who work in nonintensive care settings and whether SCU nurses make more effective role transformations than non-SCU nurses, this posthoc descriptive study utilized data from 213 new graduate nurses in their first jobs in eight medical centers across the United States. The 213 nurses were a subsample of 307 new graduate nurses in a parent study that tested effect of a bicultural orientation program in role transformation. The nurses in the subsample worked in one of four nursing areas: medical--surgical, medical--surgical specialty, parent--child, and SCU. They were pretested at six weeks of employment regarding their: professional, bureaucratic, and service role conceptions; total role deprivation; professional, bureaucratic, and bicultural role behavior; self-esteem; and degree of self-actualization. SCU nurses had significantly higher self-actualization scores initially than medical--surgical nurses. Posttesting at nine months of employment included all of the above variables plus measures of empathy and change-agent activity. Performance ratings and resignations were examined at one year of employment. Analyses of variance of the difference scores and posttest-only scores showed no significant differences by type of unit except for self-actualization. To examine the relationship between the degree of specialization and the variables under study, units were rank ordered according to degree of specialization. Nurses working on units which required the most specialization had significantly higher increases in bicultural scores and self-esteem and trends toward higher increases in bureaucratic role conception and higher performance ratings. However, SCU nurses also had the most decrease in professional role conception scores, least increase in self-actualization scores, least amount of empathy with co-workers, and least amount of effective change-agent activity--all undesirable occurrences.

Evaluation Studies as Topic↗
PubMed1980

[The necessity and possibility of developing skills in daily living activities in children attending a special kindergarten for the physically handicapped--demonstrated by means of a five-year-old boy suffering from spastic hemiparesis (author's transl)].

Within the framework of an empirical study carried out in a special kindergarten it was attempted to answer the question whether it is necessary and possible in such an institution to develop the children's skills in daily living activities. A six month systematic programme was set up for a five-year-old boy suffering from spastic hemiparesis which was designed to develop his skills in personal hygiene, and general behaviour in the kitchen area. In preparing the programme each of the two fields was first treated separately in detail, then the common factors taken into account. The programm's subdivision into an ultimate goal and two partial goals assisted the implementation of the eighteen training steps. A comparision of the knowledge of, and skills in, the two fields before and after the training showed that they had increased both in quantity and quality. As the boy still showed a headway over his peers - comparable in their disabilities - three years after completion of the programme as far as independence was concerned, it can be said that special training in daily living activities can and must be carried out in a special kindergarten for physically handicapped children provided the training is based on a specialized and fully structured programme.

Activities of Daily Living↗
PubMed1993

[Rehabilitation of blind patients exemplified by the Weimar special school. A retrospective study].

UNLABELLED: The beginning of this century saw the establishment of the first special school for people with poor vision; nowadays, in contrast, there is a trend to integrate such people into mainstream education. In the former GDR (now the new federal länder), however, the traditional special school system survived until 1990, which provides a unique opportunity of assessing the positive value of this type of education with a view to obtaining insights that will help in the future integration of people who have poor vision or are blind. Probands: A total of 134 former pupils (older than 18) of the former special school in Weimar were traced and asked about their development between leaving school and the present. RESULTS: We analysed factors of medical, occupational and cultural rehabilitation, of rehabilitation in their families (e.g. 10th class exams = 84.3%; completed vocational training = 84.3%; marriage/permanent relationship = 47.8%; own flat = 67.2%) but also such problems as contrasts between hoped for occupation and training, later changes of job, availability of aids to vision at places of work. CONCLUSIONS: Advantages of special schools should be taken into account. Vocational training, applications of aids to vision and after-care are all capable of improvement.

Adolescent↗
PubMed1996

Postnatal development and plasticity of specialized muscle fiber characteristics in the hindlimb.

Recent progress in defining molecular components of pathways controlling early stages of myogenesis has been substantial, but regulatory factors that govern the striking functional specialization of adult skeletal muscle fibers in vertebrate organisms have not yet been identified. A more detailed understanding of the temporal and spatial patterns by which specialized fiber characteristics arise may provide clues to the identity of the relevant regulatory factors. In this study, we used immunohistochemical, in situ hybridization, and Northern blot analyses to examine the time course and spatial characteristics of expression of myoglobin protein and mRNA during development of the distal hindlimb in the mouse. In adult animals, myoglobin is expressed selectively in oxidative, mitochondria-rich, fatigue-resistant myofibers, and it provides a convenient marker for this particular subset of specialized fibers. We observed only minimal expression of myoglobin in the hindlimb prior to the second day after birth, but a rapid and large (50-fold) induction of this gene in the ensuing neonatal period. Myoglobin expression was limited, however, to fibers located centrally within the limb which coexpress myosin isoforms characteristic of type I, IIA, and IIX fibers. This induction of myoglobin expression within the early postnatal period was accompanied by increased expression of nuclear genes encoding mitochondrial proteins, and exhibited a time course similar to the upregulation of myoglobin and mitochondrial proteins, and exhibited a time course similar to the upregulation of myoglobin and mitochondrial protein expression that can be induced in adult muscle fibers by continuous motor nerve stimulation. This comparison suggests that progressive locomotor activity of neonatal animals may provide signals which trigger the development of the specialized features of oxidative, fatigue-resistant skeletal muscle fibers.

Animals↗
PubMed1999

Evidence of specialized leukocyte-vascular homing interactions at the maternal/fetal interface.

In normal pregnancy, the maternal immune system fails to reject the fetus or the placenta as an allogeneic graft. We hypothesize that specialized mechanisms of leukocyte recruitment might limit access of circulating maternal immune cells to the maternal/fetal interface. During the critical period of initial trophoblast invasion there is an elegantly orchestrated progression of leukocyte homing events in the decidua basalis, associated with highly regulated expression of vascular addressins and segregation of specialized leukocyte subsets into well-defined decidual microdomains. Neutrophils are limited to the region of necrosis associated with enzymatic digestion at the leading edge of the invading trophoblast, where an almost linear array of maternal blood vessels displays the neutrophil ligand E-selectin. Cells with the phenotype of monocytes but expressing alpha4beta7 integrin are localized in the blood vessels of the specialized "vascular zone", which display the unusual combination of P-selectin (partially associated with platelets) and the alpha4beta7 ligand mucosal vascular addressin-1 (MAdCAM-1). Granulated metrial gland cells (alpha4+beta7-, probably alpha4beta1+) constitute a well-defined cluster positioned in the central decidua basalis around venules prominently expressing the alpha4beta1 ligand VCAM-1 (but not MAdCAM-1). T and B lymphocytes are rare. Our results suggest that selective mechanisms for regulating leukocyte access, associated with microdomain specialization within the decidua basalis, may play a fundamental role in immune regulation during the invasive period of placental development.

Animals↗