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Systematic Replication (systematic + replication)
Selected AbstractsBreast Binding , Is It All That It's Wrapped Up To Be?JOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 3 2003IBCLC, Kathy Swift MSN Objective: To investigate the difference in breast symptoms between breast binding and support bra wearing in nonbreastfeeding postpartum mothers. Design: A systematic replication of an earlier study by Bristol using a pre-experimental posttest design. Setting: A private, for-profit hospital in a city in the south-central region of the United States. Participants: Sixty nonbreastfeeding postpartum women who gave birth to viable newborns of singleton gestations, had an uncomplicated postpartum, and did not receive hormonal lactation suppressants. Main Outcome Measures: Postpartum breast engorgement, leakage, tenderness, and use of pain relief measures as measured by the Bristol Record of Symptoms. Results: Analysis of the data revealed no significant difference relative to breast engorgement between the two groups during the first 10 postpartum days. However, the breast-binder group reported a greater degree of breast tenderness, breast leakage, and use of other pain relief measures. Conclusion: Breast binding should be discontinued as a method of lactation suppression and use of support bras encouraged. Future studies need to focus on comfort for nonbreastfeeding, postpartum mothers. [source] An investigation of the potentially adverse effects of task interspersalBEHAVIORAL INTERVENTIONS, Issue 4 2005Ivy M. Chong This series of experiments sought to replicate the findings by Charlop, Kurtz, and Milstein (1992) in which presenting the same consequences for maintenance (previously learned tasks) and nonacquired tasks was found to impede learning of the latter during task interspersal. In Experiment 1, we conducted a systematic replication with three children diagnosed with autism. All participants reached mastery criteria for the nonacquired tasks, even though the same consequences were delivered for maintenance and nonacquired tasks. In Experiment 2, we conducted a direct replication of the Charlop et al. (1992) with the same children from Experiment 1. In four of five evaluations, participants reached mastery criterion for the nonacquired task, even though same consequences were provided for maintenance and nonacquired tasks. The results are discussed in the context of the differences between studies that might have contributed to the discrepant findings. Copyright © 2005 John Wiley & Sons, Ltd. [source] Teaching cooperative play to typical children utilizing a behavior modeling approach: a systematic replicationBEHAVIORAL INTERVENTIONS, Issue 3 2002Erik Jahr This study investigated the acquisition of cooperative play in three typical children. The differential effectiveness of two different modeling conditions was compared, where in the first condition the children were trained to observe and imitate modeled cooperative play. In the second condition the children observed and described the modeled play prior to imitation. During training, modeled play episodes varied across play topics. The criterion for mastery in training was correct responding on first trial with new modeled play episodes. The results showed that the children became able to take turns in novel episodes of cooperative play and to show play variability only after including verbal description as part of the modeling procedure. Copyright © 2002 John Wiley & Sons, Ltd. [source] Graphic Organizers Applied to Secondary Algebra Instruction for Students with Learning DisordersLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2007Bob Ives Students who have particular difficulty in mathematics are a growing concern for educators. Graphic organizers have been shown to improve reading comprehension and may be applied to upper level secondary mathematics content. In two systematic replications, one randomly assigned group was taught to solve systems of linear equations through direct instruction and strategy instruction. The other group was taught with the same methods with the addition of a graphic organizer. Students who received instruction with the graphic organizers outperformed those who received instruction without the organizers. They also better understood the related concepts as measured by immediate posttests in both replications. The difference in understanding concepts was maintained on a 2,3 week posttest. [source] | ||||||||||