Adiponectin Gene Polymorphism and its Association with Type 2 Diabetes Mellitus     

Biswas D  Vettriselvi V  Choudhury J  Jothimalar R 《Indian journal of clinical biochemistry : IJCB》2011,26(2):172-177

Mutations in different regions of adiponectin gene have been reported to be associated with obesity, atherosclerosis and type 2 diabetes mellitus. The present study was aimed to investigate the association among SNP 45 T > G of adiponectin gene and type 2 diabetes in South Indian population. 75 clinically diagnosed case of type 2 diabetes were studied and compared with 75 apparently healthy controls. The genotype frequency of SNP45 T > G in exon 2 of adiponectin gene was determined by PCR based restriction enzyme analysis using the restriction enzyme SmaI. (recognition site: CCC↓GGG). Three kind of genotypes: wild type TT (470 bp), heterozygous type TG (470 bp, 336 bp, 134 bp) and homozygote mutant type GG (336 bp, 134 bp) were studied. A positive association has been found between SNP45 T > G and type 2 diabetes in the study population (P = 0.010, OR = 3.797, 95% CI = 1.312–10.983). Therefore, SNP45T > G in adiponectin gene may be one of the risk factors for type 2 diabetes.  相似文献   

Transition services for students with intellectual disabilities: School psychologists’ perceptions     

Devadrita Talapatra  Andrew T. Roach  Kris Varjas  David E. Houchins  Daniel B. Crimmins 《Psychology in the schools》2019,56(1):56-78

For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided.  相似文献   

Evaluating the performance of school psychologists: Current status and future directions with a 360-degree evaluation process     

Julie Q. Morrison  Courtney E. Hutchinson  Devadrita Talapatra 《Psychology in the schools》2020,57(5):699-717

The purpose of this article is twofold: (a) to present the results of a study examining the current status of performance evaluations for school psychologist and (b) to use those findings to inform future directions. A content analysis of a national sample of 36 performance appraisal rubrics was conducted to examine their alignment with the professional standards established by the National Association of School Psychologists (NASP). Among the rubrics reviewed, 88.9% featured eight or more of the NASP domains of practice, yet only 56% of the rubrics featured all 10 domains, suggesting variability in the degree to which the rubrics aligned with the standards of practice, particularly for rubrics developed at the district-level. The results of this study informed the development of a 360-evaluation process based on the Framework for Personnel Evaluation of School Psychologists Utilizing the NASP Practice Model and Morrison's four key principles for evaluating the performance of school psychologists.  相似文献   

Opportunities and Options for Facilitating and Evaluating Access to the General Curriculum for Students With Disabilities     

Andrew T. Roach  E. Namisi Chilungu  Tamika P. LaSalle  Devadrita Talapatra  Matthew J. Vignieri  Alexander Kurz 《Peabody Journal of Education》2013,88(4):511-528

Federal regulations concerning the development and implementation of alternate assessments based on modified achievement standards include a set of safeguards intended to ensure that eligible students have access to grade-level general curriculum. These regulations concerning curricular access and opportunity to learn for students with disabilities may prove difficult for educational researchers and policymakers to operationalize and evaluate. This article provides a historical and policy context for efforts to ensure curricular access. In addition, this article reviews research on potential indicators of (or ways of measuring) access to the general curriculum and opportunity to learn. Finally, best practices for facilitating and evaluating access to the general curriculum are discussed.  相似文献   

Aligning an Early Childhood Assessment to State Kindergarten Content Standards: Application of a Nationally Recognized Alignment Framework     

Andrew T. Roach  Dawn McGrath  Corinne Wixson  Devadrita Talapatra 《Educational Measurement》2010,29(1):25-37

This article describes an alignment study conducted to evaluate the alignment between Indiana's Kindergarten content standards and items on the Indiana Standards Tool for Alternate Reporting. Alignment is the extent to which standards and assessments are in agreement, working together to guide educators' efforts to support children's learning and development. The alignment process in this study represented a modification of Webb's nationally recognized method of alignment analysis to early childhood assessments and standards. The alignment panel (N = 13) in this study consisted of early childhood educators and educational leaders from all geographic regions of the state. Panel members were asked to rate the depth of knowledge (DOK) stage of each objective in Kindergarten standards; rate the DOK stage for each item on the ISTAR rating scale; and identify the one or two objectives from the standards to which each ISTAR item corresponded. Analysis of the panel's responses suggested the ISTAR inconsistently conformed to Webb's DOK consistency and ROK correspondence criteria for alignment. A promising finding was the strong alignment of the ISTAR Level F1 and F2 scales to the Kindergarten standards. This result provided evidence of the developmental continuum of skills and knowledge that are assessed by the ISTAR items .  相似文献