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Videotaped Observation (videotaped + observation)
Selected AbstractsThe caregiving context in institution-reared and family-reared infants and toddlers in RomaniaTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 2 2007Anna T. Smyke Background:, We assess individual differences in the caregiving environments of young children being raised in institutions in Romania in relation to developmental characteristics such as physical growth, cognitive development, emotional expression, and problem and competence behaviors. Method:, Videotaped observations of the child and favorite caregiver in their ,home' environment were coded for caregiving quality, and this was related to child characteristics. Child emotional reactivity was assessed during responses to interactional tasks. Cognitive development was assessed from child responses to the Bayley Scales of Infant Development. Data regarding problem behaviors and competence were obtained from caregiver report. Children reared in institutions were compared on all of these measures to never institutionalized children to assist gauging degree of impairment. Results:, Children raised in institutions demonstrated marked delays in cognitive development, poorer physical growth, and marked deficits in competence. Individual differences in caregiving environment were associated with cognitive development, competence, and negative behavior among these young children being reared in institutions. Conclusions:, These data confirm previous findings regarding deficits associated with institutional care and extend our understanding of the impact of individual differences in caregiving quality on the development of young children in institutions. [source] Interobserver Reliability of Video Recording in the Diagnosis of Nocturnal Frontal Lobe SeizuresEPILEPSIA, Issue 8 2007Luca Vignatelli Summary:,Background: Nocturnal frontal lobe seizures (NFLS) show one or all of the following semeiological patterns: (1) paroxysmal arousals (PA: brief and sudden recurrent motor paroxysmal behavior); (2) hyperkinetic seizures (HS: motor attacks with complex dyskinetic features); (3) asymmetric bilateral tonic seizures (ATS: motor attacks with dystonic features); (4) epileptic nocturnal wanderings (ENW: stereotyped, prolonged ambulatory behavior). Objective: To estimate the interobserver reliability (IR) of video-recording diagnosis in patients with suspected NFLS among sleep medicine experts, epileptologists, and trainees in sleep medicine. Methods: Sixty-six patients with suspected NFLS were included. All underwent nocturnal video-polysomnographic recording. Six doctors (three experts and three trainees) independently classified each case as "NFLS ascertained" (according to the above specified subtypes: PA, HS, ATS, ENW) or "NFLS excluded". IR was calculated by means of Kappa statistics, and interpreted according to the standard classification (0.0,0.20 = slight agreement; 0.21,0.40 = fair; 0.41,0.60 = moderate; 0.61,0.80 = substantial; 0.81,1.00 = almost perfect). Results: The observed raw agreement ranged from 63% to 79% between each pair of raters; the IR ranged from "moderate" (kappa = 0.50) to "substantial" (kappa = 0.72). A major source of variance was the disagreement in distinguishing between PA and nonepileptic arousals, without differences in the level of agreement between experts and trainees. Conclusions: Among sleep experts and trainees, IR of diagnosis of NFLS, based on videotaped observation of sleep phenomena, is not satisfactory. Explicit video-polysomnographic criteria for the classification of paroxysmal sleep motor phenomena are needed. [source] Control of Environmental Lighting and Its Effects on Behaviors of the Alzheimer's TypeJOURNAL OF INTERIOR DESIGN, Issue 2 2002Melinda La Garce M.F.A. ABSTRACT The study investigates environmental lighting interventions designed to control the natural daylight effects of the setting sun and resultant behavior change. The purpose of this study was to determine if the frequency of disruptive behaviors of the Alzheimer's type that are defined across the literature to include wandering, anxiousness, combativeness, negative verbalizations, pilfering/hoarding, inappropriate sexual behavior, inappropriate emotional behavior, attention seeking, repetitive statements, and behaviors that are apparently precipitated and/or intensified by the effects of the setting sun i.e., changes in color, angles, and intensity of daylight, can be altered by environmental lighting interventions designed to control the daylight effects of the setting sun. This learning/practice partnership brought together the diverse expertise of research team members and provided new ways of examining research questions. Subjects were evaluated by medical practitioners to determine the probable presence of Alzheimer's disease. Disruptive behaviors were identified by trained observers reviewing 100 hours of videotaped observation, and videotaped observations of the subjects continued as subjects rotated monthly for four months between two apparently identical environments,one controlled and one experimental using environmental lighting interventions. Trained observers made double blind observation of subjects and recorded the frequency of disruptive behaviors on behavior observation checksheets. Tabulations of the disruptive behaviors were made, and percentage of change was calculated. A drop of 41% in the disruptive behaviors of subjects, while in the experimental environment, was demonstrated in the first rotation cycle, and an 11 % drop in disruptive behaviors was found in a second cycle. Inter-rater reliability across all tapes was 70%. Individuals exhibiting the highest frequencies of disruptive behaviors also demonstrated the most dramatic decreases in these behaviors while in the experimental environment. Environmental lighting interventions designed for this study appear to lessen the detrimental behavioral| effects of the setting sun on the behaviors of individuals with Alzheimer's disease. [source] Supporting the problem-based learning process in the clinical years: evaluation of an online Clinical Reasoning GuideMEDICAL EDUCATION, Issue 6 2004Greg Ryan Purpose, Implementing problem-based learning (PBL) in the clinical years of a medical degree presents particular challenges. This study investigated the effectiveness of using an online Clinical Reasoning Guide to assist integration of PBL in the clinical setting and promote further development of students' clinical reasoning abilities. Method, A total of 52 students in 6 PBL groups, together with their 6 clinical tutors, participated in the study. Data were analysed from videotaped observations of tutorial activity and follow-up, semistructured interviews. Results, From both the student facilitators' and the clinical tutors' perspectives, the Guide proved an effective tool for augmenting the PBL process in clinical settings and promoting the development of clinical reasoning. By combining computer-aided learning with collaborative PBL tutorials it promoted individual as well as collaborative reasoning. There is also evidence to suggest that the Guide prompted students to look more critically at their own, their colleagues' and other clinicians' reasoning processes. [source] Self in Context: Autonomy and Relatedness in Japanese and U.S. Mother,Preschooler DyadsCHILD DEVELOPMENT, Issue 6 2002Tracy A. Dennis Cultural differences and similarities in socialization during two contrasting laboratory tasks were examined in 30 Japanese mothers and their preschoolers, both temporarily residing in the United States, and 30 U.S. mothers and their preschoolers (age: M= 55.8 months, SD= 4.9). Mother and child actions, speech, emotion, and attention were coded from videotaped observations during a free play task and waiting task. Cross,cultural comparisons showed that U.S. mothers had more conversations that emphasized individual experiences, more often acted as playmates and used joint attention, maintained more physical distance, showed more positive emotions, and made more positive responses to child accomplishment. In contrast, Japanese mothers had more conversations that emphasized shared experiences, showed more divided attention, and maintained social role distinctions. Similar, but fewer cultural differences emerged for children. However, maternal and child characteristics also varied by task context. The results suggested an emphasis on autonomy in U.S. dyads and an emphasis on relatedness in Japanese dyads, but the interactions with task context revealed the coexistence of autonomy and relatedness. [source] | |||||||||||||