Identifying children at risk for being bullies in the United States.

PubMed

Shetgiri, Rashmi; Lin, Hua; Flores, Glenn

2012-01-01

To identify risk factors associated with the greatest and lowest prevalence of bullying perpetration among U.S. children. Using the 2001-2002 Health Behavior in School-Aged Children, a nationally representative survey of U.S. children in 6th-10th grades, bivariate analyses were conducted to identify factors associated with any (once or twice or more), moderate (two to three times/month or more), and frequent (weekly or more) bullying. Stepwise multivariable analyses identified risk factors associated with bullying. Recursive partitioning analysis (RPA) identified risk factors which, in combination, identify students with the highest and lowest bullying prevalence. The prevalence of any bullying in the 13,710 students was 37.3%, moderate bullying was 12.6%, and frequent bullying was 6.6%. Characteristics associated with bullying were similar in the multivariable analyses and RPA clusters. In RPA, the highest prevalence of any bullying (67%) accrued in children with a combination of fighting and weapon-carrying. Students who carry weapons, smoke, and drink alcohol more than 5 to 6 days/week were at greatest risk for moderate bullying (61%). Those who carry weapons, smoke, have more than one alcoholic drink per day, have above-average academic performance, moderate/high family affluence, and feel irritable or bad-tempered daily were at greatest risk for frequent bullying (68%). Risk clusters for any, moderate, and frequent bullying differ. Children who fight and carry weapons are at greatest risk of any bullying. Weapon-carrying, smoking, and alcohol use are included in the greatest risk clusters for moderate and frequent bullying. Risk-group categories may be useful to providers in identifying children at the greatest risk for bullying and in targeting interventions. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Single Measure and Gated Screening Approaches for Identifying Students At-Risk for Academic Problems: Implications for Sensitivity and Specificity

ERIC Educational Resources Information Center

Van Norman, Ethan R.; Nelson, Peter M.; Klingbeil, David A.

2017-01-01

Educators need recommendations to improve screening practices without limiting students' instructional opportunities. Repurposing previous years' state test scores has shown promise in identifying at-risk students within multitiered systems of support. However, researchers have not directly compared the diagnostic accuracy of previous years' state…

School-Based Screening to Identify At-Risk Students Not Already Known to School Professionals: The Columbia Suicide Screen

PubMed Central

Wilcox, Holly C.; Schonfeld, Irvin Sam; Davies, Mark; Hicks, Roger C.; Turner, J. Blake; Shaffer, David

2009-01-01

Objectives. We sought to determine the degree of overlap between students identified through school-based suicide screening and those thought to be at risk by school administrative and clinical professionals. Methods. Students from 7 high schools in the New York metropolitan area completed the Columbia Suicide Screen; 489 of the 1729 students screened had positive results. The clinical status of 641 students (73% of those who had screened positive and 23% of those who had screened negative) was assessed with modules from the Diagnostic Interview Schedule for Children. School professionals nominated by their principal and unaware of students' screening and diagnostic status were asked to indicate whether they were concerned about the emotional well-being of each participating student. Results. Approximately 34% of students with significant mental health problems were identified only through screening, 13.0% were identified only by school professionals, 34.9% were identified both through screening and by school professionals, and 18.3% were identified neither through screening nor by school professionals. The corresponding percentages among students without mental health problems were 9.1%, 24.0%, 5.5%, and 61.3%. Conclusions. School-based screening can identify suicidal and emotionally troubled students not recognized by school professionals. PMID:19059865

At-Risk Students Report

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2010

2010-01-01

Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's…

Characteristics of Facilitative Learning Environments for Students at Risk.

ERIC Educational Resources Information Center

Conant, Larry

Because at-risk students may feel alienated from school, educational reforms may be useful that make school a more supportive place. While many students identified as "at-risk" may drop out of high school, many others could be better described as "pushouts." These students may desire to stay in school and graduate, but feel pressure to leave.…

Public Support for Successful Instructional Practices for At-Risk Students.

ERIC Educational Resources Information Center

Hilliard, Asa G., III

It is possible for at-risk students to perform at demanding academic levels, and their achievement can be improved dramatically in a relatively short time. Effective ways to teach at-risk children have already been identified; no new research is needed. This report covers the following specific issues related to educating high-risk students. It…

At-Risk Students Fact Sheet

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2016

2016-01-01

Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's…

Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions

ERIC Educational Resources Information Center

McAlenney, Athena Lentini; Coyne, Michael D.

2011-01-01

Accurate identification of at-risk kindergarten and 1st-grade students through early reading screening is an essential element of responsiveness to intervention models of reading instruction. The authors consider predictive validity and classification accuracy of early reading screening assessments with attention to sensitivity and specificity.…

Using the personal background preparation survey to identify health science professions students at risk for adverse academic events.

PubMed

Johnson, Craig W; Johnson, Ronald; McKee, John C; Kim, Mira

2009-12-01

In the first predictive validity study of a diagnostic and prescriptive instrument for averting adverse academic status events (AASE) among multiple populations of diverse health science professions students, entering matriculates' personal background and preparation survey (PBPS) scores consistently significantly predicted 1st- or 2nd-year AASE. During 1st-year orientations, 441 entering matriculates in four southwestern schools from dental, medical, and nursing disciplines completed the 2004 PBPS. The following year during 1st-year orientations, 526 entering matriculates in five schools from dental, medical, nursing, and biomedical science disciplines completed the 2005 PBPS. The PBPS identifies and quantifies a student's noncognitive and cognitive academic performance risks. One standard deviation increments in PBPS risks consistently multiplied 1st- or 2nd-year AASE odds by approximately 140% (p < .05), controlling for underrepresented minority student (URMS) status and school affiliation. Odds of 2nd-year AASE for URMS one standard deviation above the 2004 PBPS mean reached 494% of odds for nonURMS at the mean. PBPS total risks, school affiliation, and URMS status together provided 70-76% correct predictions of 1st- or 2nd-year AASE. PBPS predictive validity did not differ significantly among dental, medical, nursing, or biomedical science schools, or URMS/nonURMS. PBPS sensitivity and specificity approached those for FDA-approved screening mammograms for breast cancer and PSA tests for prostate cancer. PBPS positive predictive values of 42-60% exceeded those for both. The diagnostic and prescriptive PBPS can facilitate proactive targeting of corrective interventions aimed at reducing AASE and attrition among health science education students at risk for academic difficulties.

Meeting the Needs of Students at Risk.

ERIC Educational Resources Information Center

Marchesi, Alvaro

1998-01-01

Identifies elements of successful approaches for at-risk students. Discusses three educational ideologies, five evaluation criteria that reflect overall school quality, joint use of internal and external evaluation, the importance of school culture, balancing common and culturally relevant curricula, professional development of teachers, classroom…

Validating the Vocabulary Levels Test with Fourth and Fifth Graders to Identify Students At-Risk in Vocabulary Development Using a Quasiexperimental Single Group Design

ERIC Educational Resources Information Center

Dunn, Suzanna

2012-01-01

This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and…

Empowering At-Risk Students through Appreciative Inquiry

ERIC Educational Resources Information Center

San Martin, Teresa L.; Calabrese, Raymond L.

2011-01-01

Purpose: The purpose of this study is to identify how at-risk high school students in an alternative school describe how they best learn and to extrapolate their preferred learning practices to improve teacher pedagogical practices. Design/methodology/approach: The authors used a qualitative case study design to facilitate the first two stages of…

Applying an Evidence-Based Assessment Model to Identify Students at Risk for Perceived Academic Problems following Concussion.

PubMed

Ransom, Danielle M; Burns, Alison R; Youngstrom, Eric A; Vaughan, Christopher G; Sady, Maegan D; Gioia, Gerard A

2016-11-01

The aim of this study was to demonstrate the utility of an evidence-based assessment (EBA) model to establish a multimodal set of tools for identifying students at risk for perceived post-injury academic problems. Participants included 142 students diagnosed with concussion (age: M=14.95; SD=1.80; 59% male), evaluated within 4 weeks of injury (median=16 days). Demographics, pre-injury history, self- and parent-report measures assessing symptom severity and executive functions, and cognitive test performance were examined as predictors of self-reported post-injury academic problems. Latent class analysis categorized participants into "high" (44%) and "low" (56%) levels of self-reported academic problems. Receiver operating characteristic analyses revealed significant discriminative validity for self- and parent-reported symptom severity and executive dysfunction and self-reported exertional response for identifying students reporting low versus high academic problems. Parent-reported symptom ratings [area under the receiver operating characteristic curve (AUC)=.79] and executive dysfunction (AUC=.74), and self-reported ratings of executive dysfunction (AUC=.84), symptoms (AUC=.80), and exertional response (AUC=.70) each classified students significantly better than chance (ps<.001). Hierarchical logistic regression indicated that, of the above, self-reported symptoms and executive dysfunction accounted for the most variance in the prediction of self-reported academic problems. Post-concussion symptom severity and executive dysfunction significantly predict perceived post-injury academic problems. EBA modeling identified the strongest set of predictors of academic challenges, offering an important perspective in the management of concussion by applying traditional strengths of neuropsychological assessment to clinical decision making. (JINS, 2016, 22, 1038-1049).

School profiles of at-risk student concentration: Differential growth in oral reading fluency

PubMed Central

Logan, Jessica A.R.; Petscher, Yaacov

2010-01-01

The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability. PMID:20159224

Identifying medical students at risk of underperformance from significant stressors.

PubMed

Wilkinson, Tim J; McKenzie, Jan M; Ali, Anthony N; Rudland, Joy; Carter, Frances A; Bell, Caroline J

2016-02-02

Stress is associated with poorer academic performance but identifying vulnerable students is less clear. A series of earthquakes and disrupted learning environments created an opportunity to explore the relationships among stress, student factors, support and academic performance within a medical course. The outcomes were deviations from expected performances on end of year written and clinical examinations. The predictors were questionnaire-based measures of connectedness/support, impact of the earthquakes, safety, depression, anxiety, stress, resilience and personality. The response rate was 77%. Poorer than expected performance on all examinations was associated with greater disruptions to living arrangements and fewer years in the country; on the written examination with not having a place to study; and on the clinical examination with relationship status, not having the support of others, less extroversion, and feeling less safe. There was a suggestion of a beneficial association with some markers of stress. We show that academic performance is assisted by students having a secure physical and emotional base. The students who are most vulnerable are those with fewer social networks, and those who are recent immigrants.

At-Risk Students: Portraits, Policies, Programs, and Practices.

ERIC Educational Resources Information Center

Donmoyer, Robert, Ed.; Kos, Raylene, Ed.

This book presents papers that address research methods, policies, and programs that can accommodate the considerable student diversity commonly found among at-risk students as well as portraits of particular at-risk students. The following papers and their authors are included: "At-Risk Students: Insights from/about Research" (Robert…

Action Research of a Color-Coded, Onset-Rime Decoding Intervention: Examining the Effects with First Grade Students Identified as at Risk

ERIC Educational Resources Information Center

Wall, Candace A.; Rafferty, Lisa A.; Camizzi, Mariya A.; Max, Caroline A.; Van Blargan, David M.

2016-01-01

Many students who struggle to obtain the alphabetic principle are at risk for being identified as having a reading disability and would benefit from additional explicit phonics instruction as a remedial measure. In this action research case study, the research team conducted two experiments to investigate the effects of a color-coded, onset-rime,…

Action Research of an Error Self-Correction Intervention: Examining the Effects on the Spelling Accuracy Behaviors of Fifth-Grade Students Identified as At-Risk

ERIC Educational Resources Information Center

Turner, Jill; Rafferty, Lisa A.; Sullivan, Ray; Blake, Amy

2017-01-01

In this action research case study, the researchers used a multiple baseline across two student pairs design to investigate the effects of the error self-correction method on the spelling accuracy behaviors for four fifth-grade students who were identified as being at risk for learning disabilities. The dependent variable was the participants'…

Development of a 'toolkit' to identify medical students at risk of failure to thrive on the course: an exploratory retrospective case study

PubMed Central

2011-01-01

Background An earlier study at Nottingham suggested that 10-15% of the medical student intake was likely to fail completely or have substantial problems on the course. This is a problem for the students, the Faculty, and society as a whole. If struggling students could be identified early in the course and additional pastoral resources offered, some of this wastage might be avoided. An exploratory case study was conducted to determine whether there were common indicators in the early years, over and above academic failure, that might aid the identification of students potentially at risk. Methods The study group was drawn from five successive cohorts. Students who had experienced difficulties were identified in any of four ways: from Minutes of the Academic Progress Committee; by scanning examination lists at key stages (end of the first two years, and finals at the end of the clinical course); from lists of students flagged to the Postgraduate Deanery as in need of extra monitoring or support; and from progress files of those who had left the course prematurely. Relevant data were extracted from each student's course progress file into a customised database. Results 1188 students were admitted over the five years. 162 (14%) were identified for the study, 75 of whom had failed to complete the course by October 2010. In the 87 who did graduate, a combination of markers in Years 1 and 2 identified over half of those who would subsequently have the most severe problems throughout the course. This 'toolkit' comprised failure of 3 or more examinations per year, an overall average of <50%, health or social difficulties, failure to complete Hepatitis B vaccination on time, and remarks noted about poor attitude or behaviour. Conclusions A simple toolkit of academic and non-academic markers could be used routinely to help identify potential strugglers at an early stage, enabling additional support and guidance to be given to these students. PMID:22098629

Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students

ERIC Educational Resources Information Center

Lewis, S.; Whiteside, A.; Garrett Dikkers, A.

2014-01-01

In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it…

More Is Better: Raising Expectations for Students At Risk.

ERIC Educational Resources Information Center

Taylor, Rosemarye; Reeves, Jennifer

1993-01-01

Describes an effective dropout prevention program at an Orlando, Florida, middle school. Staff identified 90 at-risk seventh graders, assigning 45 to 3 seventh-grade teaching teams and the remaining 45 to an experimental student team (the Dragons) promising to deliver a traditional curriculum in a nontraditional, nonremedial way. Shadow study of…

Using data to help increase STEM retention rates for at-risk students; Student expectations and skill building

NASA Astrophysics Data System (ADS)

Reed, D. E.; Jones, G.; Heaney, A.

2013-12-01

Retention in the STEM fields is often a focus for higher education due to a shortage of trained workforce members. In particular, much effort has been spent on first year retention rates and introductory level courses under the assumption that students are more likely to drop out of STEM majors early in their higher education degree progress. While the retention rates of women, minorities, and low income students have been a priority by both the National Science Foundation and the private sector, we are interested in at-risk first year students for this study. The University of Wyoming Synergy Program's goal is to promote academic success and retention for underprepared and at-risk students by creating a series of first semester curricula as theme-based college transition skills courses that are paired with English courses. This creates a cohort group of courses for the students with increased communication between instructors at the same time allowing greater development of student social networks. In this study we are highlighting the results of the STEM students as compared with other at-risk participants in the program. The Synergy Program enrolls approximately 144 students each year with pre- and post-course surveys that directly measure which college skills students select as important as well as student expectations of the amount of time required for STEM courses. Follow-up surveys track the same queries for students who persist to their junior and senior year. In addition, instructors complete a summative survey about skills they find important to student success and individual student's challenges and successes with a variety of skills. Our results show a large gap in skills between those identified as important by students and those identified by their instructors. Expectations for the amount of time required to complete work for STEM courses and the reported time spent on course work are not constant when progressing throughout college. This analysis

Using a personality inventory to identify risk of distress and burnout among early stage medical students.

PubMed

Bughi, Stephanie A; Lie, Desiree A; Zia, Stephanie K; Rosenthal, Jane

2017-01-01

Distress and burnout are common among medical students and negatively impact students' physical, mental, and emotional health. Personality inventories such as the Myers-Briggs Type Indicator (MBTI), used in medical education, may have a role in identifying burnout risk early. The authors conducted a cross-sectional survey study among 185 1st year medical students with the MBTI, the general well-being schedule (GWB), and Maslach Burnout Inventory-Student Survey (MBI-SS). Descriptive statistics and one-way MANOVAs were used to identify the prevalence and differences in MBTI preferences and distress/burnout risk. Response rate was 185/185 (100%). Distress (GWB) was reported by 84/185 (45.4%). High scores on exhaustion were reported by 118/182 (64.8%), cynicism by 76/182 (41.8%), and decreased professional efficacy by 38/182 (20.9%) for the three dimensions of the MBI-SS. Only 21/182 (11.5%) of respondents had high scores on all three dimensions of burnout. Students with MBTI preferences for extraversion reported greater positive well-being (P < 0.05), self-control (P < 0.05), professional efficacy (P < 0.01), and lower levels of depression (P < 0.01) compared with those with introversion preference. Distress and burnout are prevalent early in medical training. The significant difference between extraversion and introversion in relation to distress and burnout deserves further study. Use of a personality inventory may help identify students at risk of burnout and allow appropriate early stress management.

Using latent class analysis to identify academic and behavioral risk status in elementary students.

PubMed

King, Kathleen R; Lembke, Erica S; Reinke, Wendy M

2016-03-01

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Inschool Suspension Programs for At-Risk Students.

ERIC Educational Resources Information Center

Leatt, Desmond J.

1987-01-01

Research findings and examples of inschool suspension programs in Oregon are combined in this bulletin. An introduction defines "at-risk" students as those having behavioral or attendance problems. Unlike traditional out-of-school suspension, alternative programs attempt to keep at-risk students at school. Chapter 1 surveys three…

Students at Risk. SET Special Issue.

ERIC Educational Resources Information Center

Wright, Judith, Ed.

1996-01-01

This special issue of the serial SET for 1996 contains seven newly commissioned articles and four reprints all related to the education of children at risk. This issue includes: (1) "Students at Risk: An Overview" (Margaret Batten, Graeme Withers, and Jean Russell); (2) "Inquiry into Children in Education at Risk through Truancy and…

Identifying Children in Middle Childhood Who Are at Risk for Reading Problems.

PubMed

Speece, Deborah L; Ritchey, Kristen D; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y; Andrusik, Katryna N

2010-06-01

The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

[Risk factors for suicide attempt among college students at Central South University].

PubMed

Xu, Hui-lan; Xiao, Shui-yuan; Feng, Shan-shan; Chen, Xi-xi

2004-04-01

To understand the prevalence and risk factors for suicidal ideation among college students and to provide a scientific basis for promoting psychological health and suicide prevention. 623 college students at Central South University were selected using stratified cluster sampling and administered a suicide ideation questionnaire, a Symptom Check List (SCL-90), an Adolescent Self-Rating Life Events Check List (ASLEC), a Social Support Rating Scale (SSRS) and a questionnaire about background information. Multivariate logistic regression analysis was employed to identify risk factors for suicide ideation. One year prior to our investigation, 14.6% of respondents had suicide ideation, 2.5% had made a specific suicide plan, and 1.8% had made a suicide attempt. The main risk factors for suicide ideation were dissatisfaction with the selected major of study, limited social support, recent negative life events and depressive tendency. The prevalence of suicide ideation among these college students was high. Appropriate measures focusing on the risk factors identified in this study should be urgently developed to prevent suicides in college students.

Learning To Fail: Case Studies of Students At Risk.

ERIC Educational Resources Information Center

Strother, Deborah Burnett, Ed.

This study of students at risk was conducted to determine who is at risk, what puts students at risk, what schools are doing to help those students, and how effective these efforts are. Data were collected on about 49,000 students and almost 10,000 teachers in over 275 schools in 85 U.S. communities, and researchers conducted case studies of 65…

Managing and Improving the Education of Students At-Risk.

ERIC Educational Resources Information Center

Chand, Krishan

The dropout problem in the United States is explored; and some suggestions for reducing the dropout rate are offered for parents, teachers, and principals. Several indicators have been recognized as placing a student at risk of dropping out of school. Dimensions of alienation have also been identified, as have social factors that contribute,…

Ambassadors: Models for At-Risk Students.

ERIC Educational Resources Information Center

Cahoon, Peggy

1989-01-01

The Ambassador Program, a partnership between Ferron Elementary School and the University of Nevada, Las Vegas, pairs university students with at-risk elementary students once a week to serve as role models. (TE)

At Risk Policy and Early Intervention Programmes for Underperforming Students: Ensuring Success?

ERIC Educational Resources Information Center

Dobele, Angela R.; Gangemi, Michael; Kopanidis, Foula; Thomas, Stuart

2013-01-01

Purpose: The purpose of this paper is to examine a University's at risk program and ask is the intervention strategy working? The program seeks to assist at risk students who may be experiencing difficulties transitioning, for example from school into university. The program also seeks to identify problems and suggest remediation strategies before…

Fostering Resilience in At-Risk High School Students

ERIC Educational Resources Information Center

Tepovich, Ann

2012-01-01

There is a large volume of literature that discusses the at-risk high school student. This literature tends to focus on the factors that create the at-risk student whether those are environmental factors or perhaps the failure of schools in general that create the at-risk problem in the United States. Although the causes are important to…

Play Activities of At-Risk and Non-At-Risk Elementary Students: Is There a Difference?

ERIC Educational Resources Information Center

Poidevant, John M.; Spruill, David A.

1993-01-01

Examined the play activities of 49 at-risk (AR) and non-at-risk (NAR) elementary school students, using the Smilansky Scale for Evaluation of Dramatic and Sociodramatic Play measure. Found that AR students displayed higher levels of hostile acting out behaviors than did NAR students, whereas the NAR group engaged in more verbal communication…

Applied Examples of Screening Students at Risk of Emotional and Behavioral Disabilities

ERIC Educational Resources Information Center

Pierce, Corey D.; Nordness, Philip D.; Epstein, Michael H.; Cullinan, Douglas

2016-01-01

Early identification of student behavioral needs allows educators the opportunity to apply appropriate interventions before negative behaviors become more intensive and persistent. A variety of screening tools are available to identify which students are at risk for persistent behavior problems in school. This article provides two examples in…

Preventing Student Expulsions through Policies, and Procedures for At-Risk Students

ERIC Educational Resources Information Center

Smith, Michael Dale

2012-01-01

Staff members working at alternative schools must use best practices to effectively serve at-risk students and reduce expulsion rates. Expulsion is directly linked to high school dropout rates, with subsequent social costs. Today's alternative schools serve at-risk students who exhibit problematic behaviors, providing them an opportunity to…

Cigarette smoking and associated health risks among students at five universities.

PubMed

Halperin, Abigail C; Smith, Stevens S; Heiligenstein, Eric; Brown, David; Fleming, Michael F

2010-02-01

While most college students and other young adults who smoke fall into the light and intermittent smoking (LITS) category, they remain at risk for tobacco dependence and other adverse health effects from their smoking. This study examines smoking patterns, tobacco dependence, and other health variables among students at five universities to better understand how to identify and address tobacco use and related risks in a college health clinic setting. A health screening survey was completed by 2,091 college and graduate student volunteers seeking routine care at their university health centers or participating in a health class. Independent health variables were analyzed descriptively and in regression analyses with three levels of smoking (none, non-daily, and daily) and tobacco dependence to determine predictors and associated risks. Nearly a quarter of students reported any current smoking, 41% of whom reported smoking less than 1 cigarette/day (cpd). Of the daily smokers, 80% smoked less than 10 cpd but 45% met criteria for tobacco dependence. Any smoking was associated with high-risk alcohol use, risky driving, relational abuse, depression, less exercise, and utilization of emergency and mental health services. In regression analyses, students who experienced depression had more than double the odds of being dependent smokers (odds ratio [OR] = 2.32), as did those who reported abuse (OR = 2.07) or sought mental health counseling (OR = 2.09). Student health providers should be alerted to the multiple risks and comorbidities that occur among all smokers, including LITS, and intervene concurrently to help prevent or mitigate adverse outcomes that result from these conditions and behaviors.

Identifying children at risk for language impairment: screening of communication at 18 months.

PubMed

Bruce, B; Kornfält, R; Radeborg, K; Hansson, K; Nettelbladt, U

2003-09-01

To investigate the possibility of identifying children at risk for language impairment based on a new screening instrument to assess communication and language skills at 18 mo of age. At 18 mo, 58 children were assessed with a screening instrument for communication and language consisting of a professional assessment and a parents' questionnaire. Students of speech and language pathology, well trained in child language assessment, carried out the professional assessment, which was based on observations of play behaviour, interaction and expressive and receptive language skills. Of the 58 children, 43 attended a follow-up assessment of language skills at 54 mo of age. Nine children were considered to be at risk for language impairment at 18 mo and 10 children were evaluated as being at risk at 54 mo. A significant positive correlation was found between the professional evaluations at 18 mo and the language tests at 54 mo. Verbal comprehension and pretend play correlated significantly with the results on the language tests. A professional screening of communication and language at 18 mo of age is worthwhile for predicting problems in language development. The results further show that language comprehension and pretend play rather than expressive skills should be emphasized.

Engaging At-Risk Students with Technology.

ERIC Educational Resources Information Center

Duttweiler, Patricia Cloud

1992-01-01

Educational technology can be used to engage students in interesting activities through which teachers can present skills, concepts, and problems to be solved. At-risk students benefit from the investigation of relevant real world problems and the immediate feedback and privacy that technology affords. (EA)

Fetal alcohol-spectrum disorders: identifying at-risk mothers

PubMed Central

Montag, Annika C

2016-01-01

Fetal alcohol-spectrum disorders (FASDs) are a collection of physical and neurobehavioral disabilities caused by prenatal exposure to alcohol. To prevent or mitigate the costly effects of FASD, we must identify mothers at risk for having a child with FASD, so that we may reach them with interventions. Identifying mothers at risk is beneficial at all time points, whether prior to pregnancy, during pregnancy, or following the birth of the child. In this review, three approaches to identifying mothers at risk are explored: using characteristics of the mother and her pregnancy, using laboratory biomarkers, and using self-report assessment of alcohol-consumption risk. At present, all approaches have serious limitations. Research is needed to improve the sensitivity and specificity of biomarkers and screening instruments, and to link them to outcomes as opposed to exposure. Universal self-report screening of all women of childbearing potential should ideally be incorporated into routine obstetric and gynecologic care, followed by brief interventions, including education and personalized feedback for all who consume alcohol, and referral to treatment as indicated. Effective biomarkers or combinations of biomarkers may be used during pregnancy and at birth to determine maternal and fetal alcohol exposure. The combination of self-report and biomarker screening may help identify a greater proportion of women at risk for having a child with FASD, allowing them to access information and treatment, and empowering them to make decisions that benefit their children. PMID:27499649

Mathematics Instruction for Middle School Students with and At-Risk for Behavioral Disorders: A Survey Study

ERIC Educational Resources Information Center

Jones, Stacey Eagan Lefort

2012-01-01

This survey study was designed to investigate mathematics instruction for middle school students with and at-risk for emotional and behavioral disorders (EBD). It sought to identify who is teaching mathematics to students with and at-risk for EBD, investigate if mathematics and special education teachers are implementing recommended curricula and…

A Study of Characteristics Profiling At-Risk Students and Influences Impacting Their Rural Environment.

ERIC Educational Resources Information Center

Reddick, Thomas L.; Peach, Larry E.

The purpose of this study was to identify characteristics of at-risk students and review certain circumstances that affect their decisions to leave or stay in school. Mail survey responses were collected from 272 students (out of a total of 300) in 15 rural Tennessee high schools. The subjects were identified by their guidance counselors as being…

Cigarette smoking and associated health risks among students at five universities

PubMed Central

Smith, Stevens S.; Heiligenstein, Eric; Brown, David; Fleming, Michael F.

2010-01-01

Introduction: While most college students and other young adults who smoke fall into the light and intermittent smoking (LITS) category, they remain at risk for tobacco dependence and other adverse health effects from their smoking. This study examines smoking patterns, tobacco dependence, and other health variables among students at five universities to better understand how to identify and address tobacco use and related risks in a college health clinic setting. Methods: A health screening survey was completed by 2,091 college and graduate student volunteers seeking routine care at their university health centers or participating in a health class. Independent health variables were analyzed descriptively and in regression analyses with three levels of smoking (none, non-daily, and daily) and tobacco dependence to determine predictors and associated risks. Results: Nearly a quarter of students reported any current smoking, 41% of whom reported smoking less than 1 cigarette/day (cpd). Of the daily smokers, 80% smoked less than 10 cpd but 45% met criteria for tobacco dependence. Any smoking was associated with high-risk alcohol use, risky driving, relational abuse, depression, less exercise, and utilization of emergency and mental health services. In regression analyses, students who experienced depression had more than double the odds of being dependent smokers (odds ratio [OR] = 2.32), as did those who reported abuse (OR = 2.07) or sought mental health counseling (OR = 2.09). Discussion: Student health providers should be alerted to the multiple risks and comorbidities that occur among all smokers, including LITS, and intervene concurrently to help prevent or mitigate adverse outcomes that result from these conditions and behaviors. PMID:20018947

Mentoring At-Risk Middle School Students to Reduce Communication Apprehension

ERIC Educational Resources Information Center

Jones, Kevin T.; Procopio, Claire H.

2017-01-01

Research has demonstrated the efficacy of mentoring at-risk students in a number of fields from physical education to math and science. While separate research has found that many at-risk students lack effective communication skills, little research has explored the potential of communication mentoring in improving at-risk students' communication…

College 101: Introducing At-Risk Students to Higher Education

ERIC Educational Resources Information Center

Hernandez, Paul

2011-01-01

Before graduate school, before his undergraduate degree, before community college, all throughout K-12, this author was considered an "at-risk" student--at risk of dropping out of school. During those early years, he took note of the things that seemed unjust and now he directs his academic work toward engaging at-risk students and…

Student Progress to Graduation in New York City High Schools. Part II: Student Achievement as "Stock" and "Flow"--Reimagining Early Warning Systems for At-Risk Students

ERIC Educational Resources Information Center

Fairchild, Susan; Carrino, Gerard; Gunton, Brad; Soderquist, Chris; Hsiao, Andrew; Donohue, Beverly; Farrell, Timothy

2012-01-01

New Visions for Public Schools has leveraged student-level data to help schools identify at-risk students, designed metrics to capture student progress toward graduation, developed data tools and reports that visualize student progress at different levels of aggregation for different audiences, and implemented real-time data systems for educators.…

Transition Supports for At-Risk Students: A Case Example

ERIC Educational Resources Information Center

Buchanan, Rohanna; Ruppert, Traci; Cariveau, Tom

2016-01-01

Middle school students with emotional and behavioral disorders are at risk for myriad negative outcomes. Transitioning between schools may increase risk for students being reintegrated into their neighborhood school. The current study seeks to inform supports for students and their families during these transitions. Students With Involved Families…

Integration: Students and Teachers at Risk?

ERIC Educational Resources Information Center

Pudlas, Kenneth A.

1993-01-01

This article argues that the Regular Education Initiative (REI) puts both special needs students and their teachers at risk. Effects of REI are examined in light of a Self-Esteem Index which explains factors integral to a sense of success by both teachers and students. Support activities, preservice and inservice education are strongly urged. (DB)

Students at Risk. Programs and Practices.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This resource guide provides information on programs that serve at risk students in the Dade County (Florida) Public Schools. For each program the following information is provided: (1) description; (2) number of schools served; (3) number of students served; and (4) budget. The following types of programs are included: (1) dropout retrieval; (2)…

Early Interventions for At-Risk Students.

ERIC Educational Resources Information Center

Huxman, Frankie; Klassen, Eydie; Koontz, Barbara; Nottingham, Cheryl; Vierthaler, Charlene

This is a report on a school-wide ethnographic study of intervention strategies for at-risk students in kindergarten through second grade. A group of 5 teachers from an elementary school of approximately 250 students in a Midwest community of about 18,000 people (2 first-grade teachers, 2 second-grade teachers, and 1 music teacher) comprised the…

Screening for Albuminuria Identifies Individuals at Increased Renal Risk

PubMed Central

van der Velde, Marije; Halbesma, Nynke; de Charro, Frank T.; Bakker, Stephan J.L.; de Zeeuw, Dick; de Jong, Paul E.; Gansevoort, Ronald T.

2009-01-01

It is unknown whether screening for albuminuria in the general population identifies individuals at increased risk for renal replacement therapy (RRT) or accelerated loss of renal function. Here, in a general population-based cohort of 40,854 individuals aged 28 to 75 yr, we collected a first morning void for measurement of urinary albumin. In a subset of 6879 individuals, we measured 24-h urinary albumin excretion and estimated GFR at baseline and during 6 yr of follow-up. Linkage with the national RRT registry identified 45 individuals who started RRT during 9 yr of follow-up. The quantity of albuminuria was associated with increased renal risk: the higher the level of albuminuria, the higher the risk of need for renal replacement therapy and the more rapid renal function decline. A urinary albumin concentration of ≥20 mg/L identified individuals who started RRT during follow-up with 58% sensitivity and 92% specificity. Of the identified individuals, 39% were previously unknown to have impaired renal function, and 50% were not being medically treated. Restricting screening to high-risk groups (e.g., known hypertension, diabetes, cardiovascular disease [CVD], older age) reduced the sensitivity of the test only marginally but failed to identify 45% of individuals with micro- and macroalbuminuria. In conclusion, individuals with elevated levels of urinary albumin are at increased risk for RRT and accelerated loss of renal function. Screening for albuminuria identifies patients at increased risk for progressive renal disease, 40 to 50% of whom were previously undiagnosed or untreated. PMID:19211710

Teacher Assistance Teams: Supporting At-Risk Students in Rural Areas. A Three Year Plan.

ERIC Educational Resources Information Center

Chalfant, James C.; And Others

Teacher Assistance Teams (TAT) can support the collaboration and empowerment of teachers, address student and schoolwide problems, provide preventive intervention for at-risk students, and identify appropriate referrals to special education. This paper describes the implementation of TAT throughout the state of Arkansas over a 3-year period.…

Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students.

PubMed

Greenwood, C R

1991-05-01

This longitudinal study investigated the effects of time spent in academic instruction and time engaged on elementary students' academic achievement gains. Three groups were compared over grades as follows: (a) an at-risk experimental group of low-socioeconomic status (SES) students for whom teachers implemented classwide peer tutoring (CWPT) beginning with the second semester of first grade continuing through Grade 3; (b) an equivalent at-risk control group; and (c) a non-risk comparison group of students of average- to high-SES. In both the control and comparison groups, teachers employed conventional instructional practices over Grades 1 through 3. Results indicated significant group differences in the time spent in academic instruction, engagement, and gains on the subtests of the Metropolitan Achievement Test that favored the experimental and comparison groups over the control group. Implications include the effectiveness of CWPT for at-risk students and the continuing vulnerability of at-risk students whose daily instructional programs provide less instructional time and foster lower levels of active academic engagement.

Predicting the At Risk Status of College Students: Males and Students with Disabilities. Final Report Presented to PAREA, Spring 2009

ERIC Educational Resources Information Center

Jorgensen, Shirley; Fichten, Catherine; Havel, Alice

2009-01-01

The main aim of this study was to gain a better understanding of why students abandon their studies, or perform less well than expected given their high school grades, and to develop predictive models that can help identify those students most at-risk at the time they enter college. This will allow teachers and those responsible for student…

Effective Schoolwide Screening to Identify Students at Risk for Social and Behavioral Problems

ERIC Educational Resources Information Center

Walker, Bridget A.

2010-01-01

Many schools are developing a continuum of services and supports for students who may be struggling in school, whether through a response to intervention (RTI) model or a schoolwide positive behavior supports (SWPBS) model. Study results suggest that schools will not be effective if they focus solely on identifying and responding to student…

Comparative Study of School Leaders Use of Learning Consultants to Support At-Risk Students

ERIC Educational Resources Information Center

Forester, GinaMarie

2013-01-01

The education system continues to change and the needs of the 21st century learner are increasing. More students are being identified as at-risk. Statistics in New Jersey demonstrate trends that indicate the number of students being classified for special education is rising. Supervisors in schools need to develop and support programs to provide…

At-Risk Students and Thinking: Perspectives from Research.

ERIC Educational Resources Information Center

Presseisen, Barbara Z., Ed.

This collection of research reports explores teaching cognitive skills to at-risk students. Focus includes the following: (1) broad issues guiding the research; (2) historical perspective; (3) student characteristics; (4) student needs; (5) research on teaching thinking and problem solving; (6) teacher training; and (7) instructional and…

Learning Analytics at Low Cost: At-Risk Student Prediction with Clicker Data and Systematic Proactive Interventions

ERIC Educational Resources Information Center

Choi, Samuel P. M.; Lam, S. S.; Li, Kam Cheong; Wong, Billy T. M.

2018-01-01

While learning analytics (LA) practices have been shown to be practical and effective, most of them require a huge amount of data and effort. This paper reports a case study which demonstrates the feasibility of practising LA at a low cost for instructors to identify at-risk students in an undergraduate business quantitative methods course.…

Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty

ERIC Educational Resources Information Center

Oslund, Eric L.; Hagan-Burke, Shanna; Simmons, Deborah C.; Clemens, Nathan H.; Simmons, Leslie E.; Taylor, Aaron B.; Kwok, Oi-man; Coyne, Michael D.

2017-01-01

This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive…

Understanding At-Risk Korean American Youth

ERIC Educational Resources Information Center

Suh, Suhyun; Satcher, Jamie

2005-01-01

Researchers have identified characteristics that place students at risk for school dropout, as well as characteristics specific to Asian American students that influence school maladjustment. Although the Korean American population is growing, little research has been conducted specific to Korean American students who may be at risk for dropping…

Admitting At-Risk Students into Principal Preparation Programs: Is It Worth the Risk?

ERIC Educational Resources Information Center

Malone, Bobby G.; Nelson, Jacquelyn S.; Nelson, C. Van

This study investigated the situations of at-risk students considered for becoming principals, examining whether it was worth the risk of admitting them into principal preparation programs. Students had undergraduate grade point averages (UGPAs) of at least 2.85 over the last 2 years of the undergraduate program. If they did not meet GPA…

Identifying Qualified Underrepresented-Minority Students Who Otherwise Appear to Be at Academic Risk.

ERIC Educational Resources Information Center

Van Winkle, Lon J.; Perhac, Peter A.

1996-01-01

Sixteen premedical students from underrepresented minority groups participated in a six-week, six-course program at the Chicago College of Osteopathic Medicine (Illinois). Academic performance before and during program participation was compared for students subsequently offered or denied admission. Accepted and denied students could be…

First Year Experience for At-Risk College Students

ERIC Educational Resources Information Center

Connolly, Sara; Flynn, Ellen E.; Jemmott, Jill; Oestreicher, Edina

2017-01-01

In this study, we explored whether a uniquely designed First Year Experience (FYE) class for newly admitted at-risk college students would increase academic success; help students avoid academic probation; and increase retention for the following semester. Participants included 40 students (75% African Americans, 20% Hispanic Americans, and 5%…

The Effect of Personal and School-Wide Goals on Deep Processing Strategies of At-Risk, Not At-Risk and Special Education Students.

ERIC Educational Resources Information Center

Anderman, Eric M.

Middle school students (N=712) were surveyed about their achievement goals and cognitive processing strategies. Results suggest that academically at-risk students use deep strategies less and are less learning focused than not at-risk and special education students. Special education and at-risk students tended to be more ability-focused than not…

Financially At-Risk College Students: An Exploratory Investigation of Student Loan Debt and Prioritization of Debt Repayment

ERIC Educational Resources Information Center

Pinto, Mary Beth; Mansfield, Phylis M.

2006-01-01

College students today face heavy student loan debt that is intensified by the amount of credit card debt they carry. This study provides a profile of financially at-risk students based on their credit card usage behavior. When compared to the non-financially at-risk students, those in the financially at-risk group were found to have higher…

Towards a Typology of At-Risk Students: A Case Study in Singapore

ERIC Educational Resources Information Center

Dobele, Angela R.; Kopanidis, Foula; Gangemi, Michael; Thomas, Stuart; Janssen, Rabea; Blasche, Rose E.

2012-01-01

The purpose of this study is to examine at-risk students and the reasons they give to explain their poor academic performance, with a view to developing a typology of at-risk students. A case study methodology was used to investigate the total population of at-risk students for Semester 2, 2008 studying at the Singapore campus of an…

The Comprehensive, Powerful, Academic Database (CPAD): An Evaluative Study of a Predictive Tool Designed for Elementary School Personnel in Identifying At-Risk Students through Progress, Curriculum, and Performance Monitoring

ERIC Educational Resources Information Center

Chavez-Gibson, Sarah

2013-01-01

The purpose of this study is to exam in-depth, the Comprehensive, Powerful, Academic Database (CPAD), a data decision-making tool that determines and identifies students at-risk of dropping out of school, and how the CPAD assists administrators and teachers at an elementary campus to monitor progress, curriculum, and performance to improve student…

Increasing Achievement of At-Risk Students through the Use of Metacognitive Strategies.

ERIC Educational Resources Information Center

Lidgus, Cathy; Vassos, Sophia

A metacognition instructional strategy was employed to increase class participation and motivation in 21 seventh grade "at-risk" students at 2 schools in the context of the national problem of meeting the needs of "at-risk" students. A survey of the students' content area teachers and of the students themselves found evidence of the students'…

Using Latent Class Analysis to Identify Academic and Behavioral Risk Status in Elementary Students

ERIC Educational Resources Information Center

King, Kathleen R.; Lembke, Erica S.; Reinke, Wendy M.

2016-01-01

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…

Learning How to Learn: A Student Success Course for at Risk Students

ERIC Educational Resources Information Center

Bowering, Elizabeth R.; Mills, Joanne; Merritt, Allison

2017-01-01

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement, and…

Art Therapy Programs with At-Risk Students in Public Schools

ERIC Educational Resources Information Center

Varallo, Patrick A.

2012-01-01

Educating and meeting the multiple needs of students at risk of low academic achievement has been a growing concern for public schools in the United States. Many at-risk students require alternative school-based interventions. This study examined the operation, premise, and objectives of art therapy integrated in 14 school districts across the…

At-Risk Students. Consider Integrated Strategies.

ERIC Educational Resources Information Center

Altieri, Dino

1991-01-01

Early intervention, substantial parent involvement, effective instruction, and staff development that empowers teachers can improve the achievement of at-risk students. The task is to combine each of these components into a coherent whole by coordinating the efforts of the school, the family, and the community into a comprehensive set of…

Education Reform and Students At Risk. Volume I: Findings and Recommendations. Studies of Education Reform.

ERIC Educational Resources Information Center

Rossi, Robert J.; Stringfield, Samuel C.

Despite the widespread attention given to education reform, no substantial knowledge base has existed for identifying and implementing specific effective reforms. This document, the first of three volumes, presents findings of a study that sought to identify the essential mechanics of effective reforms for students at risk. The study also…

Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O.

2016-01-01

Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific…

A Preliminary Investigation Examining the Use of Minor Discipline Referral Data to Identify Students at Risk for Behavioral Difficulties: Observations within Systems of Schoolwide Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Cavanaugh, Brian

2016-01-01

Within multitiered behavioral frameworks such as schoolwide positive behavior interventions and supports (SWPBIS), it is recommended that schools use multiple sources of data to identify students at risk who may benefit from additional intervention. To date, much of the research in this area has focused on examining either systematic screening…

Integrating Fine Arts Instruction with At Risk Students.

ERIC Educational Resources Information Center

Brieger, Charles; Kendall-Dudley, Lori; Sarmiento, Patty

This report details a program design for improving fine arts instruction among at-risk students. The participants were in a second and third grade bilingual class and a first-through third-grade learning disabled and behavior disordered class in an at-risk elementary school along with a heterogeneous fourth-grade class in a neighboring Midwest…

Achieving Success with More Students: Addressing the Problem of Students At Risk, K-12.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

This resource book was developed to provide information that state and local leaders can use to stimulate discussion of the problem of students at risk and support the planning of initiatives that address the problem. An overview defines students at risk, summarizes the content of the book, and lists recent reports and publications on the problem…

Initial and Over-Time Effects of Fluency Interventions for Students with or at Risk for Disabilities

ERIC Educational Resources Information Center

Morgan, Paul L.; Sideridis, Georgios; Hua, Youjia

2012-01-01

The authors sought to (a) identify interventions that immediately increased the oral reading fluency of students with or at risk for disabilities, (b) estimate to what extent these gains maintained over time, and (c) evaluate whether particular characteristics of students (e.g., gender, disability status) predicted their response to fluency…

Major Software Vendor Puts Students on Many Campuses at Risk of Identity Theft

ERIC Educational Resources Information Center

Foster, Andrea

2008-01-01

At least 18 colleges are scrambling to inform tens of thousands of students that they are at risk of having their identities stolen after SunGard, a leading software vendor, reported that a laptop owned by one of its consultants was stolen. The extent of the problem is still unknown, though many of the campuses that have been identified are in…

Can They Succeed? Exploring At-Risk Students' Study Habits in College General Chemistry

ERIC Educational Resources Information Center

Ye, Li; Shuniak, Constantine; Oueini, Razanne; Robert, Jenay; Lewis, Scott

2016-01-01

A well-established literature base identifies a portion of students enrolled in post-secondary General Chemistry as at-risk of failing the course based on incoming metrics. Learning about the experiences and factors that lead to this higher failure rate is essential toward improving retention in this course. This study examines the relationship…

Students at Risk: The Teachers' Call to Action!

ERIC Educational Resources Information Center

Bonilla, Carlos A., Ed.; Goss, Joyce, Ed.

Written by a team of graduate student teachers, this collection of papers focuses on the challenges of teaching at-risk students and the development of successful classroom strategies. The first chapter, "Kids in Need: The Teachers' Perspective," addresses Hispanic children in poverty, the effects of poverty on academic achievement, and…

Identifying nursing home residents at risk for falling.

PubMed

Kiely, D K; Kiel, D P; Burrows, A B; Lipsitz, L A

1998-05-01

To develop a fall risk model that can be used to identify prospectively nursing home residents at risk for falling. The secondary objective was to determine whether the nursing home environment independently influenced the development of falls. A prospective study involving 1 year of follow-up. Two hundred seventy-two nursing homes in the state of Washington. A total of 18,855 residents who had a baseline assessment in 1991 and a follow-up assessment within the subsequent year. Baseline Minimum Data Set items that could be potential risk factors for falling were considered as independent variables. The dependent variable was whether the resident fell as reported at the follow-up assessment. We estimated the extrinsic risk attributable to particular nursing home environments by calculating the annual fall rate in each nursing home and grouping them into tertiles of fall risk according to these rates. Factors associated independently with falling were fall history, wandering behavior, use of a cane or walker, deterioration of activities of daily living performance, age greater than 87 years, unsteady gait, transfer independence, wheelchair independence, and male gender. Nursing home residents with a fall history were more than three times as likely to fall during the follow-up period than residents without a fall history. Residents in homes with the highest tertile of fall rates were more than twice as likely to fall compared with residents of homes in the lowest tertile, independent of resident-specific risk factors. Fall history was identified as the strongest risk factor associated with subsequent falls and accounted for the vast majority of the predictive strength of the model. We recommend that fall history be used as an initial screener for determining eligibility for fall intervention efforts. Studies are needed to determine the facility characteristics that contribute to fall risk, independent of resident-specific risk factors.

The Synergy Program: Reframing Critical Reading and Writing for At-Risk Students

ERIC Educational Resources Information Center

Heaney, April

2006-01-01

In this description of a learning community for "at-risk" and basic writing students at the University of Wyoming, I outline the reasons our students resist academic writing prior to their entry into college--reasons largely unrelated to typical perceptions of at-risk students as "lazy" or intellectually less capable. For…

A Bridge over Troubled Water: Rural Education and the At-Risk Student.

ERIC Educational Resources Information Center

Dorrell, Larry D.

America's educators have the ability and the responsibility to help at-risk students learn that they can succeed and that they must make the most of life. Educators should provide a caring environment, encourage students to take risks, and provide support when risk taking is not always successful. Rural students, like urban and suburban students,…

The Effect of Cooperative Gaming Techniques on Teacher Confidence toward At-Risk Students.

ERIC Educational Resources Information Center

Barrington, Kyle D.

1995-01-01

Three groups of secondary school teachers received different types of training with regard to teaching at-risk students. Teachers who learned techniques of experiential cooperative gaming for use with at-risk students demonstrated an increase in self-confidence in dealing with at-risk students, while teachers who received only information…

The At-Risk Student's Journey with Online Course Credit: Looking at Perceptions of Care

ERIC Educational Resources Information Center

Barnett, Karis K.

2016-01-01

Studies addressing at-risk students' perceptions of valuable caring relationships within their unique online environment are rare. While the phrase at-risk has a variety of meanings, this study examined the term pertaining to students who were labeled due to endangerment of not graduating from high school based on their life circumstances. Through…

Let's Prepare--Not Repair--Our At Risk Students.

ERIC Educational Resources Information Center

Merrell, Jean Groves

Project Earlybird assists at-risk students to anticipate the upcoming classwork and be ready for the lessons when the teacher presents them. The project is a before/after school program in which elementary students in grades 2 through 5 are given extra help with reading, mainly using computers. Elements of the program include: (1) raising…

Making Schools More Responsive to At-Risk Students. ERIC/CUE Digest No. 60.

ERIC Educational Resources Information Center

Pallas, Aaron M.

Current approaches to educating at-risk students are the result of several shifts in thinking over the last 35 years, and a new way of defining at-risk students is needed to permit changes in school policy and practice to meet these students' needs. Cultural deprivation was originally considered the single cause of at-risk status. Subsequently,…

Schools and Students At Risk. Context and Framework for Positive Change.

ERIC Educational Resources Information Center

Rossi, Robert J., Ed.

This book presents essays from educational reformers who examine efforts aimed at students at risk for failure in U.S. schools. It is divided into four parts. Part 1 considers the factors that place children at risk for educational failure. Part 2 describes the dangers for students of a system that fails to recognize and appreciate their…

Utah's Transition Guidelines for Students at Risk and Students with Mild/Moderate Handicaps.

ERIC Educational Resources Information Center

Utah State Board of Education, Salt Lake City.

These transition guidelines are designed to give Utah school districts direction in planning transition programs for Utah students at risk and/or students with disabilities. The guidelines present best practices in planning to assist these special needs students from school to life in their communities. The five-step process includes planning,…

Academically at-risk students' perceptions of a constructivist high school biology pedagogy

NASA Astrophysics Data System (ADS)

Sweeney, Heidi

Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created to address the needs of at-risk students in a heterogeneous ability classroom. There is a gap in current research on students' perceptions of their learning experiences; consequently, the purpose of this phenomenological study was to obtain at-risk students' perceptions of a constructivist-based curriculum and to clarify what aspects of the Living Environment course assisted in their success. Eight academically at-risk students who successfully passed the Living Environment course were surveyed to seek their perceptions of the curricular and pedagogical change. These data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. The students stated a preference for group work and active engagement. They also found that the binder system introduced in the course kept them better organized and helped them increase academic performance. Students perceived that effort was required but was rewarding. Findings derived from this study may contribute to social change by assisting teachers in tailoring curriculum and pedagogical decisions. This study provided a voice for the academically at-risk student and, in doing so, may contribute to social change by providing insight to teachers and administrators that can help students succeed academically, increase graduation rates, and enhance employment opportunities.

[Adolescence at risk: a health survey among pre-university students].

PubMed

López González, M L; Nájera Morrondo, P; López Nomdedeu, C; Secall Mellén, L; Valle Gómez, M O; Cueto Espinar, A

1992-01-01

The present study investigates the level of health education in a representative sample of 804 pre-university Asturian students, randomly selected from the official list of the Ministry of Education and Science. We used a questionnaire (designed by us) in order to measure the knowledge, attitudes and behaviour related to some of the most important health determining factors. The survey was carried out by interviewing small groups of students in the classroom situation. Although it was found that the majority perceived themselves as healthy or very healthy, these young people are widely exposed to risk factors: 12% have suffered from more than 25 episodes of drunkenness during the previous year; 43.53% smoked to some extent and only 3.86% identified the days of maximum risk of pregnancy in a supposed menstrual cycle, although 31% maintained sexual relationships. Theoretically, 92% selected health as the most important factor among the three most fundamental values for life. They also think that illegal drugs are the most important health problem at present for young people. There is a contradiction between the high theoretical importance given to health, the good self-qualification of it, and the observed presence of important risk factors. A certain failure of the educational system with respect to primary prevention can be claimed.

The Use of a Reading Intervention Program with Students at Risk of Reading Failure

ERIC Educational Resources Information Center

Browning, Angela Dixon

2010-01-01

A gap remains in the literature addressing reading intervention programs that have been successful for students identified as at risk of reading failure in grades kindergarten through second. The purpose of this qualitative case study was to explore how the Scott Foresman Early Reading Intervention Program supported the improvement of literacy…

Incidence of neonatal hypoglycemia in babies identified as at risk.

PubMed

Harris, Deborah L; Weston, Philip J; Harding, Jane E

2012-11-01

Routine blood glucose screening is recommended for babies at risk of neonatal hypoglycemia. However, the incidence of hypoglycemia in those screened is not well described. We sought to determine the incidence of hypoglycemia in babies identified as being at risk, and also to determine differences in incidence between at risk groups. Infants (n = 514) were recruited who were born in a tertiary hospital, ≥35 weeks gestation and identified as at risk of hypoglycemia (small, large, infant of a diabetic, late-preterm, and other). Blood glucose screening used a standard protocol and a glucose oxidase method of glucose measurement in the first 48 hours after birth. One-half of the babies (260/514, 51%) became hypoglycemic (<2.6 mM), 97 (19%) had severe hypoglycemia (≤2.0 mM), and 98 (19%) had more than 1 episode. The mean duration of an episode was 1.4 hours. Most episodes (315/390, 81%) occurred in the first 24 hours. The median number of blood glucose measurements for each baby was 9 (range 1-22). The incidence and timing of hypoglycemia was similar in all at risk groups, but babies with a total of 3 risk factors were more likely to have severe hypoglycemia. Hypoglycemia is common amongst babies recommended for routine blood glucose screening. We found no evidence that screening protocols should differ in different at risk groups, but multiple risk factors may increase severity. The significance of these hypoglycemic episodes for long-term outcome remains undetermined. Copyright © 2012 Mosby, Inc. All rights reserved.

Selecting Students at Risk of Academic Difficulties

ERIC Educational Resources Information Center

Cummings, Kelli D.; Smolkowski, Keith

2015-01-01

This paper aims to translate for practitioners the principles and methods for evaluating screening measures in education, including benchmark goals and cut points, from our technical manuscript "Evaluation of Diagnostic Systems: The Selection of Students at Risk of Academic Difficulties" (this issue). We offer a brief description of…

Identifying at-risk profiles and protective factors for problem gambling: A longitudinal study across adolescence and early adulthood.

PubMed

Allami, Youssef; Vitaro, Frank; Brendgen, Mara; Carbonneau, René; Tremblay, Richard E

2018-05-01

Past studies have identified various risk and protective factors for problem gambling (PG). However, no study has examined the interplay between these factors using a combination of person-centered and variable-centered approaches embedded within a longitudinal design. The present study aimed to (a) identify distinct profiles in early adolescence based on a set of risk factors commonly associated with PG (impulsivity, depression, anxiety, drug-alcohol use, aggressiveness, and antisociality), (b) explore the difference in reported gambling problems between these profiles during midadolescence and early adulthood, and (c) identify family- and peer-related variables that could operate as protective or compensatory factors in this context. Two samples were used: (a) a population sample (N = 1,033) living in low socioeconomic-status neighborhoods and (b) a population sample (N = 3,017) representative of students attending Quebec schools. Latent profile analyses were conducted to identify at-risk profiles based on individual risk factors measured at age 12 years. Negative binomial regression models were estimated to compare profiles in terms of their reported gambling problems at ages 16 and 23. Finally, family- and peer-related variables measured at age 14 were included to test their protective or compensatory role with respect to the link between at-risk profiles and gambling problems. Four profiles were identified: well-adjusted, internalizing, externalizing, and comorbid. Compared to the well-adjusted profile, the externalizing and comorbid profiles reported more gambling problems at ages 16 and 23, but the internalizing profile did not differ significantly. Various protective and compensatory factors emerged for each profile at both time points. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Guidelines for Serving At-Risk Students. A Publication to Assist School Districts in the Development of Local Plans Required by the Iowa Standard for At-Risk Students

ERIC Educational Resources Information Center

Iowa Department of Education, 2007

2007-01-01

This guide presents the Iowa standard for developing a plan to provide at risk students with the additional help they need to succeed. The standard requires a linkage of local, state, and federal resources within each local education agency. The guide is divided into five sections: (I) Introduction; (II) Provisions for At-Risk Students--The Iowa…

The Video Toaster Meets Science + English + At-Risk Students.

ERIC Educational Resources Information Center

Perryess, Charlie

1992-01-01

Describes an experimental Science-English class for at-risk students which was team taught and used technology--particularly a Video Toaster (a videotape editing machine)--as a motivator. Discusses procedures for turning videotape taken on field trips into three- to five-minute student productions on California's water crisis. (SR)

Empowering At-Risk Students: Storytelling as a Pedagogical Tool.

ERIC Educational Resources Information Center

Burk, Nanci M.

Due to the fact that college classrooms are increasingly culturally diverse, the challenge for instructors is to foster a learning environment in which students gain a more focused sense of identity and achieve academic success. Through the use of stories in the communication classroom, at-risk students from diverse backgrounds can recognize the…

Proactive Approaches to Improving Outcomes for At-Risk Students.

ERIC Educational Resources Information Center

Freeman, G.; Gum, M.; Blackbourn, J. M.

This paper outlines two approaches for improving outcomes for students at risk for academic failure. Both take a systemic approach to the problem by focusing on how specific circumstances create a reality of failure for many students. One school analyzed factors related to retention/promotion decisions and determined that four factors directly…

A Program for At-Risk High School Students Informed by Evolutionary Science

PubMed Central

Wilson, David Sloan; Kauffman, Richard A.; Purdy, Miriam S.

2011-01-01

Improving the academic performance of at-risk high school students has proven difficult, often calling for an extended day, extended school year, and other expensive measures. Here we report the results of a program for at-risk 9th and 10th graders in Binghamton, New York, called the Regents Academy that takes place during the normal school day and year. The design of the program is informed by the evolutionary dynamics of cooperation and learning, in general and for our species as a unique product of biocultural evolution. Not only did the Regents Academy students outperform their comparison group in a randomized control design, but they performed on a par with the average high school student in Binghamton on state-mandated exams. All students can benefit from the social environment provided for at-risk students at the Regents Academy, which is within the reach of most public school districts. PMID:22114703

Exploring Students at Risk for Reading Comprehension Difficulties in South Korea: The RTI Approach Applying Latent Class Growth Analysis

ERIC Educational Resources Information Center

Kim, Dongil; Kim, Woori; Koh, Hyejung; Lee, Jaeho; Shin, Jaehyun; Kim, Heeju

2014-01-01

The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1-3 in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was…

Predictors of Graduation of Readmitted "At Risk" College Students

ERIC Educational Resources Information Center

Berkovitz, Roslyn A.; O'Quin, Karen

2007-01-01

We conducted an archival study of at-risk students who had "stopped out" of college for many reasons (academic dismissal, financial problems, personal problems, etc.) and who later were accepted to return to school. Approximately 27% of the accepted students chose not to return. Those who returned had higher grade point averages, had completed…

Can subsyndromal manifestations of major depression be identified in children at risk?

PubMed

Uchida, M; Fitzgerald, M; Lin, K; Carrellas, N; Woodworth, H; Biederman, J

2017-02-01

Children of parents with major depression are at significantly increased risk for developing major depression themselves; however, not all children at genetic risk will develop major depressive disorder (MDD). We investigated the utility of subsyndromal scores on the Child Behavior Checklist (CBCL) Anxiety/Depression scale in identifying children at the highest risk for pediatric MDD from among the pool of children of parents with MDD or bipolar disorder. The sample was derived from two previously conducted longitudinal case-control family studies of psychiatrically and pediatrically referred youth and their families. For this study, probands were stratified based on the presence or absence of a parental mood disorder. Subsyndromal scores on the CBCL Anxiety/Depression scale significantly separated the children at high risk for pediatric MDD from those at low risk in a variety of functional areas, including social and academic functioning. Additionally, children at genetic risk without elevated CBCL Anxiety/Depression scale scores were largely indistinguishable from controls. These results suggest that the CBCL Anxiety/Depression scale can help identify children at highest risk for pediatric MDD. If implemented clinically, this scale would cost-effectively screen children and identify those most in need of early intervention resources to impede the progression of depression. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability.

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Prentice, Karin

2004-01-01

This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, TerraNova scores were used to categorize students as at risk for both reading and mathematics disability (MDR/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms.

The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

ERIC Educational Resources Information Center

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C.

2014-01-01

For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…

Identifying Academic & Social Risk Factors of Baccalaureate Nursing Students Using the College Persistence Questionnaire

ERIC Educational Resources Information Center

Betts, Kelly J.; Shirley, Janet A.; Kennedy, Robert

2017-01-01

Background: Student success in a baccalaureate nursing program is of utmost importance at a southern College of Nursing (CON).CON faculty wanted to understand better what academic/ social risk factors attributed to attrition in the first year of the nursing program. The purpose of this study was to determine academic and social risk factors…

Improving College Enrollment of At-Risk Students at the School Level

ERIC Educational Resources Information Center

Goodwin, Ryan N.; Li, Wei; Broda, Michael; L. Johnson, Heather; Schneider, Barbara

2016-01-01

Many federal, state, and local education policy priorities are aimed at preparing high school students, especially those at risk, to be college- and career-ready when they graduate from high school. A number of programs across different institutional entities have been initiated to achieve these goals, encompassing individual partnerships with…

Identifying Students "At Risk" of Withdrawal Using ROC Analysis of Attendance Data

ERIC Educational Resources Information Center

McCluckie, Barry

2014-01-01

Student retention has become increasingly important as student numbers continue to rise. Early identification of those students who are disengaging from their course is crucial if steps are to be taken to turn this around. Attendance data from the compulsory aspects of courses were gathered on a centrally held database during teaching week six of…

Virtual Schooling through the Eyes of an At-Risk Student: A Case Study

ERIC Educational Resources Information Center

Barbour, Michael K.; Siko, Jason P.

2012-01-01

While much of the growth in the popularity of virtual schooling has involved at-risk students, little research exists on the experiences of these students in this largely independent setting. This paper describes a case study of an at-risk student in a rural school in the province of Newfoundland and Labrador who was enrolled in an online course…

The Impacts of Intrusive Advising on the Persistence of First-Year Science, Technology, and Mathematics Students Identified Using a Risk Prediction Instrument

ERIC Educational Resources Information Center

Campbell, Matthew A.

2013-01-01

Set in a large, urban, public university, this study explores the use of an institutionally specific risk instrument developed to identify students who had a high risk of attrition and the effectiveness of subsequent interventions deployed through advising. Though implemented throughout the institution, this study identified control and treatment…

Designing and Executing Instructional Strategies for Improving the Self-Esteem of Secondary At-Risk Students.

ERIC Educational Resources Information Center

Moore, Johnny

Improving at-risk students' low self-esteem, changing the negative feeling that at-risk students have about themselves, and helping at-risk students to become empowered to do something about their poor achievement in school were the major undertaking of this project. A formalized self-esteem assessment tool, the Coopersmith Self Esteem Inventory,…

Learning to Appreciate At-Risk Students: Challenging the Beliefs and Attitudes of Teachers and Administrators

ERIC Educational Resources Information Center

Calabrese, Raymond L.; Hummel, Crystal; San Martin, Teresa

2007-01-01

Purpose: The purpose of this paper is to examine the issue of at-risk students in a rural district in Midwestern USA. Design/methodology/approach: This field-based research study used a qualitative embedded case study of a middle and high school informed by an appreciative inquiry theoretical research perspective to identify a positive core of…

Identifying children at risk for type 2 diabetes in underserved communities.

PubMed

Vivian, Eva M; Carrel, Aaron L; Becker, Tara

2011-01-01

The purpose of this study was to identify and assess health behaviors among ethnic minority children at high risk for type 2 diabetes. Diabetes screenings were conducted at community centers, churches, and local neighborhood health fairs in Madison, Wisconsin. During these events, diabetes risk assessment surveys were given to parents of children between the ages of 10 to 19 years. Parents who identified their children as having 2 or more risk factors for type 2 diabetes were invited to have their child screened for type 2 diabetes. A total of 86 children between the ages of 10 to 19 years (mean age = 13; 58% male) were screened for diabetes. Fifty-one percent of the children were overweight or obese with 38% having >3 risk factors for type 2 diabetes. While there was no significant difference in the nutritional habits reported between normal, overweight, or obese children, fewer overweight and obese children reported exercising at least 30 minutes 5 to 7 days a week compared to children with a normal weight (P = .033). Prevention of diabetes is a powerful public health intervention. Targeted diabetes screening in disadvantaged, underserved communities is an effective way to identify families with children at risk for type 2 diabetes. In addition, information obtained from these screenings can assist researchers and clinicians in designing accessible and affordable health promotion interventions that are culturally relevant to the youth and families within the community.

Relationship between retention and peer tutoring for at-risk students.

PubMed

Higgins, Bonnie

2004-07-01

Although state governing bodies and community agencies have requested increased enrollment in nursing programs, this would be futile without curtailment of the student attrition rate. This article describes the use of a peer-tutoring program to increase retention of students at risk of failing a medical-surgical nursing course.

Predicting Student Loan Default for the University of Texas at Austin

ERIC Educational Resources Information Center

Herr, Elizabeth; Burt, Larry

2005-01-01

During spring 2001, Noel-Levitz created a student loan default model for the University of Texas at Austin (UT Austin). The goal of this project was to identify students most likely to default, to identify as risk elements those characteristics that contributed to student loan default, and to use these risk elements to plan and implement targeted,…

Advising Financially At-Risk Students: Detecting and Addressing Premature Affluence

ERIC Educational Resources Information Center

Shaffer, Leigh S.

2014-01-01

Academic advisors likely will encounter financially at-risk (FAR) students who jeopardize their chances of completing a college education and compromise their economic futures by accruing burdensome debt. Students may use loans and credit cards to pay for the necessities of a college education, but many also generate personal debt by financing…

Alternative tobacco use among college students: who is at highest risk?

PubMed

Enofe, Nosayaba; Berg, Carla J; Nehl, Eric J

2014-03-01

To examines smoking status, substance use, sociodemographics, and psychosocial characteristics in relation to alternative tobacco use among college students. Current tobacco use (cigarettes, cigar-like products, hookah, chew, snus) and correlates (sociodemographics, sensation-seeking, attitudes toward tobacco and smokers, social factors) were assessed among students aged 18-25 at 6 Southeastern US colleges using an online survey. Those who were younger, male, black, cigarette and marijuana users, and demonstrating at-risk psychosocial factors were at increased risk of alternative tobacco product use (p < .001). Among current smokers, never daily nondaily smokers were 3 times as likely as former daily non-daily smokers and daily smokers to use alternative tobacco products (p < .001). Important risk factors for alternative tobacco use included important sociodemographic and psychosocial characteristics.

How Online Schools Serve and Fail to Serve At-Risk Students

ERIC Educational Resources Information Center

Figueiredo-Brown, Regina

2013-01-01

Purpose: Online schools were initially designed to provide access to diverse courses to advanced and homeschooled students, however, many online schools now market their programs specifically to students whose needs place them at-risk in traditional schools. The capacity of technology to address any of the needs of under-served students is largely…

Ohio's At-Risk Student Population: A Decade of Rising Risk

ERIC Educational Resources Information Center

Vesely, Randall S.

2013-01-01

Educators face increasing demands to raise student achievement, to improve classroom instruction, and to demonstrate accountability in an environment of high stakes testing. However, meeting these demands is challenging in the face of numerous risk factors that jeopardize the academic success of elementary and secondary students. To that end, the…

The Effects of Guided Reading Instruction on the Reading Comprehension and Reading Attitudes of Fourth-Grade At-Risk Students

ERIC Educational Resources Information Center

Bruce, Laquanda T.

2010-01-01

America's public schools have faced challenges in educating students, particularly those identified as at risk. According to the No Child Left Behind Act, nearly 70% of 4th grade students are unable to perform on a basic level on national reading tests. The research problem in this study addressed the significance of guided reading instruction,…

The Relationship between Self-Efficacy and Achievement in At-Risk High School Students

ERIC Educational Resources Information Center

Gold, Jarrett Graham

2010-01-01

The focus of this quantitative survey study was the examination of the relationship between self-efficacy and academic achievement in 164 at-risk high school students. The study used Bandura's self-efficacy as the theoretical framework. The research questions involved understanding the levels of self-efficacy in at-risk high school students and…

Identifying at-risk children at school entry: the usefulness of multibehavioral problem profiles.

PubMed

Flanagan, Kelly S; Bierman, Karen L; Kam, Chi-Ming

2003-09-01

Found that 1st-grade teacher ratings of aggressive, hyperactive-inattentive, and low levels of prosocial behaviors made unique contributions to the prediction of school outcomes (measured 2 years later) for 755 children. Person-oriented analyses compared the predictive utility of 5 screening strategies based on child problem profiles to identify children at risk for school problems. A broad screening strategy, in which children with elevations in any 1 of the 3 behavior problem dimensions were identified as "at-risk," showed lower specificity but superior sensitivity, odds ratios, and overall accuracy in the prediction of school outcomes than the other screening strategies that were more narrowly focused or were based on a total problem score. Results are discussed in terms of implications for the screening and design of preventive interventions.

Assessing Readiness for Online Education--Research Models for Identifying Students at Risk

ERIC Educational Resources Information Center

Wladis, Claire; Conway, Katherine M.; Hachey, Alyse C.

2016-01-01

This study explored the interaction between student characteristics and the online environment in predicting course performance and subsequent college persistence among students in a large urban U.S. university system. Multilevel modeling, propensity score matching, and the KHB decomposition method were used. The most consistent pattern observed…

Geographic Mapping as a Tool for Identifying Communities at High Risk for Fires.

PubMed

Fahey, Erin; Lehna, Carlee; Hanchette, Carol; Coty, Mary-Beth

2016-01-01

The purpose of this study was to evaluate whether the sample of older adults in a home fire safety (HFS) study captured participants living in the areas at highest risk for fire occurrence. The secondary aim was to identify high risk areas to focus future HFS interventions. Geographic information systems software was used to identify census tracts where study participants resided. Census data for these tracts were compared with participant data based on seven risk factors (ie, age greater than 65 years, nonwhite race, below high school education, low socioeconomic status, rented housing, year home built, home value) previously identified in a fire risk model. The distribution of participants and census tracts among risk categories determined how well higher risk census tracts were sampled. Of the 46 census tracts where the HFS intervention was implemented, 78% (n = 36) were identified as high or severe risk according to the fire risk model. Study participants' means for median annual family income (P < .0001) and median home value (P < .0001) were significantly lower than the census tract means (n = 46), indicating participants were at higher risk of fire occurrence. Of the 92 census tracts identified as high or severe risk in the entire county, the study intervention was implemented in 39% (n = 36), indicating 56 census tracts as potential areas for future HFS interventions. The Geographic information system-based fire risk model is an underutilized but important tool for practice that allows community agencies to develop, plan, and evaluate their outreach efforts and ensure the most effective use of scarce resources.

Suicide Risk Among College Student. The Intersection of Sexual Orientation and Race.

PubMed

Shadick, Richard; Backus Dagirmanjian, Faedra; Barbot, Baptiste

2015-01-01

Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

Gifted and At Risk: Navigating the Challenges of Life

ERIC Educational Resources Information Center

Castellano, Jaime A.

2007-01-01

In the field of gifted education, those identified as at risk may include student groups who have been historically underrepresented--among them those who are poor, minority, and/or culturally and linguistically diverse. Typically, the most at risk students are considered those in poverty. Living in poverty often limits equity, access, and…

At-Risk Students: Who Are They and What Helps Them Succeed? Research Brief #17.

ERIC Educational Resources Information Center

Westfall, Amy; Pisapia, John

The purpose of this research brief is to summarize the literature on research conducted with at-risk students. Emerging from the research are three central groups of factors that are characteristic of at-risk students: (1) social and family background; (2) personal problems; and (3) school factors. In spite of the presence of several risk factors,…

Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

NASA Astrophysics Data System (ADS)

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-08-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

A School/Curricular Intervention Martial Arts Program for At-Risk Students.

ERIC Educational Resources Information Center

Glanz, Jeffrey

Statistics clearly demonstrate the need to assist students who may drop out of school or who may graduate with inadequate academic, social, and emotional skills. This paper describes efforts at one elementary school to address some of the needs of at-risk students. The program revolves around a structured martial arts class designed to develop…

Drama for At-Risk Students: A Strategy for Improving Academic and Social Skills among Public Middle School Students

ERIC Educational Resources Information Center

Schiller, Juliet

2008-01-01

The use of drama to teach social skills to public middle school students labeled at-risk is powerfully effective. Drama is a universal form of human expression found in cultures all over the world and throughout history. For students at-risk of poor educational outcomes, drama is effective for teaching social, emotional, and physical development.…

Identifying and reducing risk factors related to trainee-client sexual misconduct.

PubMed

Hamilton, J C; Spruill, J

1999-06-01

Sexual misconduct involving therapists-in-training and their clients is addressed. Personal and situational factors that may constitute risk factors for the development of inappropriate sexual activity between trainees and their clients are identified. Although there may be certain characteristics that put particular students at risk for such involvement, the authors believe this risk is more strongly related to systemic, programmatic, and pedagogic characteristics of the environments in which students train. Examples include, respectively, the decline of concern over transference and countertransference, failure to include education about client-therapist sexual attraction and the consequences of sexual misconduct in graduate psychology curricula, and the reluctance of supervisors to deal straightforwardly with trainees' sexual feelings. Suggestions for reducing risks for client-therapist sexual misconduct are directed toward these situational factors.

An Educational System to Help Students Assess Website Features and Identify High-Risk Websites

ERIC Educational Resources Information Center

Kajiyama, Tomoko; Echizen, Isao

2015-01-01

Purpose: The purpose of this paper is to propose an effective educational system to help students assess Web site risk by providing an environment in which students can better understand a Web site's features and determine the risks of accessing the Web site for themselves. Design/methodology/approach: The authors have enhanced a prototype…

The Effects of a Direct Instruction Program on the Fraction Performance of Middle School Students At-Risk for Failure in Mathematics

ERIC Educational Resources Information Center

Flores, Margaret M.; Kaylor, Maria

2007-01-01

The current exploratory study investigated the effects of a Direct Instruction program implemented with middle school students identified as at-risk for failure in mathematics. Direct Instruction has typically been implemented with students with disabilities in separate special education settings. However, this study examined the extent to which…

Possibilities for Practice: An Education of Value for At Risk Students.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

Public schools in Manitoba (Canada) are encountering an increasing number of students who are considered to be educationally at risk. This paper addresses the provision of effective services relating to at-risk youth and the prevention of early school dropouts. The paper's first section covers the circumstances and conditions associated with early…

Suicide Risk Screening in Healthcare Settings: Identifying Males and Females at Risk

PubMed Central

King, Cheryl A.; Horwitz, Adam; Czyz, Ewa; Lindsay, Rebecca

2017-01-01

Suicide is the 10th leading cause of death in the United States, accounting for more than 42,000 deaths in 2014. Although this tragedy cuts across groups defined by age, sex, race/ethnicity, and geographic location, it is striking that nearly four times as many males as females die by suicide in the U.S. We describe the current regulations and recommendations for suicide risk screening in healthcare systems and also describe the aspirational goal of “Zero Suicide,” put forth by the National Action Alliance for Suicide Prevention. We then provide information about suicide risk screening tools and steps to take when a patient screens positive for suicide risk. Given the substantially higher suicide rate among males than females, we argue that it is important to consider how we could optimize suicide risk screening strategies to identify males and females at risk. Further research is needed to accomplish this. It is recommended that we consider multi-factorial suicide risk screens that incorporate risk factors known to be particularly important for males as well computerized, adaptive screens that are tailored for the specific risk considerations of the individual patient, male or female. These strategies are not mutually exclusive. Finally, universal suicide risk screening in healthcare settings, especially primary care, specialty medical care, and emergency department settings, is recommended. PMID:28251427

Identifying Patients With Vesicovaginal Fistula at High Risk of Urinary Incontinence After Surgery

PubMed Central

Bengtson, Angela M.; Kopp, Dawn; Tang, Jennifer H.; Chipungu, Ennet; Moyo, Margaret; Wilkinson, Jeffrey

2016-01-01

Objective To develop a risk score to identify women with vesicovaginal fistula at high risk of residual urinary incontinence after surgical repair. Methods We conducted a prospective cohort study among 401 women undergoing their first vesicovaginal fistula repair at a referral fistula repair center in Lilongwe, Malawi, between September 2011 and December 2014, who returned for follow-up within 120 days of surgery. We used logistic regression to develop a risk score to identify women with high likelihood of residual urinary incontinence, defined as incontinence grade 2-5 within 120 days of vesicovaginal fistula repair, based on preoperative clinical and demographic characteristics (age, number of years with fistula, HIV status, body mass index, previous repair surgery at an outside facility, revised Goh Classification, Goh vesicovaginal fistula size, circumferential fistula, vaginal scaring, bladder size, and urethral length). The sensitivity, specificity, positive and negative predictive values of the risk score at each cut-point were assessed. Results Overall, 11 (3%) women had unsuccessful fistula closure. Of those with successful fistula closure (n=372), 85 (23%) experienced residual incontinence. A risk score cut-point of 20 had sensitivity 82% (95% CI 72%, 89%) and specificity 63% (95% CI 57%, 69%) to potentially identify women with residual incontinence. In our population, the positive predictive value for a risk score cut-point of _20 or higher was 43% (95% CI 36%, 51%) and the negative predictive value was 91% (95% CI 86%, 94%). Forty-eight percent of our study population had a risk score ≥20 and therefore, would have been identified for further intervention. Conclusions A risk score 20 or higher was associated with an increased likelihood of residual incontinence, with satisfactory sensitivity and specificity. If validated in alternative settings, the risk score could be used to refer women with high likelihood of postoperative incontinence to more

What is the perception of biological risk by undergraduate nursing students?

PubMed Central

Moreno-Arroyo, Mª Carmen; Puig-Llobet, Montserrat; Falco-Pegueroles, Anna; Lluch-Canut, Maria Teresa; García, Irma Casas; Roldán-Merino, Juan

2016-01-01

Abstract Objective: to analyze undergraduate nursing students' perception of biological risk and its relationship with their prior practical training. Method: a descriptive cross-sectional study was conducted among undergraduate nursing students enrolled in clinical practice courses in the academic year 2013-2014 at the School of Nursing at the University of Barcelona. Variables: sociodemographic variables, employment, training, clinical experience and other variables related to the assessment of perceived biological risk were collected. Both a newly developed tool and the Dimensional Assessment of Risk Perception at the worker level scale (Escala de Evaluación Dimensional del Riesgo Percibido por el Trabajador, EDRP-T) were used. Statistical analysis: descriptive and univariate analysis were used to identify differences between the perception of biological risk of the EDRP-T scale items and sociodemographic variables. Results: students without prior practical training had weaker perceptions of biological risk compared to students with prior practical training (p=0.05 and p=0.04, respectively). Weaker perceptions of biological risk were found among students with prior work experience. Conclusion: practical training and work experience influence the perception of biological risk among nursing students. PMID:27384468

Cognitive Effects of Chess Instruction on Students at Risk for Academic Failure

ERIC Educational Resources Information Center

Hong, Saahoon; Bart, William M.

2007-01-01

Cognitive effects of chess instruction on students at risk for academic failure was examined. Thirty-eight students, from three elementary schools, participated in this study. The experimental group received a ninety-minute chess lesson once per week over a three-month period; and the control group students regularly attended school activities…

Implementation of a Study Skills Program for Entering At-Risk Medical Students

ERIC Educational Resources Information Center

Miller, Cynthia J.

2014-01-01

While the first year of medical school is challenging for all students, there may be specific issues for students from rural areas, economically disadvantaged backgrounds, ethnic minorities, or nontraditional age groups. A Summer Prematriculation Program (SPP) was created to prepare entering at-risk students for the demands of medical school. For…

Creating Safe Learning Environments for At-Risk Students in Urban Schools

ERIC Educational Resources Information Center

Smith, Shonta M.

2011-01-01

This article shows that students tend to prosper in safe learning environments and that stakeholders are disturbed by the number of at-risk students that are being suspended and expelled from urban schools. The suspensions and expulsions result from repeated offenses, including disrespect and insubordination, gang fights, and possession of illegal…

Providing Classroom-Based Intervention to At-Risk Students to Support Their Academic Engagement and Interactions with Peers

ERIC Educational Resources Information Center

Ornelles, Cecily

2007-01-01

In this study, the author used a multiple baseline design to evaluate the effects of a structured intervention on the engagement and initiations of 3 children identified as at-risk for school difficulty. The intervention had two phases. During intervention (Phase 1) the students received 9 15-min instructional sessions. The intervention had 3…

At-Risk Students' Perceptions of Traditional Schools and a Solution-Focused Public Alternative School

ERIC Educational Resources Information Center

Lagana-Riordan, Christine; Aguilar, Jemel P.; Franklin, Cynthia; Streeter, Calvin L.; Kim, Johnny S.; Tripodi, Stephen J.; Hopson, Laura M.

2011-01-01

Recent trends in education have drawn attention to students at risk of school failure and dropout in the United States. Alternative schools are one method for preventing the severe and long-lasting consequences of underachievement and dropout. Few research studies have sought the opinions and perceptions of the at-risk students who attend…

Generic learning skills in academically-at-risk medical students: a development programme bridges the gap.

PubMed

Burch, Vanessa C; Sikakana, Cynthia N T; Gunston, Geney D; Shamley, Delva R; Murdoch-Eaton, Deborah

2013-08-01

Widening access to medical students from diverse educational backgrounds is a global educational mandate. The impact, on students' generic learning skills profiles, of development programmes designed for students at risk of attrition is unknown. This study investigated the impact of a 12-month Intervention Programme (IP) on the generic learning skills profile of academically-at-risk students who, after failing at the end of the first semester, completed the IP before entering the second semester of a conventional medical training programme. This prospective study surveyed medical students admitted in 2009 and 2010, on entry and on completion of first year, on their reported practice and confidence in information handling, managing own learning, technical and numeracy, computer, organisational and presentation skills. Of 414 first year students, 80 (19%) entered the IP. Levels of practice and confidence for five of the six skills categories were significantly poorer at entry for IP students compared to conventional stream students. In four categories these differences were no longer statistically significant after students had completed the IP; 62 IP students (77.5%) progressed to second year. A 12-month development programme, the IP, effectively addressed generic learning skills deficiencies present in academically-at-risk students entering medical school.

Corrective Strategies in Reading for At-Risk Community College Students.

ERIC Educational Resources Information Center

Yevoli, Carole

Focusing on corrective strategies for improving reading skills of at-risk community college students, this document reviews the history of such strategies, highlights current efforts, and assesses future needs. The first section traces the history of remedial reading programs at community colleges, beginning with small individualized sections…

An Integrated Learning System: Impact on At-Risk Students' Ninth Grade TAKS Mathematics Achievement

ERIC Educational Resources Information Center

Harris, Tina D.

2011-01-01

The purpose of this study was to determine the impact of an integrated learning system on students who were considered at-risk of academic failure on the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment. Voyager Math (VMath), an integrated learning system had been implemented to address the needs of students at-risk of…

The Impact of Literacy Intervention on Academic Performance of Third Grade At-Risk Students

ERIC Educational Resources Information Center

Williams, Vernita

2015-01-01

Third grade at-risk students in Wilson County Schools, Wilson, NC continuously perform below the state average on the North Carolina Third Grade Reading End-of-Grade test. Leaders in the Wilson County Schools school district implemented a literacy pull-out intervention program for third grade at-risk students as a strategy to improve reading…

Students in a School Environment: A Project Focused on Family Involvement of At-Risk

ERIC Educational Resources Information Center

Denney, Pat

2011-01-01

This project examined family involvement of at risk students in mid-west communities. The purpose of this project was to study the affect of family involvement on at-risk student achievement. The redefining of the perception of America has resulted in a crisis of academic performance in the traditionally slow-changing education systems. This topic…

Using Problem-Based Learning Software with At-Risk Students: A Case Study

ERIC Educational Resources Information Center

Samsonov, Pavel; Pedersen, Susan; Hill, Christine L.

2006-01-01

In an extension of research examining student-centered pedagogy, the present case study examined how at-risk students used Alien Rescue, a problem-based learning (PBL) software program for middle school science. Twenty-nine participants were observed and interviewed over the twelve class days in which they were engaged in Alien Rescue. Students'…

Identifying Children at High Risk for a Child Maltreatment Report

ERIC Educational Resources Information Center

Dubowitz, Howard; Kim, Jeongeun; Black, Maureen M.; Weisbart, Cindy; Semiatin, Joshua; Magder, Laurence S.

2011-01-01

Objective: To help professionals identify factors that place families at risk for future child maltreatment, to facilitate necessary services and to potentially help prevent abuse and neglect. Method: The data are from a prospective, longitudinal study of 332 low-income families recruited from urban pediatric primary care clinics, followed for…

Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

ERIC Educational Resources Information Center

Malone, Amelia S.; Fuchs, Lynn S.

2017-01-01

The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors, and (c) examine the effect of students' ability to explain comparing problems on the probability…

Student assistance program outcomes for students at risk for suicide.

PubMed

Biddle, Virginia Sue; Kern, John; Brent, David A; Thurkettle, Mary Ann; Puskar, Kathryn R; Sekula, L Kathleen

2014-06-01

Pennsylvania's response to adolescent suicide is its Student Assistance Program (SAP). SAP has been funded for 27 years although no statewide outcome studies using case-level data have been conducted. This study used logistic regression to examine drug-/alcohol-related behaviors and suspensions of suicidal students who participated in SAP. Of the 46 services, 10 best predicted (p<.01) that these undesirable outcomes would cease. Although no study subjects died by suicide, 42 of 374,626 referred students did die by suicide. Suicidal students who did not participate had double the rate of suicide of suicidal participants of SAP. Students referred for other reasons also killed themselves. Further work must be done to assess all referred students for suicide risk, examine educational outcomes, monitor substance-related crimes and overdoses, and examine school-related factors postmortem. Evidence from this study can be used by researchers to plan future studies and by Pennsylvania's school nurses when planning services.

Making a Difference for Students at Risk. Trends and Alternatives.

ERIC Educational Resources Information Center

Wang, Margaret C., Ed.; Reynolds, Maynard C., Ed.

Papers in this collection were commissioned for a conference entitled, "Making a Difference for Students at Risk," to serve as springboards for discussion. Discussions and recommendations from conferees were incorporated into the versions presented in this volume. The two topics that dominated discussion at the conference were: basic…

Prevalence of At-Risk Drinking among a National Sample of Medical Students

ERIC Educational Resources Information Center

Shah, Ameet Arvind; Bazargan-Hejazi, Shahrzad; Lindstrom, Richard W.; Wolf, Kenneth E.

2009-01-01

As limited research exists on medical students' substance use patterns, including over-consumption of alcohol, the objective of this study was to determine prevalence and correlates of at-risk drinking among a national sample of medical students, using a cross-sectional, anonymous, Web-based survey. A total of 2710 medical students from 36 U.S.…

HIV/STI associated risk behaviors among self-identified lesbian, gay, bisexual, and transgender college students in the United States.

PubMed

Lindley, Lisa L; Nicholson, Thomas J; Kerby, Molly B; Lu, Ning

2003-10-01

An Internet survey was conducted during the 2001-2002 academic year to examine the health risk behaviors, including HIV/STI associated behaviors, of self-identified lesbian, gay, bisexual, and transgender (LGBT) college students in the United States. A total of 450 LGBT college students completed the entire online survey. Most respondents attended a 4-year (96.9%), coeducational (98.6%), non-religiously affiliated (87.5%), public (68.6%) institution. Eighty-nine percent reported having sex with someone of the same sex and 45% had multiple (6 or more) sex partners during their lifetime. Most reported using a condom consistently during penile-vaginal (61%) and anal sex (63%). However, only 4% used a condom or other barrier consistently during oral sex and 28% used a condom or other barrier during their last sexual encounter. Injection drug use and needle-sharing behavior was low (2.1% and 1.1%, respectively). Comparisons with heterosexual college students' HIV/STI associated risk behaviors are included. Results may be useful for HIV/STI prevention programs targeting LGBT college students.

Teaching Spelling and Vocabulary to At Risk Students Utilizing the Musical/Rhythmic Intelligence.

ERIC Educational Resources Information Center

Sundberg, Robert Eric

This study examined non-traditional methods in teaching spelling and vocabulary using music and rhythm in instruction. Subjects were 4 at-risk students in a class of 29 students in a seventh-grade classroom at a middle school in Marin County, California. A musical component was added to instruction as part of the seventh-grade students' processing…

Research Review for the Study of Pacific At-Risk Factors.

ERIC Educational Resources Information Center

Kawakami, Alice

This report provides a brief review of literature on at-risk students and implications for a study being conducted by the Pacific Region Educational Laboratory (PREL). The study aims to identify factors that put students at-risk of failure within the present system of public high schools in the Pacific region. Although numerous studies present a…

Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

ERIC Educational Resources Information Center

Malone, Amelia Schneider; Fuchs, Lynn S.

2015-01-01

The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-grade students; (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors; and (c) examine the effect of students' ability to explain comparing problems on the probability of…

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

ERIC Educational Resources Information Center

Rowtho, Vikash

2017-01-01

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students…

Lived Experiences of At-Risk Adult Students Attending Historically Black Colleges and Universities: A Phenomenological Inquiry

ERIC Educational Resources Information Center

Nixon, Januwoina R.

2013-01-01

The purpose of the phenomenological inquiry was to uncover the lived experiences of at-risk adult students in historically black colleges and universities. The intent was to provide an in-depth understanding of what these at-risk students face as they enter and matriculate at college, either for the first time or as returning students. The ten…

Motivating At-Risk Students through Computer-based Cooperative Learning Activities.

ERIC Educational Resources Information Center

Gan, Siowck-Lee

1999-01-01

Malaysian at-risk students trained in information-technology skills were appointed to lead cooperative-learning groups engaged in computer-search activities. Activities were structured to incorporate individual accountability, positive interdependence and interaction, collaborative skills, and group processing. Motivation, self-confidence,…

Using ACT Subscores to Identify at Risk Students in Business Statistics and Principles of Management Courses

ERIC Educational Resources Information Center

Welborn, Cliff Alan; Lester, Don; Parnell, John

2015-01-01

The American College Test (ACT) is utilized to determine academic success in business core courses at a midlevel state university. Specifically, subscores are compared to subsequent student grades in selected courses. The results indicate that ACT Mathematics and English subscores are a valid predictor of success or failure of business students in…

Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties

ERIC Educational Resources Information Center

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

2014-01-01

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

Risk-Category Transition Patterns for Students in Grades 2 to 4. Research Brief 7

ERIC Educational Resources Information Center

Park, Bitnara Jasmine

2013-01-01

Early identification of students who are at-risk for reading difficulties (RD) is critical for successful and effective RTI implementation. A large group of students were followed for three years (grades 2 to 4) to investigate transition patterns of risk-categories across three years. Results indicated that although students identified at…

Reading Fluency Instruction for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.

2013-01-01

The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

Using Hospitalization and Mortality Data to Identify Areas at Risk for Adolescent Suicide.

PubMed

Chen, Kun; Aseltine, Robert H

2017-08-01

The purpose of this study is to use statewide data on inpatient hospitalizations for suicide attempts and suicide mortality to identify communities and school districts at risk for adolescent suicide. Five years of data (2010-2014) from the Office of the Connecticut Medical Examiner and the Connecticut Hospital Inpatient Discharge Database were analyzed. A mixed-effects Poisson regression model was used to assess whether suicide attempt/mortality rates in the state's 119 school districts were significantly better or worse than expected after adjusting for 10 community-level characteristics. Ten districts were at significantly higher risk for suicidal behavior, with suicide mortality/hospitalization rates ranging from 154% to 241% of their expected rates, after accounting for their community characteristics. Four districts were identified as having significantly lower risk for suicide attempts than expected after accounting for community-level advantages and disadvantages. Data capturing hospitalization for suicide attempts and suicide deaths can inform prevention activities by identifying high-risk areas to which resources should be allocated, as well as low-risk areas that may provide insight into the best practices in suicide prevention. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Service Use by At-Risk Youth after School-Based Suicide Screening

PubMed Central

2009-01-01

Objective We sought to examine follow-up service use by students identified at risk for suicidal behavior in a school-based screening program, and assess barriers to seeking services as perceived by youth and parents. Method We conducted a longitudinal study of 317 at-risk youth identified by a school-based suicide screening in six high schools in New York State. The at-risk teenagers and their parents were interviewed approximately two years after the initial screen to assess service use during the intervening period and identify barriers that may have interfered with seeking treatment. Results At the time of the screen, 72% of the at-risk students were not receiving any type of mental health service. Of these students, 51% were deemed in need of services and subsequently referred by us to a mental health professional. Nearly 70% followed through with the screening’s referral recommendations. Youth and their parents reported perceptions about mental health problems, specifically relating to the need for treatment, as the primary reasons for not seeking service. Conclusions Screening appears to be effective in enhancing the likelihood that students at risk for suicidal behavior will get into treatment. Well developed and systematic planning is needed to ensure that screening and referral services are coordinated so as to facilitate access for youth into timely treatment. PMID:19858758

Obesity-Related Dietary Patterns and Health Status of Diabetes among At-Risk Latino College Students

ERIC Educational Resources Information Center

Santos, Silvia J.; Hurtado-Ortiz, Maria T.; Armendariz, Marina; vanTwist, Victoria; Castillo, Yessenia

2017-01-01

This study examined within-group differences in obesity-related dietary behaviors and the health status of 156 Latino students at risk for diabetes due to family history. Approximately 58% of students were overweight and/or obese, with female students reporting a greater risk for diabetes. Consumption of meats, fried potatoes, breads, and…

Escape from the Twilight Zone: Reading and Writing with "At Risk" Students.

ERIC Educational Resources Information Center

Henly, Carolyn Powell

1992-01-01

Discusses how science fiction can be used as a part of the reading for students who may not like reading and writing. Details a course for at-risk students involving an independent reading project, an original short story, a group movie project, and a daily journal. (PRA)

Self-reported barriers to professional help seeking among college students at elevated risk for suicide.

PubMed

Czyz, Ewa K; Horwitz, Adam G; Eisenberg, Daniel; Kramer, Anne; King, Cheryl A

2013-01-01

This study sought to describe self-reported barriers to professional help seeking among college students who are at elevated suicide risk and determine if these barriers vary by demographic and clinical characteristics. Participants were 165 non-treatment seekers recruited as part of a Web-based treatment linkage intervention for college students at elevated suicide risk (from September 2010 through December 2011). Data were collected using Web-based questionnaires. Two coders coded students' responses to an open-ended question about reasons for not seeking professional help. The most commonly reported barriers included perception that treatment is not needed (66%), lack of time (26.8%), and preference for self-management (18%). Stigma was mentioned by only 12% of students. There were notable differences based on gender, race, and severity of depression and alcohol abuse. Efforts aimed at reaching students at elevated risk for suicidal behavior should be particularly sensitive to these commonly described barriers.

Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation

ERIC Educational Resources Information Center

Sumbera, Becky

2017-01-01

This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles' expectancy-value theoretical framework was…

Identifying Adolescents at Highly Elevated Risk for Suicidal Behavior in the Emergency Department

PubMed Central

Berona, Johnny; Czyz, Ewa; Horwitz, Adam G.; Gipson, Polly Y.

2015-01-01

Abstract Objective: The feasibility and concurrent validity of adolescent suicide risk screening in medical emergency departments (EDs) has been documented. The objectives of this short-term prospective study of adolescents who screened positive for suicide risk in the ED were: 1) to examine adolescents' rate of suicidal behavior during the 2 months following their ED visits and compare it with reported rates for psychiatric samples; and 2) to identify possible predictors of acute risk for suicidal behavior in this at-risk sample. Method: Participants were 81 adolescents, ages 14–19 years, seeking services for psychiatric and nonpsychiatric chief complaints, who screened positive for suicide risk because of recent suicidal ideation, a suicide attempt, and/or depression plus alcohol or substance misuse. A comprehensive assessment of suicidal behavior, using the Columbia-Suicide Severity Rating Scale, was conducted at baseline and 2 month follow-up. Results: Six adolescents (7.4%) reported a suicide attempt and 15 (18.5%) engaged in some type of suicidal behavior (actual, aborted, or interrupted suicide attempt; preparatory behavior) during the 2 months following their ED visit. These rates suggest that this screen identified a high-risk sample. Furthermore, adolescents who screened positive for suicidal ideation and/or attempt plus depression and alcohol/substance misuse were most likely to engage in future suicidal behavior (38.9%). Conclusions: In this study, use of a higher screen threshold (multiple suicide risk factors) showed promise for identifying highly elevated acute risk for suicidal behavior. PMID:25746114

Creating Meaning from Collaboration to Implement RtI for At-Risk Students

ERIC Educational Resources Information Center

Diakakis, Julia Ann

2014-01-01

The purpose of this qualitative exploratory case study based on Danielson's (2002) assertion that when teachers learn, student achievement improves was to examine how teachers created a collaborative learning experience through Professional Learning Community (PLC) concepts to implement Response to Intervention (RtI) with at-risk students. The…

At-Risk Students: Evaluating the Impact of School Counselors Regarding Academic Achievement

ERIC Educational Resources Information Center

Williams, Tuawana

2012-01-01

According to the American School Counselor Association (ASCA; "The ASCA National Model for School Counseling Programs," 2003), school counselors are trained to counsel students regarding academics, social and emotional issues, attendance, and so forth. Because of the growing number of students who are at risk of academic failure, it…

Service Learning for At-Risk Student Populations: The Contextual Dynamism of Implementation

ERIC Educational Resources Information Center

Akin, Jacob T.; Vesely, Randall S.

2016-01-01

The central purpose of this article is to explore research, issues, and perspectives on the implementation of service learning programs to improve student achievement in at-risk student populations. The implementation of service learning programs takes place within multiple contexts and across several terrains. The complexities of implementing…

Assisting At-Risk Community College Students: Acquisition of Critical Thinking Learning Strategies.

ERIC Educational Resources Information Center

Arburn, Theresa M.; Bethel, Lowell J.

Community college students may be at-risk academically, socioeconomically, or because they are first-generation attendees. Recognizing the need for a strong support system, a study was conducted to determine whether students could be taught to incorporate information processing strategies into their personal inventory of strategies. It was…

Classroom Assessment Strategies: What Do Students At-Risk and Teachers Perceive as Effective and Useful?

ERIC Educational Resources Information Center

Rieg, Sue A.

2007-01-01

With the focus on standardized tests, it appears that we are leaving classroom assessments and students at-risk of school failure behind. This quantitative study investigated the perceptions of junior high school teachers, and students at risk of school failure, on the effectiveness and level of use of various classroom assessments and…

What Matters from Admissions? Identifying Success and Risk Among Canadian Dental Students.

PubMed

Plouffe, Rachel A; Hammond, Robert; Goldberg, Harvey A; Chahine, Saad

2018-05-01

The aims of this study were to determine whether different student profiles would emerge in terms of high and low GPA performance in each year of dental school and to investigate the utility of preadmissions variables in predicting performance and performance stability throughout each year of dental school. Data from 11 graduating cohorts (2004-14) at the Schulich School of Medicine & Dentistry, University of Western Ontario, Canada, were collected and analyzed using bivariate correlations, latent profile analysis, and hierarchical generalized linear models (HGLMs). The data analyzed were for 616 students in total (332 males and 284 females). Four models were developed to predict adequate and poor performance throughout each of four dental school years. An additional model was developed to predict student performance stability across time. Two separate student profiles reflecting high and low GPA performance across each year of dental school were identified, and scores on cognitive preadmissions variables differentially predicted the probability of grouping into high and low performance profiles. Students with higher pre-dental GPAs and DAT chemistry were most likely to remain stable in a high-performance group across each year of dental school. Overall, the findings suggest that selection committees should consider pre-dental GPA and DAT chemistry scores as important tools for predicting dental school performance and stability across time. This research is important in determining how to better predict success and failure in various areas of preclinical dentistry courses and to provide low-performing students with adequate academic assistance.

Exploring demands from the perspective of employees identified as being at risk of burnout

PubMed Central

Gauche, Cecile; de Beer, Leon T.; Brink, Lizelle

2017-01-01

ABSTRACT Purpose: Burnout has become an occupational health concern. However, little is known about the experiences of individuals identified as being at risk of burnout. This study aimed to address this gap by exploring employees’ experiences of well-being who were identified as burnout risks. Method: Interviews were conducted with 26 employees who agreed to participate in the study. A phenomenological approach was taken, with a case study design as the research strategy. Results: Three major themes were identified: job demands, life demands, and health concerns. It was evident that participants were experiencing demanding conditions in both their work and personal lives, indicating burnout to be a multi-domain phenomenon. Conclusions: Professionals and managers should take note of these results to assist and support employees who are identified as being at risk of burnout. PMID:28784048

The Teaching/Learning Center for "At-Risk" Students: An Update.

ERIC Educational Resources Information Center

Zenanko, Carl M.; And Others

The Teaching/Learning Center (T/LC) for "at-risk" students is an on-campus tutoring program designed to "desaturate" the local schools surrounding Jacksonville State University of excessive numbers of preservice teachers, to provide practicum experiences for preservice teachers under state education agency guidelines, and to…

Students "At Risk": Stereotypes and the Schooling of Black Boys

ERIC Educational Resources Information Center

James, Carl E.

2012-01-01

This article examines how stereotypes operate in the social construction of African Canadian males as "at risk" students. Cultural analysis and critical race theory are used to explain how the stereotypes of the youth as immigrant, fatherless, troublemaker, athlete, and underachiever contribute to their racialization and marginalization…

Guaranteed Student Loans: GAO High Risk Series.

ERIC Educational Resources Information Center

Comptroller General of the U.S., Washington, DC.

As part of a larger program to identify and analyze federal programs at high risk for waste, fraud, abuse and mismanagement, this publication presents an evaluation of the Federal Family Education Loan Program (FFELP), formerly the Guaranteed Student Loan Program. The analysis argues that the program has not been successful in protecting the…

Children at risk: risk factors for low back pain in the elementary school environment.

PubMed

Limon, Susan; Valinsky, Liora J; Ben-Shalom, Yael

2004-03-15

A prevalence survey of 101 randomly selected elementary schools in the Israel Central District. To identify and describe risk factors for low back pain that exist in the elementary school environment. Recent surveys report a high prevalence of low back pain in children and adolescents that increases with age, with a correlation between low back pain in adolescence and that experienced in adulthood. Environmental risk factors have been associated with the development of low back pain in children. Because of the significant amount of time children spend in their school environment, risk factors need to be identified in this environment. A questionnaire, completed by school nurses, measured risk factors among 10,000 children in elementary schools in Israel. These included backpack and student weight, the availability of storage facilities, the appropriateness of chair and desk height to student height, seating arrangements during frontal lessons, and physical activity at recess. Between 30% and 54% of students carried >15% of their body weight. Nearly 15% of the first graders and 20% of sixth graders had inappropriate chairs. In 74% of the classes, students sat with their side facing the teacher and in 35% students sat with their backs. In 6% of schools, no physical activity is offered at recess. Shortcomings were found in all areas investigated. There is an urgent need for health promotion programs to increase awareness and reduce risks in the school environment.

Admitting At-Risk Students into a Principal Preparation Program: Predicting Success.

ERIC Educational Resources Information Center

Malone, Bobby G.; Nelson, Jacquelyn S.; Nelson, C. Van

2001-01-01

Study of graduation rates of at-risk students admitted to a master's degree program at a doctoral-degree-granting university found that the best predictor of degree completion was the product of the undergraduate GPA multiplied by the GRE Verbal score. (Contains 41 references.)

Supporting Inclusion of At Risk Students in Secondary School through Positive Behaviour Support

ERIC Educational Resources Information Center

Hill, David; Brown, Don

2013-01-01

The retention of "at risk" students in secondary schools is a major challenge to inclusive education policy. Students with non-compliant behaviour at this level are typically dealt with by authoritarian and punitive disciplinary systems that frequently lead to exclusion from school. This paper reports on the successful establishment of a…

Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure

ERIC Educational Resources Information Center

Vasquez, Eleazar, III; Slocum, Timothy A.

2012-01-01

This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min…

Work Ability Index as tool to identify workers at risk of premature work exit.

PubMed

Roelen, Corné A M; Heymans, Martijn W; Twisk, Jos W R; van der Klink, Jac J L; Groothoff, Johan W; van Rhenen, Willem

2014-12-01

To investigate the Work Ability Index (WAI) as tool for identifying workers at risk of premature work exit in terms of disability pension, unemployment, or early retirement. Prospective cohort study of 11,537 male construction workers (mean age 45.5 years), who completed the WAI at baseline and reported their work status (employed, unemployed, disability pension, or retired) after mean 2.3 years of follow-up. Associations between WAI scores and work status were investigated by multinomial logistic regression analysis. The ability of the WAI to discriminate between workers at high and low risk of premature work exit was analyzed by the area (AUC) under the receiver operating characteristic curve. 9,530 (83 %) construction workers had complete data for analysis. At follow-up, 336 (4 %) workers reported disability pension, 125 (1 %) unemployment, and 255 (3 %) retirement. WAI scores were prospectively associated with the risk of disability pension at follow-up, but not with the risk of unemployment and early retirement. The WAI showed fair discrimination to identify workers at risk of disability pension [AUC = 0.74; 95 % confidence interval (CI) 0.70-0.77]. The discriminative ability decreased with age from AUC = 0.78 in workers aged 30-39 years to AUC = 0.69 in workers ≥50 years of age. Discrimination failed for unemployment (AUC = 0.51; 95 % CI 0.47-0.55) and early retirement (AUC = 0.58; 95 % CI 0.53-0.61). The WAI can be used to identify construction workers <50 years of age at increased risk of disability pension and invite them for preventive interventions.

Relationships between bullying, school climate, and student risk behaviors.

PubMed

Klein, Jennifer; Cornell, Dewey; Konold, Timothy

2012-09-01

This study examined whether characteristics of a positive school climate were associated with lower student risk behavior in a sample of 3,687 high school students who completed the School Climate Bullying Survey and questions about risk behavior from the Youth Risk Behavior Surveillance Survey (YRBS). Confirmatory factor analyses established fit for 20 items with three hypothesized school climate scales measuring (1) prevalence of bullying and teasing; (2) aggressive attitudes; and (3) student willingness to seek help. Structural equation modeling established the relationship of these measures with student reports of risk behavior. Multigroup analyses identified differential effects across gender and race. A positive school climate could be an important protective factor in preventing student risk behavior.

Improving College Enrollment of At-Risk Students at the School Level.

PubMed

Goodwin, Ryan N; Li, Wei; Broda, Michael; Johnson, Heather; Schneider, Barbara

2016-01-01

Many federal, state, and local education policy priorities are aimed at preparing high school students, especially those at risk, to be college- and career-ready when they graduate from high school. A number of programs across different institutional entities have been initiated to achieve these goals, encompassing individual partnerships with schools. Many of these programs include a variety of interventions, ranging from college and course counseling to college visits. Although there have been some evaluations of the larger federal programs, and some state and district programs, few have examined national observational data on the impact of these programmatic efforts on college enrollments. This study uses the HSLS:09 database to investigate the impact of specific treatments in at-risk schools on college enrollments. Results show that several of these programmatic initiatives have a positive effect on college enrollment; however the effects are small compared to some of those reported by other national studies.

Improving College Enrollment of At-Risk Students at the School Level

PubMed Central

Goodwin, Ryan N.; Li, Wei; Broda, Michael; Johnson, Heather; Schneider, Barbara

2016-01-01

Many federal, state, and local education policy priorities are aimed at preparing high school students, especially those at risk, to be college- and career-ready when they graduate from high school. A number of programs across different institutional entities have been initiated to achieve these goals, encompassing individual partnerships with schools. Many of these programs include a variety of interventions, ranging from college and course counseling to college visits. Although there have been some evaluations of the larger federal programs, and some state and district programs, few have examined national observational data on the impact of these programmatic efforts on college enrollments. This study uses the HSLS:09 database to investigate the impact of specific treatments in at-risk schools on college enrollments. Results show that several of these programmatic initiatives have a positive effect on college enrollment; however the effects are small compared to some of those reported by other national studies. PMID:28138217

Risk Factors for Lower-Extremity Injuries Among Contemporary Dance Students.

PubMed

van Seters, Christine; van Rijn, Rogier M; van Middelkoop, Marienke; Stubbe, Janine H

2017-10-10

To determine whether student characteristics, lower-extremity kinematics, and strength are risk factors for sustaining lower-extremity injuries in preprofessional contemporary dancers. Prospective cohort study. Codarts University of the Arts. Forty-five first-year students of Bachelor Dance and Bachelor Dance Teacher. At the beginning of the academic year, the injury history (only lower-extremity) and student characteristics (age, sex, educational program) were assessed using a questionnaire. Besides, lower-extremity kinematics [single-leg squat (SLS)], strength (countermovement jump) and height and weight (body mass index) were measured during a physical performance test. Substantial lower-extremity injuries during the academic year were defined as any problems leading to moderate or severe reductions in training volume or in performance, or complete inability to participate in dance at least once during follow-up as measured with the Oslo Sports Trauma Research Center (OSTRC) Questionnaire on Health Problems. Injuries were recorded on a monthly basis using a questionnaire. Analyses on leg-level were performed using generalized estimating equations to test the associations between substantial lower-extremity injuries and potential risk factors. The 1-year incidence of lower-extremity injuries was 82.2%. Of these, 51.4% was a substantial lower-extremity injury. Multivariate analyses identified that ankle dorsiflexion during the SLS (OR 1.25; 95% confidence interval, 1.03-1.52) was a risk factor for a substantial lower-extremity injury. The findings indicate that contemporary dance students are at high risk for lower-extremity injuries. Therefore, the identified risk factor (ankle dorsiflexion) should be considered for prevention purposes.

Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties

ERIC Educational Resources Information Center

Kong, Jennifer E.; Orosco, Michael J.

2016-01-01

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies

NASA Astrophysics Data System (ADS)

Burns, Dana

Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as "at-risk" for failing high school courses. The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed "at-risk" for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.

Self-reported Barriers to Professional Help Seeking Among College Students at Elevated Risk for Suicide

PubMed Central

Czyz, E. K.; Horwitz, A. G.; Eisenberg, D.; Kramer, A.; King, C.A.

2013-01-01

Research objectives This study sought to describe self-reported barriers to professional help seeking among college students who are at elevated suicide risk and determine if these barriers vary by demographic and clinical characteristics. Participants Participants were 165 non-treatment seekers recruited as part of a web-based treatment linkage intervention for college students at elevated suicide risk (from September 2010 through December 2011). Methods Data were collected using web-based questionnaires. Two coders coded students’ responses to an open-ended question about reasons for not seeking professional help. Results The most commonly reported barriers included: perception that treatment is not needed (66%); lack of time (26.8%); preference for self-management (18%). Stigma was mentioned by only 12% of students. There were notable differences based on gender, race, and severity of depression and alcohol abuse. Conclusions Efforts aimed at reaching students at elevated risk for suicidal behavior should be particularly sensitive to these commonly described barriers. PMID:24010494

Risky Business: Understanding Student Intellectual Risk Taking in Management Education

ERIC Educational Resources Information Center

Dachner, Alison M.; Miguel, Rosanna F.; Patena, Rachel A.

2017-01-01

The demands of today's ever-changing work environment often require that employees engage in intellectual risk taking (IRT) by being resourceful, trying new things, and asking questions even at the risk of making a mistake or feeling inadequate. This research seeks to identify variables that increase student IRT. Controlling for individual…

Health Behaviors and Health Status of At-Risk Latino Students for Diabetes

PubMed Central

Hurtado-Ortiz, Maria T.; Santos, Silvia; Reynosa, Astrid

2012-01-01

This research study examined the behavioral lifestyle patterns and health status of at-risk Latino college students for future diabetes onset in relation to their age, gender, and acculturation status. Participants were 156 Latino (34% male and 66% female) university students who had a first and/or second degree relative afflicted with diabetes. Findings indicated that Latino students exhibit similar lifestyle patterns in terms of dietary intake, physical activity, and drinking and smoking behaviors observed in the general and college population that have been linked to obesity—a particularly problematic risk factor among those who already have a genetic predisposition for diabetes. The reported findings are of importance for the development of culturally-relevant treatment interventions targeting young Latinos in college. PMID:26566366

Health Behaviors and Health Status of At-Risk Latino Students for Diabetes.

PubMed

Hurtado-Ortiz, Maria T; Santos, Silvia; Reynosa, Astrid

This research study examined the behavioral lifestyle patterns and health status of at-risk Latino college students for future diabetes onset in relation to their age, gender, and acculturation status. Participants were 156 Latino (34% male and 66% female) university students who had a first and/or second degree relative afflicted with diabetes. Findings indicated that Latino students exhibit similar lifestyle patterns in terms of dietary intake, physical activity, and drinking and smoking behaviors observed in the general and college population that have been linked to obesity-a particularly problematic risk factor among those who already have a genetic predisposition for diabetes. The reported findings are of importance for the development of culturally-relevant treatment interventions targeting young Latinos in college.

An Activity Theoretical Perspective towards the Design of an ICT-Enhanced After-School Programme for Academically At-Risk Students

ERIC Educational Resources Information Center

Tay, Lee Yong; Lim, Cher Ping

2010-01-01

This paper examines how a game-like 3D Multi-User Virtual Environment (MUVE), Quest Atlantis (QA), is used in an after-school programme to engage a group of 14 academically at-risk primary students in their learning. It adopts an activity theoretical perspective to identify the disturbances and contradictions during the implementation of the…

Using a single binge drinking question to identify Russian women at risk for an alcohol-exposed pregnancy.

PubMed

Balachova, Tatiana; Sobell, Linda Carter; Agrawal, Sangeeta; Isurina, Galina; Tsvetkova, Larissa; Volkova, Elena; Bohora, Som

2015-07-01

Low rates of contraception and at-risk drinking place many Russian women at risk of an alcohol-exposed pregnancy (AEP). The only realistic way to determine when women are at risk of AEP is by self-reports. A U.S. study found that a single binge-drinking question (SBD) effectively identified nearly all women whose drinking placed them at risk of AEP. The present study replicated the U.S. Participants were 689 non-pregnant Russian women of childbearing age who were at AEP risk. Their answers to SBD, "During the previous three months, how often did you have four or more drinks on one occasion", were compared with their reports of binge drinking on a 90-day Timeline Followback (TLFB) calendar. The SBD identified 99% of at-risk Russian women as binge drinkers, replicating U.S. Only 8% of the women were identified at-risk using a second AEP criterion of ≥8 drinks on average per week. Although Russian women did not report heavy weekly drinking and two-thirds did not meet AUDIT criteria for problem drinking, when they did drink, 40% of the time it was binge drinking. Almost all Russian women who were at risk of an AEP were identified by a single binge-drinking question. Results from this study suggest that Russian health care practitioners can use SBD to successfully screen women for AEP risk. SBD identified 99% of Russian women who were at AEP risk. Consequently, it is recommended that SBD be incorporated into routine health care screenings at OB/GYN clinic visits. Copyright © 2015 Elsevier Ltd. All rights reserved.

Dating violence among college students: the risk and protective factors.

PubMed

Kaukinen, Catherine

2014-10-01

The research review synthesizes the knowledge base on risk and protective factors for dating violence while highlighting its relevance to violence against college women. In particular, the review highlights the personal, family, relationship, and behavioral factors that heighten the risk of dating violence victimization and perpetration while also noting the methodological limitations of the current body of empirical research and identifying directions for future academic work. Researchers have identified the correlation between risky health and behavioral factors and dating violence, most often modeling these as part of the etiology of dating violence among college students. Less often have scholars explored these as co-occurring risk factors. This approach to dating violence may be used to develop meaningful and impactful interventions to reduce the incidence and prevalence of college dating violence while also addressing the other health risk behaviors that impact academic success and place students' well-being at risk. © The Author(s) 2014.

College Student Persistence in the Two-Year Setting: Identifying Risk Early to Guide Early Integration

ERIC Educational Resources Information Center

Keys, Margo A.

2013-01-01

College student persistence is examined. The unique nature of the students and environment of the two-year college setting warrant concentrated research effort. The purpose of the study is to examine student variables associated with persistence and program completion to develop a pre-entrance risk assessment in the two-year college setting.…

Suicide Risk in College Students: The Effects of Internet Addiction and Drug Use

ERIC Educational Resources Information Center

Genctanirim Kurt, Dilek

2015-01-01

This study aims to identify the factors in suicide risk among college students by examining the direct and indirect effects of drug use, internet addiction, gender, and alcohol use on suicide risk. The sample of the study is composed of 975 students studying at different faculties of Ahi Evran University during the academic year 2011-2012. They…

Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

PubMed Central

Malone, Amelia S.; Fuchs, Lynn S.

2016-01-01

The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-grade students; (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors; and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students (n = 227) completed a 9-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65% of) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed. PMID:26966153

The Effects of an Academic Alternative High School on Academically At-Risk Students

ERIC Educational Resources Information Center

Winningham, Mark L.

2012-01-01

In a causal-comparative research design, this study investigated the effectiveness of an academic alternative school in improving at-risk student outcomes in a selected county school system in the Upper Cumberland region of Tennessee. The academic alternative high school was compared to a traditional high school serving at-risk populations.…

The Effect of Graduation Coaches and Credit Recovery Programs on the Dropout Rate of At-Risk Grade 9 Students

ERIC Educational Resources Information Center

Bowling, Jan

2013-01-01

The objective of this study was to identify the characteristics of effective graduation coaches (GCs) and credit recovery programs and explain the influence of a GC and a credit recovery program on Grade 9 students at risk of dropping out. The purpose of this study was to determine whether a high school GC and enrollment in a credit recovery…

Research and Teaching: Delivery of Summative Assessment Matters for Improving At-Risk Student Learning

ERIC Educational Resources Information Center

Agboola, Oluwaseun Omowunmi; Hiatt, Anna C.

2017-01-01

Summative assessments are customarily used to evaluate ultimate student outcomes and typically occur less frequently during instruction than formative assessments. Few studies have examined how the use of summative assessments may influence student learning among at-risk groups of students. Summative assessments are typically used to evaluate how…

Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University

NASA Astrophysics Data System (ADS)

Etkina, E.; Gibbons, K.; Holton, B. L.; Horton, G. K.

1999-09-01

In order to provide a physics instructional environment in which at-risk students (particularly women and minorities) can successfully learn and enjoy introductory physics, we have introduced Extended General Physics as an option for science, science teaching, and pre-health professions majors at Rutgers University. We have taught the course for the last five years. In this new course, we have used many elements that have been proven to be successful in physics instruction. We have added a new component, the minilab, stressing qualitative experiments performed by the students. By integrating all the elements, and structuring the time the students invest in the course, we have created a successful program for students-at-risk, indeed for all students. Our aim was not only to foster successful mastery of the traditional physics syllabus by the students, but to create a sense of community through the cooperation of students with each other and their instructors. We present a template for implementation of our program elsewhere.

Reaching Graduate Students at Risk for Suicidal Behavior through the Interactive Screening Program

ERIC Educational Resources Information Center

Moffitt, Lauren B.; Garcia-Williams, Amanda; Berg, John P.; Calderon, Michelle E.; Haas, Ann P.; Kaslow, Nadine J.

2014-01-01

Suicidal behavior is a significant concern among graduate students. Because many suicidal graduate students do not access mental health services, programs to connect them to resources are essential. This article describes the Interactive Screening Program (ISP), an anonymous, Web-based tool for screening and engaging at-risk graduate school…

Improving Test-Taking Performance of Secondary At-Risk Youth and Students with Disabilities

ERIC Educational Resources Information Center

Banks, Tachelle; Eaton, India

2014-01-01

Preparing at-risk youth and students with mild disabilities for state and district tests is important for improving their test performance, and basic instruction in test preparation can significantly improve student test performance. The article defines noncognitive variables that adversely affect test-taker performance. The article also describes…

An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties.

PubMed

Fien, Hank; Smith, Jean Louise M; Smolkowski, Keith; Baker, Scott K; Nelson, Nancy J; Chaparro, Erin

2015-01-01

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test-10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students' decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement. © Hammill Institute on Disabilities 2014.

Building Successes out of At-Risk Students: The Role of a Biology Foundations Course

ERIC Educational Resources Information Center

Beeber, Carla; Biermann, Carol A.

2007-01-01

The majority of students arriving at Kingsborough Community College with hopes of entering the nursing, physical therapist assistant, and other allied health programs (concentrations in pre-physical therapy, pre-occupational therapy, pre-pharmacy, and pre-physician's assistant) are at-risk students. A Foundations of Human Anatomy and Physiology…

The Impact of Career and Technical Education Programs on At-Risk Secondary Students

ERIC Educational Resources Information Center

Smith, Sabrina E.

2012-01-01

As the number of youth at risk for educational failure has increased, so has the debate over the appropriate nature of career and technical education (CTE) programs for such youth. The purpose of this study was to gain an understanding about the manner in which CTE programs within vocational schools affected secondary students at risk for…

Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

PubMed Central

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

2013-01-01

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

The Effects of Phonemic Awareness Instruction on the Writing Ability of First Grade At Risk Students.

ERIC Educational Resources Information Center

Carro, Dorothy J.

The purpose of this study was to evaluate the effect of increased phonemic awareness instruction on the writing ability of At Risk first graders. Twenty-three students from a suburban first grade classroom in Central New Jersey were involved in the study. Twelve at risk students were divided into two groups, each of which received one half hour of…

Where Defining Rural At-Risk and Intervention/Prevention Converge.

ERIC Educational Resources Information Center

Sellers, Darlene J.

Schools, families, communities, and students must come together and share in the responsibilities of implementing effective policies and programs that address the unique needs of rural youth. A recent survey of 152 rural school principals in a northwestern state examined how they defined at-risk and how they, in turn, identified at-risk students…

Animal house: University risk environments and the regulation of students' alcohol use.

PubMed

Wilkinson, Blair; Ivsins, Andrew

2017-09-01

This article extends the risk environment framework to understand the factors that universities identify as influencing university students' risky drinking behaviours and universities attempts at managing risky alcohol use on their campuses. This article examines data collected as part of qualitative fieldwork on university corporate security services, and others involved in university alcohol policy implementation (e.g., residence services), conducted at five Canadian universities. Interviews (n=56), fieldnotes from 246h of observations of university corporate security personnel, and university policy documents (i.e., codes of student behaviour, residence policies) were analysed to understand the influence of risk environments on high-risk alcohol use. We identify three risk environments on university campuses in relation to the use and regulation of alcohol: the physical, social, and policy environments. Residence buildings and abutting spaces (physical risk environment) and the university "party" culture (social risk environment) are principal contributors to risk within their risk environments. University policies and practices (policy risk environment) attempt to modify these environments in order to manage risky alcohol use. We suggest current approaches to regulating student alcohol use may not be the best approach to preventing harms (e.g., health problems, legal troubles) to students. Given university policies and practices have the potential to shape and influence risky alcohol use and associated harms we argue it is necessary for university administrators to adopt the best practices of "harm reduction" and seek new ways to address on-campus alcohol use. Copyright © 2017 Elsevier B.V. All rights reserved.

Career-focused field trips as experienced by at-risk rural students: A case study

NASA Astrophysics Data System (ADS)

Hutson, Tommye L.

A lack of recent research focused on field trips as pedagogy in K-12 settings established the foundation for this work. The research design followed multiple-case case study model. The participants were four male students from a small rural high school in central Texas. Each participant, previously labeled as academically "at-risk", had identified an inability to describe connections between academic science content as presented in their common classes and future jobs, vocational training, and/or careers requiring higher education. Because the participants had no directed field excursions addressing this desirable knowledge and/or skill, a career-focused field trip was designed to address the self-identified deficit reported by the participants. The specific research questions were: (1) How does the ability to describe connections between academic science content (biology, chemistry, and physics) and future careers change as rural students experience a purposeful excursion to a post-secondary facility providing vocational training? (2) When do the connection(s) between content and future careers become evident to students? (3) What effects or impact do newly discovered connections have on rural students' aspirations with regard to future career or higher education options? Data were gathered using existing school records, an initial survey, one-to-one interviews conducted before and after the field trip, focus groups conducted before and after the field trip, and observations during the field trip. Data analysis revealed that all participants were able to describe various connections between academic content and careers after the field trip, as well as identify a specific incident that initially established those connections. In addition, all of the participants reported discovering options for careers during the field trip not previously realized or considered. Each participant indicated that they found field trips to be effective. As a result of their singular

The Social Structural, Family, School, and Personal Characteristics of At-Risk Students: Policy Recommendations for School Personnel.

ERIC Educational Resources Information Center

Vacha, Edward F.; McLaughlin, T. F.

1992-01-01

Summarizes research concerning the characteristics of at-risk students. Available research clearly demonstrates that the single most consistent factor characterizing at-risk students is social class. Consequently, studies investigating the impact of social class on school success are also reviewed. Research leads to specific suggestions for…

Students at Risk of Dropping out: How to Promote Their Engagement with School Science?

ERIC Educational Resources Information Center

Faria, Claudia; Freire, Sofia; Galvao, Cecilia; Reis, Pedro; Baptista, Monica

2012-01-01

The goal of this study was to understand which factors, related to school science, can interfere with engagement of students-at-risk-of-dropping-out with school science and to know what kind of activities and teaching strategies are adequate to these students. This case-study involved a chemistry-teacher and ten male students. Data was based on…

Hispanic and Female College Students: Evidence for Increased Risk for Cardiac Disease

ERIC Educational Resources Information Center

Rauschhuber, Maureen; Lowry, Jolynn; Etnyre, Annette; Gilliland, Irene; Sethness, Renee; Sorensen, James; Leos, Leonard; Cook, Jennifer; Jones, Mary Elaine

2005-01-01

This article describes subjective and objective risks for cardiovascular disease and the relationship to anger and spirituality among 104 predominately Hispanic college freshman women. Findings indicated a population at risk for metabolic syndrome, hypertension, and diabetes and identified students requiring medical and anger management…

Problem gambling among international and domestic university students in Australia: who is at risk?

PubMed

Moore, Susan M; Thomas, Anna C; Kalé, Sudhir; Spence, Mark; Zlatevska, Natalina; Staiger, Petra K; Graffam, Joseph; Kyrios, Michael

2013-06-01

Young people are a high risk group for gambling problems and university (college) students fall into that category. Given the high accessibility of gambling in Australia and its association with entertainment, students from overseas countries, particularly those where gambling is restricted or illegal, may be particularly vulnerable. This study examines problem gambling and its correlates among international and domestic university students using a sample of 836 domestic students (286 males; 546 females); and 764 international students (369 males; 396 females) at three Australian universities. Our findings indicate that although most students gamble infrequently, around 5 % of students are problem gamblers, a proportion higher than that in the general adult population. Popular gambling choices include games known to be associated with risk (cards, horse races, sports betting, casino games, and gaming machines) as well as lotto/scratch tickets. Males are more likely to be problem gamblers than females, and almost 10 % of male international students could be classified as problem gamblers. Hierarchical regression analysis showed that male gender, international student status, financial stress, negative affect and frequency of gambling on sports, horses/dogs, table games, casino gaming machines, internet casino games and bingo all significantly predicted problem gambling. Results from this study could inform gambling-education programs in universities as they indicate which groups are more vulnerable and specify which games pose more risk of problem gambling.

Can we identify patients at risk of life-threatening allergic reactions to food?

PubMed

Turner, P J; Baumert, J L; Beyer, K; Boyle, R J; Chan, C-H; Clark, A T; Crevel, R W R; DunnGalvin, A; Fernández-Rivas, M; Gowland, M H; Grabenhenrich, L; Hardy, S; Houben, G F; O'B Hourihane, J; Muraro, A; Poulsen, L K; Pyrz, K; Remington, B C; Schnadt, S; van Ree, R; Venter, C; Worm, M; Mills, E N C; Roberts, G; Ballmer-Weber, B K

2016-09-01

Anaphylaxis has been defined as a 'severe, life-threatening generalized or systemic hypersensitivity reaction'. However, data indicate that the vast majority of food-triggered anaphylactic reactions are not life-threatening. Nonetheless, severe life-threatening reactions do occur and are unpredictable. We discuss the concepts surrounding perceptions of severe, life-threatening allergic reactions to food by different stakeholders, with particular reference to the inclusion of clinical severity as a factor in allergy and allergen risk management. We review the evidence regarding factors that might be used to identify those at most risk of severe allergic reactions to food, and the consequences of misinformation in this regard. For example, a significant proportion of food-allergic children also have asthma, yet almost none will experience a fatal food-allergic reaction; asthma is not, in itself, a strong predictor for fatal anaphylaxis. The relationship between dose of allergen exposure and symptom severity is unclear. While dose appears to be a risk factor in at least a subgroup of patients, studies report that individuals with prior anaphylaxis do not have a lower eliciting dose than those reporting previous mild reactions. It is therefore important to consider severity and sensitivity as separate factors, as a highly sensitive individual will not necessarily experience severe symptoms during an allergic reaction. We identify the knowledge gaps that need to be addressed to improve our ability to better identify those most at risk of severe food-induced allergic reactions. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Admission Models for At-Risk Graduate Students in Different Academic Disciplines.

ERIC Educational Resources Information Center

Nelson, C. Van; Nelson, Jacquelyn S.; Malone, Bobby G.

In this study, models were constructed for eight academic areas, including applied sciences, communication sciences, education, physical sciences, life sciences, humanities and arts, psychology, and social sciences, to predict whether or not an at-risk graduate student would be successful in obtaining a master's degree. Records were available for…

Generative Themes and At-Risk Students

ERIC Educational Resources Information Center

Thelin, William H.; Taczak, Kara

2007-01-01

At the University of Akron, the administration decided to segregate the students previously called "provisional" from the "regular" population. As an open-access institution, the university directly admits only approximately 15 percent of the students to a program of study. The vast majority of students start in University College and transfer to…

Teachers' Perceptions of Differentiated Learning for At-Risk Second-Grade Students in Reading

ERIC Educational Resources Information Center

Sabb-Cordes, Morelisa L.

2016-01-01

Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying…

At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

ERIC Educational Resources Information Center

Shoho, Alan R.; Oleszewski, Ashley

2010-01-01

The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

Who's at Risk in Reading?

ERIC Educational Resources Information Center

Vacca, Richard T.; Padak, Nancy D.

1990-01-01

Draws an analogy between the insurance business and at-risk students. Argues that being at-risk in reading means a failure to gain control over reading and reading to learn, leading to learned helplessness. Discusses factors associated with learned helplessness. Outlines what teachers can do for at-risk students. (RS)

Academically At-Risk Students' Perceptions of a Constructivist High School Biology Pedagogy

ERIC Educational Resources Information Center

Sweeney, Heidi

2010-01-01

Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created…

Effects of Two Grouping Conditions on Students Who Are at Risk for Reading Failure

ERIC Educational Resources Information Center

Helf, Shawnna; Cooke, Nancy L.; Flowers, Claudia P.

2009-01-01

Schools face many decisions on how to maximize instructional time and provide support for students who are at risk for failure in reading. Instructional grouping plays an important role. The authors used a true group experimental design to compare 2 grouping conditions--1:1 (1 tutor to 1 student) and 1:3 (1 tutor to 3 students)--on the reading…

Using Multicultural Education To Enhance the Self Worth of Rural At-Risk Students.

ERIC Educational Resources Information Center

Fitzgerald, Doris F.; Bloodsworth, Gaston

This paper discusses the use of multicultural materials from an integrated social studies and language arts curriculum to enhance the self-worth of rural at-risk students. The premise is that the use of this model will strengthen the positive correlation between self-concept and school achievement, thereby reducing risk factors. Theories of…

Identifying At-Risk Individuals for Insomnia Using the Ford Insomnia Response to Stress Test

PubMed Central

Kalmbach, David A.; Pillai, Vivek; Arnedt, J. Todd; Drake, Christopher L.

2016-01-01

Study Objectives: A primary focus of the National Institute of Mental Health's current strategic plan is “predicting” who is at risk for disease. As such, the current investigation examined the utility of premorbid sleep reactivity in identifying a specific and manageable population at elevated risk for future insomnia. Methods: A community-based sample of adults (n = 2,892; 59.3% female; 47.9 ± 13.3 y old) with no lifetime history of insomnia or depression completed web-based surveys across three annual assessments. Participants reported parental history of insomnia, demographic characteristics, sleep reactivity on the Ford Insomnia in Response to Stress Test (FIRST), and insomnia symptoms. DSM-IV diagnostic criteria were used to determine insomnia classification. Results: Baseline FIRST scores were used to predict incident insomnia at 1-y follow-up. Two clinically meaningful FIRST cutoff values were identified: FIRST ≥ 16 (sensitivity 77%; specificity 50%; odds ratio [OR] = 2.88, P < 0.001); and FIRST ≥ 18 (sensitivity 62%; specificity 67%; OR = 3.32, P < 0.001). Notably, both FIRST cut-points outperformed known maternal (OR = 1.49–1.59, P < 0.01) and paternal history (P = NS) in predicting insomnia onset, even after controlling for stress exposure and demographic characteristics. Of the incident cases, insomniacs with highly reactive sleep systems reported longer sleep onset latencies (FIRST ≥ 16: 65 min; FIRST ≥ 18: 68 min) than participants with nonreactive insomnia (FIRST < 16: 37 min; FIRST < 18: 44 min); these groups did not differ on any other sleep parameters. Conclusions: The current study established a cost- and time-effective strategy for identifying individuals at elevated risk for insomnia based on trait sleep reactivity. The FIRST accurately identifies a focused target population in which the psychobiological processes complicit in insomnia onset and progression can be better investigated, thus improving future preventive efforts

The Genesis of Transactional Strategies Instruction in a Reading Program for At-Risk Students.

ERIC Educational Resources Information Center

Schuder, Ted

1993-01-01

Describes the problem-solving response of the staff of a large public school system to at-risk students' low achievement and lack of access to the district's enriched reading and language arts curriculum. Examines the development and implementation of the Students Achieving Independent Learning (SAIL) program. (MDM)

Evidence-Based Social Skills Interventions for Students at Risk for EBD

ERIC Educational Resources Information Center

Gresham, Frank

2015-01-01

Children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers. Social skills interventions have been shown to be effective for this population. Meta-analytic reviews of this literature show that about 65% of students with EBD will improve when given social…

Enhancing Core Mathematics Instruction for Students at Risk for Mathematics Disabilities

ERIC Educational Resources Information Center

Doabler, Christian T.; Cary, Mari Strand; Jungjohann, Kathleen; Clarke, Ben; Fien, Hank; Baker, Scott; Smolkowski, Keith; Chard, David

2012-01-01

This paper presents eight practical guidelines that teachers can use to make core instruction more systematic and explicit for students with or at-risk for mathematics disabilities. In the paper, we use the notion of explicit and systematic instruction as a foundation for intensifying core math instruction. Explicit and systematic core instruction…

Prediction and prevention of failure: an early intervention to assist at-risk medical students.

PubMed

Winston, Kalman A; van der Vleuten, Cees P M; Scherpbier, Albert J J A

2014-01-01

Consistent identification and prevention of failure for at-risk medical students is challenging, failing courses is costly to all stakeholders, and there is need for further research into duration, timing and structure of interventions to help students in difficulty. To verify the value of a new exam two weeks into medical school as a predictor of failure, and explore the requirements for a preventative intervention. Students who failed the two-week exam were invited to a series of large-group workshops and small-group follow-up meetings. Participants' subsequent exam performance was compared with non-participants. About 71% of students who performed poorly in the new exam subsequently failed a course. Attendance at the workshops made no difference to short- or long-term pass rates. Attendance at more than three follow-up small group sessions significantly improved pass rates two semesters later, and was influenced by teacher experience. Close similarity between predictor task and target task is important for accurate prediction of failure. Consideration should be given to dose effect and class size in the prevention of failure of at-risk students, and we recommend a systemic approach to intervention/remediation programmes, involving a whole semester of mandatory, weekly small group meetings with experienced teachers.

Experiences and Perceptions of Mentors in a Community Mentoring Program for At-Risk Students

ERIC Educational Resources Information Center

Allen, Belinda K.

2013-01-01

This phenomenological case study explored the perceptions and experiences of mentors who work for a community-based mentoring program that was created to provide at-risk minority students with male role models. Most studies from the past 20 years have assessed mainly the academic, social, and emotional outcomes of mentoring among at-risk minority…

Perceived Preparedness of Health Care Students for Providing Cardiovascular Disease Risk Assessment and Management

PubMed Central

Zolezzi, Monica; Abdallah, Oraib; Aden, Suad; Major, Stella; White, Diana; El-Awaisi, Alla

2017-01-01

Early assessment and management of risk factors is known to have significant impact in preventing cardiovascular disease (CVD) and its associated burden. Cardiovascular disease risk assessment and management (CVDRAM) is best approached by teamwork across health care professionals. This study aimed at assessing health care students’ (HCSs) knowledge about the parameters needed for estimating CVD risk, their self-assessed preparedness/confidence and perceived barriers for the provision of CVDRAM services through a survey administered to third and fourth year pharmacy, medical, and nursing students in Qatar. Although all student cohorts achieved similar knowledge scores, less than half (n = 38, 47%) were able to identify all of the six main risk factors necessary to estimate absolute CVD risk, and a third (32%) were unable to identify total cholesterol as an independent risk factor necessary to estimate CVD risk. Training on the use of CVD risk assessment tools differed among the three student cohorts. All student cohorts also perceived similar levels of preparedness in CVDRAM. However, pharmacy students reported the highest preparedness/confidence with the use of the latest CVDRAM guidelines. The majority of statements listed under the barriers scale were perceived by the students as being moderate (median score = 3). Poor public acceptance or unawareness of importance of estimating CVD risk was the only barrier perceived as a major by nursing students. Future integration of interprofessional educational (IPE) activities in the CVDRAM curricula of HCSs may be a suitable strategy to minimize barriers and foster collaborative practice for the provision of CVDRAM services in Qatar. PMID:28970420

Changes in Risk-Taking among High School Students, 1991-1997: Evidence from the Youth Risk Behavior Surveys.

ERIC Educational Resources Information Center

Boggess, Scott; Lindberg, Laura Duberstein; Porter, Laura

Using nationally representative data from students in grades 9 to 12 from the national Youth Risk Behavior Surveys (YRBS) of 1991, 1993, 1995, and 1997, this study examined changes in high school students' participation in health risk behaviors. Ten specific health risk behaviors were identified, each of which poses potential immediate and…

At-risk symptoms of bipolar disorder in a university student cohort.

PubMed

Haussleiter, Ida S; Lorek, Sandra; Zeschel, Eike; Mattausch, Svenja; Meyers, Milena; Juckel, Georg

2018-05-06

To assess the occurrence and frequency of bipolar at-risk symptoms in a large sample of previously undiagnosed students using the new screening tool Bochumer Screeningbogen Bipolar (BSB). 2329 students of the Ruhr-University Bochum, Germany completed online demographic data as well as various self-rating questionnaires (BSB; Hypomania Checklist 32; Altman Self-Rating Mania Scale; Beck Depression Inventory). Within the student cohort (64.4% female, mean age 24.3 years) every fifth student currently suffered from moderate to severe depressive symptoms; every sixth student had already thought about suicide and every other student reported a history of mood swings. The most frequently reported depressive symptoms included physical exhaustion, depressed mood, and tiredness. The most frequently reported (hypo)manic symptoms included physical agitation, feeling extremely energetic, and lack of concentration. The BSB showed good convergent validity with other established questionnaires capturing depressive or (hypo)manic symptoms, as well as a stable administration of underlying constructs. The BSB correlated significantly with the already established applied questionnaires. The predictive power of the BSB regarding the development of bipolar disorder cannot be correctly quantified at present. The further purpose of this exploratory web-based study should be to examine the validity of the presented measures in a longitudinal design. Copyright © 2018 Elsevier B.V. All rights reserved.

The FRIENDS emotional health program for minority groups at risk.

PubMed

Iizuka, Cristina A; Barrett, Paula M; Gillies, Robyn; Cook, Clayton R; Miller, Debbie

2014-02-01

Despite the existence of evidence-based interventions for promoting mental health in children, the number of children at risk remains high. One of the reasons is that such interventions are not reaching specific groups at risk such as low socioeconomic status and ethnic minority groups. This study evaluated an adaptation of a school-based psychosocial program for nonreferred students aged 11 to 12 years attending a multicultural school from a low socioeconomic status area. The FRIENDS Program was adapted for a multicultural population. A quasi-experimental design was used, involving a pre/post-test, to evaluate the impact of the intervention on participants' outcomes on the Strengths and Difficulties Questionnaire (SDQ). Participants were divided into 2 categories ("at risk"/"not at risk") based on their scores in the SDQ at pre-test. Post-test data were collected to evaluate the overall effectiveness and acceptability of the program. Analyses showed significant improvement for the group initially identified as "at risk," with 30% of the students being no longer at risk after the intervention. Most students rated the intervention as being highly acceptable and useful. Adaptations to existing evidence-based programs for implementation with specific minority groups at risk represents a promising approach to promote emotional health in children. © 2014, American School Health Association.

Patterns in Students' Argumentation Confronted with a Risk-focused Socio-scientific Issue

NASA Astrophysics Data System (ADS)

Kolstø, Stein Dankert

2006-11-01

This paper reports a qualitative study on students’ informal reasoning on a controversial socio-scientific issue. Twenty-two students from four science classes in Norway were interviewed about the local construction of new power lines and the possible increased risk of childhood leukaemia. The focus in the study is on what arguments the students employ when asked about their decision-making and the interplay between knowledge and personal values. Five different types of main arguments are identified: the relative risk argument, the precautionary argument, the uncertainty argument, the small risk argument, and the pros and cons argument. These arguments are presented through case studies, and crucial information and values are identified for each argument. The students made use of a range of both scientific and non-scientific knowledge. The findings are discussed in relation to possible consequences for teaching models aimed at increasing students’ ability to make thoughtful decisions on socio-scientific issues.

An Apple a Day and at Night: A Distance Tutoring Program for At-Risk Students.

ERIC Educational Resources Information Center

Ross, Steven M.; And Others

1989-01-01

Describes a program of distance tutoring developed by Apple Computer, Inc., Memphis City Schools, and Memphis State University for at-risk minority students. The electronic bulletin board system (BBS) used is described; types of distance learning systems are explained; and research outcomes are discussed, including tutor roles and writing skills.…

The Relationship between Perceived Social Support and Maladjustment for Students at Risk.

ERIC Educational Resources Information Center

Demaray, Michelle Kilpatrick; Malecki, Christine Kerres

2002-01-01

Study examined the relationship between adolescents' perceived social support and self-reported (mal)adjustment indicators among predominantly at-risk, Hispanic students. Results indicated significant relationships in the expected direction between overall social support and clinical and school (mal)adjustment indicators. Parent and classmate…

A simple risk score identifies individuals at high risk of developing Type 2 diabetes: a prospective cohort study.

PubMed

Rahman, Mushtaqur; Simmons, Rebecca K; Harding, Anne-Helen; Wareham, Nicholas J; Griffin, Simon J

2008-06-01

Randomized trials have demonstrated that Type 2 diabetes is preventable among high-risk individuals. To date, such individuals have been identified through population screening using the oral glucose tolerance test. To assess whether a risk score comprising only routinely collected non-biochemical parameters was effective in identifying those at risk of developing Type 2 diabetes. Population-based prospective cohort (European Prospective Investigation of Cancer-Norfolk). Participants aged 40-79 recruited from UK general practices attended a health check between 1993 and 1998 (n = 25 639) and were followed for a mean of 5 years for diabetes incidence. The Cambridge Diabetes Risk Score was computed for 24 495 individuals with baseline data on age, sex, prescription of steroids and anti-hypertensive medication, family history of diabetes, body mass index and smoking status. We examined the incidence of diabetes across quintiles of the risk score and plotted a receiver operating characteristic (ROC) curve to assess discrimination. There were 323 new cases of diabetes, a cumulative incidence of 2.76/1000 person-years. Those in the top quintile of risk were 22 times more likely to develop diabetes than those in the bottom quintile (odds ratio 22.3; 95% CI: 11.0-45.4). In all, 54% of all clinically incident cases occurred in individuals in the top quintile of risk (risk score > 0.37). The area under the ROC was 74.5%. The risk score is a simple, effective tool for the identification of those at risk of developing Type 2 diabetes. Such methods may be more feasible than mass population screening with biochemical tests in defining target populations for prevention programmes.

Intrinsic Motivating Factors for Academic Success of Young At-Risk Students

ERIC Educational Resources Information Center

Rowan, Tanyia Perry

2012-01-01

Motivation as a factor in academic success is well documented in the literature and an important construct in educational planning. The purpose of this qualitative case study was to explore motivating factors for at-risk students who successfully graduated from high school. The framework for this study was based on Maslow's hierarchy of needs…

Beating the Odds (BTO) Program: A Comprehensive Support System for Teachers and Families of At-Risk Students.

ERIC Educational Resources Information Center

Opuni, Kwame A.; And Others

This paper evaluates the effectiveness of the Beating the Odds (BTO) program of the Houston (Texas) schools in the 1990-91 school year, the third and final year of Phase I of the program. The BTO program provided training workshops for teachers of at-risk students and direct counseling and social service support for at-risk students in a selected…

A Survey of Knowledge, Individual Perceived Risk, General Perceived Risk, and Behavioral Intentions Regarding Hepatitis B among Students in the Faculty of Nursing, Midwifery and Health at Shahrekord Islamic Azad University in 2014.

PubMed

Karimiankakolaki, Zohreh; Baghianimoghadam, Mohammad Hossein; Gerayllo, Sakineh; Sheikh Samani, Nadia; Hadipour, Hajar

2016-07-01

Hepatitis B is the most common cause of liver disease, and medical students are a risk group for the disease given their future occupations. The aim of the study was to assess of predictors of hepatitis B in the Faculty of nursing, midwifery and health at Shahrekord Islamic Azad University in 2014. This cross-sectional study was conducted with 300 students from the Faculty of nursing, midwifery and health at Shahrekord Islamic Azad University. The students answered questionnaires with items covering demographic characteristics, individual knowledge, public risk perception, perceived personal risk, and behavioral intentions regarding hepatitis B. The data were analyzed with SPSS version 18 software. The mean knowledge score of the students was 4.77 ± 1.71, the mean public risk perception score was 24.22 ± 3.44, the mean perceived personal risk score was 6.51 ± 1.97, and the mean behavioral intention score was 12.06 ± 2.97. There were significant differences in the mean knowledge scores in terms of gender, level of awareness, and level of education. There were also differences in the mean behavioral intention scores in terms of gender and field of study, the mean perceived personal risk scores in terms of level of education and field of study, and the mean public risk perception scores in terms of field of study. According to the results of this study, it is necessary to implement educational intervention in order to allow students to identify risk factors and overcome barriers to understanding the implications of the disease in this context.

The Use of Peer Facilitators To Enhance Self-Esteem Levels of At-Risk Students.

ERIC Educational Resources Information Center

Winkler, Joann B.

This practicum addressed the problems of low self-esteem levels of at-risk students in kindergarten and in grades three and five by implementing a peer facilitator program. The Coopersmith Self-Esteem Inventory, the OUNCE Attitude Scale, and a Kindergarten Checklist of Low Self-Esteem Characteristics were used to determine the students'…

Experiential Education: Understanding the Impact of Remotely Operated Vehicles on At-Risk Student Learning

ERIC Educational Resources Information Center

Kelly, James E.

2014-01-01

How do educators engage students in the curriculum? State and Common Core Standards determine what to teach; how those standards are taught varies. This research examined a group of at-risk elementary and secondary students using underwater Remotely Operated Vehicles (ROVs) as part of an experiential education program in a rural Michigan school…

Prevention of pressure sores by identifying patients at risk.

PubMed Central

Andersen, K E; Jensen, O; Kvorning, S A; Bach, E

1982-01-01

The risk of pressure sores developing in patients admitted with acute conditions was assessed by a simple risk score system based on age, reduced mobility, incontinence, pronounced emaciation, redness over bony prominences, unconsciousness, dehydration, and paralysis in a prospective clinical study. During seven months in 1977, 600 of 3571 patients were classified as at risk. Of these 35 (5.8%) developed sores compared with five (0.2%) of those not at risk. The results of this study compared with those over the same period in 1976 show that close observation of at-risk patients and early detection of pressure sores prevents their development. PMID:6803980

The Readmission Risk Flag: Using the Electronic Health Record to Automatically Identify Patients at Risk for 30-day Readmission

PubMed Central

Baillie, Charles A.; VanZandbergen, Christine; Tait, Gordon; Hanish, Asaf; Leas, Brian; French, Benjamin; Hanson, C. William; Behta, Maryam; Umscheid, Craig A.

2015-01-01

Background Identification of patients at high risk for readmission is a crucial step toward improving care and reducing readmissions. The adoption of electronic health records (EHR) may prove important to strategies designed to risk stratify patients and introduce targeted interventions. Objective To develop and implement an automated prediction model integrated into our health system’s EHR that identifies on admission patients at high risk for readmission within 30 days of discharge. Design Retrospective and prospective cohort. Setting Healthcare system consisting of three hospitals. Patients All adult patients admitted from August 2009 to September 2012. Interventions An automated readmission risk flag integrated into the EHR. Measures Thirty-day all-cause and 7-day unplanned healthcare system readmissions. Results Using retrospective data, a single risk factor, ≥2 inpatient admissions in the past 12 months, was found to have the best balance of sensitivity (40%), positive predictive value (31%), and proportion of patients flagged (18%), with a c-statistic of 0.62. Sensitivity (39%), positive predictive value (30%), proportion of patients flagged (18%) and c-statistic (0.61) during the 12-month period after implementation of the risk flag were similar. There was no evidence for an effect of the intervention on 30-day all-cause and 7-day unplanned readmission rates in the 12-month period after implementation. Conclusions An automated prediction model was effectively integrated into an existing EHR and identified patients on admission who were at risk for readmission within 30 days of discharge. PMID:24227707

The readmission risk flag: using the electronic health record to automatically identify patients at risk for 30-day readmission.

PubMed

Baillie, Charles A; VanZandbergen, Christine; Tait, Gordon; Hanish, Asaf; Leas, Brian; French, Benjamin; Hanson, C William; Behta, Maryam; Umscheid, Craig A

2013-12-01

Identification of patients at high risk for readmission is a crucial step toward improving care and reducing readmissions. The adoption of electronic health records (EHR) may prove important to strategies designed to risk stratify patients and introduce targeted interventions. To develop and implement an automated prediction model integrated into our health system's EHR that identifies on admission patients at high risk for readmission within 30 days of discharge. Retrospective and prospective cohort. Healthcare system consisting of 3 hospitals. All adult patients admitted from August 2009 to September 2012. An automated readmission risk flag integrated into the EHR. Thirty-day all-cause and 7-day unplanned healthcare system readmissions. Using retrospective data, a single risk factor, ≥ 2 inpatient admissions in the past 12 months, was found to have the best balance of sensitivity (40%), positive predictive value (31%), and proportion of patients flagged (18%), with a C statistic of 0.62. Sensitivity (39%), positive predictive value (30%), proportion of patients flagged (18%), and C statistic (0.61) during the 12-month period after implementation of the risk flag were similar. There was no evidence for an effect of the intervention on 30-day all-cause and 7-day unplanned readmission rates in the 12-month period after implementation. An automated prediction model was effectively integrated into an existing EHR and identified patients on admission who were at risk for readmission within 30 days of discharge. © 2013 Society of Hospital Medicine.

Students at Risk: Perceptions of Serbian Teachers and Implications for Teacher Education

ERIC Educational Resources Information Center

Jovanovic, Olja; Simic, Natasa; Rajovic, Vera

2014-01-01

While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers' own roles as sources of support, using a sample of 94 interviews…

The Relationship of Social Problem-Solving Skills and Dysfunctional Attitudes with Risk of Drug Abuse among Dormitory Students at Isfahan University of Medical Sciences.

PubMed

Nasrazadani, Ehteram; Maghsoudi, Jahangir; Mahrabi, Tayebeh

2017-01-01

Dormitory students encounter multiple social factors which cause pressure, such as new social relationships, fear of the future, and separation from family, which could cause serious problems such as tendency toward drug abuse. This research was conducted with the goal to determine social problem-solving skills, dysfunctional attitudes, and risk of drug abuse among dormitory students of Isfahan University of Medical Sciences, Iran. This was a descriptive-analytical, correlational, and cross-sectional research. The research sample consisted of 211 students living in dormitories. The participants were selected using randomized quota sampling method. The data collection tools included the Social Problem-Solving Inventory (SPSI), Dysfunctional Attitude Scale (DAS), and Identifying People at Risk of Addiction Questionnaire. The results indicated an inverse relationship between social problem-solving skills and risk of drug abuse ( P = 0.0002), a direct relationship between dysfunctional attitude and risk of drug abuse ( P = 0.030), and an inverse relationship between social problem-solving skills and dysfunctional attitude among students ( P = 0.0004). Social problem-solving skills have a correlation with dysfunctional attitudes. As a result, teaching these skills and the way to create efficient attitudes should be considered in dormitory students.

Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background students

NASA Astrophysics Data System (ADS)

Larrinaga McGee, Patria Maria

Current education reform calls for excellence, access, and equity in all areas of instruction, including science and literacy. Historically, persons of diverse backgrounds or with disabilities have been underrepresented in science. Gaps are evident between the science and literacy achievement of diverse students and their mainstream peers. The purpose of this study was to document, describe, and examine patterns of development and change in the science learning and literacy performance of Hispanic students. The two major questions of this study were: (1) How is science content knowledge, as evident in oral and written formats, manifested in the performance of typically developing, at-risk, and disabled non-English language background (NELB) students? and (2) What are the patterns of literacy performance in science, and as evident in oral and written formats, among typically developing, at-risk, and disabled NELB students? This case study was part of a larger research project, the Promise Project, undertaken at the University of Miami, Coral Gables, Florida, under the sponsorship of the National Science Foundation. The study involved 24 fourth-grade students in seven classrooms located in Promise Project schools where teachers were provided with training and materials for instruction on two units of science content: Matter and Weather. Four students were selected from among the fourth-graders for a closer analysis of their performance. Qualitative and quantitative data analysis methods were used to document, describe, and examine specific events or phenomena in the processes of science learning and literacy development. Important findings were related to (a) gains in science learning and literacy development, (b) students' science learning and literacy development needs, and (c) general and idiosyncratic attitudes toward science and literacy. Five patterns of science "explanations" identified indicated a developmental cognitive/linguistic trajectory in science

Using Institutional Data to Identify Students at Risk for Leaving Community College: An Event History Approach

ERIC Educational Resources Information Center

Bachler, Paul T.

2013-01-01

Community colleges have been criticized for having lower graduation rates than four year colleges, but few studies have looked at non-graduation transfer, in which a student leaves the community college for a four-year college without taking an associate degree. The current study utilizes institutional data and a discrete-time event history model…

Risk factors of Coxiella burnetii (Q fever) seropositivity in veterinary medicine students.

PubMed

de Rooij, Myrna M T; Schimmer, Barbara; Versteeg, Bart; Schneeberger, Peter; Berends, Boyd R; Heederik, Dick; van der Hoek, Wim; Wouters, Inge M

2012-01-01

Q fever is an occupational risk for veterinarians, however little is known about the risk for veterinary medicine students. This study aimed to assess the seroprevalence of Coxiella burnetii among veterinary medicine students and to identify associated risk factors. A cross-sectional study with questionnaire and blood sample collection was performed among all veterinary medicine students studying in The Netherlands in 2006. Serum samples (n = 674), representative of all study years and study directions, were analyzed for C. burnetii IgG and IgM phase I and II antibodies with an immunofluorescence assay (IFA). Seropositivity was defined as IgG phase I and/or II titer of 1:32 and above. Of the veterinary medicine students 126 (18.7%) had IgG antibodies against C. burnetii. Seropositivity associated risk factors identified were the study direction 'farm animals' (Odds Ratio (OR) 3.27 [95% CI 2.14-5.02]), advanced year of study (OR year 6: 2.31 [1.22-4.39] OR year 3-5 1.83 [1.07-3.10]) having had a zoonosis during the study (OR 1.74 [1.07-2.82]) and ever lived on a ruminant farm (OR 2.73 [1.59-4.67]). Stratified analysis revealed study direction 'farm animals' to be a study-related risk factor apart from ever living on a farm. In addition we identified a clear dose-response relation for the number of years lived on a farm with C. burnetii seropositivity. C. burnetii seroprevalence is considerable among veterinary medicine students and study related risk factors were identified. This indicates Q fever as an occupational risk for veterinary medicine students.

Evaluation of Math Block-Scheduling for Low Performing At-Risk and Economically-Disadvantaged Students

ERIC Educational Resources Information Center

Trice, Toni M.

2017-01-01

Research shows a math achievement gap for at-risk and economically-disadvantaged students in the United States. To address this issue, a Texas school district implemented a 90-minute math block-scheduling program with 8th grade students. Shaped by the academic learning time and social justice theories, the purpose of this quantitative program…

Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

ERIC Educational Resources Information Center

Schwartz, Robert M.

2005-01-01

This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

Comparative research on NIMBY risk acceptability between Chinese and Japanese college students.

PubMed

Wu, Yunqing; Zhai, Guofang; Li, Shasha; Ren, Chongqiang; Tsuchida, Shoji

2014-10-01

Along with the progressive acceleration of urbanization, the need to identify potentially troublesome "Not In My Back Yard" (NIMBY) facilities in the city is inevitable. To resolve NIMBY conflict, it is important to know people's NIMBY risk acceptability for these facilities. A questionnaire survey was used among Chinese and Japanese college students to identify NIMBY risk acceptability. LISREL was used to construct a structural equation model to analyze the difference in NIMBY risk acceptability between the Chinese and Japanese college students. Factors that may affect NIMBY risk acceptability were analyzed: "perceiving utility," "perceiving risk," "trust in government," "reasonable compensation," and "procedural justice." The findings show that Japanese students' concerns were greater than Chinese students' concerns. Perceiving utility and perceiving risk were the most important factors that affect people's NIMBY risk acceptability, followed by procedural justice, trust in government, and reasonable compensation. There is a difference between the different cultural backgrounds in confronting the risk: Chinese students focus more on the reputation and value of real estate, while Japanese students pay more attention to environmental pollution and damage to health. Furthermore, cultural influences play a role in students' risk perception. To improve the risk acceptability for NIMBY facilities and provide a basis for resolving NIMBY conflicts, it is necessary to ensure the benefits of the NIMBY facility while reducing environmental pollution. The findings of this study may be of interest for policy makers and practitioners to devise future NIMBY strategies.

Music Class for the At-Risk: A Music Therapist's Perspective.

ERIC Educational Resources Information Center

Duerksen, George L.; Darrow, Alice-Ann

1991-01-01

Urges music educators and music therapists to cooperate in providing motivation for at-risk students through specially planned activities. Identifies means of meeting the risks of (1) lack of self-discipline and motivation; (2) not learning effectively; (3) alcohol and drug abuse; and (4) focus on rudimentary survival skills. (DK)

The effect of differentiated curriculum enhancements on the achievement of at-risk and normally achieving students in 5th grade science

NASA Astrophysics Data System (ADS)

Simpkins, Pamela Mccrea

2007-12-01

At-risk students show consistent patterns of under achievement and social maladjustment in school which leads to their demise in high school (McMillian & Reed, 1994). Similarly, special education students are at increased risk of not completing high school and do not perform as well on national achievement tests than their nondisabled peers (Land & Legters, 2002). It is possible that students at-risk for academic failure will not meet graduation requirements unless interventions are put in place to alleviate this problem. It has been documented that science textbooks contain difficult vocabulary and high reading levels that are challenging for struggling students. Using approaches such as activities oriented instruction, which supports the cooperative learning/peer tutoring model is one approach that has been successful with normally achieving and special education students. This research examined the effect of differentiated curriculum enhancements with peer tutoring on the achievement of at-risk and normally achieving students in science. A crossover design was implemented in three fifth grade inclusive classes, consisting of typically achieving students, students at-risk, and students with learning disabilities. The participants included 16 at-risk students, three special education students and 44 normally achieving students. The science review activities were implemented during two consecutive science units. One unit covered Earth and Space science. The other unit covered Light and Sound. Each curriculum enhancement had identification and production level activities. The identification level provided prompts; the production level did not provide prompts. Pretest and posttest were administered. Overall findings of the study revealed a significant interaction between experimental condition and treatment order, suggesting an advantage for students using differentiated curriculum enhancements. Main effects analysis suggested that students performed better on one

Using Evidence-Based Decision Trees Instead of Formulas to Identify At-Risk Readers. REL 2014-036

ERIC Educational Resources Information Center

Koon, Sharon; Petscher, Yaacov; Foorman, Barbara R.

2014-01-01

This study examines whether the classification and regression tree (CART) model improves the early identification of students at risk for reading comprehension difficulties compared with the more difficult to interpret logistic regression model. CART is a type of predictive modeling that relies on nonparametric techniques. It presents results in…

Personal Background Preparation Survey for early identification of nursing students at risk for attrition.

PubMed

Johnson, Craig W; Johnson, Ronald; Kim, Mira; McKee, John C

2009-11-01

During 2004 and 2005 orientations, all 187 and 188 new matriculates, respectively, in two southwestern U.S. nursing schools completed Personal Background and Preparation Surveys (PBPS) in the first predictive validity study of a diagnostic and prescriptive instrument for averting adverse academic status events (AASE) among nursing or health science professional students. One standard deviation increases in PBPS risks (p < 0.05) multiplied odds of first-year or second-year AASE by approximately 150%, controlling for school affiliation and underrepresented minority student (URMS) status. AASE odds one standard deviation above mean were 216% to 250% those one standard deviation below mean. Odds of first-year or second-year AASE for URMS one standard deviation above the 2004 PBPS mean were 587% those for non-URMS one standard deviation below mean. The PBPS consistently and significantly facilitated early identification of nursing students at risk for AASE, enabling proactive targeting of interventions for risk amelioration and AASE or attrition prevention. Copyright 2009, SLACK Incorporated.

Validity of the AUDIT-C screen for at-risk drinking among students utilizing university primary care.

PubMed

Campbell, Clare E; Maisto, Stephen A

2018-03-22

Research is needed to establish the psychometric properties of brief screens in university primary care settings. This study aimed to assess the construct validity of one such screen, the Alcohol Use Disorders Identification Test-Consumption (AUDIT-C), for detecting at-risk drinking among students who have utilized on-campus primary care. 389 students recently seen in university primary care completed a confidential online survey in December 2014. Bivariate correlations between the AUDIT-C and measures of alcohol consumption and negative drinking consequences provided concurrent evidence for construct validity. Receiver Operating Characteristic curve analyses determined optimal cut-off scores for at-risk drinking. The AUDIT-C significantly correlated with measures of alcohol consumption and negative drinking consequences (p < .001). Analyses support optimal AUDIT-C cut-off scores of 5 for females and 7 for males. The AUDIT-C is a valid screen for at-risk drinking among students who utilize university primary care.

A Comprehensive Profile of Health Risk Behaviors Among Students at a Small Canadian University

ERIC Educational Resources Information Center

Taylor, Jennifer P.; McCarthy, Mary Jean; Herbert, Rosemary J.; Smith, Philip B.

2009-01-01

Despite recent attention to health promotion and illness prevention, young people continue to engage in a variety of risk behaviors, which may negatively influence current and future health status. The purpose of this study was to create a comprehensive profile of health risk behaviors among undergraduate students at the University of Prince…

Identifying the women at risk of antenatal anxiety and depression: A systematic review.

PubMed

Biaggi, Alessandra; Conroy, Susan; Pawlby, Susan; Pariante, Carmine M

2016-02-01

Pregnancy is a time of increased vulnerability for the development of anxiety and depression. This systematic review aims to identify the main risk factors involved in the onset of antenatal anxiety and depression. A systematic literature analysis was conducted, using PubMed, PsychINFO, and the Cochrane Library. Original papers were included if they were written in English and published between 1st January 2003 and 31st August 2015, while literature reviews and meta-analyses were consulted regardless of publication date. A final number of 97 papers were selected. The most relevant factors associated with antenatal depression or anxiety were: lack of partner or of social support; history of abuse or of domestic violence; personal history of mental illness; unplanned or unwanted pregnancy; adverse events in life and high perceived stress; present/past pregnancy complications; and pregnancy loss. The review does not include a meta-analysis, which may have added additional information about the differential impact of each risk factor. Moreover, it does not specifically examine factors that may influence different types of anxiety disorders, or the recurrence or persistence of depression or anxiety from pregnancy to the postpartum period. The results show the complex aetiology of antenatal depression and anxiety. The administration of a screening tool to identify women at risk of anxiety and depression during pregnancy should be universal practice in order to promote the long-term wellbeing of mothers and babies, and the knowledge of specific risk factors may help creating such screening tool targeting women at higher risk. Copyright © 2016 Elsevier B.V. All rights reserved.

A Survey of Knowledge, Individual Perceived Risk, General Perceived Risk, and Behavioral Intentions Regarding Hepatitis B among Students in the Faculty of Nursing, Midwifery and Health at Shahrekord Islamic Azad University in 2014

PubMed Central

Karimiankakolaki, Zohreh; Baghianimoghadam, Mohammad Hossein; Gerayllo, Sakineh; Sheikh Samani, Nadia; Hadipour, Hajar

2016-01-01

Background Hepatitis B is the most common cause of liver disease, and medical students are a risk group for the disease given their future occupations. Objectives The aim of the study was to assess of predictors of hepatitis B in the Faculty of nursing, midwifery and health at Shahrekord Islamic Azad University in 2014. Materials and Methods This cross-sectional study was conducted with 300 students from the Faculty of nursing, midwifery and health at Shahrekord Islamic Azad University. The students answered questionnaires with items covering demographic characteristics, individual knowledge, public risk perception, perceived personal risk, and behavioral intentions regarding hepatitis B. The data were analyzed with SPSS version 18 software. Results The mean knowledge score of the students was 4.77 ± 1.71, the mean public risk perception score was 24.22 ± 3.44, the mean perceived personal risk score was 6.51 ± 1.97, and the mean behavioral intention score was 12.06 ± 2.97. There were significant differences in the mean knowledge scores in terms of gender, level of awareness, and level of education. There were also differences in the mean behavioral intention scores in terms of gender and field of study, the mean perceived personal risk scores in terms of level of education and field of study, and the mean public risk perception scores in terms of field of study. Conclusions According to the results of this study, it is necessary to implement educational intervention in order to allow students to identify risk factors and overcome barriers to understanding the implications of the disease in this context. PMID:27651804

Early Intervention to Support the Academic Recovery of First-Year Students at Risk of Non-Continuation

ERIC Educational Resources Information Center

Lizzio, Alf; Wilson, Keithia

2013-01-01

The widening participation agenda and related concerns about student retention require a more systematic focus on supporting student success. This paper describes a process designed with the dual goals of supporting the short-term academic recovery of students at risk of non-continuation due to early difficulties with assessment and developing…

Cardiovascular risk factors among college students: Knowledge, perception, and risk assessment.

PubMed

Tran, Dieu-My T; Zimmerman, Lani M; Kupzyk, Kevin A; Shurmur, Scott W; Pullen, Carol H; Yates, Bernice C

2017-04-01

To assess college students' knowledge and perception of cardiovascular risk factors and to screen for their cardiovascular risks. The final sample that responded to recruitment consisted of 158 college students from a midwestern university. A cross-sectional, descriptive study was performed using convenience sampling. College students were knowledgeable about cardiovascular risk factors but did not perceive themselves at risk for cardiovascular disease (CVD). Knowledge of cardiovascular risk factors was correlated with the lifetime risk estimates (ρ = .17, p = .048), and perception of cardiovascular risk was positively associated with 30-year CVD risk estimates (ρ = .16, p = .048). More than 50% of the participants had 1 or more cardiovascular risk factors. High knowledge level of cardiovascular risk factors was not sufficient to lower cardiovascular risks within this study population, but changing perception of cardiovascular risk factors may play a bigger role in reducing long-term cardiovascular risks.

The Influence of an Intensive Faculty-Guided Mentoring Program on the College Adjustment of At-Risk Students: A Qualitative Assessment.

ERIC Educational Resources Information Center

Harter, James L.; Jones-Walker, Judy

Mercy College (Ohio) has expanded its services for at-risk students, due to the fact that many of these students are not functioning at college level in writing, math, and reading. The hope of attaining a college education among at-risk students is high, and it is important that they receive help in their areas of need. To help accomplish this…

Genetic Testing as a Tool to Identify Horses with or at Risk for Ocular Disorders.

PubMed

Bellone, Rebecca R

2017-12-01

Advances in equine genetics and genomics resources have enabled the understanding of some inherited ocular disorders and ocular manifestations. These ocular disorders include congenital stationary night blindness, equine recurrent uveitis, multiple congenital ocular anomalies, and squamous cell carcinoma. Genetic testing can identify horses with or at risk for disease and thus can assist in clinical management. In addition, genetic testing can identify horses that are carriers and thus can inform breeding decisions. Use of genetic tests in management and breeding decisions should aid in reducing the incidence of these disorders and improving the outcomes for horses at highest risk. Copyright © 2017 Elsevier Inc. All rights reserved.

Risk Factors of Coxiella burnetii (Q Fever) Seropositivity in Veterinary Medicine Students

PubMed Central

de Rooij, Myrna M. T.; Schimmer, Barbara; Versteeg, Bart; Schneeberger, Peter; Berends, Boyd R.; Heederik, Dick; van der Hoek, Wim; Wouters, Inge M.

2012-01-01

Background Q fever is an occupational risk for veterinarians, however little is known about the risk for veterinary medicine students. This study aimed to assess the seroprevalence of Coxiella burnetii among veterinary medicine students and to identify associated risk factors. Methods A cross-sectional study with questionnaire and blood sample collection was performed among all veterinary medicine students studying in the Netherlands in 2006. Serum samples (n = 674), representative of all study years and study directions, were analyzed for C. burnetii IgG and IgM phase I and II antibodies with an immunofluorescence assay (IFA). Seropositivity was defined as IgG phase I and/or II titer of 1∶32 and above. Results Of the veterinary medicine students 126 (18.7%) had IgG antibodies against C. burnetii. Seropositivity associated risk factors identified were the study direction ‘farm animals’ (Odds Ratio (OR) 3.27 [95% CI 2.14–5.02]), advanced year of study (OR year 6: 2.31 [1.22–4.39] OR year 3–5 1.83 [1.07–3.10]) having had a zoonosis during the study (OR 1.74 [1.07–2.82]) and ever lived on a ruminant farm (OR 2.73 [1.59–4.67]). Stratified analysis revealed study direction ‘farm animals’ to be a study-related risk factor apart from ever living on a farm. In addition we identified a clear dose-response relation for the number of years lived on a farm with C. burnetii seropositivity. Conclusions C. burnetii seroprevalence is considerable among veterinary medicine students and study related risk factors were identified. This indicates Q fever as an occupational risk for veterinary medicine students. PMID:22363803

Middle East respiratory syndrome risk perception among students at a university in South Korea, 2015.

PubMed

Yang, Seongwoo; Cho, Sung-Il

2017-06-01

The 2015 Middle East respiratory syndrome (MERS) outbreak in South Korea was a serious threat to public health, and was exacerbated by the inappropriate responses of major institutions and the public. This study examined the sources of confusion during the MERS outbreak and identified the factors that can affect people's behavior. An online survey of the risk perception of university students in South Korea was performed after the epidemic had peaked. The questionnaire addressed the major social determinants in South Korea during the MERS epidemic. The analysis included data from 1,470 subjects who provided complete answers. The students had 53.5% of the essential knowledge about MERS. Women showed higher risk perception than men, and trust in the media was positively associated with risk perception (P < .001). Additionally, risk perception was positively associated with overreaction by the public (odds ratio, 2.80; 95% confidence interval, 2.17-3.60; P < .001). These findings suggest that media content affected the public's perception of MERS risk and that perception of a high level of risk led to overreaction. Risk perception was associated with most of the social factors examined and overreaction by the public. Therefore, providing accurate information and data to the public, establishing trust, and facilitating the development of an attitude will all be important in future crises. Copyright © 2017 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Trait Emotional Intelligence and University Graduation Outcomes: Using Latent Profile Analysis to Identify Students at Risk for Degree Noncompletion

ERIC Educational Resources Information Center

Keefer, Kateryna V.; Parker, James D. A.; Wood, Laura M.

2012-01-01

This study explored the utility of trait emotional intelligence (EI) for predicting students' university graduation outcomes six years after enrolment in university. At the start of the program, 1,015 newly registered students completed a brief multidimensional self-report EI assessment and provided consent to track their subsequent degree…

Classroom Dynamics and Young Children Identified as At Risk for the Development of Serious Emotional Disturbance.

ERIC Educational Resources Information Center

Lago-Delello, Ellie

This study examined differences between kindergarten and first-grade children identified as at risk (AR) or not at risk (NAR) for the development of severe emotional disturbance on selected factors of classroom dynamics. Screening, using the Systematic Screening for Behavior Disorders measure, of all 628 kindergarten and first-grade children at…

Identifying Children at Risk for Language Impairment or Dyslexia with Group-Administered Measures

ERIC Educational Resources Information Center

Adlof, Suzanne M.; Scoggins, Joanna; Brazendale, Allison; Babb, Spencer; Petscher, Yaacov

2017-01-01

Purpose: The study aims to determine whether brief, group-administered screening measures can reliably identify second-grade children at risk for language impairment (LI) or dyslexia and to examine the degree to which parents of affected children were aware of their children's difficulties. Method: Participants (N = 381) completed screening tasks…

The Effects of School Membership on Academic and Behavioral Performance of At-Risk Students

ERIC Educational Resources Information Center

Ahn, Sunyoung

2010-01-01

The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and school outcomes among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All…

A partner-related risk behavior index to identify people at elevated risk for sexually transmitted infections.

PubMed

Crosby, Richard; Shrier, Lydia A

2013-04-01

The purpose of this study was to develop and test a sexual-partner-related risk behavior index to identify high-risk individuals most likely to have a sexually transmitted infection (STI). Patients from five STI and adolescent medical clinics in three US cities were recruited (N = 928; M age = 29.2 years). Data were collected using audio-computer-assisted self-interviewing. Of seven sexual-partner-related variables, those that were significantly associated with the outcomes were combined into a partner-related risk behavior index. The dependent variables were laboratory-confirmed infection with Chlamydia trachomatis, Neisseria gonorrhoeae, and/or Trichomonas vaginalis. Nearly one-fifth of the sample (169/928; 18.4%) tested positive for an STI. Three of the seven items were significantly associated with having one or more STIs: sex with a newly released prisoner, sex with a person known or suspected of having an STI, and sexual concurrency. In combined form, this three-item index was significantly associated with STI prevalence (p < .001). In the presence of three covariates (gender, race, and age), those classified as being at-risk by the index were 1.8 times more likely than those not classified as such to test positive for an STI (p < .001). Among individuals at risk for STIs, a three-item index predicted testing positive for one or more of three STIs. This index could be used to prioritize and guide intensified clinic-based counseling for high-risk patients of STI and other clinics.

The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors

ERIC Educational Resources Information Center

Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo

2012-01-01

The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…

Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities.

PubMed

Vadasy, P F; Jenkins, J R; Pool, K

2000-01-01

This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs.

The Relationship of Social Problem-Solving Skills and Dysfunctional Attitudes with Risk of Drug Abuse among Dormitory Students at Isfahan University of Medical Sciences

PubMed Central

Nasrazadani, Ehteram; Maghsoudi, Jahangir; Mahrabi, Tayebeh

2017-01-01

Background: Dormitory students encounter multiple social factors which cause pressure, such as new social relationships, fear of the future, and separation from family, which could cause serious problems such as tendency toward drug abuse. This research was conducted with the goal to determine social problem-solving skills, dysfunctional attitudes, and risk of drug abuse among dormitory students of Isfahan University of Medical Sciences, Iran. Materials and Methods: This was a descriptive-analytical, correlational, and cross-sectional research. The research sample consisted of 211 students living in dormitories. The participants were selected using randomized quota sampling method. The data collection tools included the Social Problem-Solving Inventory (SPSI), Dysfunctional Attitude Scale (DAS), and Identifying People at Risk of Addiction Questionnaire. Results: The results indicated an inverse relationship between social problem-solving skills and risk of drug abuse (P = 0.0002), a direct relationship between dysfunctional attitude and risk of drug abuse (P = 0.030), and an inverse relationship between social problem-solving skills and dysfunctional attitude among students (P = 0.0004). Conclusions: Social problem-solving skills have a correlation with dysfunctional attitudes. As a result, teaching these skills and the way to create efficient attitudes should be considered in dormitory students. PMID:28904539

Improving nursing students' assessment of fall risk in community-dwelling older adults.

PubMed

Patton, Susan K

2016-12-09

Nationally, approximately one third of older adults fall each year. Falls and resulting injury result in decreased mobility, functional impairment, loss of independence, and increased mortality. Utilization of evidence-based protocols by health care providers to identify older adults at risk of falling is limited, and rates of participation by older adults in prevention activities is low. Because of nursing's increasing role in caring for older adults, development of fall prevention education for nursing students would result in increased awareness of the need for fall prevention in community-dwelling older adults and increased access of older adults to falls risk assessment. There is a need to extend research to inform teaching and learning strategies for fall prevention. After pretesting, a convenience sample of 52 undergraduate nursing students and 22 graduate nursing students completed an online education program and performed a falls risk assessment on an older adult. After completing the clinical assignment, students completed a posttest and self-efficacy survey. Data were analyzed using multivariate statistical tests. Results revealed an increase in knowledge and student self-reporting of efficacy of fall risk assessment skills for the older adult population. This study suggests that nursing students acquired the necessary knowledge and self-efficacy for assessing fall risk of older adults through the combination of an online learning module and participating in actual fall risk assessment of an older adult.

Identifying At-Risk Individuals for Insomnia Using the Ford Insomnia Response to Stress Test.

PubMed

Kalmbach, David A; Pillai, Vivek; Arnedt, J Todd; Drake, Christopher L

2016-02-01

A primary focus of the National Institute of Mental Health's current strategic plan is "predicting" who is at risk for disease. As such, the current investigation examined the utility of premorbid sleep reactivity in identifying a specific and manageable population at elevated risk for future insomnia. A community-based sample of adults (n = 2,892; 59.3% female; 47.9 ± 13.3 y old) with no lifetime history of insomnia or depression completed web-based surveys across three annual assessments. Participants reported parental history of insomnia, demographic characteristics, sleep reactivity on the Ford Insomnia in Response to Stress Test (FIRST), and insomnia symptoms. DSM-IV diagnostic criteria were used to determine insomnia classification. Baseline FIRST scores were used to predict incident insomnia at 1-y follow-up. Two clinically meaningful FIRST cutoff values were identified: FIRST ≥ 16 (sensitivity 77%; specificity 50%; odds ratio [OR] = 2.88, P < 0.001); and FIRST ≥ 18 (sensitivity 62%; specificity 67%; OR = 3.32, P < 0.001). Notably, both FIRST cut-points outperformed known maternal (OR = 1.49-1.59, P < 0.01) and paternal history (P = NS) in predicting insomnia onset, even after controlling for stress exposure and demographic characteristics. Of the incident cases, insomniacs with highly reactive sleep systems reported longer sleep onset latencies (FIRST ≥ 16: 65 min; FIRST ≥ 18: 68 min) than participants with nonreactive insomnia (FIRST < 16: 37 min; FIRST < 18: 44 min); these groups did not differ on any other sleep parameters. The current study established a cost- and time-effective strategy for identifying individuals at elevated risk for insomnia based on trait sleep reactivity. The FIRST accurately identifies a focused target population in which the psychobiological processes complicit in insomnia onset and progression can be better investigated, thus improving future preventive efforts. © 2016 Associated Professional Sleep Societies, LLC.

Correlates of AUDIT risk status for male and female college students.

PubMed

Demartini, Kelly S; Carey, Kate B

2009-01-01

The current study identified gender-specific correlates of hazardous drinker status as defined by the AUDIT. A total of 462 college student volunteers completed the study in 2006. The sample was predominantly Caucasian (75%) and female (55%). Participants completed a survey assessing demographics, alcohol use patterns, and health indices. Scores of 8 or more on the AUDIT defined the at-risk subsample. Logistic regression models determined which variables predicted AUDIT risk status for men and women. The at-risk participants reported higher alcohol use and related problems, elevated sleep problems and lower health ratings. High typical blood alcohol concentration (BAC), lifetime drug use, and psychosocial problems predicted risk status for males. Binge frequency and psychosocial problems predicted risk status for females. Different behavioral profiles emerged for men and women identified as hazardous drinkers on the AUDIT. The efficacy of brief alcohol interventions could be enhanced by addressing these behavioral correlates.

Identifying Novice Student Programming Misconceptions and Errors from Summative Assessments

ERIC Educational Resources Information Center

Veerasamy, Ashok Kumar; D'Souza, Daryl; Laakso, Mikko-Jussi

2016-01-01

This article presents a study aimed at examining the novice student answers in an introductory programming final e-exam to identify misconceptions and types of errors. Our study used the Delphi concept inventory to identify student misconceptions and skill, rule, and knowledge-based errors approach to identify the types of errors made by novices…

Dramatic Impact of Action Research of Arts-Based Teaching on At-Risk Students

ERIC Educational Resources Information Center

Li, Xin; Kenzy, Patty; Underwood, Lucy; Severson, Laura

2015-01-01

This study was presented at the American Educational Research Association 2012 conference in Vancouver, Canada. The study explored how action research of arts-based teaching (ABT) impacted at-risk students in three urban public schools in southern California, USA. ABT was defined as using arts, music, drama, and dance in teaching other subjects. A…

At-Risk Students and Virtual Enterprise: Tourism and Hospitality Simulations in Applied and Academic Learning.

ERIC Educational Resources Information Center

Borgese, Anthony

This paper discusses Virtual Enterprise (VE), a technology-driven business simulation program in which students conceive, create, and operate enterprises that utilize Web-based and other technologies to trade products and services around the world. The study examined the effects of VE on a learning community of at-risk students, defined as those…

The Impact of SIM on FCAT Reading Scores of Special Education and At-Risk Students

ERIC Educational Resources Information Center

Matyo-Cepero, Jude

2013-01-01

The purpose of this study was to determine if special education and at-risk students educated exclusively in a school-within-a-school setting showed improved high-stakes standardized reading test scores after learning the strategic instruction model (SIM) inference strategy. This study was focused on four groups of eighth-grade students attending…

A School Intervention to Increase Prosocial Behavior and Improve Academic Performance of At-Risk Students

ERIC Educational Resources Information Center

Kilian, Janet M.; Kilian, Denis W.

2011-01-01

The purpose of this pilot study was to investigate an intervention for at-risk elementary school students who did not respond sufficiently to a universal school-wide social skills program. The manualized social skills counseling intervention was implemented for two years, and sought to create and maintain appropriate student relating and problem…

Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Zeng, Songtian; Benner, Gregory J.; Silva, Rayann M.

2016-01-01

The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used a quasi-experimental design with pre and post assessments for both the treatment and comparison groups. Participants were fourth grade students (N = 92) below…

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-Risk for Reading Difficulties?

ERIC Educational Resources Information Center

Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie

2012-01-01

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected…

School-based Screening to Identify Children At Risk for Attention-Deficit/Hyperactivity Disorder: Barriers and Implications

PubMed Central

Barry, Tammy D.; Sturner, Raymond A.; Seymour, Karen; Howard, Barbara H.; McGoron, Lucy; Bergmann, Paul; Kent, Ronald; Sullivan, Casey; Tomeny, Theodore S.; Pierce, Jessica S.; Coin, Kristen L.; Goodlad, James K.; Werle, Nichole

2014-01-01

This report describes a school-based screening project to improve early identification of children at risk for attention-deficit/hyperactivity disorder (ADHD) and communicate these concerns to parents, recommending that they contact their child’s primary care provider (PCP). Of 17,440 eligible children in first through fifth grades in five school districts, 47.0% of parents provided required written consent, and teachers completed 70.4% of the online screeners (using the Vanderbilt AD/HD Diagnostic Teacher Rating Scale). Of 5,772 screeners completed, 18.1% of children (n = 1,044) were identified as at risk. Parents of at-risk children were contacted to explain risk status and recommended to visit their child’s PCP for further evaluation. It was not possible to contact 39.1% of parents of at-risk children. Of the 636 parents of at-risk children who could be contacted, 53.1% (n = 338) verbally accepted the recommendation to follow-up with their PCP, which was not related to ADHD symptom severity. Parents of children with IEPs or related services were more likely to accept the recommendation to visit the PCP. Our exploration of the potential for school-based screening for ADHD identified a number of barriers to successful execution, but the data also indicated that this is an important problem to address. PMID:27642209

Screening for violence risk factors identifies young adults at risk for return emergency department visit for injury.

PubMed

Hankin, Abigail; Wei, Stanley; Foreman, Juron; Houry, Debra

2014-08-01

Homicide is the second leading cause of death among youth aged 15-24. Prior cross-sectional studies, in non-healthcare settings, have reported exposure to community violence, peer behavior, and delinquency as risk factors for violent injury. However, longitudinal cohort studies have not been performed to evaluate the temporal or predictive relationship between these risk factors and emergency department (ED) visits for injuries among at-risk youth. The objective was to assess whether self-reported exposure to violence risk factors in young adults can be used to predict future ED visits for injuries over a 1-year period. This prospective cohort study was performed in the ED of a Southeastern US Level I trauma center. Eligible participants were patients aged 18-24, presenting for any chief complaint. We excluded patients if they were critically ill, incarcerated, or could not read English. Initial recruitment occurred over a 6-month period, by a research assistant in the ED for 3-5 days per week, with shifts scheduled such that they included weekends and weekdays, over the hours from 8AM-8PM. At the time of initial contact in the ED, patients were asked to complete a written questionnaire, consisting of previously validated instruments measuring the following risk factors: a) aggression, b) perceived likelihood of violence, c) recent violent behavior, d) peer behavior, e) community exposure to violence, and f) positive future outlook. At 12 months following the initial ED visit, the participants' medical records were reviewed to identify any subsequent ED visits for injury-related complaints. We analyzed data with chi-square and logistic regression analyses. Three hundred thirty-two patients were approached, of whom 300 patients consented. Participants' average age was 21.1 years, with 60.1% female, 86.0% African American. After controlling for participant gender, ethnicity, or injury complaint at time of first visit, return visits for injuries were significantly

The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

ERIC Educational Resources Information Center

Phillips, Pamela Prevette

2015-01-01

Nationally, "at risk" students make up to 30% of U.S. students in public schools. Many "at risk" students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high…

Learning Factor Models of Students at Risk of Failing in the Early Stage of Tertiary Education

ERIC Educational Resources Information Center

Gray, Geraldine; McGuinness, Colm; Owende, Philip; Hofmann, Markus

2016-01-01

This paper reports on a study to predict students at risk of failing based on data available prior to commencement of first year. The study was conducted over three years, 2010 to 2012, on a student population from a range of academic disciplines, n=1,207. Data was gathered from both student enrollment data and an online, self-reporting,…

Identifying Voxels at Risk for Progression in Glioblastoma Based on Dosimetry, Physiologic and Metabolic MRI.

PubMed

Anwar, Mekhail; Molinaro, Annette M; Morin, Olivier; Chang, Susan M; Haas-Kogan, Daphne A; Nelson, Sarah J; Lupo, Janine M

2017-09-01

Despite the longstanding role of radiation in cancer treatment and the presence of advanced, high-resolution imaging techniques, delineation of voxels at-risk for progression remains purely a geometric expansion of anatomic images, missing subclinical disease at risk for recurrence while treating potentially uninvolved tissue and increasing toxicity. This remains despite the modern ability to precisely shape radiation fields. A striking example of this is the treatment of glioblastoma, a highly infiltrative tumor that may benefit from accurate identification of subclinical disease. In this study, we hypothesize that parameters from physiologic and metabolic magnetic resonance imaging (MRI) at diagnosis could predict the likelihood of voxel progression at radiographic recurrence in glioblastoma by identifying voxel characteristics that indicate subclinical disease. Integrating dosimetry can reveal its effect on voxel outcome, enabling risk-adapted voxel dosing. As a system example, 24 patients with glioblastoma treated with radiotherapy, temozolomide and an anti-angiogenic agent were analyzed. Pretreatment median apparent diffusion coefficient (ADC), fractional anisotropy (FA), relative cerebral blood volume (rCBV), vessel leakage (percentage recovery), choline-to-NAA index (CNI) and dose of voxels in the T2 nonenhancing lesion (NEL), T1 post-contrast enhancing lesion (CEL) or normal-appearing volume (NAV) of brain, were calculated for voxels that progressed [NAV→NEL, CEL (N = 8,765)] and compared against those that remained stable [NAV→NAV (N = 98,665)]. Voxels that progressed (NAV→NEL) had significantly different (P < 0.01) ADC (860), FA (0.36) and CNI (0.67) versus stable voxels (804, 0.43 and 0.05, respectively), indicating increased cell turnover, edema and decreased directionality, consistent with subclinical disease. NAV→CEL voxels were more abnormal (1,014, 0.28, 2.67, respectively) and leakier (percentage recovery = 70). A predictive model

Impact of a Career Intervention on At-Risk Middle School Students' Career Maturity Levels, Academic Achievement, and Self-Esteem

ERIC Educational Resources Information Center

Legum, Harry L.; Hoare, Carol H.

2004-01-01

The purpose of this study was to assess the effects of a 9-week career intervention program on at-risk middle school students' career maturity levels, self-esteem, and academic achievement. This study was based on a pretest and posttest design using a control group. Data were collected from 27 at-risk middle school students representing the…

A Case Study on the Impact of Homogenous Small Class Instruction as an Academic Intervention for At-Risk Students

ERIC Educational Resources Information Center

Mays, Jessica E.

2015-01-01

This case study examined the impact of a site-specific intervention for at-risk students in a small rural elementary school in the foothills of North Carolina. The research site uses a small homogenous class setting as a basis for accelerating academic growth for students who are considered at-risk in literacy based on the state-required literacy…

A meta-analysis of indicated mental health prevention programs for at-risk higher education students.

PubMed

Conley, Colleen S; Shapiro, Jenna B; Kirsch, Alexandra C; Durlak, Joseph A

2017-03-01

This meta-analysis found empirical support for the effectiveness of indicated prevention programs for higher education students at risk for subsequent mental health difficulties based on their current subclinical levels of various presenting problems, such as depression, anxiety, or interpersonal difficulties. A systematic literature search identified 79 controlled published and unpublished interventions involving 4,470 college, graduate, or professional students. Programs were effective at post-intervention overall (ES = 0.49, CI [0.43, 0.55]), and for both targeted outcomes (ES = 0.58, CI [0.51, 0.64]) as well as additional nontargeted outcomes assessed in the studies (ES = 0.32, CI [0.25, 0.39]). Interventions compared with a no-intervention or a wait-list control (ES = 0.64, CI [0.57, 0.71], k = 68) demonstrated significantly larger effects overall than did interventions compared with an attention-placebo control (ES = 0.27, CI [0.11, 0.43], k = 11), although both were significant. Among the former group, modality and presenting problem emerged as significant moderators of intervention effectiveness, and among the 43 of these that assessed effectiveness at an average follow-up period of 35 weeks, the positive effects from intervention remained strong (ES = 0.59, CI [0.50, 0.68]). Overall, programs were fairly brief, attracted and retained students, were positively rated by students, and effective when administered by paraprofessionals as well as professionals. Current findings are promising and stimulate recommendations for improving future research, such as expanding the range of outcomes assessed, and clarifying moderators and mediators of intervention impact. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Identifying and Managing Risk.

ERIC Educational Resources Information Center

Abraham, Janice M.

1999-01-01

The role of the college or university chief financial officer in institutional risk management is (1) to identify risk (physical, casualty, fiscal, business, reputational, workplace safety, legal liability, employment practices, general liability), (2) to develop a campus plan to reduce and control risk, (3) to transfer risk, and (4) to track and…

Lexile Reading Growth as a Function of Starting Level in At-Risk Middle School Students

ERIC Educational Resources Information Center

Archer, Laura E.

2010-01-01

This study investigated average yearly reading growth norms of at-risk middle school students as a function of start of year reading grade level. Data for this study were collected from an urban school in the western United States over five years and tracked the yearly growth of 2,485 seventh- and eighth-grade students using a Lexile-linked…

The Use of Virtual School to Improve At-Risk Student Retention: An Action Research Study

ERIC Educational Resources Information Center

Tuck, Ahmal R.

2013-01-01

At-risk students are a part of the educational population of school aged students whose goals are to graduate upon completion of all required coursework in an educational institution. In the beginning, there were only brick-and-mortar schools before the 21st century primarily until virtual and/or online schools came into existence in the late…

Personal Strengths and Perceived Teacher Support as Predictors of Singapore Students' Academic Risk Status

ERIC Educational Resources Information Center

Caleon, Imelda S.; Wui, Ma. Glenda L.; Chiam, Ching Leen; King, Ronnel B.; Tan, Jennifer Pei-Ling; Tan, Chee Soon

2017-01-01

This study explored the relative salience of students' personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort's mean score in a national test administered at the end of primary education, and were identified as low risk…

Identifying Women at Risk for Hereditary Breast and Ovarian Cancer Syndrome Utilizing Breast Care Nurse Navigation at Mammography and Imaging Centers.

PubMed

Appel, Susan J; Cleiment, Rosemary J

2015-12-01

Approximately 5-10% of breast cancer cases appear in families at a higher rate and at an earlier onset than in the average population. Two known gene defects, BRCA1 and BRCA2, account for the majority of these hereditary related breast cancers. Additionally, BRCA1 and BRCA2 are related to the Hereditary Breast and Ovarian Cancer syndrome (HBOC), where risk for other related cancers are increased. Various health-care professional organizations provide guidelines that speak to the need for conducting risk assessments, but little research has been conducted focusing on the initial screening for this syndrome. This quality improvement project attempts to determine if Nurse Navigators can effectively perform the initial education and screening for HBOC syndrome within a mammography and women's breast imaging setting using a simplified patient history tool. E. M. Rodgers' Diffusion of Innovation model, a map of how new ideas and programs have become adopted and accepted, guided this project's development and implementation. Over the course of 8 weeks, 1,420 women seeking service at 3 mammography and imaging sites were given a new risk assessment tool for HBOC. Additionally, the use of Nurse Navigation to identify women who may be at risk for HBOC was implemented. Two populations seeking service at the study sites were evaluated: (1) women obtaining breast screening/imaging services and (2) women receiving breast biopsy results. Patients identified as "at-risk" were defined by evidence-based practice guidelines from the National Comprehensive Cancer Network and were referred for further genetic evaluation by a genetic professional. During this initial implementation of the HBOC risk assessment program, low participation of screening/imaging patients requesting HBOC education and evaluation occurred (129 screening patients or 9%). High rates of positive biopsy patients (5 patients or 34.7%) werefound to be at risk for HBOC compared to similar studies. Identifying HBOC risk

Supporting practice teachers to identify failing students.

PubMed

Skingley, Ann; Arnott, J; Greaves, J; Nabb, J

2007-01-01

The subject of identifying and supporting failing students in community nursing education programmes has been largely overlooked in the literature, yet is of great concern to practice teachers. This article discusses the views on the topic of a group of practice teachers in the light of existing, related research and proposes a number of indicators for good practice. It is suggested that of central importance is the need for higher education institutions and practice teachers to work together in identifying students causing concern at an early stage in their studies, based on both objective and subjective observations, and to have in place documented procedures to be followed when such situations arise.

The Importance of Rule Fairness: The Influence of School Bonds on At-Risk Students in an Alternative School

ERIC Educational Resources Information Center

Free, Janese L.

2014-01-01

Using Hirschi's social bonds theory as a foundation, this study examines the effects of at-risk students' school bonds on their classroom behaviour. In this article, school bonds are defined as the students' attachment to teachers/staff, students' affiliation to the school, students' belief in the fairness of the school rules and students'…

Preservice Teachers Are Creating a College Culture for At-Risk Middle School Students

ERIC Educational Resources Information Center

Radcliffe, Rich; Stephens, Liz C.

2008-01-01

This mid-point report from a seven-year study about building a college culture investigates how a multifaceted approach including mentoring, technology, campus visits, parent involvement, and tutoring impacts at-risk middle school students' college aspirations and eventual success gaining college acceptance. Based on NAEP report data, many young…

Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects

PubMed Central

Liew, Jeffrey; Chen, Qi; Hughes, Jan N.

2009-01-01

The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children. PMID:20161421

Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.

PubMed

Liew, Jeffrey; Chen, Qi; Hughes, Jan N

2010-01-01

The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.

The social construction of communication climate: An analysis of at-risk students in alternative high school

NASA Astrophysics Data System (ADS)

Souza, Tasha Jean

1998-12-01

Alternative high schools affect more potential high school dropouts than any other school or program and are designed to meet the needs of students who have had difficulty in conventional schools. This study examines the communication climate and constructions of caring in an alternative school for at-risk students by using a qualitative analysis grounded in the theoretical perspective of social constructionism. Observations and interviews were conducted over a six month time period. The first two chapters provide a review of literature and a detailed account of the methods used to conduct the study. Chapter Three describes the socially constructed nature of the school and the participants and the dialectical tensions of communication climate revealed from the analysis. The six dialectical tensions of communication climate are: (1) freedom/restraint, (2) disengagement/engagement, (3) personal communication/impersonal communication, (4) disconfirmation/confirmation, (5) equality/inequality, and (6) ambiguity/clarity. Although the school climate is comprised of each of these tensions, the data suggest that the interaction within the majority of classes created some common characteristics of the general communication climate at the school and can be characterized as one of freedom, disengagement, personal communication, disconfirmation, equality, and ambiguity. Chapter Four describes how caring was constructed and communicated. Although some students perceived some teachers as caring about students and about student learning, half of the students interviewed thought they were not learning or not learning much. Finally, Chapter Five provides a summary of the findings and a discussion of the results. The results of this study contribute to an understanding of the social construction of communication climate and caring in general, and within an alternative school for at-risk students, in specific. The results contribute to the understanding of the complexity of the

The Residential Learning Community as a Platform for High-Impact Educational Practices Aimed at At-Risk Student Success

ERIC Educational Resources Information Center

Hall, Bryan; O'Neal, Tom

2016-01-01

This paper examines a pilot residential learning community (RLC) project at Indiana University Southeast. The RLC targeted first-generation students who were academically at-risk. The purpose of the project was to see whether the combination of several high-impact educational practices within the context of an RLC would improve 1) student…

Acne prevalence, severity and risk factors among medical students in Malaysia.

PubMed

Muthupalaniappen, L; Tan, H C; Puah, J W D; Apipi, M; Sohaimi, A E; Mahat, N F; Rafee, N M

2014-01-01

Acne is a common skin disorder which can cause physical scaring and impact the quality of life. The aim of this study is to determine the prevalence, severity and the risk factors for developing acne among medical students in Universiti Kebangsaan Malaysia (UKM). A cross sectional study among UKM medical students from academic year 1 to 5 was conducted from July 2011 to May 2012. A total of 361 students were selected by stratified cluster sampling method. Baseline data of the students, risk factors, height and weight were recorded. Acne severity was graded using the Comprehensive Acne Severity Scale (CASS). The prevalence of acne among medical students is 68.1% (n=246). Males and females were almost equally affected (1:1.1). Majority students with acne were graded as almost clear (55.7%, n=137), mild (35.0%, n=86), moderate (7.7%, n=19), and severe (1.6%, n=4). More than half of them had developed acne scars (59.0%, n= 213). Males were found to be at higher risk of developing acne compared to females (p<0.05, OR=4.734; 95%CL=2.726-8.222). They are also at higher risk of developing moderate and severe grades of acne compared to females (p=0.001). The odds for developing acne was higher when mother (p=0.029; OR=1.752; 95%CL=1.058-2.902) or father (p=0.027; OR=1.852; 95%CL=1.072-3.201) had acne. When both parents were affected by acne the odds of developing acne was 3 times. (p=0.025; OR=3.056; 95%CL=1.153-8.094). This study shows that the prevalence of acne among medical students is high. Hence, it is important to identify those at risk and provide optimal treatment to prevent scarring and possible low self esteem among these future doctors.

A random urine test can identify patients at risk of mesalamine non-adherence: a prospective study.

PubMed

Gifford, Anne E; Berg, Anders H; Lahiff, Conor; Cheifetz, Adam S; Horowitz, Gary; Moss, Alan C

2013-02-01

Mesalamine non-adherence is common among patients with ulcerative colitis (UC), and can be difficult to identify in practice. We sought to determine whether a random urine test for salicylates could be used as a marker of 5-aminosalicylic acid (5-ASA) ingestion and identify patients at risk of non-adherence. Our aim is to determine whether measurement of salicylates in a random urine sample correlates with 5-ASA levels, and predicts an individual's risk of mesalamine non-adherence. Prospective observational study. Urinary salicylates (by colorimetry) and 5-ASA (by liquid chromatography and tandem-mass spectrometry) were measured in a random urine sample at baseline in patients and controls. Mesalamine adherence was quantified by patient self-reports at enrollment and pharmacy refills of mesalamine over 6 months. A total of 93 patients with UC taking mesalamine maintenance therapy were prospectively enrolled from the clinic. Random urine salicylate levels (by colorimetry) were highly correlated with urine 5-ASA metabolite levels (by mass spectrometry; R2=0.9). A random urine salicylate level above 15 mg/dl distinguished patients who had recently taken mesalamine from controls (area under the curve value 0.9, sensitivity 95%, specificity 77%). A significant proportion of patients (27%) who self-identified as "high adherers" by an adherence questionnaire (Morisky Medication Adherence Scale-8) had random levels of urine salicylate below this threshold. These patients were at higher risk of objectively measured non-adherence to mesalamine over the subsequent 6 months (RR: 2.7, 95% CI: 1.1-7.0). A random urine salicylate level measured in the clinic can identify patients who have not recently taken mesalamine, and who are at higher risk of longitudinal non-adherence. This test could be used to screen patients who may warrant interventions to improve adherence and prevent disease relapse.

Parental Involvement and Perceived At-Risk Student Performance: Views from Predominantly Hispanic Parents

ERIC Educational Resources Information Center

Braley, Richard; Slate, John R.; Cavazos, Jose

2009-01-01

These researchers analyzed the perceptions of parents of students determined to be at-risk about their involvement with their children. Parents (n = 229), predominantly Hispanic, were surveyed from elementary schools, middle schools, and high schools in a district in South Texas near the Texas-Mexico border. Quantitative data obtained from the…

Improving the Education of At-Risk Students. A System of Checks and Balances.

ERIC Educational Resources Information Center

Murphy, John A.

During the last five years, the Prince George's County (Maryland) public school system has brought about dramatic improvements in the academic achievement of at-risk students, offering strong evidence that public education can succeed for all children. This report describes how Prince George's County accomplished this turnaround through a process…

The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

NASA Astrophysics Data System (ADS)

Phillips, Pamela Prevette

Nationally, at risk students make up to 30% of U.S. students in public schools. Many at risk students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high school diploma or a certificate of attendance. Many at risk students will not graduate; nearly one-third of all United States high school students have left the public school system before graduating, which has been referred to as a national crisis. Many at risk students fail science courses that are required for graduation, such as biology. Clearly, many students are not responding positively to the conditions in many public school classrooms, suggesting the need for different methods of educating at risk students, such as e-education. Three research questions guided the study: 1) Who are the students in an e-education, online summer school credit recovery course? 2) Do students' beliefs about their learning environment or other personal factors influence their academic achievement?, and 3) How do students describe their experiences of an e-education science course? This mixed methods study investigates thirty-two at risk students who were enrolled in one of three e-education science education courses (biology, earth science, and physical science) during a summer session in a rural county in a southeastern US state. These students failed their most recent science course taken in a traditional classroom setting. Artino's (2010) social-cognitive model of academic motivation and emotion was used as a theoretical framework to highlight the salient motivational factors toward learning science (e.g., task characteristics, task value beliefs, positive emotions). Student data included pre and post tests for all e-education lessons, a final exam, survey data (Students Motivation towards Science Learning (SMTSL), time (on task and idle), field notes, and

School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders.

PubMed

Balagna, Ryan M; Young, Ellie L; Smith, Timothy B

2013-06-01

Previous research has shown that Latino/a middle school students exhibiting emotional or behavioral disturbance are at risk for undesirable academic outcomes. The purpose of this study was to understand the perceptions and experiences of at-risk Latino/a students to identify ways to improve interventions targeted to promote their academic retention and success. Participants included 11 Latino/a students between the ages of 11 and 13 years, 8 males and 3 females, who were screened as being at risk for behavior disorders using the Systematic Screening for Behavior Disorders (SSBD). These students shared their perceptions and experiences of schooling during in-depth qualitative interviews. Interpretative phenomenological analysis (IPA) was used to understand how these students made sense of their school experiences. Students' descriptions tended to be contextualized within relationships with peers, teachers, and family members. Many students shared experiences of being the target of overt racism and microaggressions from peers. Students believed they were more likely to be successful in school when teachers displayed flexibility with deadlines, provided extra help, and communicated a sense of warmth and caring. The data from this study suggested that school psychologists can benefit from attending to at-risk students' perceptions, which, in the context of this study, would require facilitating an inclusive school climate, fostering effective teacher and student relationships, and facilitating parent-teacher relationships during the difficult transition from elementary to middle school.

Data Mining Techniques for Identifying Students at Risk of Failing a Computer Proficiency Test Required for Graduation

ERIC Educational Resources Information Center

Tsai, Chih-Fong; Tsai, Ching-Tzu; Hung, Chia-Sheng; Hwang, Po-Sen

2011-01-01

Enabling undergraduate students to develop basic computing skills is an important issue in higher education. As a result, some universities have developed computer proficiency tests, which aim to assess students' computer literacy. Generally, students are required to pass such tests in order to prove that they have a certain level of computer…

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

PubMed

Eklund, Katie; Tanner, Nick; Stoll, Katie; Anway, Leslie

2015-06-01

The purpose of the current investigation was to compare 1,206 gifted and nongifted elementary students on the identification of emotional and behavioral risk (EBR) as rated by teachers and parents using a multigate, multi-informant approach to assessment. The Parent and Teacher Behavioral Assessment System for Children, Second Edition (BASC-2) and the Behavioral and Emotional Screening System were used to assess behavioral functioning as rated by teachers and parents. There were significant differences between the number of gifted and nongifted children demonstrating emotional and behavioral risk, with parents and teachers identifying a higher number of boys and nongifted children as at risk. Among children demonstrating EBR, gifted children demonstrated elevated internalizing behaviors as rated by parents. Gifted students demonstrated higher academic performance regardless of risk level, suggesting higher cognitive abilities may be one of several protective factors that serve to attenuate the development of other social, emotional, or behavioral concerns. Implications for practice and future research needs are discussed. (c) 2015 APA, all rights reserved).

Early Identification and Interventions for Elementary Students at Risk of Not Succeeding in School.

ERIC Educational Resources Information Center

Yungmann, Janet

This project described methods of early identification and implementation of various interventions used to increase achievement of students at risk in grades three, four, and five at John D. Floyd Elementary School in Spring Hill, Florida. The 51 children who qualified for and were enrolled in the dropout prevention program had achievement scores…

Characteristics and Risk Factors for Suicide and Deaths Among College Students: A 23-Year Serial Prevalence Study of Data From 8.2 Million Japanese College Students.

PubMed

Uchida, Chiyoko; Uchida, Mai

2017-04-01

Suicide is a leading cause of death for college students. The aim of this study was to identify risk factors of suicide among college students that could improve university services to help prevent college suicide. We conducted a 23-year serial prevalence study of the prevalence and characteristics of death and suicide among 8,262,314 Japanese college students. We analyzed rates of suicide from the 1989 to 1990 academic year through the 2011-2012 academic year and characterized suicide among this population, focusing on students' sex and psychiatric and academic backgrounds to identify risk factors for suicide. Suicide rates increased throughout the 23 years, and suicide was the leading cause of death every year from 1996 onward. Suicide accounted for 42.4% of all deaths that happened in the 23 years. Male students, medicine majors, students in the final year of their program, and students who completed extra years of schooling or took academic leaves of absence were at higher risk for suicide. Only 16.4% had received an official psychiatric diagnosis and 16.0% had received services through the university health center prior to the suicides. Results suggest the need for a stronger support system for college students. Areas for improvement could include better advertising of mental health services, student and staff education about suicide risk factors, and mentorship and outreach programs for students in their final year of classes, those majoring in medicine, and those who have taken leaves of absence or failed classes. Accommodations at the administrative level would also be helpful for students who need to retake classes or transfer credit. © Copyright 2017 Physicians Postgraduate Press, Inc.

Identifying Self-Efficacy and Financial Behaviors as Predictors of Undergraduate College Students' Financial Literacy at a Land Grant University in North Carolina

ERIC Educational Resources Information Center

Hucul, Donna T.

2015-01-01

Financial literacy has become a serious concern in the wake of the Great Recession of 2008. This study explored the financial literacy of undergraduate college students, who as a group constitute a distinct cohort of learners, emerging adults. The college student population represents a financially at-risk group facing mounting student loan debt.…

Identifying Benefit Segments among College Students.

ERIC Educational Resources Information Center

Brown, Joseph D.

1991-01-01

Using concept of market segmentation (dividing market into distinct groups requiring different product benefits), surveyed 398 college students to determine benefit segments among students selecting a college to attend and factors describing each benefit segment. Identified one major segment of students (classroomers) plus three minor segments…

Identifying Risk Factors Associated with Inappropriate Use of Acid Suppressive Therapy at a Community Hospital

PubMed Central

Bodukam, Vijay; Saigal, Kirit; Bahl, Jaya; Wang, Yvette; Hanlon, Alexandra; Lu, Yinghui; Davis, Michael

2016-01-01

Purpose. By examining the prescribing patterns and inappropriate use of acid suppressive therapy (AST) during hospitalization and at discharge we sought to identify the risk factors associated with such practices. Methods. In this retrospective observational study, inpatient records were reviewed from January 2011 to December 2013. Treatment with AST was considered appropriate if the patient had a known specific indication or met criteria for stress ulcer prophylaxis. Results. In 2011, out of 58 patients who were on AST on admission, 32 were newly started on it and 23 (72%) were inappropriate cases. In 2012, out of 97 patients on AST, 61 were newly started on it and 51 (84%) were inappropriate cases. In 2013, 99 patients were on AST, of which 48 were newly started on it and 36 (75%) were inappropriate cases. 19% of the patients inappropriately started on AST were discharged on it in three years. Younger age, female sex, and 1 or more handoffs between services were significantly associated with increased risk of inappropriate AST. Conclusion. Our findings reflect inappropriate prescription of AST which leads to increase in costs of care and unnecessarily puts the patient at risk for potential adverse events. The results of this study emphasize the importance of examining the patient's need for AST at each level of care especially when the identified risk factors are present. PMID:27818680

At-Risk Student Averse: Risk Management and Accountability

ERIC Educational Resources Information Center

Vasquez Heilig, Julian; Young, Michelle; Williams, Amy

2012-01-01

Purpose: The prevailing theory of action underlying accountability is that holding schools and students accountable will increase educational output. While accountability's theory of action intuitively seemed plausible, at the point of No Child Left Behind's national implementation, little empirical research was available to either support or…

Identifying Factors That Influence Persistence of Hawai'i Students Studying at Mainland Colleges: A Phenomenological Multi-Case Study of Higher Education

ERIC Educational Resources Information Center

Lima, Kevin M.

2015-01-01

The purpose of this study was to examine the experiences of mainland college students, graduates of a unique Hawai'i high school, to identify factors that influenced higher education persistence. Students not persisting at college, a problem for students and higher education institutions is defined for this study as a student that did not return…

Identifying overweight high school students: prevalence of overweight in an ethnically diverse adolescent population in two Connecticut high schools.

PubMed

Ross, Marilyn

2004-02-01

The Third National Health and Nutritional Examination Survey, 1988-1994 (NHANES III) found that 11.5% of adolescents aged 12-17 years were overweight, and NHANES 1999-2000 found that 15.5% of adolescents aged 12-19 years were overweight. Body Mass Indices and percentiles were obtained using medical records from 790 white, black, Hispanic, and Asian 11th-grade students. Contrasted with NHANES 1999-2000, this study found a higher prevalence of overweight among white males, a lower prevalence among blacks (both sexes), a lower prevalence among Hispanics than NHANES 1999-2000 found among Mexican Americans (both sexes), and a lower prevalence among all adolescents sampled. It found overweight in females highest in blacks and at risk of overweight highest among blacks and Hispanics (both sexes). Public attention should be focused on the high prevalence of overweight and at risk of overweight, particularly among minority high school students. Overweight and at risk of overweight students can be relatively easily identified by utilizing available medical records. Treatment and prevention efforts can then be initiated.

Technology Education Teacher Preparation for Students at Risk. Preliminary Report of the Study.

ERIC Educational Resources Information Center

Young-Hawkins, La Verne; DeLeon, John

A study was conducted to determine the role of technology teacher education programs in preparing new and experienced teachers for teaching and managing programs for students at risk of dropping out of school. The first part of the study focused on the methods of data collection and preliminary findings. Data were gathered through a…

Effectiveness of Corrective Reading on Reading Comprehension and Fluency in At-Risk Students

ERIC Educational Resources Information Center

Weaver, Barbara Jean Alexander

2012-01-01

One of the greatest predictors and characteristics of a high school dropout has been poor reading skills. Students with low achievement levels in reading by the end of third grade are at greater risk of becoming a dropout. The study sought to determine whether the Corrective Reading Program impacted reading comprehension and fluency skills of…

Risk score for identifying adults with CSF pleocytosis and negative CSF Gram stain at low risk for an urgent treatable cause.

PubMed

Hasbun, Rodrigo; Bijlsma, Merijn; Brouwer, Matthijs C; Khoury, Nabil; Hadi, Christiane M; van der Ende, Arie; Wootton, Susan H; Salazar, Lucrecia; Hossain, Md Monir; Beilke, Mark; van de Beek, Diederik

2013-08-01

We aimed to derive and validate a risk score that identifies adults with cerebrospinal fluid (CSF) pleocytosis and a negative CSF Gram stain at low risk for an urgent treatable cause. Patients with CSF pleocytosis and a negative CSF Gram stain were stratified into a prospective derivation (n = 193) and a retrospective validation (n = 567) cohort. Clinically related baseline characteristics were grouped into three composite variables, each independently associated with a set of predefined urgent treatable causes. We subsequently derived a risk score classifying patients into low (0 composite variables present) or high (≥ 1 composite variables present) risk for an urgent treatable cause. The sensitivity of the risk score was determined in the validation cohort and in a prospective case series of 214 adults with CSF-culture proven bacterial meningitis, CSF pleocytosis and a negative Gram stain. A total of 41 of 193 patients (21%) in the derivation cohort and 71 of 567 (13%) in the validation cohort had an urgent treatable cause. Sensitivity of the dichotomized risk score to detect an urgent treatable cause was 100.0% (95% CI 93.9-100.0%) in the validation cohort and 100.0% (95% CI 97.8-100.0%) in bacterial meningitis patients. The risk score can be used to identify adults with CSF pleocytosis and a negative CSF Gram stain at low risk for an urgent treatable cause. Copyright © 2013 The British Infection Association. Published by Elsevier Ltd. All rights reserved.

RISK SCORE FOR IDENTIFYING ADULTS WITH CSF PLEOCYTOSIS AND NEGATIVE CSF GRAM STAIN AT LOW RISK FOR AN URGENT TREATABLE CAUSE

PubMed Central

Hasbun, Rodrigo; Bijlsma, Merijn; Brouwer, Matthijs C; Khoury, Nabil; Hadi, Christiane M; van der Ende, Arie; Wootton, Susan H.; Salazar, Lucrecia; Hossain, Md Monir; Beilke, Mark; van de Beek, Diederik

2013-01-01

Background We aimed to derive and validate a risk score that identifies adults with cerebrospinal fluid (CSF) pleocytosis and a negative CSF Gram stain at low risk for an urgent treatable cause. Methods Patients with CSF pleocytosis and a negative CSF Gram stain were stratified into a prospective derivation (n=193) and a retrospective validation (n=567) cohort. Clinically related baseline characteristics were grouped into three composite variables, each independently associated with a set of predefined urgent treatable causes. We subsequently derived a risk score classifying patients into low (0 composite variables present) or high ( ≥ 1 composite variables present) risk for an urgent treatable cause. The sensitivity of the risk score was determined in the validation cohort and in a prospective case series of 214 adults with CSF-culture proven bacterial meningitis, CSF pleocytosis and a negative Gram stain. Findings A total of 41 of 193 patients (21%) in the derivation cohort and 71 of 567 (13%) in the validation cohort had an urgent treatable cause. Sensitivity of the dichotomized risk score to detect an urgent treatable cause was 100.0% (95%CI 93.9-100.0%) in the validation cohort and 100.0% (95%CI 97.8-100.0%) in bacterial meningitis patients. Interpretation The risk score can be used to identify adults with CSF pleocytosis and a negative CSF Gram stain at low risk for an urgent treatable cause. PMID:23619080

A Coastal Risk Assessment Framework Tool to Identify Hotspots at the Regional Scale

NASA Astrophysics Data System (ADS)

Van Dongeren, A.; Viavattene, C.; Jimenez, J. A.; Ferreira, O.; Bolle, A.; Owen, D.; Priest, S.

2016-02-01

Extreme events in combination with an increasing population on the coast, future sea level rise and the deterioration of coastal defences can lead to catastrophic consequences for coastal communities and their activities. The Resilience-Increasing Strategies for Coasts - toolkit (RISC-KIT) FP7 EU project is producing a set of EU-coherent open-source and open-access tools in support of coastal managers and decision-makers. This paper presents one of these tools, the Coastal Risk Assessment Framework (CRAF) which assesses coastal risk at a regional scale to identify potential impact hotspots for more detailed assessment. Applying a suite of complex models at a full and detailed regional scale remains difficult and may not be efficient, therefore a 2-phase approach is adopted. CRAF Phase 1 is a screening process based on a coastal-index approach delimiting several hotspots in alongshore length by assessing the potential exposure for every kilometre along the coast. CRAF Phase 2 uses a suite of more complex modelling process (including X-beach 1D, inundation model, impact assessment and Multi-Criteria Analysis approach) to analyse and compare the risks between the aforementioned identified hotspots. Results of its application are compared on 3 European Case Studies, the Flemish highly protected low-lying coastal plain with important urbanization and harbors, a Portuguese coastal lagoon protected by a multi-inlet barrier system, the highly urbanized Catalonian coast with touristic activities at threat. The flexibility of the tool allows tailoring the comparative analysis to these different contexts and to adapt to the quality of resources and data available. Key lessons will be presented.

Clinicians' preventive strategies for children and adolescents identified as at high risk of developing caries.

PubMed

Sarmadi, Roxana; Gahnberg, Lars; Gabre, Pia

2011-05-01

Clinicians handle diagnosis and treatment planning of caries in different ways, and the underlying factors leading to management of risk and choice of treatment strategies are poorly understood. The aim of this study was to investigate dentists' and dental hygienists' choices of preventive strategies for children and adolescents identified as at high risk of developing caries. A sample of dental records from 432 of a total of 3372 children in a Swedish county identified as at high risk of developing caries, aged 3-19 years, was randomly selected for analysis in the study. Information of importance for the therapists' choice of caries management strategies were obtained from the dental records. The results showed that therapists considered tooth brushing instruction and fluoride treatment at the clinic to be of primary importance as treatment given in 60% of the cases, respectively. Fluoride treatment at home and diet counselling were both chosen in half of the cases. Fissure sealant therapy was used in 21% of the cases, and 15% of the patients did not receive any preventive treatment at all. The results also showed that girls more often received fluoride treatment, tooth brushing instruction and oral hygiene information than boys. In the majority of the children and adolescents, several preventive measures were given. The more background factors included in the risk assessment, the more preventive measures were given. The differences between the treatments given to girls and the boys need to be further investigated. © 2010 The Authors. International Journal of Paediatric Dentistry © 2010 BSPD, IAPD and Blackwell Publishing Ltd.

At Risk Student Empowerment and the Development of Critical Thinking Skills in the Brazilian Public Schools.

ERIC Educational Resources Information Center

Leonardos, Ana Cristina

This study assessed the impact on student learning outcomes of the Integrated Center of Public Education (ICPE), an innovative program in Rio de Janeiro (Brazil) for at-risk students; and compared school educational programs of the ICPE and a regular public school serving the same low-income community and focusing on critical thinking competence…

Improving the Grade Point Average of Our At-Risk Students: A Collaborative Group Action Research Approach.

ERIC Educational Resources Information Center

Saurino, Dan R.; Hinson, Kenneth; Bouma, Amy

This paper focuses on the use of a group action research approach to help student teachers develop strategies to improve the grade point average of at-risk students. Teaching interventions such as group work and group and individual tutoring were compared to teaching strategies already used in the field. Results indicated an improvement in the…

The Impact of Career Workshops on Freshman College Students At-Risk for Dropout: An Action Research Study

ERIC Educational Resources Information Center

Williams, Donjanea F.

2012-01-01

College students on probation are generally considered at-risk for dropping out, as indicated by a wide range of literature. This article focuses on an action research study that explored the impact of a career workshop series on freshman students in a probation course at a medium-sized university located in the southeastern United States. The…

The Importance of At-Risk Funding. Policy Analysis

ERIC Educational Resources Information Center

Parker, Emily; Griffith, Michael

2016-01-01

In recent decades, states and districts have moved toward making education more equitable. A key component of equity in education is providing additional funds for economically disadvantaged students, commonly referred to as "at-risk students." At-risk students are most often defined as students who qualify for free or reduced priced…

Guiding At-Risk Students in the Language Arts Classroom. Learning Package No. 16.

ERIC Educational Resources Information Center

Simic, Marge; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on guiding at-risk students in the language arts classroom is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the…

Shortened version of the work ability index to identify workers at risk of long-term sickness absence.

PubMed

Schouten, Lianne S; Bültmann, Ute; Heymans, Martijn W; Joling, Catelijne I; Twisk, Jos W R; Roelen, Corné A M

2016-04-01

The Work Ability Index (WAI) identifies non-sicklisted workers at risk of future long-term sickness absence (LTSA). The WAI is a complicated instrument and inconvenient for use in large-scale surveys. We investigated whether shortened versions of the WAI identify non-sicklisted workers at risk of LTSA. Prospective study including two samples of non-sicklisted workers participating in occupational health checks between 2010 and 2012. A heterogeneous development sample (N= 2899) was used to estimate logistic regression coefficients for the complete WAI, a shortened WAI version without the list of diseases, and single-item Work Ability Score (WAS). These three instruments were calibrated for predictions of different (≥2, ≥4 and ≥6 weeks) LTSA durations in a validation sample of non-sicklisted workers (N= 3049) employed at a steel mill, differentiating between manual (N= 1710) and non-manual (N= 1339) workers. The discriminative ability was investigated by receiver operating characteristic analysis. All three instruments under-predicted the LTSA risks in both manual and non-manual workers. The complete WAI discriminated between individuals at high and low risk of LTSA ≥2, ≥4 and ≥6 weeks in manual and non-manual workers. Risk predictions and discrimination by the shortened WAI without the list of diseases were as good as the complete WAI. The WAS showed poorer discrimination in manual and non-manual workers. The WAI without the list of diseases is a good alternative to the complete WAI to identify non-sicklisted workers at risk of future LTSA durations ≥2, ≥4 and ≥6 weeks. © The Author 2015. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Use of the Theory of Planned Behaviour to assess factors influencing the identification of students at clinical high-risk for psychosis in 16+ Education.

PubMed

Russo, Debra A; Stochl, Jan; Painter, Michelle; Shelley, Gillian F; Jones, Peter B; Perez, Jesus

2015-09-23

The longer psychotic disorders are untreated the worse their prognosis. Increasing the awareness of early psychosis by professionals who come into regular contact with young people is one strategy that could reduce treatment delay. As teachers engage with students on a daily basis, their role could be exploited to increase awareness of the early signs of psychosis. This study employed the Theory of Planned Behaviour (TPB) to identify and measure factors that influence identification of students at high-risk (HR) of developing psychosis in 16+ educational institutions. An elicitation phase revealed beliefs underlying teachers' motivations to detect HR students and informed the construction of a preliminary 114-item questionnaire incorporating all constructs outlined in the TPB. To define the determinants of teachers' intention to identify HR students, 75 teachers from secondary and further education institutions in 12 counties surrounding Cambridgeshire completed the questionnaire. A psychometric model of item response theory was used to identify redundant items and produce a reduced questionnaire that would be acceptable to teachers. The final instrument comprised 73 items and showed acceptable reliability (α  = 0.69-0.81) for all direct measures. Teacher's confidence and control over identification of HR students was low. Although identification of HR students was considered worthwhile, teachers believed that their peers, students and particularly their managers might not approve. Path analysis revealed that direct measures of attitude and PBC significantly predicted intention, but subjective norm did not. PBC was the strongest predictor of intention. Collectively, the direct measures explained 37 % of the variance of intention to identify HR for psychosis. This research demonstrated how the TPB can be used to identify and measure factors that influence identification of students at HR of developing psychosis in 16+ educational institutions and confirmed the

Motivationally-Informed Interventions for At-Risk STEM Students

ERIC Educational Resources Information Center

Kassaee, Ameneh Mahrou; Rowell, Ginger Holmes

2016-01-01

Researchers have confirmed that students' motivation is one of the most important factors educators can target to improve learning (Williams & Williams, 2011). This study explored the role which student's motivation played in the retention of first-time, full-time freshman (FTFTF) STEM majors at University (U) (blinded). Student motivational…

Educators and Programs Reaching Out to At-Risk Youth.

ERIC Educational Resources Information Center

Lee, M. Linda

1990-01-01

Presents examples of how using technology can help raise self-esteem and improve academic performance for students who are identified as being at-risk. Topics discussed include the use of computer labs, filmstrips, and videos to strengthen academic skills, and to deal with such social issues as drop-outs, alcoholism, pregnancy, and suicide. Two…

Identifying Shared Values for School-Affiliated Student Organizations

PubMed Central

Bush, Antonio A.; Buhlinger, Kaitlyn M.

2017-01-01

Objective. To identify shared values for student organizations. Methods. A three-round Delphi approach was utilized to identify and prioritize shared values among student organization leadership. In round 1, student leaders selected 15 values from a list of 36 organizational values and were given an opportunity to include up to five suggestions not incorporated within the original list. Student leaders narrowed the 15 values to 12 in round 2. The top 12 priorities were ranked in round 3 and participants were invited to write a brief statement regarding their perspectives of the results. Results. Twelve shared values were identified and ranked: professional development, improving leadership of your members, advancing the role of pharmacy, planning quality events, networking, improving the academic experience for peers, community service, learning from pharmacy shadowing/speakers, social outlet, recruitment/gaining student membership, attracting students to events, and gaining national/local attention or awards. Conclusion. This study contributes to the small but growing body of literature concerning student organizations in pharmacy education and provides a foundation by which this work could be advanced. Given the importance of student organizations in promoting student development, identifying strategies for supporting and facilitating the effectiveness of these groups is critical for optimizing student outcomes and institutional effectiveness. PMID:29302089

Factors Affecting Retention Behavior: A Model To Predict At-Risk Students. AIR 1997 Annual Forum Paper.

ERIC Educational Resources Information Center

Sadler, William E.; Cohen, Frederic L.; Kockesen, Levent

This paper describes a methodology used in an on-going retention study at New York University (NYU) to identify a series of easily measured factors affecting student departure decisions. Three logistic regression models for predicting student retention were developed, each containing data available at three distinct times during the first…

School Mental Health Early Interventions and Academic Outcomes for At-Risk High School Students: A Meta-Analysis

ERIC Educational Resources Information Center

Iachini, Aidyn L.; Brown, Elizabeth Levine; Ball, Annahita; Gibson, Jennifer E.; Lize, Steven E.

2015-01-01

The current educational policy context in the United States necessitates that school-based programs prioritize students' academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at-risk high school students. Seven articles met the inclusion criteria for this…

C-STARS. School Based Interprofessional Case Management: An Interagency Program for At-Risk Students and Their Families.

ERIC Educational Resources Information Center

Smith, Albert, Jr.; Oaks, Merrill

The documents in this collection provide information about the Center for the Study and Teaching of At-Risk Students (C-STARS), a center committed to meeting the challenge of providing integrated services for at-risk youth and their families. Because C-STARS is housed in a university setting, it has the opportunity to promote interprofessional and…

Sight Word Recognition among Young Children At-Risk: Picture-Supported vs. Word-Only

ERIC Educational Resources Information Center

Meadan, Hedda; Stoner, Julia B.; Parette, Howard P.

2008-01-01

A quasi-experimental design was used to investigate the impact of Picture Communication Symbols (PCS) on sight word recognition by young children identified as "at risk" for academic and social-behavior difficulties. Ten pre-primer and 10 primer Dolch words were presented to 23 students in the intervention group and 8 students in the…

An Electronic Health Record Data-driven Model for Identifying Older Adults at Risk of Unintentional Falls

PubMed Central

Baus, Adam; Coben, Jeffrey; Zullig, Keith; Pollard, Cecil; Mullett, Charles; Taylor, Henry; Cochran, Jill; Jarrett, Traci; Long, Dustin

2017-01-01

Screening for risk of unintentional falls remains low in the primary care setting because of the time constraints of brief office visits. National studies suggest that physicians caring for older adults provide recommended fall risk screening only 30 to 37 percent of the time. Given prior success in developing methods for repurposing electronic health record data for the identification of fall risk, this study involves building a model in which electronic health record data could be applied for use in clinical decision support to bolster screening by proactively identifying patients for whom screening would be beneficial and targeting efforts specifically to those patients. The final model, consisting of priority and extended measures, demonstrates moderate discriminatory power, indicating that it could prove useful in a clinical setting for identifying patients at risk of falls. Focus group discussions reveal important contextual issues involving the use of fall-related data and provide direction for the development of health systems–level innovations for the use of electronic health record data for fall risk identification. PMID:29118679

At-Risk and Bilingual Fifth-Grade Students' On-Task Behavior and Conceptual Understanding in Earth Science-Related Topics during Inquiry-, Technology-, and Game-Based Activities

NASA Astrophysics Data System (ADS)

McNeal, K.; Vasquez, Y.; Avandano, C.; Moreno, K.; Besinaiz, J.

2007-12-01

The Graduate K-12 (GK12) program has been developed by NSF to support the national effort to advance scientific knowledge through educational partnerships. This paper highlights research conducted during the 2006-2007 school year with the Texas A&M University GK12 project. Two elementary schools with very high numbers of at risk students - those who are poor, speak English as their second language, and have a history of failing state-mandated tests were identified to be the field site for the GK12 project. In these two, high-minority (97% and 40% African American and Hispanic) schools, 80% and 56% of the children have been identified by the state as at risk; 94% and 52% are classified as economically disadvantaged; and 46% and 2% are limited English proficient, respectively. In the past year, 30% and 73% of fifth grade students in these schools passed the science portion of the Texas Assessment of Knowledge and Skills (TAKS) test. Data collected during a three- week period where GK12 fellows taught the fifth graders Earth science-related topics is presented. During the implementation, students were engaged in technology-, inquiry-, and game-based activities. Students were divided into low-, medium-, and high-abilities in one school, and regular and bilingual groups in the other. Pre- post open-ended multiple choice tests indicated that all but the low performing students' conceptual understanding (CU) significantly (p < 0.05) improved during the IT activity. The low and high student groups' CU significantly improved during the inquiry activity, and the high and bilingual students' CU significantly improved for the game activities. Classroom observation assessments showed that there was a significant (p < 0.10) positive (0.347) correlation between on-task behavior and CU. Significant differences between student groups' CU and on-task behavior indicated that technology-based activities showed greatest differences between the low- ability learners and the other

Discovering a Gold Mine of Strategies for At-Risk Students through Systematic Staff Development.

ERIC Educational Resources Information Center

Bernal, Jesse R.; Villarreal, Diana

This paper discusses an effective model of systematic staff development focusing on prevention and intervention strategies used with at-risk students. The following are key elements: (1) matching of the purposes of training to the goals of the school districts; (2) multiple and integrated activities; (3) participants' thorough orientation to the…

Identifying risks in the realm of enterprise risk management.

PubMed

Carroll, Roberta

2016-01-01

An enterprise risk management (ERM) discipline is comprehensive and organization-wide. The effectiveness of ERM is governed in part by the strength and breadth of its practices and processes. An essential element in decision making is a thorough process by which organizational risks and value opportunities can be identified. This article will offer identification techniques that go beyond those used in traditional risk management programs and demonstrate how these techniques can be used to identify risks and opportunity in the ERM environment. © 2016 American Society for Healthcare Risk Management of the American Hospital Association.

Identifying Occupations at Risk for Laryngeal Disorders Requiring Specialty Voice Care.

PubMed

Mori, Matthew C; Francis, David O; Song, Phillip C

2017-10-01

Objective To identify occupational groups' use of specialty voice clinic evaluation. Study Design Retrospective cohort study. Setting Tertiary subspecialty clinic. Subjects and Methods We analyzed data collected on patients presenting to the Massachusetts Eye and Ear Infirmary Voice and Speech Laboratory over a 20-year period (1993-2013). The relative risk (RR) and 99% confidence interval (CI) of presentation were calculated for each occupational category in the greater Boston population using year-matched data from the Bureau of Labor Statistics (BLS). Results The records of 12,120 new patients were reviewed. Using year- and occupation-matched BLS data from 2005 to 2013, 2726 patients were included in the cohort analysis. Several occupations had significantly higher risk of presentation. These included arts and entertainment (RR 4.98, CI 4.18-5.95), law (RR 3.24, CI 2.48-4.23), education (RR 3.08, CI 2.70-3.52), and social services (RR 2.07, CI 1.57-2.73). In contrast, many occupations had significantly reduced risk of presentation for laryngological disorders, for example, maintenance (RR 0.25, CI 0.15-0.42), food preparation (RR 0.35, CI 0.26-0.48), and administrative support (RR 0.49, CI 0.41-0.57). Conclusion Certain occupations are associated with higher use of laryngological services presumably because of their vocational voice needs. In addition to confirming findings from other studies, we identified several new occupation groups with increased or decreased risk for laryngologic disorders. Understanding what factors predispose to requiring specialty voice evaluation may help in targeting preventative efforts.

Remediation of at-risk medical students: theory in action

PubMed Central

2013-01-01

Background Previous work has shown that a programme that draws on a blend of theories makes a positive difference to outcomes for students who fail and repeat their first semester at medical school. Exploration of student and teacher perspectives revealed that remediation of struggling medical students can be achieved through a cognitive apprenticeship within a small community of inquiry. This community needs expert teachers capable of performing a unique combination of roles (facilitator, nurturing mentor, disciplinarian, diagnostician and role model), with high levels of teaching presence and practical wisdom. Yet, despite participants’ convergent opinions on the elements of effective remediation, significant differences were found between outcomes of students working with experienced and inexperienced teachers. The current study explores the actual practice of teachers on this remediation course, aiming to exemplify elements of our theory of remediation and explore differences between teachers. Methods Since it is in the classroom context that the interactions that constitute the complex process of remediation emerge, this practice-based research has focused on direct observation of classroom teaching. Nineteen hours of small group sessions were recorded and transcribed. Drawing on ethnography and sociocultural discourse analysis, selected samples of talk-in-context demonstrate how the various elements of remediation play out in practice, highlighting aspects that are most effective, and identifying differences between experienced and novice teachers. Results Long-term student outcomes are strongly correlated to teacher experience (r, 0.81). Compared to inexperienced teachers, experienced teachers provide more challenging, disruptive facilitation, and take a dialogic stance that encourages more collaborative group dynamics. They are more expert at diagnosing cognitive errors, provide frequent metacognitive time-outs and make explicit links across the

Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?

PubMed Central

Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie

2012-01-01

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at-risk for reading difficulties or disabilities are presented. PMID:23087545

A Residence Life Plan for Success for At-Risk College Students: Reviving "In Loco Parentis"

ERIC Educational Resources Information Center

Johnson, Marques; Flynn, Ellen; Monroe, Maxine

2016-01-01

In this study, we explored whether a residence life plan designed to meet the academic and psychosocial development of at-risk housing students, where oversight and support were provided on a weekly basis, and a proactive, intrusive counseling approach was implemented, would be effective for academic success. Participants included 74 urban at-risk…

A cognitive behavioral course for at-risk senior nursing students preparing to take the NCLEX.

PubMed

Poorman, Susan G; Mastorovich, Melissa L; Liberto, Terri L; Gerwick, Michele

2010-01-01

For some nursing students, the stress of preparing for and taking the NCLEX can lead to maladaptive behaviors such as poor test performance and inadequate preparation. A different approach to NCLEX preparation for at-risk seniors is described. A 3-credit course that combines cognitive behavioral techniques, metacognitive strategies, test-taking strategies, and simulated NCLEX experience with practice questions is presented. Students also develop an individualized plan of preparation from graduation until they take the NCLEX.

Changing Self-Esteem: The Impact of Self-Esteem Changes on At-Risk Students Achievement.

ERIC Educational Resources Information Center

Walker, Elaine M.

Participants in a program to raise the academic achievement of at-risk elementary school students in the Newark (New Jersey) School District by raising their self-esteem showed both increased self-esteem and achievement gains. The program included individual and group counseling sessions, parent participation, and the use of the Toward Affective…

Identifying patients at high risk for obstructive sleep apnoea syndrome in Nigeria: A multicentre observational study.

PubMed

Desalu, Olufemi O; Onyedum, Cajetan C; Adeoti, Adekunle O; Fadare, Joseph O; Sanya, Emmanuel O; Fawale, Michael B; Bello, Hamzat A

2017-06-01

Obstructive sleep apnoea is associated with significant health consequences. A significant proportion of hospitalized patients at risk for obstructive sleep apnoea were never identified and referred for polysomnography for diagnosis. The objective of this study was to determine the factors associated with high risk for obstructive sleep apnoea and use it to identify patients at risk for the condition in tertiary hospitals in Nigeria. This was a multicentre observational study of adult patients hospitalized in three selected hospitals from 15th January to 17th March 2015. Berlin questionnaire and Epworth sleepiness scale were used to assess for obstructive sleep apnoea risk and excessive daytime sleepiness respectively. Additional questions on traditional risk factors for obstructive sleep apnoea were also obtained. Nine hundred and twenty-six patients were recruited into the study. Respondents' mean age was 44.3 years ± 15.2years, 486 (52.5%) were females and 556 (60.0%) had one or more medical co-morbidity and none of the patients had a previous diagnosis of obstructive sleep apnoea. Factors that were independently associated with high risk for obstructive sleep apnoea include systemic hypertension(aOR-10.33;95%: CI 6.42-16.61), obesity(aOR-7.87;95% CI: 4.33-14.29); excessive daytime sleepiness (aOR-3.77;95% CI :2.28-6.22), tobacco smoking (aOR-2.99;95% CI: 1.76-5.07), snoring in a first-degree relative (aOR-1.83;95% CI: 1.19-2.81); and the use of sedative (aOR-1.82;95% CI: 1.06-3.15). This study shows that patients with systemic hypertension, obesity, excessive daytime sleepiness, history of smoking, snoring in a first-degree relative and use of sedatives are at high risk of obstructive sleep apnoea. None of the patients at high risk had a previous diagnosis of sleep apnoea by a physician, highlighting the diagnostic challenges of this condition. The results of this study will assist health care professionals in early identification of individuals at risk of

Identifying Patients at Higher Risk of Prolonged Air Leak After Lung Resection.

PubMed

Gilbert, Sebastien; Maghera, Sonam; Seely, Andrew J; Maziak, Donna E; Shamji, Farid M; Sundaresan, Sudhir R; Villeneuve, Patrick J

2016-11-01

Predictive models of prolonged air leak have relied on information not always available preoperatively (eg, extent of resection, pleural adhesions). Our objective was to construct a model to identify patients at increased risk of prolonged air leak using preoperative factors exclusively. From 2012 to 2014, data on consecutive patients undergoing pulmonary resection were collected prospectively. Prolonged air leak was defined as lasting longer than 7 days and requiring hospitalization. Factors associated with the primary outcome (p < 0.2) were included in a multivariate model. Regression coefficients were used to develop a weighted risk score for prolonged air leak. Of 225 patients, 8% (18/225) experienced a prolonged air leak. Male gender (p = 0.08), smoking history (p = 0.03), body mass index (BMI) 25 or below (p < 0.01), Medical Research Council (MRC) dyspnea score above 1 (p = 0.06), and diffusion capacity for carbon monoxide below 80% (Dlco) (p = 0.01) were selected for inclusion in the final model. Weighted scores were male gender (1 point), BMI 25 or below (0.5 point), smoker (2 points), Dlco% below 80% (2 points), and MRC dyspnea score above 1 (1 point). The area under the receiver operating characteristic curve was 0.8 (95% confidence interval [CI] = 0.7 to 0.9]. An air leak score above 4 points offered the best combination of sensitivity (83% [95% CI = 58 to 96]) and specificity (65% [95% CI = 58 to 71]). A subgroup of lung resection patients at higher risk for a prolonged air leak can be effectively identified with the use of widely available, preoperative factors. The proposed scoring system is simple, is clinically relevant to the informed consent, and allows preoperative patient selection for interventions to reduce the risk of prolonged air leak. Copyright © 2016 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Acute kidney injury subphenotypes based on creatinine trajectory identifies patients at increased risk of death.

PubMed

Bhatraju, Pavan K; Mukherjee, Paramita; Robinson-Cohen, Cassianne; O'Keefe, Grant E; Frank, Angela J; Christie, Jason D; Meyer, Nuala J; Liu, Kathleen D; Matthay, Michael A; Calfee, Carolyn S; Christiani, David C; Himmelfarb, Jonathan; Wurfel, Mark M

2016-11-17

Acute kidney injury (AKI) is common among intensive care unit (ICU) patients. AKI is highly heterogeneous, with variable links to poor outcomes. Current approaches to classify AKI severity and identify patients at highest risk for poor outcomes focus on the maximum change in serum creatinine (SCr) values. However, these scores are hampered by the need for a reliable baseline SCr value and the absence of a component differentiating transient from persistent rises in SCr. We hypothesized that identification of resolving or nonresolving AKI subphenotypes based on the early trajectory of SCr values in the ICU would better differentiate patients at risk of hospital mortality. We performed a secondary analysis of two prospective studies of ICU patients admitted to a trauma ICU (group 1; n = 1914) or general medical-surgical ICUs (group 2; n = 1867). In group 1, we tested definitions for resolving and nonresolving AKI subphenotypes and selected the definitions resulting in subphenotypes with the greatest separation in risk of death relative to non-AKI controls. We applied this definition to group 2 and tested whether the subphenotypes were independently associated with hospital mortality after adjustment for AKI severity. AKI occurred in 46% and 69% of patients in groups 1 and 2, respectively. In group 1, a resolving AKI subphenotype (defined as a decrease in SCr of 0.3 mg/dl or 25% from maximum in the first 72 h of study enrollment) was associated with a low risk of death. A nonresolving AKI subphenotype (defined as all AKI cases not meeting the "resolving" definition) was associated with a high risk of death. In group 2, the resolving AKI subphenotype was not associated with increased mortality (relative risk [RR] 0.86, 95% CI 0.63-1.17), whereas the nonresolving AKI subphenotype was associated with higher mortality (RR 1.68, 95% CI 1.15-2.44) even after adjustment for AKI severity stage. The trajectory of SCr levels identifies AKI subphenotypes with different

Student Leadership at the University

ERIC Educational Resources Information Center

Hilliard, Ann T.

2010-01-01

The focus of this article is about the utilization of student leadership at the University. Based on research, student leadership opportunities at the university have been frequently at a low percentage (Zimmerman, Burkhart, 2002). The researcher identifies practical ways to involve students in various leadership activities. Emphases are placed on…

NIH Researchers Identify OCD Risk Gene

MedlinePlus

... News From NIH NIH Researchers Identify OCD Risk Gene Past Issues / Summer 2006 Table of Contents For ... and Alcoholism (NIAAA) have identified a previously unknown gene variant that doubles an individual's risk for obsessive- ...

Student nurse perceptions of risk in relation to international placements: a phenomenological research study.

PubMed

Morgan, Debra A

2012-11-01

International nursing electives have been identified as a positive learning experience for students. However, whilst there are risks associated with international student placements in general, there is a scarcity of research specifically relating to student nurse's experiences of risk. This study aimed to investigate UK undergraduate student nurse experiences of risk during an international placement. A phenomenological methodology was applied and semi-structured interviews were conducted with student nurses who had recently returned from an international clinical placement abroad. Ten, second year student nurses, studying on a pre-registration diploma/BSc (Hons) Nursing Studies/Registered Nurse programme from one UK University participated in the study. Findings from the study highlighted that students felt that three types of risk existed; physical risk, clinical-professional risk and socio-cultural risk. Perceptions of risk were influenced by sociological theory relating to the concept of 'the other' and students attempted to reduce risk by employing strategies to reduce 'Otherness'. They also applied psychological theory relating to heuristics such as 'safety in numbers.' It also emerged from the study that exposure to perceived risk enhanced learning as students reported that it encouraged personal and professional development in particular and so assisted students in their move toward self-actualisation. It is suggested, and intended, that findings from this study can be applied to the preparation of students to further enhance their safety and learning experience during international placements abroad. Copyright © 2011 Elsevier Ltd. All rights reserved.

Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-Risk Students across Ages 6 to 15

ERIC Educational Resources Information Center

Wu, Jiun-Yu; Hughes, Jan N.

2015-01-01

We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI…

The Effects of Mediated Learning Strategies on Teacher Practice and on Students at Risk of Academic Failure

ERIC Educational Resources Information Center

Mann, Deborah; Hinds, Janet L.

2007-01-01

The purpose of this case study was to determine the effects of Reuven Feuerstein's ten Mediated Learning Strategies on both teacher practice and on students that were at risk of academic failure. Changes in both teacher practice and student learning were analyzed to determine changes during the use of the ten Mediated Learning Strategies: Meaning,…

Risk factors for work-related eczema and urticaria among vocational students of agriculture.

PubMed

Śpiewak, Radosław; Góra-Florek, Anna; Horoch, Andrzej; Jarosz, Mirosław J; Doryńska, Agnieszka; Golec, Marcin; Dutkiewicz, Jacek

2017-12-23

Farmers are at high risk of occupational skin diseases which may start already during vocational training. This study was aimed at identification of risk factors for work-related skin diseases among vocational students of agriculture. The study involved 440 students (245 males, 195 females aged 17-21 years) in 11 vocational schools which were at least 100 km from each other. The protocol included a physician-managed questionnaire and medical examination, skin prick tests, patch tests, total IgE and Phadiatop. Logistic regression model was used for the identification of relevant risk factors. Work-related dermatoses were diagnosed in 29 study participants (6.6%, 95%CI: 4.3-8.9%): eczema in 22, urticaria in 14, and co-existence of both in 7 students. Significant risk factors for work-related eczema were: history of respiratory allergy (OR=10.10; p<0.001), history of eczema (itchy rash) provoked by wet work and detergents before entering the school (OR=5.85; p<0.001), as well as history of contact dermatitis to metals, rubber or cosmetics prior to inscription (OR=2.84; p=0.016), and family history of any skin disease (OR=2.99; p=0.013). Significant risk factors for work-related urticaria were: history of allergic rhinitis and asthma prior to inscription (OR=7.29; p=0.006), positive skin prick tests to work place allergens (OR=4.65; p=0.002) and to environmental allergens (OR=3.79; p=0.009), and positive Phadiatop test (OR=3.61; p=0.013). Work-related skin diseases are common among vocational students of agriculture. Atopy, past history of asthma, allergic rhinitis, and eczema (either atopic, allergic or irritant) are relevant risk factors for work-related eczema and urticaria in young farmers, along with family history of any skin disease. Positive skin prick tests seem relevant, especially in the case of urticaria. Asking simple, aimed questions during health checks while enrolling students into agricultural schools would suffice to identify students at risk for work