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Supplemental material, sj-pdf-1-han-10.1177_1558944721994251 for Denervation as a Treatment for Arthritis of the Hands: A Systematic Review of the Current Literature by Sarah L. Zhu, Brian Chin, Mohamed Sarraj, Eugene Wang, Emily E. Dunn and Matthew C. McRae in HAND

Supplemental material, sj-pdf-1-han-10.1177_1558944721994251 for Denervation as a Treatment for Arthritis of the Hands: A Systematic Review of the Current Literature by Sarah L. Zhu, Brian Chin, Mohamed Sarraj, Eugene Wang, Emily E. Dunn and Matthew C. McRae in HAND

Substance use disorders (SUD) are a major public health crisis in the United States. Despite much attention, there are problems in the way that SUD has been researched and addressed in service delivery systems. Additionally, there are gaps in understanding the complexity of how individuals find resolution to their problems with substances. Recovery-oriented systems of care is a set of organizing principles to guide an overhaul of the field of addiction recovery. This study (n = 937) explored the complexity of predictors associated with SUD, identified some important predictors of SUD remission, and analyzed trends among subgroups identified in the analysis. Machine learning analyses were used to examine the exploratory research questions, confirming the complexity of predictors associated with Active SUD and SUD remission. Results identified life meaning and purpose, motivations for using, quality of life, and family acceptance as some of the important predictors. Some of the relationships between the predictors in this study fit with previous research inquiries and findings, while others had not previously been examined or demonstrated contrary or more complex findings. Overall, this study provides support for the need for a shift from the problem-focused nature of treatment to a recovery-oriented model that incorporates important principles associated with recovery-oriented systems of care.

Addiction is a disease that impacts family members along with the addict. Despite intentions to maintain family stability, chronic exposure to the disease of addiction can lead to psychological, emotional, and behavioral pathology for family members. Family members therefore have need of individual recovery before the family unit might more effectively support the recovering addict. Nevertheless, research is limited on addiction’s impact on the family, and still more meager in regard to family member recovery. The recovery of a family member likely has similarities to the recovery of an addict. Family members may similarly experience a process of finding hope, becoming ready to change (RTC), and finding healthy coping skills that maintain change. In this way family members might increase both individual and family functioning. How this process might occur over time for a family member has not been examined. The current set of studies propose to examine relationships between family members’ hope, RTC, and coping skills during early recovery as well as how RTC impacts family functioning. Two structural equation modeling (SEM) longitudinal panel models will examine the hypotheses that: 1) Family member hope positively associates with subsequent family member RTC and coping, RTC positively associates with subsequent hope and coping, and coping positively associates with subsequent hope and RTC, and 2) Family member RTC positively associates with subsequent family functioning which will reciprocally and simultaneously positively associate with RTC. Information about family member recovery and its influence on the family unit confronted with the disease of addiction is important. Implications for clinicians and future recovery research will be discussed.

Positive Behavioral Interventions and Supports (PBIS) is a systematic framework implemented in schools across the country to enhance the overall social climate and to reduce the number of discipline issues with all student populations. The documented behavioral outcomes of school-wide PBIS in public schools have prompted state agencies to direct the implementation of positive behavior supports such as PBIS in secure juvenile justice settings. This study examined using the Stages of Concern Questionnaire (SoCQ) to understand the implementation of school-wide PBIS within the secure facilities of the Texas Youth Commission (TYC). The sample included archival data from TYC staff responses to the SoCQ. The SoCQ data was statistically analyzed using the exploratory factor analysis model, the confirmatory factor analysis model, and the structural equation model. Correlations between variables within the SoCQ data were conducted to determine the viability of using the SoCQ instrument to understand the implementation of school-wide PBIS within TYC facilities. The variables in the study included a variety of staffing characteristics including the following: Gender, Ethnicity, Level of Education, Facility, Job Title, and PBIS Training. Findings from the study suggested an altered SoCQ from the original seven stage model, 35-item questionnaire to a reduced three stage model, 11-item questionnaire. Training was the most statistically significant covariate of the revised three stage model.

This study examined the level of concern responses as measured by the (SOcQ) of elementary school teachers to mandated curricular change in West Texas. A recent curricular innovation known as CSCOPE was implemented in the majority of K-12 public schools in Texas. Six public elementary campuses participated in this study. Multiple linear regression was used to predict teacher responses on The Stages of Concern Questionnaire. This instrument was used to collect data on each campus in order to determine the relationship between predictor variables and teacher responses on the survey. Predictor variables included AYP status (federal accountability), AEIS status (state campus rating), teacher years of service, and content area taught, the year of implementation, and the level of CSCOPE implementation. Results indicated that teachers were more resistant to the CSCOPE innovation in the first year of implementation than in the second. Teachers also demonstrated less resistance to the innovation when mandated to use the entire CSCOPE curriculum. Statistical significance was demonstrated by the regression models for each stage of concern beyond Stage 0.

As of May 25, 2010, over 800 school districts across the state of Texas have adopted CSCOPE as their curriculum. The CSCOPE curriculum management system has become the defacto curriculum management system of choice for public schools in Texas. The purpose of this study was to evaluate, via latent growth modeling, the effects of CSCOPE curriculum implementation upon student academic performance in mathematics as measured by the Texas Assessments of Knowledge and Skills (TAKS) tests. The population consisted of 4,847,844 public school students in Texas. A purposively selected sample (N=468) of Texas public school students were taught using the CSCOPE curriculum management system; the sample also included students taught using a non-CSCOPE curriculum during the study period. A priori assumption was made regarding a causal relationship between curriculum and instruction and the resulting student performance. Existing research shows that when the written, taught, and tested curriculum are tightly aligned student performance increases. There is scarce research to substantiate the effects of CSCOPE on student performance. What effect does CSCOPE as a model for a guaranteed and viable curriculum have over time on student performance in mathematics as defined by measures included in the Academic Excellence Indicator System? Results reveal that CSCOPE had a .958 of a standard deviation effect on growth in student performance in mathematics during the three year period of interest in the study. CSCOPE has a positive effect on student performance over time.

The purpose of this study was to investigate the relationships that exist between service quality, satisfaction, value and how they impact sporting event image and sponsors‟ corporate brand image in relation to behavioral intentions toward the sporting event and sponsors. Structural equation modeling techniques were applied to data collected from 518 sport tourists in a professional golf event. Confirmatory factor analysis indicated that the CFA measurement model was a good fit (CFI = .968, TLI = .961, RMSEA = .054, SRMR = .040). The structural model was a good fit (CFI = .968, TLI = .961, RMSEA = .054, SRMR = .040). It was found that there were significant relationships between the variables except for six parameters. The six statistically insignificant parameters were the effects of perceived value and service quality on behavioral intentions toward the sporting event, satisfaction and service quality on behavioral intentions toward the sponsoring corporations, perceived value on sporting event image, and satisfaction on corporate brand image. Moreover, the findings indicated that sporting event image and satisfaction had a significant influence on behavioral intentions toward the sporting event. Corporate brand image and perceived value had a significant effect on behavioral intentions toward the sponsoring corporations. Service quality and satisfaction had a significant influence on sporting event image. Service quality, perceived value and sporting event image had a significant influence on corporate brand image. Service quality and perceived value had influence on satisfaction. Service quality is highly predictive of perceived value. The results imply that high quality service created tourist value and satisfaction, thus resulting in favorable image, and ultimately leading to positive behavioral intentions toward the event and sponsors. The importance of service evaluations of a sporting event should be recognized by both event organizers and sports sponsors. The study provides an overall approach of service evaluations in the sport tourism context. It is believed that the model of the current study could be meaningful in prediction of sport tourists‟ behavioral intentions toward the sporting event and sponsoring corporations. Therefore, the comprehensive model of this study contributes to providing a theoretical frame of reference for future studies.

Purpose: This research used data collected as part of the Pre-Elementary Educational Longitudinal Study (PEELS) to investigate the patterns of language and literacy and math development for young children with disabilities as well as to identify and describe unobserved subpopulations based on developmental trajectories and how subpopulation classification mediates the effects of covariates on the development. Method: Conditional multiple-indicator growth models and growth mixture models were fit using standardized achievement test scores for a sample of young children with disabilities (n = 422). The covariates included in this research were ethnicity, metropolitan status, family income, and type of early learning setting. Results: Family income had a significant effect for both models at Wave 1 and the type of early learning experience was significant for both models at Wave 3. Hispanic children had lower language and literacy ability at age three when compared to Caucasian children. Hispanic children also developed language and literacy ability at a slower rate than Caucasian children. Metropolitan status did not have a significant effect development the language and literacy ability or math ability.

Previous research efforts concerning teacher certification in Texas focused primarily on the Pedagogy and Professional Responsibilities exam; an exam that all teacher candidates must pass regardless of their specific content area. Few studies have attempted to explore which variables are useful for predicting the outcome of the TExES content-area certification exams, which represents a major gap in the literature. Because of its high failure rate, this study focused on identifying factors that were influential in predicting failure on the TExES History (8-12) certification exam. A convenience sample was used and only those who had taken the TExES History (8-12) exam from 2002 – 2008 were selected (n = 181). The study is an exploratory data design using classification trees—a nonparametric statistical technique often associated with data mining. The study was different from previous studies in two important aspects: a) the study included a much wider range of variables, and b) nonparametric, classification tree methodology was used to build predictive models. Using the proportional chance criterion and Press’ Q to assess significance, the models were statistically significant (p < .05), indicating that the models were capable of predicting outcomes well beyond what would be expected based on chance. Because classification trees produce a set of decision rules that can be graphically depicted, a model based on a decision tree paradigm is more intuitive, and more easily interpreted and implemented compared to regression methods. Although classification trees are not widely used in social science research, the success of the technique in the current study suggests that classification trees can be an effective, nonparametric alternative to the more traditional multiple regression and logistic regression methods and provides researchers a glimpse of the capabilities of classification trees.

For nearly 35 years, motivation theorists have utilized an achievement goal approach to studying goal adoption. Elliot (1999) proposed changes to the classic and contemporary approaches of studying motivation. His 2 x 2 hierarchical model of achievement motivation highlighted the strengths, and minimized the weaknesses, of the study of achievement motivation. Elliot’s proposed model expanded the original mastery-performance goal dichotomy, by emphasizing two dimensions of an achievement goal framework (Elliot, 1999; Elliot & McGregor, 2001). The 2 x 2 model of achievement motivation identifies four unique goal orientations, which are presumed to account for the entire range of achievement strivings (Elliot, 1999). Since it’s proposal, the 2 x 2 model has been increasingly employed in various domains (e.g., education, sport, education). With the increasing number of empirical studies being published, there is a need to review and analyze these data. Several narrative reviews have been published. Though a narrative review can provide data about the empirical research, this form of review tends to be subjective. Meta-analysis provides a statistical method of integrating and drawing empirical conclusions about research findings. The purpose of the current study was to gather and organize the results of studies, which utilized Elliot’s (1999) 2 x 2 model of achievement motivation in physical activity and education using meta-analytic techniques. For the studies to be included in this analysis, weighted average effect sizes were be calculated to determine the strength and magnitude of antecedents and consequences for each of the four goal orientations. Studies included in the current investigation were those published between January 1999 and November 2010 in the physical activity (sport, exercise, physical education) or education domains. All studies were published in English and examined the relationship between an antecedent or consequence variable and at least one of the goals defined by Elliot’s (1999) 2 x 2 model of achievement motivation. A random-effects model was utilized, specifically, the Hunter-Schmidt method of meta-analysis. Effect sizes for common antecedents (n = 7) and consequences (n = 3) in the physical activity and education domain were examined. Low to moderate sized effect sizes were found for most antecedents in physical activity and education, whereas large effect sizes were typically found for most significant consequences. Based on the results of the current study, intervention for positive goal adoption (mastery-, performance-approach) should focus on providing a mastery climate and increases in perceived competence, while avoiding a focus on fear of failure. Additionally, incremental theory should be emphasized.

Adolescents from across the United States experience instruction targeting lunar phase concepts. However, a single, age-appropriate, multiple-choice instrument that measures understanding of these concepts could not be located. Such an instrument must measure knowledge valued by the 50 state education agencies and the knowledge of lunar phase differences due to hemisphere perspective (ushered in by Internet learning forums). The design of this much needed assessment must take into account common lunar phase misconceptions held by adolescents. This research reports the development and validation of such an instrument called the Comprehensive Moon Phases Assessment (CMPA). State standards and previous research of adolescent misconceptions pertaining to lunar phase concepts framed the CMPA design. The method used to analyze the state standards and identify lunar phase domains was the constant comparative method (Glaser, 1965; Strauss & Corbin, 1994). The taxonomy of rules for writing multiplechoice items compiled by Haladyna and Downing (1989) directed the construction of the CMPA items. The research questions that directed the validation of the CMPA were: (1) Does the CMPA measure the lunar phase constructs found in the state standards? (2) Does the CMPA measure the construct of global lunar perspective? Research questions were answered through expert review and exploratory and confirmatory factor analyses. An exploratory factor analysis showed 19 items loading onto a 7-factor model, with a confirmatory factor analysis suggesting it to be a model of good fit: 2 = (75, N = 865) = 162.179, p < 0.001, the CFI was 0.964, and the RMSEA was 0.037. While no item received strong scores of five (on a 5-point Likert scale) from all eight reviewers, seven reviewers rated 21 of the 40 CMPA items with scores of four or five. These 21 items were evaluated as valid. Two or more members of the expert review board, using a 5-point Likert scale, ranked 10 of the 19 items that loaded onto a 7-factor model with a score of 3 or lower on content validity. Future research needs to consider feedback from the expert reviewers in developing or revising additional items for the seven factors that were confirmed by the analysis. It is suggested that a revised version of the CMPA be administered to a new sample of middle school students and a factor analysis conducted on the new assessment data.

This study had two purposes: to determine whether academic integrity outreach efforts at a large, comprehensive public research institution were positively impacting the campus community and to explore academic integrity outreach frameworks in an effort to inform best practices. The study was significant because limited data were available about whether suggested campus outreach models produce positive results in terms of reducing academic dishonesty. A thorough examination of existing literature revealed only one similar study, conducted at a small, East Coast liberal arts school; however, the research design of this study differed in important ways. These were as follows: this study surveyed students and faculty at a large public research university in the SACS accrediting region; it did not use “forced- choice” options when seeking data from participants to prevent bias; and the use of open-ended questions informed the researcher as to why participants perceived certain actions should occur. The population for this study was all university students and faculty. The sample consisted of faculty and students enrolled between 2004 and 2007, classified sophomore through senior, at a large public research institution located in the southwestern United States and accredited by the Southern Association of Colleges and Schools (SACS). This study approached its research from a post-positivist perspective, using ANOVA and Pearson’s chi- square as the primary quantitative research design tools. Two open-ended questions informed the researcher and were analyzed using open-coding based upon grounded theory. Data were collected from 4,345 student and faculty participants. Two ANOVAs produced significant results: (a) the average student’s understanding of university policies concerning cheating and (b) the average faculty member’s understanding of university policies concerning cheating. The dependent variables were the academic integrity perceptions of students and faculty (survey questions) and the independent variable was the survey year. The Pearson’s chi-square analysis also produced a significant result, indicating that student participants in 2007 were 1.5 times more likely to have been informed about academic integrity than were their peers who had completed the survey in 2004. In addition, analysis of the first open-ended question (what outreach efforts were perceived to already be taking place) yielded 544 valid and useable returns. From those, 956 responses were generated, resulting in 119 unique answer codes. The second openended question (what outreach efforts should be used) resulted in 532 valid and useable returns. There were 1,002 responses within those returns, which resulted in 166 unique answer codes. Codes were subsequently combined into 18 categories and later narrowed into eight themes. Those eight themes were further analyzed, culminating in a proposed academic integrity outreach model that institutions and future researchers may explore.

Researchers have argued whether praise is beneficial to students in educational settings. Much of this research has focused on praise in younger populations rather than with college students. Furthermore, it is unknown how college students perceive praise in the classroom. The purpose of this study was to identify the perceptions of praise possessed by college students as well as the differences in perceptions between male and female college students. Two hundred fifteen undergraduate and graduate students participated in this study. Results indicated that the majority of college students are unbiased in their perceptions of praise, suggesting that college students do not prefer either written or verbal praise, person or process praise, or individual or group praise. Results also indicated that there were no significant differences between male and female college students and their perceptions of praise. Possible explanations to the results are discussed, along with suggestions for future research.